Learning together, Growing together


We at Primus are committed to meeting the needs of the children with special educational needs and disability and ensure that they achieve their full learning potential through access to broad, balanced, creative and challenging curriculum and a wide variety of opportunities and experiences.

The school’s SEND admission policy has the right to admit students with learning difficulties or physical disabilities and adequate provisions will be made to meet their respective needs. It is whole school responsibility to meet the needs of children with SEND.

Children may have a learning difficulty if they:

  • Have a significantly greater difficulty in learning than the majority of children of the same age; or
  • Have a disability which prevents or hinders them from making use of the educational facilities of a kind generally provided for children of the same age in schools within the area of the educational authority.
  • Are under compulsory school age and fall within the definition at (a) or (b) above or would so if special education was not made for them.

This approach recognizes that there is a continuum of special educational needs, and that a range of strategies and classroom resources should be put in place before calling upon outside  resources.


  • Ensuring children with SEND join with all pupils in the activities of the school as far as possible. All activity teachers are well informed.
  • Reporting to parents on the implementation of the SEND policy.
  • Having regard to the SEND code of practice when carrying out their duties to pupils with SEND.
  • Ensuring parents are notified of any decisions to support, or changes to a child’s provision.

 The management is responsible for: 

  • Coordinating the provision for SEND children through the development of the provision map.
  • Managing the professional role of the support assistants.
  • Advising and supporting school staff.
  • Contributing to the professional development of staff.
  • Monitoring children’s progress.
  • Learning support teacher is appointed to give extra support to the students where ever required.
  • LSA’s (Learning Support Assistants) are provided to SEND students who require one to one support
  • Ensuring that IEP’s are in place, and reviewed.
  • Ensuring that relevant information about SEND children is collected, recorded, updated and disseminated.
  • Liaising with external agencies for assessment and SEND management. The involvement of professionals like speech therapist, educational psychologist is by referral. It requires parental
  • Ensuring liaison between parents, outside agencies and other professionals.
  • If the children are not identified at the time of admission, with the observation of class teachers & counsellors, Conner’s test, baseline test, CAT 4, formal and informal assessments SEND children are identified and provided support in the due course of time.

The class teacher is responsible for:

  • Ensuring that the needs of all children in his/her class are met through a differentiated curriculum and suitable deployment of support staff.
  • To give ownership to the class teachers, IEP’s are developed which are accessible to class teachers and subject teachers.
  • Outsourced professional agency for EIEP for few required students.
  • Familiarizing themselves with children’s records and information regarding their disabilities.
  • Supporting children in achieving IEP/IBP targets.
  • Keeping the counsellor informed of any changes to need or circumstances.
  • Using advice and strategies suggested by outside agencies.
  • Informing the counsellor of their concerns, or concerns expressed by parents.