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Special Needs

 Special  Educational Needs at Frogwell Primary School


The following overview outlines the ways in which Frogwell Primary School aims to meet the needs of pupils who are identified as having, at some point within their time at our school, Special Educational Needs (SEN). This information is known as our Local Offer and compliments the Core Offer provided by Wiltshire Council.

In addition to this local offer, Frogwell Primary School is, along with Charter Primary School, unique amongst the other primary schools in Chippenham in that it has a special Resource Base for children who are identified as having needs beyond those which a mainstream primary school can meet. 

This does not mean that admission to our school can be a fast track to the specialist provision offered by our Resource Base but it should be viewed alongside our local offer as an additional level of expertise that all teachers within our school and Chippenham can draw upon to enhance our local offer.


What is The Local Offer?

  • As part of the Children and Families Bill 2014, all schools in Chippenham are required to make available their local SEND offer to families.  This details how they can support children and young people with a special educational need and/or disability (SEND).
  • A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.


Definition of SEND

A child ...has a learning difficulty or disability if he or she:

  • Has a significantly greater difficulty in learning than the majority of others of the same age, or
  • Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.

Code of Practice (April 2014)


Overview of the school

  • Frogwell Primary School is an average sized primary school with approximately 205 children on roll in eight classes. 
  • There are approximately 30 children in each class.
  • More pupils are known to be eligible for the pupil premium than the average.
  • 23% of pupils are identified with a special educational need.
  • of which 10% of pupils are identified with a Statement of special educational need.
  • All areas of the school are accessible to children with gross motor difficulties. this includes disabled toileting and showering facilities.
  • Some areas of the school are resourced to meet the needs of pupils with hearing impairments.
  • The school has a specialist Resource Base for pupils with complex learning needs. These pupils are placed on our role by Wiltshire Council as part of the SEN provisioning process. Admission to Frogwell Primary School will not fast track a pupil with SEN to Resource Base provision.


Our Curriculum and children with Special Educational Needs

  • The support a child receives to enable them to get the most from our curriculum will be tailored to their needs, through differentiated teaching, use of additional adults and personalised invention programmes, including a programme of gifted and talented in school and external workshops.
  • To achieve this goal, Frogwell Primary School ensures all teaching is differentiated to match the needs of each child.  This is achieved through high quality planning and quality first teaching.  This includes children who are very able or have a special educational need.
  • Some children may require more focused support, and additional adults, where appropriate, may be used to meet this need. Children who are more able will be challenged through effective differentiation in class and a programme of gifted and talented in school and external workshops.
  • Some children who have a special educational need may require a personalised targeted intervention to support their learning and enable them to access the curriculum.


 A parent who has questions about how their child is learning or who may  feel unhappy with what or how their child is learning should:

  • Make contact with their child’s class teacher. 

This can be done in a number of ways:

  • Speaking informally to teachers after the school day, or request a formal appointment. 
  • Coming to one of our Parent / Pupil / Teacher Consultation Evenings. These happen twice a year.


At the time of writing, the Special Educational Need Code of Practice is under review, and more details will follow in this area once it has been finalised. 


Additional points of contact are:

  • Sheena Dudbridge, the school's Special Needs Coordinator (SENCo)
  • Paul Bacon, the Head Teacher (HT)
  • Rachel Neville, the Deputy Head Teacher (DHT)


Training and Resources

  • Frogwell Primary School considers the needs of each child on an individual basis.  In the first instance, all children receive high quality differentiated teaching which matches children’s needs. Where additional resources (such as a specific intervention programme) are required, the class teacher will liaise with the Special Educational Needs Coordinator (SENCo) and where appropriate the Headteacher (if support involves allocation of staffing), to develop a personalised programme of support for your child.  All intervention programmes are evidence based, and are used to narrow the gap between a child’s attainment and the attainment of their peers.
  • As appropriate, Frogwell Primary School is currently able to access external professional support, including:
    • Link to RISE Pre-School and RISE Family Support
    • Access to parenting classes (through the RISE Trust and Triple P Parenting courses)
    • Equine Assisted Learning              
    • Common Assessment Framework (CAF) compiled when necessary
    • Parent Support Advisor (PSA)
    • Links with the School Nursing Service
    • Links with St. Nicholas School in Chippenham
    • Relate's  Time to Talk Counselling Service for children
    • Ethnic Minority Advisory Service (EMAS)
    • Specialist Special Educational Needs Service (SENS) which includes:
      • Behaviour Support
      • Learning Support
      • Social Communication Needs
      • Play Therapy
    • Educational Psychologists
    • Child and Adolescent Mental Heath Service (CAHMS)
    • Occupational Therapy
    • Speech and Language Therapy


Frogwell Primary School also has staff specialising in:

  • Numbers Count
  • Emotional Literacy Support (ELSA)
  • Forest Schools
  • Team Teach
  • Chill Out Lunchtime clubs which we call the Haven
  • Mentoring Service
  • Other evidence-based Intervention Programmes

We also strive to make all our classes as inclusive as possible, by developing systems and equipment that are designed to remove barriers to learning.


