Langley Moor Primary School


Our Intent for Children with Special Educational Needs at Langley Moor Primary School

At Langley Moor Primary School, we are committed to the equal inclusion of all pupils in all areas of school life irrespective of race, religion, gender, disability, belief, sexual orientation, age or social economic background.  We recognise the diverse and individual needs of all our pupils and consider the additional support required by those children with Special Educational Needs and Disabilities (SEND). Here at Langley Moor Primary School we recognise that all pupils are entitled to a quality of provision that will enable them to achieve their full potential. We believe that every teacher is a teacher of all children including those with SEND and it is our duty to value each individual child to enable them to thrive and enjoy learning through an inclusive curriculum. We provide an environment which enables every child to feel safe, encourages good health and wellbeing and promotes relationships that are trustful and respectful. We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement and working in partnership with other agencies to provide a positive educational experience for all our pupils including those with a special educational need or disability. It is our aim to continue to develop a culture of inclusion and diversity, where all children can participate fully in school life and children are confident learners both now and for their future.

We tackle any type of discriminatory behaviour or prejudice through the positive promotion equality, by challenging bullying and stereotypes and by creating an environment which champions the rights and respect for all. We work in partnership with parents, carers, staff, governors, local authority advisors and local services within our community to prepare children for life in a diverse society. We believe that differences and diversity should be celebrated by all who learn, teach and visit Langley Moor Primary.

This SEN Information Report should be read alongside these key policies:

Our SEND Policy:

send policy.pdf

 SEN Information Report

Welcome to our SEND Information Report which is part of Durham County Council’s Local Offer for children and young people with Special Educational Needs. Durham County has provided a wealth of information for families on SEND. The Local Offer outlines what Durham County can offer families/carers in order to support children with SEND. This can be found on the Local Offer Website

The SEN Information Report was reviewed and updated on 01/03/2024. 

The Special Educational Needs and Disability (SEND) Code of Practice states that:

“A pupil has SEND where their learning difficulty or disability calls for special educational provision, that is provision different from or additional to that normally available to pupils of the same age.”

The SEND Code of Practice sets out four broad categories of need. These are:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory and Physical Needs

We are committed to ensuring that every child achieves the best possible outcomes and our practices and procedures ensure that pupils' special educational needs are identified quickly.  If additional specialist advice or support is necessary we will work with external agencies i.e., The NHS, educational psychologists and play therapists.  We believe that a multi disciplinary approach should be taken to ensure that we meet the pupils' special educational needs.


Key Contacts

The following are the main contacts for Special Educational Needs and Disability at Langley Moor Primary School:

Mrs Charlotte Ferguson is the Headteacher
Miss Caroline Weir is our designated SEND Governor

Mrs Hannah Gilmore is our designated Special Educational Needs Coordinator

Mrs Gilmore is the SENCO at Langley Moor Primary School and is completing the NASENCO qualification. She regularly attends networking and training opportunities as arranged by Durham Local Authority.  All staff are highly experienced and have the opportunity to attend relevant training courses to develop their expertise in teaching children with SEND. 

If you would like to discuss SEND requirements in detail please arrange an appointment by phoning 0191 3780103 or by sending an email - 

If you have any questions about our SEND Local Offer please contact the school and we will try our best to help you.

SEND Admissions 

At Langley Moor Primary School, we follow the County Admissions Policy. All parents must apply directly to the Local Authority under the new Co-ordinated Admissions Procedures for admission into the Reception Class and any in-year transfers from Local Authority Schools.

Any parent who wishes to apply for a school place can call (0191) 383 4576 or apply to: -

School Admissions Children & Young People’s Services
County Hall

Children whose fifth birthday falls between 1st September and 31st August start school in September. The admissions limit for any age group in this school is set at 30 for each year group.

Applying for a school place if your child has an Education, Health and Care Plan or a Statement of SEND

Langley Moor Primary School prides itself in being inclusive and will endeavour to support every pupil. We would love you to consider our school and we aim to meet the needs of all the children in our care.

We are committed to meeting the needs of all children including those with Special Educational Needs and Disabilities. We would ask parents to discuss the identified needs with the school prior to starting so that appropriate intervention and support can be planned and implemented. Advice from the LA or other agencies may be requested to ensure any the school can meet any needs appropriately.

