At Mount Street Academy we are committed to supporting all learners to achieve their very best. Please look at the information below, for how we support children with Special Educational Needs.

We aim to “Create a haven in which children flourish”; the word children means all children regardless of ethnicity, background needs, disabilities or differences.

Our SENDCo is Mrs Christina Horton, and she can be contacted via the school office or by emailing

The following information has been co-produced with parents and carers and has taken into consideration the views of the children in the school. As such we have aimed to answer some common questions raised, please also refer to the Lincolnshire Local Offer for further information and support.

For the Lincolnshire Local offer please click here.

Legislation and guidance:

This information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

* Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities

* The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report.

1 What should I do if I think my child has special educational needs?

  1. Speak to the class teacher. The class teacher is the person working with your child day to day and is always happy to speak to you about any aspect of school life. (Click here for staff information)
  2. Make an appointment to speak to the special educational needs and disabilities coordinator (SENDCo Mrs Christina Horton)

Please note that if your child does not currently have a diagnosis but you have concerns about a special educational need or disability, you should speak initially to the class teacher but you are also welcome to make contact with the SENDCo Christina Horton at any time.

2 How will the school respond to my concern?

  1. Listen.
  2. Information may be passed on to the SENDCo.
  3. An observation, further assessment or meeting may be arranged with the SENDCo to discuss concerns and support.
  4. A referral may be made to the SEND register – in this case information will be shared with you at every stage and the teacher may set up a SEND profile.
  5. Please also see the SEND policy.

3 How will the school decide if my child needs extra support?

  1. Class assessments may be used to inform this decision
  2. Further assessments or observations may be used
  3. If relevant another agency may be referred to for further assessment (for example the speech and language therapy service)
  4. Please also see the SEND policy

We will use a cycle of assess, plan, do and review. Once children have been identified and the needs have been assessed staff will plan the support which will be delivered and then this will be reviewed at least three times per year.

A diagnosis does not necessarily automatically mean that a child will be referred to the SEND register.

If your child does not have a diagnosis but is experiencing difficulties in school a referral to the SEND register may still be considered appropriate and support will be planned to meet the needs of the individual child.

We will never make assumptions about children based on a diagnosis and we do not base support solely on a diagnosis, all provision is based on individual needs.

4 What will the school do to support my child?

  1. If appropriate the class teacher will set up a SEND profile. The SEND profile will highlight strengths and areas of difficulty for the child and set realistic short-term targets that identify their next steps.
  2. Interventions may include small group work, individual support programs, use of visual supports, individual work stations, use of extra resources, pastoral or nurture support groups.
  3. Please also see the SEND policy.

The school plan support for pupils with SEND through the graduated approach, which is clarified in the SEND policy.

5 Who will support my child in school?

  1. It is the responsibility of all class teachers to plan for all children in the class including those with SEND and the first step in our graduated response to SEND will always be quality first teaching and differentiated learning opportunities within the classroom.
  2. Intervention groups and individual support may be led by a teacher or a teaching assistant.
  3. Nurture provision may be offered through the pastoral team.
  4. Please see the list below of qualifications or certificates held by staff in school relating to SEND support.

The graduated approach means that children will first be supported through quality first teaching in the classroom. The SENDCo may become involved to offer advice and support where children’s needs cannot be met solely through this approach. Where children have more significant needs that require specialist support external agencies may be called upon. The support of external agencies can involve specialist assessments, specialist taught sessions, group work and individual support. Other support offered by external agencies provides staff and parents with specialist advice to implement with children ongoingly in school and/or at home so that staff develop the skills and expertise to support children’s individual needs in the long term.

6 What training and experience do staff have for the additional support my child needs?

  • National SENCo Award: The National SENCo Award is a masters level course that is statutory for all SENDCos appointed newly to the role since September 2008.
  • Precision teaching: Precision teaching involves working with a child individually for a short time (5-10 minutes) It is used to address a very specific gap in a child’s knowledge by repeating teaching over and over again; the same teaching takes place every day and progress is measured and tracked.
  • Colourful semantics: Colourful semantics is used to teach the possible structure of sentences by using colour coded words. It develops and consolidates the understanding of question words who, what, where, what doing.
  • Team Teach: Team teach involves being trained in de-escalation techniques. These include strategies to avoid physical contact but also include training in the positive handling of pupils. The course is based on positive behaviour techniques, communication and use of body language to manage behaviour
  • Moving and handling: Staff trained in moving and handling have learned how to use the ceiling track hoist and mobile hoist to support transitions of disabled children in and out of specialist seating
    • Several staff are trained to change a stoma bag and catheter
    • Several staff are trained in gastrostomy feeding
  • Makaton: Makaton is a language programme using signs and symbols to help people to communicate. It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order.
  • Bereavement counselling
  • Portage:
  • Level 3 'The Portage Model' - A small steps approach for children with Special Education needs. (Working towards the NPA stamp of approval)
  • Lego therapy: This is an evidence based social skills program to support children in developing social communication skills, such as turn-taking, following rules, using names and problem solving.
  • ELSA (Emotional Literacy Support Assistant) Our ELSA works as part of our pastoral team to deliver interventions in the social and emotional aspects of learning.

