Granby Primary School

SEND Report

Special Educational Needs and Disability (SEND)


School Offer

Our Special Educational Needs Co-ordinator is Karen Parker (SENCO Accreditation Award)

At Granby, we will help your child achieve the very best they can at school. You know your child best and may feel they need some additional support or help for some or all of their time at Granby. This information is to inform you of the types of support available for your child at Granby Primary School. It will help you understand who can help and how this support can be accessed.

 Information about our Dyslexia friendly approach can be found here

SEND Policy Granby Primary SEND Policy 2021-22

SEND Policy Granby Primary SEND Report 2021-22

Leicester City’s BERA Framework Leicester City’s BERA Framework

Please click here for the Leicester Offer

 Useful Websites

Local Authority Support 'My Choice' is a directory for care and support products and services for people living within the Leicester City area and is an invaluable source of support. Click on the link below to access the website directly.

SENDIASS - Special Educational Needs and Disabilities Information and Advice Support Service (Leicester) SENDIASS Leicester is an independent service that offers free, confidential and impartial information, advice and support to parents and carers of young people aged 0-25 with SEND as well as young people themselves.

Council for Disabled Children (CDC) Fact sheets, films and posters designed to help parents, carers, children and young people understand some of the key themes of the new SEND reforms including EHC Plans, Post-16 support, the Local Offer and making decisions.


Useful Parent Helpsheets

Frequently asked questions

What range of SEND needs does Granby meet?

The 2014 SEND Code of Practice outlines four areas of special educational need that include a range of difficulties and conditions:

  1. 1. Communication and interaction

 Some of the aspects of difficulty included in this area are:

 Autistic Spectrum Disorder (ASD)

ASD is a term that recognises there are a number of sub-groups within the spectrum of autism. Pupils with ASD find it difficult to:

  • understand and use non-verbal and verbal communication
  • understand social behaviour, which affects their ability to interact with children and adults
  • think and behave flexibly, which may be shown in restricted, obsessional or repetitive activities.

Pupils with ASD cover the full range of ability and the severity of their impairment varies widely. Some pupils also have learning disabilities or other difficulties, making diagnosis difficult.

Pupils with Asperger's syndrome should be recorded in this category. These pupils share the same triad of impairments but have higher intellectual abilities and their language development is different from the majority of pupils with autism.

Further information can be found at:

Speech, Language and Communication Needs (SLCN)

Children and young people may have a range of difficulties with speech and language, some of which may resolve as the student develops.

 For some children, such difficulties may be confined to their production of speech. For others, it may be hard to find the right words or to join them together meaningfully in expressive language. They may have problems in communicating through speech and may find it hard to acquire language and express thoughts and ideas. They may experience difficulties or delays in understanding or responding to verbal cues from others, or in understanding and using appropriate language for social interaction.

 The fact that a child or young person may understand and speak English as an additional language does not in itself constitute a speech and language difficulty. It is important to note, however, that different languages have different structures/phonologies (sound systems) which can sometimes cause initial short term difficulties.

  1. 2. Cognition and learning

 Moderate Learning Difficulty (MLD)

Pupils with MLDs will have attainments significantly below expected levels in most areas of the curriculum despite appropriate interventions. Their needs will not be able to be met by normal differentiation and the flexibilities of the National Curriculum.

They should only be recorded as MLD if additional educational provision is being made to help them to access the curriculum. Pupils with MLDs have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have an associated speech and language delay, low self-esteem, low levels of concentration and under-developed social skills.


Profound and Multiple Learning Difficulty (PMLD)

Pupils with profound and multiple learning difficulties have complex learning needs. In addition to very severe learning difficulties, pupils have other significant difficulties such as physical disabilities, sensory impairment or a severe medical condition. Pupils require a high level of adult support, both for their learning needs and also for their personal care. They are likely to need sensory stimulation and a curriculum broken down into very small steps. Some pupils communicate by gesture, eye pointing or symbols, others by very simple language. Their attainments are likely to remain in the early P-scale range (P1-P4) throughout their school careers (that is below level 1 of the National Curriculum).

 Specific Learning Difficulty (SpLD)

“A child or a young person with a Specific Learning Difficulty (SpLD) may have difficulty with one or more aspects of learning. This includes a range of conditions such as dyslexia (difficulties with reading and spelling)” (2013 SEN Code of Practice)


Pupils with dyslexia have a marked and persistent difficulty in learning to read, write and spell, despite progress in other areas. Pupils may have poor reading comprehension, handwriting and punctuation. They may also have difficulties in concentration and organisation, and in remembering sequences of words. They may mispronounce common words or reverse letters and sounds in words.

Further information can be found at:



Pupils with dyspraxia are affected by an impairment or immaturity of the organisation of movement, often appearing clumsy. Gross and fine motor skills are hard to learn and difficult to retain and generalise. Pupils may have poor balance and coordination and may be hesitant in many actions (running, skipping, hopping, holding a pencil, doing jigsaws, etc). Their articulation may also be immature and their language late to develop. They may also have poor awareness of body position and poor social skills.

