Special Educational Needs
Inclusion and SEND Information
Renishaw Primary School
2025-26
| School name | Renishaw Primary School |
| Address | Hague Lane, Renishaw, S21 3UR |
| Telephone Number | 01246 432366 |
| Age group | Primary school including nursery. (3 -11 years) |
| Number on roll | 187 |
| Number of SEND pupils | 39 |
| Number of children with EHCP | 8 (+2 pending) |
| Key Staff |
Mrs Rebecca Jones - SENDco Miss Dawn Ford - ELSA Mr Lee Coddington - SEND Governor |
Here at Renishaw Primary School, we ensure that all pupils in our school are equally valued and their different needs are met through equal access to a broad and balanced curriculum. We use adaptation to meet individual needs and abilities and if a particular difficulty is identified, then special provision will be provided and specific learning programmes may need to be drawn up.
The school Admissions Policy is fully inclusive in that no pupil will be refused a school place because of a Special Education Need or a Disability. Our qualified SENDco (Special Educational Needs and Disability Co-ordinator), Mrs Rebecca Jones works closely with parents and outside agencies to gain support and advice from Local Authority agencies such as: CAMHS, Speech and Language specialists, School Health, Educational Psychologists and the Local SEND officers as well as other advisory services.
We take pride in our successful communication between staff in school (teachers, teaching assistants, our Family Support Worker) the children with SEN, parents of SEN children, and the outside agencies. We acknowledge and draw on parents’ knowledge and expertise in relation to their own child. We have an effective review cycle, which allows us to monitor, review and plan accordingly for the next steps in meeting of our SEND pupils.
We are committed to developing the knowledge and skills of all the staff through appropriate training to manage the challenges of the range of needs in the school, and to ensure that all support is of high quality.
Accessibility:
Our school is fully accessible, with disabled toilets located in the EYFS block, the Sport's hall and the Year 6 block to ensure facilities are available across the site. Ramped access surrounds the exterior of the buildings, and every internal space, including classrooms, the kitchen, and the sports hall has step‑free and fully accessible entries.
Meet the SEND team:
Mrs Rebecca Jones - SENCO (Special Educational Needs Co-ordinator)
The SENCO plays a key role in ensuring every child with additional needs receives the right support. They coordinate provision, work closely with staff and families, and ensure the school meets its statutory responsibilities so that all pupils can thrive.
Mr Lee Coddington - SEN Governor
The SEN Governor provides strategic oversight for SEND across the school. They work with the SENCO and leadership team to ensure statutory duties are met, champion inclusive practice, and hold the school to account so that pupils with additional needs receive high‑quality support.
If you would like to contact Mrs Jones in relation to any queries or concerns regarding SEND or potential SEND, you can email her at senco@renishaw.derbyshire.sch.uk. Alongside her classroom teaching role, she has dedicated SENCO time every Thursday. All enquiries are welcomed and will be responded to as promptly as possible.
Our Graduated Response - 'The Renishaw Journey'
To ensure every child’s needs are identified and supported effectively, we follow a clear graduated response. The flowchart below outlines the steps we take, from initial observations through to targeted support and review. Its purpose is to show families and staff how we work collaboratively, monitor progress, and adapt provision so that each pupil receives the right help at the right time.
SEN Information Report:
Our School Information Report is an interactive PowerPoint designed to guide families through the key information about SEND at our school. It brings together clear answers to many of the most commonly asked questions, helping you understand how we identify needs, what support looks like in practice, and how we work with families and external agencies. The interactive format allows you to explore the sections that matter most to you quickly and easily.
Renishaw SEND Information Report
Sensory Aware School:
We recognise the importance of understanding how sensory needs can affect a child’s wellbeing, engagement, and ability to learn. As a sensory‑aware school, every classroom completes a sensory audit to help us identify potential environmental triggers and make thoughtful adjustments. Some pupils also have individual sensory audits using the Derbyshire Sensory Toolkit to ensure their specific needs are understood and supported. Alongside this, we run a variety of different sensory based interventions and have a fully equipped, spacious sensory room designed to provide calming, regulating, and therapeutic sensory experiences for pupils who need them.
Messy Play:
Each week, selected children take part in our sensory messy‑play intervention, giving them the chance to explore a wide range of tactile materials such as beans, jelly, conditioner, and shaving foam. These sessions are designed to provide rich sensory feedback, support regulation, and build confidence with different textures. The children absolutely love it, and yes, we often end up with some wonderfully messy pupils by the end!
