Special Educational Needs and Disabilities (SEND)


Send School Offer


Please use the link below to access the Newcastle SEND Local Offer:

SENDCo: Mrs Jo Fields (Assistant Head Teacher)
Contact: jo.fields@southgosforth.newcastle.sch.uk

South Gosforth First School: SEND information (School Offer for children with SEND)

South Gosforth First School is a two-form entry First School with approximately 255 children from the local area. We are a proud member of the Gosforth Schools’ Trust and work closely with these schools and the Local Authority to ensure the best provision for all of our children.

This document is intended to provide parents, carers and families with information regarding the ways in which we support all of our pupils, particularly pupils identified with special educational needs or disability. Our practice is continually monitored and modified to meet the changing requirements of individual pupil’s needs.

South Gosforth First School operates its SEND provision in line with Newcastle Local Authority’s SEN and disabilities policies and procedures. To access more information in relation to this, view ‘Newcastle SEND Offer’ here:

Parents can also contact Newcastle Special Educational Needs and Disabilities Information, Advice and Support Service for impartial information, advice and support in relation to their child’s SEN and/or disability. The lead specialist, Judith Lane, can be contacted on 0191 284 0480 or by email on Judith.lane@newcastle.gov.uk .

There are a number of reasons why a child may be identified as having SEND:
They are having significant difficulty with their learning and are making far less progress than would be expected
  • They have a specific learning difficulty, for example Dyslexia
  • They have emotional or mental health difficulties
  • They have difficulties with social communication and interaction
  • They have sensory and/or physical needs, for example a hearing impairment

School Entitlement Offer to Pupils with Additional Needs
For all pupils at South Gosforth First School who have an additional need:
  • We use pupil-friendly profiles and needs-based plans. We involve pupils, parents and staff to write, review and implement them
  • We differentiate the curriculum and resources to promote pupil progress
  • We seek support and advice from outside agencies to ensure any barriers to success are fully identified and responded to
  • We seek support and advice from SENTASS, Educational Psychology Service and other professionals to ensure any barriers to success are fully identified and responded to
  • We plan, assess and review
  • We ensure there is access to teaching and learning for pupils with SEND monitored through the school’s self-evaluation process
  • We routinely evaluate teaching resources to ensure they are accessible to all pupils
  • We use IT to increase access to the curriculum
  • We use strategies to reduce anxiety and promote emotional wellbeing
  • We evaluate behaviour and anti-bullying policies on a regular basis with a focus on the impact on pupils with SEND
  • We evaluate all school-related activities in terms of their positive impact on the learning success and inclusion of pupils with SEND
  • We place support staff where they are needed throughout the school to ensure pupils progress, independence and value for money
  • We have a dedicated SENDCo who can provide advice and guidance to staff
  • All staff have completed, and will continue to receive, on-going training in relation to meeting pupils’ needs in the classroom
  • We offer support to families and they are signposted to services and organisations which may offer appropriate support or advice via the Local Offer
  • We offer First School to Middle School transition support for pupils and parents

Types of SEND for Which Provision is Made at South Gosforth First School
(Support/provision made at South Gosforth First School)

Communication and Interaction
This may include:
  • ASD, Autism and Aspergers Syndrome
  • Speech, Language and Communication Needs (SLCN)
  • Visual timetables to support children to understand what will happen and when
  • Support during times of stress or anxiety
  • Social skills support through small group intervention eg circle time programme, social stories and therapeutic storytelling
  • Use of ICT where possible to reduce barriers to learning
  • Support or supervision at unstructured times of the day eg break time and lunchtime where appropriate
  • Resources to support pupils with speech and language difficulties eg word banks, visual prompts
  • Opportunity to communicate in various ways eg communication books
  • Small group or one-to-one support for developing pupils’ speech, language and communication following programmes of work provided by outside specialists such as speech and language therapists
  • Resources to reduce anxiety and promote emotional wellbeing eg fiddle toy, stress ball, tangles
  • Use of individualised reward systems to promote learning and enhance self-esteem