Further information can be found at:

  1. 3. Social, Emotional and Mental health

Children with emotional difficulties include those who may be withdrawn or isolated, hyperactive and lack concentration; those with immature social skills and those presenting other difficulties arising other complex needs.

 Some children may have emotional needs and/or social problems that interfere with their own ability to learn effectively. In some instances, the difficulties they experience may cause disruption to the learning of other children or young people.

 Social difficulties, in this context, occur when students have problems managing interactions with others in school effectively and appropriately. They may have difficulty making the necessary adjustments to conform to the expectations of others in a variety of settings. The process is known as socialisation. Either difficulty may impact substantially on the child’s ability to learn.

 Attention deficit hyperactivity disorder (ADHD)

Attention Deficit Hyperactivity Disorder is a complex condition can seriously affect a child’s concentration, behaviour and learning. A child with ADHD will often feel easily bored, may be distracted by unimportant sounds and sights, be impulsive and find it hard to sit still. This impacts on their learning as they can find it very hard to concentrate for the periods of time needed to complete tasks. Consequently, the work that they produce may not necessarily reflect their true ability.

Further information can be found at:

  1. 4. Sensory and/or physical

Some of the aspects of difficulty included in this area are:

 Hearing Impairment (HI)

Pupils with an HI range from those with a mild hearing loss to those who are profoundly deaf. They cover the whole ability range.

For educational purposes, pupils are regarded as having an HI if they require hearing aids, adaptations to their environment and/or particular teaching strategies to access the concepts and language of the curriculum. A number of pupils with an HI also have an additional disability or learning difficulty. Hearing loss may be because of conductive or sensorineural problems and can be measured on a decibel scale. Four categories are generally used: mild, moderate, severe and profound. Some pupils with a significant loss communicate through sign instead of, or as well as, speech.

Visual Impairment (VI)

A visual impairment is generally defined as an eyesight problem that cannot be corrected by wearing glasses or contact lenses or by surgery.

The terms partially sighted, low vision, legally blind, and totally blind are used in the educational context to describe students with visual impairments. They are defined as follows:

"Partially sighted" indicates some type of visual problem has resulted in a need for special education;

"Low vision" generally refers to a severe visual impairment, not necessarily limited to distance vision. Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes, Braille;

"Legally blind" indicates that a person has less than 20/20 vision in the better eye or a very limited field of vision (20 degrees at its widest point); and

Totally blind students learn via Braille or other non-visual media.

Multi-Sensory Impairment (MSI)

Pupils with MSI have a combination of visual and hearing difficulties. They are sometimes referred to as deafblind but may have some residual sight and/or hearing. Many also have additional disabilities but their complex needs mean it may be difficult to ascertain their intellectual abilities. Pupils with MSI have much greater difficulty accessing the curriculum and the environment than those with a single sensory impairment. They have difficulties in perception, communication and in the acquisition of information. Incidental learning is limited. The combination can result in high anxiety and multi-sensory deprivation. Pupils need teaching approaches that make good use of their residual hearing and vision, together with their other senses. They may need alternative means of communication.

 Physical Disability (PD)

There is a wide range of physical disabilities and pupils cover the whole ability range. Some pupils are able to access the curriculum and learn effectively without additional educational provision. They have a disability but do not have an SEN. For others, the impact on their education may be severe.

In the same way, a medical diagnosis does not necessarily mean a pupil has an SEN. It depends on the impact the condition has on their educational needs.

There are a number of medical conditions associated with physical disability that can impact mobility. These include cerebral palsy, heart disease, spina bifida and hydrocephalus, and muscular dystrophy. Pupils with physical disabilities may also have sensory impairments, neurological problems or learning difficulties.

Some pupils are mobile but have significant fine motor difficulties that require support. Others may need augmentative or alternative communication aids.

Medical Needs

A medical diagnosis or a disability does not necessarily imply a special educational need (SEN). It may not be necessary for the child or young person with any particular diagnosis or medical condition to have any additional form or educational provision at any phase of education. It is the child’s medical needs rather than a diagnosis that must be considered.

Some children may not require school-based SEN provision but they have medical conditions that, if not properly managed, could hinder their access to education.

Children and young people with medical conditions will include those with Asthma, Diabetes, Arthritis, Epilepsy, severe allergies, Incontinence, Eczema, Cystic fibrosis Tracheotomy, Colostomy and Ileostomy.

In such cases, school staff will take into consideration the medical guidance available.


The code states that:

Many children and young people have difficulties that fit clearly into one of these areas; some have needs that span two or more areas; for others the precise nature of their need may not be clear at the outset.”

Sometimes, if a child’s needs are more complex, a multi-agency approach will be used so that there is opportunity to consult with a wider range of support services and health professionals.

How does Granby assess and identify needs?

Concerns can range from learning difficulties, language and communication difficulties, sensory impairment, medical problems to emotional, social and mental health issues.