Whole School Provision Map:
A whole‑school provision map is an overview of all the support, interventions, and adaptations that a school can offer to meet the diverse needs of its pupils. It brings together everything we have in place, from Quality First Teaching strategies to targeted and specialist interventions, so families can see how we support children at different levels of need. The provision map helps us plan, monitor, and review our offer across the school, ensuring that support is consistent, transparent, and responsive. You can view our full provision map using the link below.
Derbyshire Parent Carer Voice:
Derbyshire Parent Carer Voice (DPCV) is an independent organisation that represents the views and experiences of parents and carers of children and young people with SEND across Derbyshire. They work closely with schools, the local authority, and health services to ensure that families’ voices are heard and that support across the county continues to improve. Their aim is to empower families, share reliable information, and strengthen partnerships between home and services. You can find out more about their work using the link below.
Statutory Guidance and Legal Duties:
SEN Code of Practice:
The SEND Code of Practice is the statutory guidance that all schools must follow when identifying and supporting children with special educational needs and disabilities. It outlines the principles of early identification, the graduated response, and working in partnership with families. Our approach is fully aligned with this guidance to ensure consistency, transparency, and high‑quality support for every child. Here is the link so you can explore the Code of Practice in full:
The Equality Act 2010:
The Equality Act 2010 protects children and young people from discrimination and ensures that schools make reasonable adjustments so every pupil can access learning and school life. It underpins our commitment to inclusion and fairness, guiding how we remove barriers and promote equal opportunities for all.
The Equality Act also outlines a set of protected characteristics, ensuring that individuals are safeguarded from discrimination related to aspects such as disability, race, sex, religion or belief, and other key areas of identity. These protections help us promote fairness, respect, and inclusion across our school community.
Here is the link so you can explore the Equality Act in full:
Derbyshire Local Offer:
The Local Offer brings together information about services, support, and guidance available for children and young people with SEND in Derbyshire. It’s a helpful starting point for families, offering clear answers about what you can access locally and how to find the right support. You can explore the Local Offer using the link below:
More Able Pupils
At Renishaw Primary School, we recognise that some pupils demonstrate a higher level of ability or potential in specific areas of learning. These pupils may show strengths in:
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General intellectual ability
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Specific academic aptitude
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Creative or critical thinking
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Leadership or social skills
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Artistic or expressive arts abilities
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Physical ability
More able pupils are identified through ongoing teacher assessment, observation, and a range of assessment information.
Rather than differentiating by task, we provide opportunities for pupils to expand and deepen their learning. This includes rich questioning, open‑ended challenges, and opportunities to apply their skills in new and complex ways. Our approach encourages all pupils to challenge themselves, develop independence, and adopt a growth‑mindset attitude towards learning.
Pastoral Care - Nurture / ELSA
We are fortunate to have our own trained Emotional Literacy Support Assistant (ELSA), Miss Ford, who provides tailored emotional wellbeing support and advice for pupils across the school. While we no longer run a formal weekly Nurture group, we continue to draw on Miss Ford’s expertise to offer responsive, ad‑hoc sessions for children who may need time to talk, regulate, or prepare for the school day. These sessions are flexible and based on individual need, ensuring that pupils receive the right support at the right moment.
Our pastoral care is rooted in strong, trusting relationships. We follow a restorative approach to behaviour, focusing on 'connection before correction' so that children feel understood, valued, and safe enough to repair relationships and learn from difficulties. We work closely with families, using praise, encouragement, and clear expectations to help children feel confident and ready to learn.
Our Behaviour Policy, Race Equality Policy, and Anti‑Bullying Policy, available on our school website, outline how we promote positive behaviour, respond to concerns, and ensure that every child is treated with fairness and respect. Pastoral support is offered to both the child experiencing difficulties and any other pupils involved, helping everyone move forward positively.
Our pastoral team is always available to help children manage emotions, build resilience, and develop positive relationships. Pupils who need additional support may access short, focused ELSA sessions or one‑off check‑ins, depending on their needs at the time. We recognise that children sometimes require a quiet space, a listening ear, or a moment to reset, and we make sure this support is available when needed. Parents are kept informed where appropriate so that we can work together to support each child’s wellbeing.
Neurodiversity Week 2025:
- Below is a link to the PowerPoint we shared during Neurodiversity Week last year. It was created to help raise awareness, celebrate different ways of thinking and learning, and support pupils in understanding the strengths and challenges associated with neurodiversity. The presentation offers simple explanations, real‑life examples, and practical ideas that help our whole school community appreciate and value neurodiverse minds.