Full details of the admission arrangements can be found in the Primary Admissions brochure produced by Durham County Council.

Children and young people with an Education, Health and Care Plan (or Statement of Special Education Needs) follow a different admission and transfer process for a new school.  Please continue to complete Durham County Council’s parental preference form, as part of the admission process to a new school.  You continue to have a right to request a particular school and this will be considered alongside the information that we have about your child’s special educational needs.  The information would have been provided as part of the Education, Health and Care assessment or following the review meeting.

If you would like to discuss moving a child to our school, please contact Miss Young in our school office or speak to Mrs Gilmore (SENCO). As a school we aim to do the very best in order to make all children feel welcomed and included during transition.

If you would like to discuss your SEND requirements in detail, please contact the school to arrange an appointment.

Our SEND Provision

SEND within Langley Moor Primary School

At Langley Moor Primary School, we ensure that all pupils, regardless of their specific needs make the best possible progress.

There are now four broad areas of SEND, these are:

  • Communication and Interaction

This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs

  • Cognition and Learning

This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties

  • Social, Emotional and Mental Health Difficulties

This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn

  • Sensory and/or Physical Difficulties

This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

Our approach to teaching children/ young people with SEND

Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. The curriculum includes, not only the formal requirements of the Early Years Foundation Stage Curriculum and National Curriculum, but also a range of additional opportunities to enrich the experiences of pupils. The curriculum also includes the social aspects that are essential for life-long learning, personal growth and development of independence.

Langley Moor Primary School prides itself in being inclusive and will endeavour to support every child regardless of their level of need.  All pupils follow the National Curriculum /Early Year Foundation Stage Curriculum at a level and a pace that is appropriate to their abilities. At times, and when it is felt appropriate, modifications to the curriculum may be implemented.

Inclusive practice begins with the child, their family and the school working in close partnership together. This partnership is further supported by the advice from professionals and other agencies that provide support and guidance for particular children.  Below is a list of some of the agencies we have used in the previous year:

-Speech and Language Therapy

-Educational Psychologist 

-Occupational Therapy

-School Nurse

-Health Visitor

-Special Educational Needs and Disabilities Information Advice and Support Service (SENDIASS)

-Children and Adolescent Mental Health Services

-Emotional Wellbeing and Effective Learning Team


-One Point Services

-Resilience Nurse   


-Clinical Health Teams

-Movement Difficulties Team

To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:

  • Ensure that all pupils have access to the school curriculum and all school activities.
  • Help all pupils achieve the best of their abilities, despite any difficulty or disability they may have.
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
  • Help pupils to gain confidence and improve their self-esteem.
  • Work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • Identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • Make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • Promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
  • Give every child the entitlement to a sense of achievement.
  • Regularly review the policy, procedures and practice to achieve best practice.
  • Ensure pupils are working at a level and pace that is appropriate to their abilities
  • Encourage child- centred learning

Recent staff training has included:

Introducing the zones of regulation 

Trauma and Attachment training

Identifying and meeting the needs of children with ADHD

SMART target on support plans

Relax Kids


Early communication and interaction

How we adapt the curriculum and learning environment for children and young people with SEND

As a school, we aim to make adaptations to our curriculum and learning environment to maximise access for children with SEND.  This can vary considerably from child to child.

All pupils have the entitlement to a broad, balanced and relevant curriculum. All teaching and support staff are aware of the National Curriculum Inclusion Statement, and with advice from and the support of the SENCO, teachers match the learning to the needs and abilities of the pupils.

Children with SEND can be taught in a variety of ways which supports their needs at that time. This can include small group work or 1 to 1. Some of the Intervention Programmes we currently offer in school are Relaxed Kids, Social Skills, Lego Therapy, Fine motor skills, SMART and phonics.

Langley Moor Primary has access to a range of resources to support children with SEND. Examples of adaptions through equipment include use of ICT, wobble cushions, pencil grips, coloured overlays, trampettes, enlarged resources, coloured paper and personalised learning targets. As a school we make reasonable adjustments to ensure all children can access school trips and activities organised within school. 

