Special Educational Needs and Disability Information Report

Ash Grange Nursery and Primary School

Special Educational Needs and Disabilities (SEND) Information Report 2026–2027

Reviewed: September 2026
Next Review: September 2027
SENDCo/Inclusion Lead: Mrs Ali Rumsby
Headteacher: Mrs Marie Curtis
School: Ash Grange Nursery and Primary School (GU12 6LX)

Introduction

At Ash Grange Nursery and Primary School, we are committed to providing an inclusive, nurturing and ambitious education for all pupils. We believe every child should be supported to achieve their full potential, regardless of any special educational need or disability.

Our approach is underpinned by:

The Children and Families Act 2014
The SEND Code of Practice (2015)
The Equality Act 2010
Surrey's Ordinarily Available Provision (OAP)
Our SEND Policy, Equality Policy and Accessibility Plan

Our school vision, “We Care, We Learn, We Shine," reflects our commitment to ensuring all children are valued, included and supported to flourish academically, socially and emotionally.

How does the school know if children need extra help?

Provision for pupils with SEND is a whole-school responsibility. In addition to the Governing Body, the Headteacher and SENDCo/Inclusion Lead, all staff have responsibility for identifying and supporting pupils with additional needs. All teachers are teachers of pupils with SEND.

We identify pupils' needs through:

Baseline assessments on entry.
Ongoing teacher assessment.
Half-termly and termly progress monitoring.
Observations of learning and development.
Discussions with parents/carers.
Information from previous settings and schools.
Advice from external professionals where appropriate.

Where concerns are identified, we follow the Assess-Plan-Do-Review graduated approach outlined in the SEND Code of Practice. This enables us to identify needs early and put appropriate support in place.

Parents who have concerns about their child's development or progress are encouraged to speak initially with:

Their child's class teacher or key worker.
The SENDCo/Inclusion Lead.
The Headteacher.

How will school staff support my child?

All pupils access high-quality, inclusive teaching as their first entitlement.

Teachers:

Adapt learning to meet individual needs.
Make reasonable adjustments where required.
Use adaptive teaching strategies and scaffolding.
Monitor progress carefully.
Work closely with parents and external professionals.

Where additional needs are identified, support may include:

Universal Provision (Quality First Teaching)

Available to all pupils and includes:

Adaptive teaching.
Visual supports.
Flexible groupings.
Vocabulary support.
Additional modelling.
Access to Surrey's Ordinarily Available Provision guidance.

Targeted Provision (Wave 2)

Short-term interventions designed to address identified gaps in learning or development.

Specialist Provision (Wave 3)

Individualised interventions and support programmes designed around a pupil's specific SEND needs and often informed by professional advice from specialists such as Speech and Language Therapists, Occupational Therapists or Specialist Teachers.

Support is regularly reviewed to ensure it remains effective and appropriate.

How will the curriculum be matched to my child's needs?

Learning is planned to ensure all pupils can access the curriculum and make progress.

Teachers use:

Assessment information.
Pupil strengths and interests.
Prior attainment data.
Advice from specialist services.
Individual Provision Plans (IPPs), where appropriate.

Provision is adapted through:

Reasonable adjustments.
Visual and practical resources.
Alternative methods of recording.
Additional adult support where appropriate.
Assistive technologies and specialist equipment when required.

What types of SEND are supported?

In line with the SEND Code of Practice, support may be provided within the following broad areas:

Communication and Interaction

Including Speech, Language and Communication Needs and Autism Spectrum Condition.

Cognition and Learning

Including specific learning difficulties and general learning difficulties.

Social, Emotional and Mental Health (SEMH)

Including difficulties with emotional regulation, anxiety and wellbeing.

Sensory and/or Physical Needs

Including hearing impairment, visual impairment, sensory processing needs and physical difficulties.

How will I know how my child is progressing?

We work in partnership with parents and carers.

Progress is shared through:

Parents' evenings.
Annual written reports.
Individual Provision Plan reviews.
Review meetings.
Day-to-day communication with staff.
Additional meetings where required.

Parents of pupils receiving SEND Support are regularly involved in reviewing progress and agreeing next steps.

Where external agencies are involved, parents may also attend professional meetings and reviews.

How will the school support my child's emotional wellbeing?

We recognise that emotional wellbeing is fundamental to learning and achievement.