Some children may be working below age expected levels in Literacy and Numeracy which would indicate extra support may be needed. Some children may have specific learning difficulties e.g. dyslexia. Children may also have low scores on standardized tests e.g. reading/spelling age. It is important to remember that slow progress and low attainment does not necessarily mean that a child has special educational needs. However, it may be an indicator of a range of learning difficulties or disabilities. Equally it should not be assumed that attainment in line with age expected levels means that there is no learning difficulty or disability

Information passed from a child’s previous school may indicate that a child has a difficulty and support will need to be continued.

Reports received from e.g. doctors, educational psychologists, special needs teaching service, speech and language therapists may recommend specific support.

We always take into account information given by parents

We listen to concerns expressed by the child.

Teachers will fill in an Early Monitoring form for any child they are worried about which will be discussed with parents and the Special Educational Needs Co-ordinator. Appropriate next steps for the child will be planned for and parents are actively encouraged to be involved in the decision making process.

If you are concerned about your child, talk to the class teacher. The class teacher will then discuss these with the SEN Co-ordinator. Alternatively, you can arrange to meet with the SEN Co-ordinator directly.


What arrangements are there for consulting and involving parents/carers and staff?

Once it has been agreed that a child has additional needs, you will be informed and they will be placed on the Special Educational Needs Register under the category of SEN Support. They may receive extra support or intervention if this is felt appropriate. Your child will receive 3 reviews each year whilst they are on the SEN register. If they continue to make slow progress or have ongoing problems, then the school may ask for advice from outside agencies. A small number of children may go on to have an Education, Health and Care Plan (EHC) - these are for the most complex children that have significant and ongoing needs. If a child has an EHC plan, then they will also have an additional annual review and the plan can stay with them up to the age of 25 if it is deemed necessary. These children will also receive a review in the October of Year 6 to discuss transition to an appropriate secondary school.

What are the arrangements for assessing and reviewing children’s progress towards outcomes?

Teachers make on-going assessments for all children lesson by lesson and over a series of lessons. This information informs planning. Children receiving interventions will have their progress tracked throughout the time they are receiving the support. For children on the SEN register, there will be three reviews over the year. They will be held each term during Parents Evening where you will be offered a longer appointment. This will give you a chance to meet with the class teacher and the SEN Co-ordinator. Your child’s progress will be discussed (including any interventions they have received). However, at any point during your child’s time at Granby, please feel free to ask your child’s class teacher how your child is doing. All children will receive an end of year report that will inform you of your child’s progress throughout the year.

What are the arrangements for transition to secondary school?

All secondary schools have transition days where your child be offered the opportunity to spend time at their new school. Granby liaise closely with the new school setting to ensure they are aware of any individual’s needs and all records are passed on to the new school. If a child transfers to a new school mid-year, all records are passed on.

What is Granby’s approach to the teaching and learning of children with SEND?

Teachers are responsible and accountable for the progress and development of all pupils in their class. Lessons are differentiated to match each child’s needs. Teachers will make reasonable adjustments to the curriculum to meet individual need. At Granby we have a well-designed curriculum with strong teaching and learning.

What adaptations are made to the learning environment and the curriculum for children with SEND?

The school is on two levels. All stairs are highlighted. We have a room which includes a shower and there are disabled toilets.

Where can I find Granby’s accessibility plan?

Click here to link to our Accessibility Plan which shows our access arrangements.

What expertise do staff have and what training are they offered?

Training is an ongoing process, it is constantly reviewed depending on pupil need. Interventions and training of staff include the following-


Mental Health

Team Teach

Behaviour Strategies



Speech, Language and Communication difficulties

Pastoral support

First Aid


What specialist advice and outside agencies does Granby work with?

There are a variety of services and expertise that we can access:

Educational Psychologist

Complex Learning, Communication and Interaction Support Service

Early Years Special Needs Teaching Service

Learning and Autism Support Team

Social, Emotional and Mental Health Support Team

Education Welfare Officer

Visual / Hearing Support

Speech and Language Therapy

Medical – referrals to paediatricians

School Nurse

Social Care and Safeguarding

Sure Start

ADHD Solutions


SENDIASS (formerly Parent Partnership)

How will Granby secure equipment and facilities to support children with SEND?

Allocation of support and resources is needs led. Regular reviews of children's progress means that we know our children's needs well and are able to allocate resources as appropriate. The progress a child makes while accessing additional support is closely monitored to ensure that the support is effective and appropriate. If needed, further support or assessment is offered.

What do I do if I have a complaint about SEND?

Parents and carers of children with special educational needs are encouraged to discuss any problems or concerns with school. These should be raised initially with the pupil’s class teacher. Most problems can be resolved in this way. If this does not happen, parents may raise concerns with the SENCO, followed by the head teacher. If necessary parents may contact the governors and, if still dissatisfied, may take their concerns to the LA.

Suitable facilities for meetings can be arranged for parents with disabilities.

Where can I view the Local Authority offer?
Where will I find Granby’s SEND policy?