The school staff and SENCO regularly review issues related to pupils with SEND to include classroom organisation, teaching styles and methods, materials and tasks to determine how these could be improved. Children are supported in a variety of different ways as appropriate to their needs, which include individual support, in small groups and in class. Withdrawal sessions are used judiciously to support pupils carefully with specific academic, behavioural and/or emotional difficulties. Withdrawal sessions are timetabled in consultation with the class teacher to minimise the impact of withdrawal on delivery of the curriculum, actively seeking to ensure curriculum needs are met.

In addition to the statutory curriculum the school provides a wide range of additional activities. These include a range of musical, creative and sporting activities/ clubs etc. Pupils with SEND are actively encouraged and supported to join in and benefit from these activities.

Children learn and develop in different ways and may need extra help and support at various points throughout their time at school. During their school career, many children will face barriers to learning that will require support.  These needs can be met in various ways.

Quality First Teaching

This will include:

  • Changing the way lessons are planned and delivered
  • Matching activities to the ability / need of your child (differentiation)
  • Adapting learning materials such as worksheets, books and activities to suit your child’s needs
  • Small group support.

A child may require SEN Support, if the quality first teaching and specific interventions used to help overcome their barriers is found to be insufficient in meeting their needs.

The provision for pupils with SEN across the four Broad Areas of Need may include some of the following interventions.

Support for children with physical needs:

  • Quality First Teaching, accessing a broad and balanced curriculum
  • Gross Motor Skills interventions.
  • Fine Motor Skills interventions.
  • Specialist support from outside agencies e.g. Occupational Therapy
  • Specific physical therapy planned for by specialists

Support for children with speech, language and communication needs:

  • Quality First Teaching, accessing a broad and balanced curriculum
  • Daily Speech and Language interventions.
  • Specialist group support from outside agencies e.g. Speech and Language Therapy

Support for children with social, emotional and mental health difficulties:

  • Quality First Teaching, accessing a broad and balanced curriculum
  • Children engage in Anti-Bullying awareness.
  • Participation in social and emotional programmes.
  • Specialist support from outside agencies e.g. CAMHs
  • Counselling
  • Relax kids and meditation

Support for children with cognition and learning needs:

  • Quality First Teaching, accessing a broad and balanced curriculum
  • Maths and English specific interventions
  • Specialist support from outside agencies e.g. Educational Psychology Service
  • Specific individual support for children whose learning needs are severe, complex and lifelong and what this means for your child e.g. Dyslexia, Dyspraxia
  • Range of teaching and learning styles
  • A broad range of extra-curricular activities, including After-School
  • Differentiation

How do we identify, assess and review children/young people with SEND?

Early Identification of need

At Langley Moor Primary School, we work in partnership with parents and carers to address early identification of need. We may consult with relevant outside agencies e.g. educational psychologist and occupational therapist and invite them into school to gain the best advice. We then incorporate any advice into our provision to meet the children’s needs. We ensure that staff are skilled and up to date and able to put advice into a plan on a day-to-day basis.

Children are assessed against age-related expectations within the National Curriculum or they may be assessed against other measures for children who are not ready to work on National Curriculum Levels (i.e. the steps before the National Curriculum).  Aspirational targets are set for all children to ensure that all children make good progress, including those not ready to access the National Curriculum. 

When your child enters our school, their current attainment is assessed to give us a ‘baseline’ from where they will progress. In addition to the assessments that all children take part in and depending upon their needs, other assessments may be needed. If your child has SEN, we may carry out further assessments for us to identify any needs they may have accurately. This will be done through a range of methods including classroom observations, in school assessment materials or in conjunction with outside agencies such as the Educational Psychologist.