Support available may include:

Positive behaviour support strategies.
PSHE education.
Circle Time.
Me Time wellbeing programme.
ELSA interventions.
Zones of Regulation approaches.
Circle of Friends.
Individual support plans.
Pastoral support and mentoring.

Some pupils may require enhanced support and, where necessary, referrals to specialist mental health services can be made with parental involvement.

Children's wellbeing is monitored carefully, and concerns are addressed in accordance with school safeguarding procedures.

How do you listen to pupils?

Pupil voice is an important part of our approach.

We seek pupils' views through:

Classroom discussions.
Review meetings.
Individual planning discussions.
School Council.
Transition planning meetings.
Informal conversations with trusted adults.

Where appropriate, pupils contribute to decisions about their support and learning goals.

What specialist services and expertise are available?

We work closely with a range of external agencies and professionals, including:

Speech and Language Therapy.
Occupational Therapy.
Learning and Language Support Services (LLSS).
Specialist Teachers for Inclusive Practice (STIP).
Physical and Sensory Support Service (PSS).
Educational Psychology.
Behaviour Support Services.
School Nursing Services.
Mindworks Surrey.
CAMHS and other health professionals where appropriate.

These services provide assessment, advice, staff training and direct support where required.

What training do staff receive?

Our SENDCo/Inclusion Lead is a qualified teacher and holds the National Award for SEND Coordination (NASENCo).

Staff receive ongoing professional development through:

Weekly professional development meetings.
INSET training.
Specialist service training.
Coaching and mentoring.
Safeguarding updates.
SEND-focused training linked to the School Development Plan.

Learning Assistants receive specialist training relevant to pupils they support.

How will my child be included in activities and school trips?

We are committed to ensuring all pupils can participate in school activities.

We achieve this by:

Undertaking thorough risk assessments.
Making reasonable adjustments.
Providing additional staffing where necessary.
Using visual support and social stories.
Planning carefully with families and professionals.

No pupil is excluded from activities because of a SEND need unless a risk assessment identifies that attendance would not be safe even after reasonable adjustments have been considered.

How accessible is the school?

The school site includes a sloping landscape and some split-level areas which may create physical access challenges. However, the school makes reasonable adjustments wherever possible to support accessibility.

We:

Review accessibility regularly.
Adapt resources and learning environments.
Seek specialist advice when required.
Work with Surrey County Council and external agencies to improve access.
Maintain and review our Accessibility Plan.

The school's Accessibility Plan is available via the SEND section of the website.

How will the school support transitions?

We recognise that transitions can be challenging for pupils with SEND.

Support may include:

Additional school visits.
Transition meetings.
Social stories.
Transition groups.
Enhanced communication with families.
Liaison with previous and receiving schools.

For pupils transferring to secondary school, information is shared with receiving schools to support a successful transition.

Additional transition arrangements are made where needed for pupils with SEND.

How are resources allocated?

Resources are allocated according to identified need.

Funding may include:

School SEND funding.
Pupil Premium funding.
Education, Health and Care Plan (EHCP) funding where applicable.
Additional Local Authority support funding where available.

The impact of support is monitored through review meetings, progress tracking and provision evaluation.

Education, Health and Care Plans (EHCPs)

Where a pupil's needs are significant, complex and long-term, the school may work with parents and external professionals to request an Education, Health and Care Needs Assessment from Surrey County Council.

If an EHCP is issued, the school will:

Implement the provision specified within the plan.
Monitor progress towards agreed outcomes.
Hold annual review meetings.
Work collaboratively with families and professionals to ensure appropriate support.

How are parents involved?

We value strong partnerships with parents and carers.

Parents can become involved through:

Regular communication and review meetings.
Parent consultation evenings.
School events and performances.
Parent Council activities.
Volunteering opportunities.
Governor representation.

Further Information and Contacts

SENDCo/Inclusion Lead
Mrs Ali Rumsby
Email: [email protected]

Headteacher
Mrs Marie Curtis

Additional information can be found through:

Ash Grange SEND Information webpage.
Surrey Local Offer.
SEND Advice Surrey.
Hampshire SEND Local Offer.
The school's SEND Policy, Equality Policy and Accessibility Plan.

References

Ash Grange Nursery and Primary School - Special Educational Needs and Disability Information Report.
Ash Grange Nursery and Primary School - Special Educational Needs.
Ash Grange Nursery and Primary School - Policies and Procedures.
Children and Families Act 201
Special Educational Needs and Disability Code of Practice: 0–25 Years (DfE/DoH, 2015).
Equality Act 2010.