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Bitterley C of E  Primary School

Condover C of E Primary School

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Special Educational Needs and Disability (SEND) provision at Condover CE Primary School


All children in Condover’s CE Primary School, including those with Special Educational Needs or Disability (SEND) receive a broad and balanced curriculum, relevant to the needs of the individual.


By raising the aspirations and expectations for all of our children, Condover Primary School provide a focus on outcomes for children and young people with special educational needs and disability.


At Condover we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations for all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our school community. Through appropriate curricular provision, we respect the fact that children: have different educational and behavioural needs and aspirations; require different strategies for learning; acquire, assimilate and communicate information at different rates; need a range of different teaching approaches and experiences.


Access to the curriculum is therefore facilitated by whatever means necessary to ensure that success is achieved.


Mrs Kate Varley is our Special Educational Needs and Disability Co-ordinator (SENDCo). She is responsible for the management of provision and support for identified pupils with SEND. She also guides and supports teachers and teaching assistants to enable them to provide appropriate assessment and focused provision for children in their class with SEND.


Mrs Varley can be contacted via email at or by ringing the school directly on 01743 872108.


You can access all Local Authority’s information, provision and details via Shropshire’s Local Offer Website:

Where can the Shropshire Local Offer be found?


The Shropshire Local Offer brings together information about the help and support available for children and young people with special educational needs and/or disabilities (SEND) and their families in Shropshire. 



How do we consult with parents of children with SEND and involve them in their child’s education?


At Condover we aim to work in partnership with all parents to ensure that the best possible provision is put in place for all pupils. Class teachers are available at the beginning and end of each day by appointment.


Parents are consulted with regularly throughout their child’s education and their views and/or wishes are recognised and if appropriate and wherever possible acted upon.


There are termly meeting with parents to discuss PCPs (pupil centred plans), in the form of a Plan, Do, Review format, reviews, general progress and to set new desired outcomes.


When a pupil is referred to an outside agency, the parents are consulted and their views are recorded. Parents may be asked to meet the professional who is assessing their child and this usually takes place on the school site.


The SENDCo and class teacher will then meet with the parents to discuss the findings of the report and how suggestions are to be implemented.


Parents of pupils who have an Education, Health and Care (EHC) plan are invited to annual meetings and their views are recorded as part of the meeting.


Shropshire Information, Advice and Support Service (IASS) is available to meet with you to discuss your child’s progress or any concerns you may have. You can contact Shropshire IASS on 01743 280019 or or


What kinds of special educational needs are provided for at our school?


Our school is an inclusive school where every child matters; we aim to address children’s needs and support their development in the most appropriate way possible and celebrate effort as much as achievement. Our school’s SEND policy document is available on this website, detailing our philosophy in relation to SEND.


We refer to the term “Special Educational Needs” if a child:


Has significantly greater difficulty in learning than the majority of children of his or her age in one or more areas of learning. Academic criteria are adhered to when making a decision. The threshold for each year group varies.


Has a disability which either prevents or hinders him or her from making use of educational facilities of a kind generally provided in schools within the area of the Local Authority concerned for children of similar age.


Additional and/or different provision may be made in school for children with a range of needs, including:


Cognition and Learning – Moderate learning difficulties; Specific learning difficulties - dyslexia, dyspraxia.


Sensory, Medical and Physical – hearing impairment, sensory processing difficulties, epilepsy.


Communication and Interaction – autistic spectrum condition, Asperger’s Syndrome, selective mutism, speech and language difficulties.


Social, Emotional and Mental Health – attention deficit hyperactivity disorder.


What is our approach to teaching children with SEND?


At Condover CE Primary School all staff work hard to make sure that every pupil receives a wide and balanced curriculum which is differentiated to meet individual needs. All children have equal access to resources, provision and interventions as needed. Regular assessment and careful tracking of individual pupils ensures every child continues to make progress regardless of their level of ability.


Special educational provision is educational or training provision that is additional to or different from that made generally for others of the same age. This means provision that goes beyond the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching. It may take the form of additional support within the school setting or require involvement of specialist staff or support services.


How do we consult with children with SEND and involve them in their education?


Class teachers discuss the outcomes on the PCP with the children to make them aware of what they need to work towards.


Pupils are encouraged to work towards their outcomes during individual/small group and class work in collaboration with the teacher and TA.


The pupils are invited to the termly meetings to review their progress and set new outcomes.


If a pupil has an EHC plan, then he/she is asked to contribute views and thoughts on a form for the annual review meeting.


SEND is a focus for School Council throughout the year.


What are the arrangements for handling complaints from parents of children with SEND about the provision made at school?