Types of assessment include:

Communication and interaction

  • Speech Therapy Assessments – which may focus on sound production, language understanding, or other relevant assessments of your child’s needs

Cognition and learning

  • Education Psychology visits – which may include assessments of memory, understanding, reasoning, logic, and general skills assessment.
  • Subject specific assessment
  • Assessment by the Cognition and learning team

Social, Emotional and Health Difficulties

  • Assessment through observations of pupils
  • School counsellor

Sensory and/or Physical Difficulties

  • Assessment by Occupational Therapy, Visual Impairment or Hearing Impairment Teams

Through discussions, observations, assessments and data analysis the SENCO, class teachers, and support staff will identify any children who appear to have Special Educational Needs.  Children with SEND may also be identified by outside agencies and organisations.  Parents and Carers may also inform the SENCO or teaching staff of any concerns and possible Special Educational Needs.  When a child is identified as having SEN they will be placed on our school’s SEN register as ‘SEN Support’. The class teacher will provide interventions through ‘Quality First Teaching’ that are additional to those provided as part of the school’s usual classroom practice.  If teachers and parents feel that Quality First Teaching is not meeting the needs of pupils, through discussions we consider next steps. 

The next step may be a Short Note, referral to outside agency or implementing a Support Plan. Initial concerns about a pupil may be recorded on a Short Note.  A Short Note is a short document which highlights a pupil’s strengths and areas of concerns, it is a document that is shared between school and parents. We are committed to working with parents/carers to identify their child’s needs and support. Parents and carers and pupils will be involved throughout the process. We operate an ‘open-door’ policy, where parents/carers and pupils are welcome to come into school to discuss any concerns they may have.

SEN Support

Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “AssessPlanDoReview”.

This means at Langley Moor Primary School we will: 

  • Assess a child’s special educational needs
  • Plan the provision to meet your child’s aspirations and agreed outcomes
  • Do put the provision in place to meet those outcomes
  • Review the support and progress

Support Plans

If children are not seen to be making progress with the support of a Short Note then they may need a SEND Support Plan.  If a Support Plan is to be implemented, it is with the agreement of parents/ carers. The child’s name will then be added to our schools SEND register. Support Plans are reviewed termly and at Langley Moor Primary School we encourage child’s voice and Parent voice on the reviewed documents. Additional meetings to the usual parents’ evening meetings are arranged for parents of children with SEND. SEN Support Plans may also include in school provisions to highlight transitions to new year groups, changes to routines such as new activities (swimming) as well as including advice from professional agencies.  Modifications to any statutory testing will be anticipated and subsequently planned for so that reasonable adjustments can be made. As part of this approach, every child with SEN will have an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs.  Parents/carers and child/young person (where appropriate) views are integral to this process.

Education Health Care Plans

A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.

Children with complex difficulties may require school to make a request for an Education Health Care Assessment.  The process of applying for an EHC assessment requires substantial evidence from school and professionals to be submitted to Durham Authority for consideration.  Durham Authority have twenty weeks to decide if an assessment is granted or not.  This may or may not lead to an EHC Plan.  Each case is dealt with on an individual basis.  All children with an EHCP will have short term targets set for them that have been established after consultation with parents and the child.  The Short term targets are set from the longer term outcomes taken from the EHCP and are documented on an Individual Learning Plan.  An EHCP will be reviewed annually and will last until the child is 25 years of age. 

At Langley Moor Primary School, we do have pupils who have been granted an EHCP and the provisions in place for them are bespoke to their needs.  The EHCP is reviewed annually although we review their Individual Learning Plans termly. Currently we have pupils with EHCPs working across our school. 

For more detailed information see the Local Offer

Looked after children with SEND

Our school recognises there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their SEND. At Langley Moor Primary School, we have appointed a Designated Teacher for Looked after Children who works closely with the SENCO to ensure all teachers in school understand the implications for those children who are looked after and are children with SEN. Our Designated Teacher is Mrs Ferguson.

Children who are Looked After (CLA) and have SEND are supported in the same way as all children in school through the graduated response: Assess, Plan, Do, Review cycle.  In addition to any Support Plan or EHCP the child will require a Personal Education Plan (PEP).

When a child becomes looked after the Social Worker must ensure that the child’s needs and the services needed to meet those needs are documented in the Care Plan. The Care Plan, of which the PEP is an integral part, is made before the child becomes looked after, or in the case of an emergency placement, within 10 working days.  The PEP is a record of what needs to happen for children who are looked after to enable them to fulfil their potential and reflects any existing plans such as an EHCP, SEN Support Plan or Short Note.  The PEP should reflect the importance of a personalised approach to learning, which secures good basic skills, stretches aspirations and build life chances. The PEP is the joint responsibility of the authority and the school.