The SEN provision process (Plan - Do - Review)

  • Frogwell Primary School strives to identify any special educational need as early as possible in order to provide the appropriate support. We do this by:
  • ​​Working with the pupil, parents and other organisations to complete a "My Profile". This short document allows us to identify with the child their strengths, likes, dislikes and most important their aspirations (long and short term). This document is then used as the foundation to all other support and allows us to set short, medium and long term targets for the child. The planning linked to this is like what used to be described as an Individual Education Plan. This support document specifies the child's targets and the steps that are taken to reach the target. As outlined above where additional resources (such as a specific intervention programme) are required, the class teacher will liaise with the Special Educational Needs Coordinator (SENCo) and the Headteacher so that a  personalised programme of support for the child can be devised.  All intervention programmes are evidence based, and are used to narrow the gap between a child’s attainment and the attainment of their peers, and remove any barriers to learning.
  • If following the above support the school still feels the child needs are not being met through all the actions it has taken  a new document will be written. This document is called "My Support Plan" and is intended as a first step to requesting specialist support or resources to enable a child to learn effectively. This plan is reviewed by members of the SEN panel in Wiltshire Council who agree if additional funding should be provided to support the child's needs. If funding is agreed this and the support that will be released will be detailed in an Education, Health and Care Plan (EHC Plan) also known in Wiltshire as a "My Plan".


In all of the above:

  • Appropriate assessment procedures will be in place which will inform ambitious and achievable targets for a child.  These are designed in collaboration with the child, class teacher, and SENCo where appropriate.
  • We aim to allow children to play an active part in their targets and the review of their progress. This process also includes parents and carers who we encourage to play an active role in helping children to achieve their best and to also meet the targets that have been agreed.
  • Our goal is to hold three planning and review activities a year. Parents and children are invited to take an active role in this process. Between these agreed review periods, if we notice a child is progressing quickly to meeting their end of year goals or if they are struggling with certain goals we may invite all parties to review actions earlier.



  • At Frogwell Primary School, we place high value on working collaboratively with parents to ensure successful outcomes for all children.  We aim to have an open-door policy where parents are encouraged to take full and appropriate involvement in their child’s education.  Parents are encouraged to come into school on a regular basis to celebrate children’s successes. We currently have celebration assemblies every Friday from 14:25 until 15:00 and we welcome parents attendance on these occasions. We also hold three awards ceremonies / year where we celebrate excellence in all areas of learning and not just academic subjects.
  • Parents are also able to find out about their child’s progress through Parent / Pupil / Teacher Consultation Evenings, SEN review meetings, Annual Reports, Reading Records and both formal and informal discussions with a child’s teacher.
  • Parents also receive an Annual Report that details a child's achievement in each curriculum area and also sets targets for future learning. This report is timed to be published at the mid year point so that all parents are able to take an active role in their child's learning within the academic year rather than at the end. An optional Parent / Pupil / Teacher consultation is offered by request at the end of the academic year.


Other than in exceptional circumstances, your child’s class teacher will keep you informed through discussion in person, over the phone, or by letter, email or text. Frogwell Primary School prides itself on being a school that actively listens to all children and puts their needs as paramount in all that we do. 



Frogwell Primary School 

  • Has very close links with a number of pre-schools in Chippenham, in particular Spring RISE with whom we share our site. Staff from our school also visit many of the pre-schools in Chippenham to ensure a smooth transition from Foundation Stage 1 to Foundation Stage 2.
  • Has close links with each of the three secondary schools in Chippenham and works collaboratively with each to ensure a smooth transition from the end of primary school to the beginning of secondary school. We also arrange additional visits to each of the secondary schools for children with additional needs prior to them starting school.
  • Actively encourages new parents to visit our school. These visits can be arranged through the school office and a personal tour of the school can be organised with the Headteacher or any of the school staff.


Additional Information 2014 - 2015