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Special Educational Needs

For details and information of SEN support and resources, please click the link to download our Accessibility Policy and Plan or Trust Inclusion Policy.

The SEN report along with the school offer is attached as a seperate document below. 

To help you with any questions or queries you may have about Special Educational Needs at Exeter – a learning community, you may find our Parents’ and Carers’ Questions and Answers guide above helpful:

Should you have any other questions or queries, you can contact the school SENCO, Jennifer Doherty, through the school office either in person or by telephone.  Contact number: 01536 204765. 

The SEN Governor is Eddie McGeown.

Exeter a learning community is committed to the principle of inclusion.

We seek to provide an appropriate and high quality education for all the children in our school.

We believe that all children, including those identified as having special educational needs & Disability (SEND), have a common entitlement to a broad, balanced and accessible academic and social curriculum and that all children should be included in every aspect of school life.

Children may come to us with SEND already identified. Others may be identified through data analysis and teacher observation as potentially needing additional support that is additional to and or different from general provision if their progress has slowed or stopped.

These children will be discussed and where appropriate assessed by the class teacher with support from the Special Educational Needs Co-ordinator, (SENCO) and if it is found that the child has special educational needs, the child will be placed on the SEND Register. A formal plan will be written to address the child's needs and this takes the form of an Additional Support Plan (ASP). Should we have concerns relating to your child’s behaviour, they may be placed on a Positive Intervention Plan (PIP). This will be discussed with you, and you and your child will be involved in the formation of this plan.

The ASP will be written by the class teachers, who will be advised by the academy’s SENCO and will include the child’s targets and the strategies, interventions and arrangements that will be used to support the child’s achievement of those targets. The PIP will also be written by the class teachers, who are again advised by the academy’s SENCO.

Parents and carers will always be involved in discussions about placing a child on the SEN Register and will always be involved, together with the child, in the writing and review of the ASPs. We meet with parents of children with SEN on a termly basis to review their child’s progress. PIPs are reviewed more regularly.

The SENCO and Inclusion Team will be responsible for training staff and supporting staff to meet the needs of SEND pupils and will monitor the quality of provision through classroom observation as well as through data analysis and evaluation of pupil work.

Whilst the school has an SEND team, there is a clear expectation that the responsibility and accountability for meeting the needs of our pupils with special educational needs lies with the class teachers and that strategies to meet their needs should permeate quality first teaching.

The SENCO is responsible and accountable for allocating SEND related resources and for monitoring the effectiveness of those resources.

The SENCO is also responsible for co-ordinating and working with outside agencies to support and inform the school’s provision for pupils with SEN.

Admission arrangements

If your child has an education, health and care (EHC) plan or a statement of special educational needs & Disability (SEND) there is a separate process for your child's school admission:

  • You will receive a letter from Children, Families and Education, EHC team, seeking details of your school preference.
  • You will be asked to return your preference within 15 days.
  • You will be informed of the outcome of this consultation by 15 February in the year you apply.

If you disagree with this decision, you can then appeal to the Special Educational Needs and Disability Tribunal (SEND) and not to the independent appeal panel.