Home Page

Special Education Needs Information Plan

Below is our school's Special Education Needs Information Plan, this is how your child's special needs will be met by school. If you wish to discuss any part of the information further, please arrange a meeting with school SENCO, Mr Coburn.


Special Education Needs Information Plan – THE TRINITY CATHOLIC PRIMARY SCHOOL


  1. How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

  2. All pupils are rigorously tracked in English and Mathematics. Each Key Stage 1 and Key Stage 2 child has an individual Assertive Mentoring File with termly targets in Reading, Writing and Mathematics. From the regular reviews, it is easy to see if there are any concerns about progress or if any child needs extra support. These concerns are then registered by the Special Educational Needs Co-ordinator (SENCO) and acted upon. This may mean small group or individual support. The programmes followed may be delivered daily or two or three times a week and will vary from ten to thirty minutes. Class Teachers will monitor the success and impact of these programmes on an individual pupil’s progress.

  3. If your child is new to The Trinity then progress will be discussed with the previous school or nursery.

  4. If you think your child has special needs, and this has not already been identified by the school, then an appointment can be made to discuss those needs with the class teacher, SENCO or Headteacher.

  5. How will school staff support my child?

  6. Once concerns about a child have been identified, the child’s name shall be added to the Special Educational Needs (SEN) Register and a Play Plan or an Individual Education Plan (IEP) will be written and shared with you.

  7. As well as support in school by school staff, it may be decided to ask certain outside agencies for advice and assessment or to work with the child and/or the family. Agencies to support children may include; Community Paediatrician, Speech and Language Therapy, Educational Psychologist, Staff from special schools etc. Parents/Carers will always be asked for permission to involve such agencies and be regularly up-dated about progress.

  8. The frequency of the support your child receives will depend on his/her level of need.

  9. School staff will measure the impact of the support given to your child and the progress your child is making. The SENCO will invite you to review the Play Plan/Individual Education Plan and discuss future targets.

3. How will the curriculum be matched to my child’s needs?

  • The Trinity School recognises that children are at different levels in their learning and learn in different ways. To support all children, the school delivers the curriculum in different ways using a variety of resources. We offer small group support and individual support when needed.


  • We understand that children learn at their own pace so we closely monitor progress using Play Plans or Individual Education Plans and Targets. All parents/carers are invited to contribute to and review the Targets on the Play Plans/Individual Education Plans. If a problem arises between these reviews then parents/carers are invited to school to discuss the problem.


  • What support will there be for my child’s overall well-being?


  • As a Catholic school everything we do is underpinned by the Gospel Values, our Mission Statement and School Motto.

  • Children’s emotional and physical well-being is very important and all safeguarding procedures are followed robustly.

  • We have trained “First Aiders” and all Teaching Assistants are trained to administer any medicines your child may need.

  • The school will keep in close contact with you about your child’s overall well-being. To support the development of positive behaviours and friendship groups, we have Play Leaders and lunch time activities which involve team building. We use our Learning Mentor and class Collective Worship sessions to ensure that all children are listened to and we have a School Council for children to share their views and ideas. We use the “Think Yourself Great “ programme to increase confidence and self-esteem. And of course the “Come and See” religious syllabus guides us spiritually and morally.



5. What specialist services and expertise are available or accessed by the school?

  • The school can access specialist support for children with Social, Emotional and Behavioural Difficulties, Learning Difficulties, and for children with a diagnosis of Autistic Spectrum Disorder.

  • The school receives support from the Educational Psychology Service and SENISS (Special Educational Needs Integrated Support Service).

  • We can make referrals, with your consent, to CAMHS (Child And Adolescent Mental Health Service) and Speech and Language Therapy Service.

  • We have Vauxhall Children’s Centre on-site which offers a variety of support and access to medical services for children up to the age of six and their families.

  • We also have a Nugent Care Social Worker on-site for one and a half days per week who supports many of our families.

  • We can access help from EMTAS (Ethnic Minority and Traveller Achievement Service).

6. What training does the school staff receive?

  • The SENCO attends Local Authority Briefings to keep up to date with any legislative changes or new initiatives in special education.

  • The Deputy Headteacher and SENCO attend meetings of our local schools to share good practice and access outside agency help.

  • All school staff receive training to meet the needs of all children in The Trinity. This may include training in Dyslexia, Speech and Language, ASD awareness and Behavioural, Social and Emotional needs.

7. How will my child be included in activities outside the classroom?

  • Where possible, provision will be made for all pupils to access all areas of the curriculum including extra- curricular activities. We will always contact you before a planned activity if we think your child may need additional support to meet required health and safety standards. This may involve a specific risk assessment to identify any additional support needs your child may have to ensure full participation.


8. How accessible is the school?

  • The Trinity School is fully wheelchair accessible including disabled changing and toilet facilities and a lift.

  • There is a “Loop” in the school hall to aid hearing impairments.

  • There is a defibrillator fitted and trained staff to use it.

9. How will the school support my child to join the school and how will the school support my child in transferring to the next stage of education?

  • You will be invited to look around the school and meet key staff. Your child will also be invited to visit and stay for a short session before starting school.

  • We will contact any early years settingsor other schools your child has attended to gather information about his/her needs.

  • We will contact any specialist services that support your child and invite them to attend (TAC) Team Around the Child meetings or (CAF) Common Assessment Framework meetings.

  • When moving from one Key Stage to another (Nursery/Reception – Reception/Year 1 – Y2/Y3) the children spend time in their new setting to get used to new staff and surroundings.

  • For children in Y6, the Trinity School’s SENCO meets with the child’s Secondary School’s SENCO to pass on all reports and information. The child will also attend “Taster Days” at the Secondary School and, if needed, the key staff from the two schools will write an individual transition plan for you and your child.

10. How are the school’s resources allocated and matched to a child’s or young person’s special needs?

  • The school’s SEN budget is allocated to meet the needs of the children requiring extra help.

  • The progress and attainment of all children is tracked and resources are allocated according to need.

  • These resources may include staffing, the purchase of specialist help and training staff in the delivery of specific interventions and programmes.


11. How is the decision made about what type and how much support my child receives?

  • Once a concern about a child has been raised, the class teacher will put class–based support into place. This may mean more small-group support or a specific group intervention but, whatever is decided, it will be explained to you.

  • The impact of such support will be discussed with the SENCO and the next steps discussed.

  • If appropriate, a Play Plan (for Foundation Stage Pupils) or an Individual Education Plan will be written and shared with you.

  • If, when reviewed, progress continues to give cause for concern the SENCO will discuss the possibility of requesting the help of outside specialist agencies.

12. How are parents involved in the school? How can I be involved?

  • The Trinity School has an “open door” policy and parents/carers often have informal chats with staff at the end of the school day.

  • If more time is needed to discuss your child then you can phone the school office for an appointment with the appropriate member of staff.

  • There are regular open afternoons to meet with your child’s teacher to see and discuss your child’s work.

  • There are regular reviews of Play Plans and Individual Education Plans.

  • Parents/Carers are invited to class/school assemblies and various celebrations.

  • Parents/Carers are asked to take part in Sacramental Preparation Programmes.

  • Parents/Carers are invited to “special” lessons to work alongside their child in their classroom.

13. Who can I contact for further information?

  • To make an appointment phone the Trinity School -298 2917

  • Visit the school’s website –

  • The Special Education Needs Information Plan can be found in the Family Services Directory on the city council website-