How children with SEND engage in all activities

  • Ensuring learning is accessible for all children. This may mean an activity is adapted or children are more prepared for a new environment or experience.
  • Staff at Langley Moor Primary are highly skilled and reflective. Whole school training is mapped out carefully and offered to all staff.
  • Learning resources, equipment and activities are adapted to suit each child’s needs.
  • Additional support is allocated alongside quality first teaching.
  • A wide range of resources (weighted blankets, wobble cushions, fiddle toys, resistant bands, sensory baskets) and strategies (movement breaks, sensory walk, physical activity, mindful techniques) are accessible and part of school routines.
  • Staff are trained to de-escalate a situation through staff CPD
  • Learning environments are organised, calm and neutral to avoid sensory overload.
  • Learning environments have key resources (visual timetable, zones of regulation display, mindful strategies) on display and bespoke resources or spaces (individual workstation, sensory den, now and then boards, quiet space in the classroom) are made for children.
  • In advance of any year group transitions year groups are carefully allocated to classrooms which will facilitate access to in school provisions.  For example, break-out spaces, intimate care facilities, school hall and direct access to outdoors. 
  • Use a communication journal called Tapestry to support home/ school links and communication. This is used for all children from Reception to Year 6 and can be a particularly effective tool for parents whose children have additional needs. 
  • Implement bespoke reward systems, reflecting the interests and passions of our pupils.
  • Home-school diaries are used to celebrate positive moments and communicate between home and school. This personalised approach ensures that every child has a sense of achievement. 

How we evaluate the effectiveness of SEND provision

We always encourage parents to come into school and discuss any concerns with us face to face.  We strive to ensure access to appropriate high-quality teaching, differentiation and intervention for all of our pupils as needed.  All planning and assessments are monitored and scrutinised by Subject Leaders, the Senior Management Team and SENCO.  Learning walks take place daily across the school to ensure high standards for all our learners.

We continuously ensure the provision has a positive impact on the outcomes for all our children/young people. We do this in a variety of ways, including:

  • Robust evaluation of policy and practice
  • Book and Planning scrutinies of SEND children
  • Learning observations in class
  • Pupil Voice and Parent Voice
  • Parent questionnaire
  • Staff voice questionnaire
  • SENCo, SLT and Governor monitoring
  • Termly report to the Governors
  • Face to face meetings with SEN Governor
  • Learning walks
  • Appraisal objectives for teaching staff and teaching assistance
  • Internal data and Pupil Progress meetings
  • School staff meetings
  • Staff reflection questionnaire
  • Staff audit of skills to identify training needs
  • Evaluation of our Assess, Plan, Do, Review approach
  • Including SEN as part of our whole School Improvement Plan

Support for Emotional and Social Development 

Langley Moor Primary School is an inclusive school.  Support and promoting the emotional wellbeing of all children is at the heart of our school.  We believe our caring ethos coupled with a strong personal education provides the opportunity for pupils to develop their self-esteem and confidence.

We maintain close links with External Partnerships and agencies to access the best professional advice.  In addition, we also link with Local Authority and additional services, such as Occupational Therapy, CAHMS (Child and Adolescent Mental Health Service), Social Services, Pastoral Team, EWEL Team, Family Hub and Medical Professionals. 

At school we have a very positive approach to all types of behaviour with a clear reward system that is followed by staff and pupils.  Rewards at Langley Moor Primary include:

  • Champion of the week
  • Tokens for house teams (can be given by any member of staff)
  • Stickers and sticker charts
  • Positive phone calls home
  • Tidy classroom award
  • Kindness Boomerang
  • TTRS status rewards and certificates
  • Prizes from the prize box

Children with SEND may have additional reward systems to work towards personal targets. We are always praising the positives, celebrating success and wow moments. We use clear, consistent language across the school to highlight the positive choices the children make. We promote kindness, respecting one another and trying our best through our school rules.

Transition arrangements 

Transition into Reception

We understand that transition from Nursery to Reception Class is a BIG step for both our children and their parents.  We aim to support our families through this important stage in a number of ways.  We have children from a variety of different nurseries and our Reception staff ensure that children have opportunities to visit their Reception class so that they can become familiar with the provision, environment and EYFS staff members.  All parents are invited to visit school for an induction meeting.  Reception staff and our SENCO contact nursery settings and arrange visits to meet the children in their familiar environment. The SENCO and Reception staff have a handover meeting to discuss each pupil transitioning to our school, this is to ensure we have the relevant background history as well as up to date assessment information. Nursery settings are welcomed into our school should they wish to support a child’s transition into our setting.    