In addition we work closely with behaviour support specialists, speech and language therapists, occupational therapists, physiotherapists, educational psychologists, specialist teachers, the working together team, mental health services and other agencies to provide specific support programs for individual children.

Please also refer to the Local offer for Lincolnshire.

7 Who else might be involved in supporting my child?

  • Teaching assistants
  • Nurture and pastoral team, including ELSA
  • Behaviour support specialist
  • Speech and language therapist
  • Occupational therapist
  • Physiotherapist
  • Educational psychologist
  • St Francis outreach support
  • Specialist teacher
  • Working Together Team: an outreach team for pupils with social communication needs.
  • Sensory education support team.
  • Mental health services, including MHST
  • Please also refer to the local offer for Lincolnshire

For more information about the agencies we work with or to find out who is likely to work with your child please see the class teacher or school SENDCo.

8 What support will be there for my child’s emotional and social well-being?

  1. Teachers and teaching assistants run transitional support meet and greets and play time support groups at morning play time to support children who need support in this area.
  2. Playworkers are based throughout school to support children within their provision and promote positive social interactions.
  3. The family support worker will liaise with class teachers about children’s well-being and can sign post to support groups for families, completing a child and family assessment should additional outside agency support be required.
  4. School engage weekly with a behaviour support specialist who can offer expertise in pastoral support as well as support for emotional and mental well-being.
  5. We have a nurture classroom within school, run by the SENCo and supported by the ELSA which runs both bespoke and evidence-based interventions to support SEMH needs within school.
  6. The SENCo also runs a breakfast club in KS1 to support transition for individual needs.
  7. School have links with MHST (Mental Health Support Team) to support mental health and well-being for children.

9 How will my child be involved in the process and be able to contribute their views?

  1. Pupil voice will be gained before a SEND review and before an annual review, this may be through a number of means appropriate to the individual needs of the child: through conversation, observations, drawing a picture etc.
  2. Children are involved in writing their SEND Profiles with their teachers.

Please click the link at the bottom of this page to look at the SEND Profile.

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

  • Through quality first teaching, teachers will assess the individual needs of the child and differentiate the curriculum to meet their needs. This will be done through daily assessments of learning as well as termly data assessments. Where differentiation is not enough to support the child advice will be sought from the SENCo and possible outside agency assessment may be required.
  • Please refer to the curriculum section of the school website.
  • Interventions will be planned where appropriate.

11 What opportunities will there be for me to discuss my child’s attainment and achievement? How will I know how well my child is progressing?

  • SEND reviews take place three times per year and parents will be invited to attend. Parent’s evenings also take place in term 2 and term 4 with a drop in session in term 6 to discuss progress and attainment.
  • If further meetings are appropriate these can be arranged with the SENDCo (Mrs Christina Horton)

If at any time you become concerned about the progress your child is making please do not hesitate to contact the class teacher or the school SENDCo who will be happy to discuss this with you.

12 How does the school know how well my child is doing?

  • Assessments are on-going throughout the year and in addition assessment weeks take place three times per year to track the progress of all pupils. For children with additional needs where appropriate access arrangements will be considered to allow the children maximum opportunity to show what they can do.
  • Progress is measured against individual targets regularly and discussed at SEND reviews, as part of the assess, plan, do, review cycle.
  • The school provision map measures outcomes of interventions and support.
  • The SENDCo monitors the outcomes of provision and progress of children with SEND.

13 How will my child be included in activities outside the classroom including school trips?

  • School will endeavour to ensure that all children have equal access to extra curricular clubs and activities.

If at any time you are concerned about your child’s inclusion in extracurricular activities or school trips please in the first instance see the class teacher and then if appropriate arrange a discussion with the school SENDCo.

14 How accessible is the school environment? How accessible is the curriculum?

  • Mount Street Academy has a hygiene suite with a ceiling track hoist and changing bench.
  • The school is all on one level with wheelchair access to all classrooms, group rooms and outdoor learning areas.
  • The curriculum is adapted as appropriate and in line with the SEND Code of Practice guidance.

Download the the school’s accessibility plan.

15 How will the school prepare and support my child to join the school and to transfer to a new setting?

  • Transition support includes visits to other settings, extra visits to the school, transition books and visual supports where appropriate and meetings with parents/carers.
  • The school put on new parents meetings in term 6 to share information and meet staff. The SENDCo and family support worker will usually be available at these meetings and appointments can be arranged if needed.
  • Staff from a child’s future settings will always be invited to SEND profile reviews, annual reviews and any other meetings involving provision for the pupil.

Transition for children with SEND will always be carefully planned and transition plans will be put in place, often including a transition book. The transition book can be prepared for new children to the school to show entrances into the school, staff, the new classroom, the toilets, the hall etc. They are also prepared for children moving on to new settings and usually a member of staff will arrange to accompany the child on a special visit to take photographs and prepare the transition book.