It is in everyone’s interests for complaints to be resolved as quickly and at as low a level as possible and our SEND complaint procedure is as follows:


- the complaint is dealt with by the class teacher – the complainant needs to feel that they have been listened to and that all points raised have been addressed.


- If the matter remains unresolved, the complaint is dealt with by the SENDCo or by a senior manager.


- If there is still no resolution the Head teacher will become actively involved.


- If the matter is still not resolved, the complainant must put their complaint in writing to the Local Academy Board who will deal with the matter through their agreed complaint resolution procedures.


- In the unlikely event that the matter is still not resolved, the parent can then take the complaint to the Local Authority or request independent disagreement resolution and the school will make further information available about this process on request.


Who is responsible for teaching and monitoring children with SEND?


Condover CE Primary School has a Special Educational Needs and Disability Co-ordinator (SENDCo) Mrs Kate Varley. She is responsible for the management of provision and support for identified pupils with SEND. She also guides and supports teachers and teaching assistants to enable them to provide appropriate assessment and focused provision for children in their class with SEND. She can be contacted by emailing the school or or by telephoning the school to make an appointment on 01743 872108.


All teachers teach pupils with SEND and as such provide quality first teaching which takes account of the particular individual needs of all pupils.


How do we support children moving between different phases of education?


From pre-school to Raindrops Class.


Visits from the class teacher to pre-school settings.


A series of induction visits during the Summer Term before the child starts in September.


Class teacher meets with pre-school providers for an exchange of information.


Each child has a Year 6 Buddy.


Class teacher holds interviews with the parents before they start school full time.


Parents evening during the Summer Term for parents of children starting in September.


From Class to Class within the School.


Pupils will have a ‘taster session’ in their new class.


Teachers liaise to share PCPs and other information and reports.


Progress data is shared.


Pupils in Year 6 moving to Secondary School.


We work closely with our local secondary schools. The year 7 coordinators will visit the pupils in Condover Primary School.


The SENDCo and year 7 co-ordinator are invited to attend the annual review meeting of any pupil with an EHC plan.


The Year 6 class teacher will meet with the SENDCo and year 7 coordinator of the secondary school the child is moving to in order to share information and discuss the specific needs of the pupil.


Extra induction visits may be arranged to the secondary school if appropriate.


There may be a small group set up in school to help those pupils who may find the change hardest.


How is the effectiveness of provision for children with SEND evaluated?


The Headteacher and SEND Governor oversee the provision of special educational needs, monitor carefully the impact of interventions, progress of pupils with SEND and meet regularly with the SENDCo and class teachers.


How do we identify and assess pupils with SEND?


On visits to pre-schools we find out if a child has had any involvement with outside agencies or if the parents/carers have any concerns.


The class teacher and teaching assistant keep careful track of the pupil and identify any barriers to learning. This is done via daily marking of work


Observation of the pupil


Using professional judgements


AFL within each lesson, termly assessments, including standardised assessment scores and national assessments such as SATs and the year 1 phonic screening.


Observation of pupils in class, at lunchtimes, break times etc


Regular meetings with the Head teacher and SENDCo where performance and progress of each pupil is tracked – both against national targets and personal targets.


There are also regular parents meetings.


Teachers do not diagnose conditions.


If the pupils continues to be of concern the class teacher, head teacher and SENDCo will observe and suggest intervention strategies or suggest a referral to an outside agency such as an LSAT from Severndale Outreach, SALT, Educational Psychologist, Occupational Therapist, Sensory Inclusion, CAMHs. Parents can also request an assessment by visiting their GP. The pupil is then carefully monitored and reviewed after a term to ensure that progress is being made. If progress is still not being made then either other interventions are implemented, another referral is made or statutory assessment is requested.


Shropshire Community Health organise various health checks from Reception to Year 6. These include: height and weight; sight and hearing. The outcome of this is reported to parents/carers and school. Action is taken as appropriate.


If a pupil has an EHC plan then their progress is reviewed annually through the annual review process.

How does the Governing Body involve other bodies, including health and social services bodies, local authority support services and voluntary organisations in meeting the needs of children with SEND and in supporting the families of such children?


- External support services play an important part in helping school identify, assess and make provision for pupils with special educational needs. Our school receives regular visits from a member of the Educational Psychology Service. In addition, school may seek advice from specialist advisory teachers for children with sensory impairment or physical/medical difficulties or social communication difficulties.


- The speech and language therapy and occupational therapy services (NHS) involved with individual children support school in the implementation of specific programmes and contribute to the monitoring of progress and reviews of children.


- School maintains links with child health services, children’s social care services and education welfare services to ensure that all relevant information is considered when making provision for our children with SEND.