Enhanced transition is always available and is tailored to the needs of individual children.

How we support children/young people with SEN moving between classes in our school

Teachers have designated time to pass over information to the next teacher, where they will also discuss relevant strategies and talk about specific provisions. Pupil’s individual SEND files are used to highlight the child’s strengths, difficulties as well as any professional agency input received to date.

Some pupils in school benefit from an enhanced transition between year groups which involves relationship building with their next class teacher and becoming familiar with their next classroom.  Pupils are always at the heart of decision making during transitions to future year groups and wherever possible we will rearrange the school and allocate specific classrooms to meet the needs of our pupils with additional needs. 

Enhanced transition is always available and is tailored to the needs of individual children.

How we support children/young people with SEN leaving our school

We work very closely with secondary schools.  We arrange transition meetings and extra visits for children with SEND and ensure an enhanced transition is available to those pupils who need it.  The SENCO is actively involved in all pupil transitions to secondary schools.  Early transition indicators are completed by the SENCO, DSL and Year 6 staff. Secondary schools are invited into Langley Moor Primary School for all final Support Plan Reviews and EHCP Reviews. 

Once secondary school places have been allocated, we start actively planning for the transition of our SEN pupils.  These visits can include additional visits to the new secondary school during the school day (with and without parents) and opportunities for secondary school staff to work with children 1:1 within our school.  This allows our pupils to begin to understand new routines, visualise layouts and meet significant members of staff. 

Joining our school at other times

If your child joins our school during a Key Stage or mid-way through the academic year, systems are in place to aid their transition from their previous school. When you visit our school, the Head Teacher or SENCO will give you a tour and your child will have opportunities to see their new classroom and meet their teacher. If your child has additional needs, the SENCO will liaise with your child’s previous school to ensure that we have the required information to enable us to support your child fully. It would be beneficial if you could discuss your child’s needs with us and share any information you have when you visit.

Leaving our school at other times

If your child leaves our school, the Head Teacher and SENCO will ensure that all SEND information is passed onto the next school to ensure that they are fully aware of any additional needs your child may have to enable the new setting to prepare.

Consulting with our SEND children, parents and carers

Consultation with parents and carers of children and young people with SEND

We are committed to working with parents and carers to identify their child’s needs and support required.  Parents and carers will be involved throughout the process.

There are a range of ways this can be done, for example:

  • Additional parent/ carer meetings
  • Ongoing discussions with a class teacher and/or SENCO
  • An ‘open-door’ policy, where parents and carers are welcome to come into school to discuss any concerns they may have
  • Termly reviews of their child’s Short note/SEN Support Plan/ EHC Plan.
  • Capturing Pupils’ voice at regular opportunities, including quotes on Support Plans
  • Capturing Parents’ Voice through questionnaires, quotes on Support Plan reviews and informal discussions 

We are proud that our school is a happy and inclusive place for all. 

Compliments, complaints and feedback

We are always seeking to improve on the quality of education we provide for children with SEN and are keen to hear from parents about their child’s experience. Our ‘open door’ policy is an invitation to share your comments and concerns with us.

Compliments are always greatly received and can be passed on either directly to staff and the SENCO. We have termly coffee morning/afternoon with guest speakers. Parents/carers are invited into school and this provide a support network with the SENCO, families in school and the local community. Questionnaires are used to collect parent voice during these events. 

We hope that complaints about our SEND provision will be rare, however, if there should be a concern the process outlined in the school Complaints Policy should be followed.

Further information can be found in the Complaints Policy. 

Helpful information for parents

ac durham in person workshops jan jul 24 tudhoe moor.pdf


neas durham autism support hubs 2024.pdf


neas zoom webinars 2024.pdf


rollercoaster 2024 dates.pdf


training flyer for parents and carers spring 2024.pdf

literacy difficulties.pdf




mct leaflet 2024 2 .pdf