For more information about transition or if you have concerns about transition for your child please see the school SENCo who coordinates the transition across school.

16 How can I be involved in supporting my child?

Speak to the class teacher initially, they will be able to advise on areas of development for your child and work with you to identify support needed at home and school. We acknowledge that parents have much valuable knowledge to share with us too about their child.

You will have regular opportunities to come into school and see class teachers and the SENDCo as appropriate. In addition the school employs a Family Support worker who liaises with the SENDCo and can arrange multi-agency meetings to support the family as a whole. The Family Support worker and SENDCo are able to signpost parents/carers and families to appropriate support outside of school if required.

17 How can I access support for myself and my family?

  1. The SENDCo and Family Support Worker work closely together to ensure that appropriate networks of support are available to children and their families whatever the circumstances.
  2. Appointments can be made to meet with the SENDCo and/or family support worker as needed and a multi-agency approach can be planned with families according to individual needs.

Some useful websites and support groups:

  • Lincolnshire Local Offer provides information on support available locally, local schools and information for parents including links to support groups. Find links via the local offer for 4all – a magazine with up to date information on SEND and activities for children, young people and families. Also find links here for short breaks for children and young people with SEND
  • Lincolnshire parent carer forum
  • Lincolnshire Parent Partnership offer free confidential advice, information and support to parents and carers about special educational needs
  • Liaise Liaise is the Special Educational Needs and Disability (SEND) Information Advice and Support Service for Lincolnshire. We provide information and advice relating to SEN and disabilities to parents, children and young people (0 – 25) which is free, confidential and impartial.
  • IPSEA stands for Independent Parental Special Education Advice
  • Young Minds: The voice for young people’s mental health and wellbeing
  • Lincolnshire autistic society
  • Young minds Parent Helpline: 08088025544

18 Who can I contact for further information?

  • Key members of staff (and order of contact):
  • Class teacher
  • SENDCo - Mrs Christina Horton
  • Family Support Worker – Mrs Ruth Stephenson
  • Head Teacher of School - Mrs Rachael Horn

19 A Glossary of terms

  • SEND: Special educational needs and disabilities.
  • SENDCo: Special educational needs and disabilities coordinator: The special educational needs and disabilities coordinator is responsible for overseeing the provision for pupils with special educational needs and disabilities and ensuring that staff receive appropriate training to support additional needs in the classroom.
  • Graduated approach: The graduated approach means that children will first be supported through quality first teaching in the classroom. The SENDCo may become involved to offer advice and support where children’s needs cannot be met solely through this approach. Where children have more significant needs that require specialist support external agencies may be called upon. The support of external agencies can involve specialist assessments, specialist taught sessions, groups work and individual support.
  • Assess, plan, do, review cycle: Teachers will assess pupils regularly which will then allow them to plan appropriate support to be delivered in school and this will then be reviewed regularly. Assessment is part of the review and so the cycle begins again.
  • SEND file: At Mount Street Academy we use SEND profiles to build information about the child’s strengths and interests. We will always include the latest assessment information. The SEND profile identifies what the child finds difficult and details what provision is in place for an individual child that is additional to and different from the provision usually available through quality first teaching in the classroom. The SEND profile also includes individual targets that are set in consultation with the child, parents/carers and the class teacher and identify the next steps for the individual child. It also includes ideas that parents/carers can use at home to support the child’s learning. Each time the SEND profile is reviewed the child, parents/carer and any other professionals supporting the child are consulted and their thoughts are recorded on the review page. The SEND profile is reviewed at least 3 times per year.

Please click the link at the bottom of this page to look at the SEND Profile.

  • Transition: Transition is when children move from one year group, setting or class into a new year group, setting or class. This can be difficult for children with SEND and we will plan additional support at these times for those that require it.
  • Provision: Provision is the support and the teaching that we provide for the children. For children with SEND the staff will provide support that is additional to and different from the provision that is routinely available to children in the classroom. This provision may still take place in the classroom or outside in a different room or space. The provision may be individual or in a small group and it may involve separate or specialist resources. Some examples of SEND provision are: a physiotherapy program, a speech and language program of support, small group extra phonics or maths work.
  • Diagnosis: A diagnosis can only be made by a medical professional such as a community paediatrician, specialist doctor or consultant. A diagnosis will identify a specific named condition that may or may not impact upon a child’s ability to access the curriculum. Some examples are autism spectrum disorder, attention deficit hyperactivity disorder, dyslexia, cerebral palsy.
  • Progress: Progress refers to a measurement of how much children have learnt or improved over time. If a child has SEND they may progress differently and at a different rate from other children in their year group. At reviews and parents evenings staff will talk to you about how much progress your child is making and will identify whether they are meeting age related expectations. If they are making significantly less progress than other children or achieving significantly lower outcomes they may be identified as having a special educational need.

20 Links to relevant policies:


SEND Profile [ PDF, 421.42 KB ]
School-Behaviour-Policy-updated-2022-2.pdf [ PDF, 335.89 KB ]
Behaviour Policy