Social, Emotional and Mental Health Difficulties
This may include:
  • Challenging, disruptive or disturbing behaviour
  • Mental health difficulties
  • Attention deficit disorder (ADD)
  • Attention deficit hyperactivity disorder (ADHD)
  • Attachment disorder
  • Clear rewards and sanctions are followed to offer pupils structure and routines (see Behaviour Policy)
  • Risk assessments are carried out to ensure the safety and inclusion of all pupils in all activities
  • Referrals to specialists outside of the school where appropriate (Educational Psychology Service CYPS)
  • Small group or one-to-one targeted programmes are delivered to pupils to improve social skills and emotional reliance eg therapeutic storytelling, social stories, counselling service, key member of staff for support
  • Opportunities to attend residential trips in Year 4 which help to develop social, emotional and behavioural resilience, promoting independence
  • Multi-agency involvement with the family as required
  • Resources to reduce anxiety and promote emotional wellbeing eg fiddle toy, stress ball, tangles
  • Use of individualised reward systems to promote learning and enhance self-esteem

Cognition and Learning Needs
This may include:
  • Learning Difficulties
  • Moderate Learning Difficulties (MLD)
  • Specific Learning Difficulties (SPLD) – includes Dyslexia, Dyscalculia, Dyspraxia
  • Strategies to promote and develop literacy and mathematical skills with increasing independence
  • Targeted small group support in class from the class teacher and teaching assistant
  • Small group or one-to-one intervention programmes are delivered to improve skills in reading, writing and maths eg handwriting and fine motor schemes, Toe by Toe, Memory Magic, Nessy, Numicon
  • Small group daily phonics teaching for Reception or Year 1 pupils at their level of phonic acquisition
  • Differentiated phonics teaching or repetition of key learning at the phase of ‘Letters and Sounds’ that individual pupils are working with (KS2)
  • Use of ICT where possible to reduce barriers to learning
  • Use of support materials and resources such as Numicon
  • Provision of table top resources to promote independence and ensure that learning is multi-sensory and practical
  • Strategies and resources to support Dyslexic pupils eg coloured overlays for reading, word banks to support spelling of key words
  • Additional processing/thinking time for responding to questions, completing tasks, sharing ideas
  • Multi-agency involvement with the family as required

Sensory and/or Physical Needs
This may include:
  • Hearing impairment (HI)
  • Visual impairment (VI)
  • Multi-sensory impairment (MSI)
  • Physical difficulty (PD)
  • Medical needs
  • Staff work with specialists such as ‘The Hearing Impairment Service’ or a member of the ‘Visually Impaired Team’ to seek advice and guidance on meeting the needs of individual pupils
  • Staff work with specialists from outside the school completing relevant training and professional development to support children with significant medical needs
  • Strategies and programmes of work from the Occupational Therapy Service are followed for children with physical difficulties to support the development of gross and fine motor skills in the classroom and around school
  • Physical aids or resources where necessary or where advised by specialists eg posture cushion, pencil grips, spring scissors, therapy putty
  • We provide support with personal and intimate care if and when needed
  • We make every effort to be as accessible as possible (see Accessibility Plan)
  • Our staff understand and apply the medicine administration policy. Designated first aid trained staff are assigned to break, lunchtimes, trips or visits etc (see Administering Medicines Policy)
  • Additional handwriting support through targeted intervention programmes eg High 5, Speed Up and Teodorescu
  • One-to-one support for gross and fine motor skills in the classroom when required
  • Movement breaks for pupils with motor co-ordination difficulties as and when required
  • Alternative ways of recording ideas/writing/investigations
  • Use of ICT where possible to reduce barriers to learning

If you have any concerns about your child’s SEND progress or provision we would urge you to arrange to discuss the matters further with your child’s class teacher or the school’s SENDCo. Although we would always hope to resolve any issues or concerns informally by working in partnership with parents and carers, school complaints procedures are in place. (See School Complaints Procedure)

Other useful information contacts:

Northeast Special Needs Network (supports families with disabled children/young people from birth to 25 years)
Northern Counties Site
Tankerville Terrace
Newcastle upon Tyne

Phone and fax:
Admin: 0191 281 2485
Family Advice Workers: 0191 281 2255
Email: admin@nsnn.org.uk

Glossary of Terms




Additionally Resourced Provision/Additionally Resourced Centre


Autistic Spectrum Disorder


Children and Young People’s Service (previously known as CAMHS)


English as an Additional Language


Information Communication Technology


Early Years Foundation Stage (South Gosforth First School starts at Reception – aged 4 – 5 years)


Key Stage One – pupils in Years 1 and 2 (aged 5 – 7 years)


Key Stage 2 – pupils in Years 3 to 6 (aged 7 – 11 years – South Gosforth Year 3 to Year 4)


Moderate Learning Difficulties


Special Educational Needs and Disabilities


Special Educational Needs and Disabilities Co-ordinator


Special Educational Needs Teaching and Support Service


Speech, Language and Communication Needs


Specific Learning Difficulties