What we do, how we support your child, and how to get in touch 

About SEND at Coton

At Coton, we are committed to making sure every child, whatever their needs, feels valued, included, and well supported. We follow the principles of the Special Educational Needs and Disabilities (SEND) Code of Practice.

Our Special Educational Needs and Disabilities Coordinator (SENDCo)

Our SENDCo is Laura Tuckwell. If you have any concerns about your child or would like to find out more about our SEND provision, please get in touch. Tricia Taylor is our named governor with responsibility for SEND, who ensures the Governing Body provides appropriate challenge and support for our SEND provision 

Email:  office@coton.cambs.sch.uk    Phone:  01954 210344 

Cambridgeshire’s Local Offer

All Cambridgeshire Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or disabilities, and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.

The Children and Families Act 2014 requires Local Authorities and schools to publish and keep under review information about services available for children and young people with SEND aged 0–25. The LA refers to this as the ‘Local Offer’ its purpose is to improve choice and transparency for families, and to help parents and young people understand the range of services and provision available locally, across education, health and social care.

View Cambridgeshire’s Local Offer

How We Support Children with SEND

What kinds of SEND does the school support?

We support children across the four areas of need set out in the SEND Code of Practice:

• Communication and interaction: for example, speech and language needs, autism spectrum condition, or social communication difficulties
• Cognition and learning: for example, dyslexia, developmental learning needs
• Social, emotional and mental health: for example, anxiety, ADHD, difficulties with emotional wellbeing, self-regulation, or relationships
• Sensory and/or physical needs: for example, sensory processing differences, visual or hearing impairment, or physical needs

Support is always tailored to the individual child, no two children’s needs are the same.

How will my child be supported?

All children at Coton are entitled to high quality teaching adapted to meet their individual needs. Where a child needs additional support, we follow the Assess, Plan, Do, Review (APDR) cycle set out in the SEND Code of Practice, with parents and pupils involved at every stage. Reviews take place at least three times a year. Where a child has more complex needs, we will work alongside parents to explore what additional support or specialist input may be helpful.

What should I do if I think my child may have SEND?

Please speak to your child’s class teacher in the first instance, a brief conversation at the end of the school day is a good starting point. If you would prefer to speak to the SENDCo directly, please contact the school office. We value parental insight enormously and want to hear from you.

Disability and Equal Access

Coton C of E (VC) Primary School is committed to meeting its duties under the Equality Act 2010. We welcome pupils with a disability and their families, and our admissions process is the same for all applicants.

In line with our statutory duties, we:

• Take active steps to prevent disabled pupils from being treated less favourably than their peers
• Make reasonable adjustments proactively, anticipating barriers rather than waiting for them to arise
• Ensure disabled pupils have equal access to the curriculum, school trips, clubs, and all wider school activities
• Provide facilities to support disabled pupils in accessing the school site and its activities, including an accessible toilet, quiet spaces, sensory resources, and visual supports throughout the school
• Work to increase the extent to which disabled pupils can participate in the curriculum, using adapted resources, assistive technology, and specialist professional advice
• Ensure information is accessible to disabled pupils through visual timetables, symbol-supported materials, alternative formats, and augmentative communication support where needed
• Plan and carry out improvements to our physical environment to remove barriers and increase access over time

Parents and Carers

How will I be kept informed?

We are committed to open, regular communication with all parents of children with SEND, through parent consultations, APDR reviews at least three times a year, end-of-year reports, and informal updates whenever needed. Please do contact us between formal review points if you have any concerns, you do not need to wait for a scheduled meeting.

Pupil Voice

We believe that children and young people with SEND should have a say in decisions about their own support. We actively seek the views of pupils in ways that are appropriate to their age and communication needs.

SEND Coffee Mornings and Drop-In Sessions

We run SEND coffee mornings and informal drop-in sessions throughout the year. You do not need to have a specific concern to attend, these sessions are open to any parent or carer of a child with SEND or a possible SEND need. 

Concerns and Complaints

We always want to hear from you if something isn't working. In the first instance, please speak to your child's class teacher or the SENDCo. If you feel your concern hasn't been resolved, our Headteacher and SEND Governor Tricia Taylor are also available to you. For free, independent advice at any stage, SENDIASS can be contacted without involving the school.

SENDIASS — Cambridgeshire SEND Information, Advice and Support Service

Useful Links

Cambridgeshire Local Offer

Young Minds: Parent Guide to CAMHS

Mental Health Support Team: Cambridgeshire & Peterborough

Education Inclusion Family Advisers: Cambridgeshire

We have also put together a collection of resources, information and useful links for families on our SEND Padlet a simple, easy to navigate page you can access at any time.