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Physical and sensory needs cover a wide range of medical conditions in addition to those mentioned above. Some children with physical disabilities may be very cognitively able so the levels of support must be tailored to a person-centred needs analysis of each child's needs and preferences, taking into account the views of children and their families.

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The SEN Code of Practice (2015) no longer includes 'behaviour' as part of this category of need. The reasoning is that a child's behaviour is perceived as a communication about the child's state of mind and may be caused by a variety of factors such as:

anxiety

sensory overload

anger, including anger about pervasive life situations or undisclosed difficulties

response to trauma or attachment difficulties

frustration due to speech and communication difficulties

response to the wrong level of challenge in lessons

grief

overwhelm

physical pain or discomfort, such as hunger

underlying mental health problems

undisclosed physical, mental or sexual abuse

This list is illustrative, not exhaustive.

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The SEN Code of Practice (2015) no longer includes 'behaviour' as part of this category of need.

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Cognition and learning needs may encompass most of the curriculum, such as for pupils with MLD or SLD. However, cognition and learning needs may only impact on specific areas such as reading, writing, spelling and mental calculations. Cognition and learning needs generally account for difficulties in curriculum-related areas such as:

reading, writing and spelling

numerosity

comprehension

processing difficulties such as sequencing, inference, coherence and elaboration

working memory

short term verbal memory

other types of executive function difficulties

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Cognition and learning needs may encompass most of the curriculum, such as for pupils with MLD or SLD. However, cognition and learning needs may only impact on specific areas such as reading, writing, spelling and mental calculations.

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What are Communication & Interaction needs?

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What are Communication & Interaction needs?

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Children and young people with ASD, including Asperger's Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others. Communication and interaction needs could include:

difficulties with producing or responding to expressive or receptive language

difficulties uttering speech sounds

difficulties understanding spoken and other communications from others

difficulties with understanding age-related social conventions of interaction, such as turn-taking during conversations or appropriate level of physical contact during play

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Children and young people with ASD, including Asperger's Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

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You can find information about the help and services available for children and young people (aged 0 to 25 years) with special educational needs and disabilities (SEND) in Hampshire. Explore the information topics below.

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Trust Lead for SEND and Inclusion  - Mrs Suzie Andrews

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Trust Lead for SEND and Inclusion  - Mrs Suzie Andrews

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Ordinarily Available Provision and SEND Support in Hampshire

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Ordinarily Available Provision and SEND Support in Hampshire

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Ordinarily Available Provision and SEND Support | Hampshire CTSH

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Cross Farm Infant Academy SENCO and Trust Leader - Mrs Amy Batalli

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Cross Farm Infant Academy SENCO and Trust Leader - Mrs Amy Batalli

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Contact details

senco@crossfarrm.kite.academy

Usual working days

Thursday (Cross Farm)

Monday, Tuesday, Wednesday, Friday (Trust role)

(please note, days may vary)

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Find out more about the resources and support available to parents and carers.

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Hampshire Child and Adolescent Mental Health Services (CAMHS) are an NHS service that aims to help young people up to the age of 18 who are finding it…

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Welcome to Surrey's Local Offer!

Our Local Offer website is for children and young people with additional needs, their families and the practitioners who help them. On it you will find helpful information and the details of support services in your area.

Use our feedback page to tell us how helpful you have found the Local Offer and ways we can improve it.

Share your feedback and get involved

Search our directory

Find registered childcare, family activities, holiday clubs and support groups near you.

Find information by category

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Our Local Offer website is for children and young people with additional needs, their families and the practitioners who help them. On it you will find helpful information and the details of support services in your area. Use our feedback page to tell us how helpful you have found the Local Offer and ways we can improve it.

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Family Voice Surrey's vision is clear: cultivate a diverse and inclusive society where parent carers feel valued and listened to and all children and young adults with special educational needs and disabilities (SEND) are supported to reach their full potential.

We provide independent guidance to parent carers of children and young people with additional needs aged 0-25 in Surrey, shining a light on the challenges that SEND families regularly face.

Together we're stronger; together, we can make a difference.

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Family Voice Surrey's vision is clear: cultivate a diverse and inclusive society where parent carers feel valued and listened to and all children and young adults with special educational needs and disabilities (SEND) are supported to reach their full potential.

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This website places cookies on your computer to improve your experience. By continuing to browse the site, you are agreeing to our use of cookies. For more details, see our privacy policy. I agree

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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What is dyslexia? | Helen Arkell Dyslexia Charity

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Dyslexia is a learning difference that affects reading, writing and spelling. It is not the same for everybody and ranges from mild to severe. People with dyslexia think differently and is often a strength. Click here.

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Speech and Language UK: Changing young lives

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Skip to content

We give families the confidence and skills to help their children. If you're concerned about your child's speech and language development, we can help.

We know that it can be hard to know where to start if you are worried about your child's development. If you think your child is having challenges with talking and understanding words, we are here to help you.

Our free resources and services can help with understanding what to look out for, how to get support and even some simple ways you can help your child at home.

Our progress checker will provide short questions you can answer to see how your baby or child is getting on with their talking and understanding of words.

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Help for families - Speech and Language UK: Changing young lives

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We give families the confidence and skills to help their children. Access our free resources and learn more about ways to encourage children's speech and language development.

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Speech and Language UK: Changing young lives

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Speech and Language UK: Changing young lives

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The specialist Speech and Language Therapy service provides assessment, therapy and advice for children who have not yet started school and have persistent and significant speech, language, fluency and social communication and interaction difficulties.
Our Specialist Dysphagia Speech and Language Therapy team support children aged 0 to 5 years with eating, drinking and swallowing difficulties.
Children aged 0 to 18 years with a communication difficulty relating to a stammer, recently acquired brain injury, voice and acute deteriorating illness should be referred directly to the Speech and Language Therapy service.
Children can be referred by their parent, health visitor, GP, therapist, early years’ service, paediatricians based in hospitals, audiology service, Mindworks Surrey or other agencies.
Referrals are made through the Referral Service.

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AOFS aims to increase understanding of autism and support Surrey Schools to become more ND inclusive, through training, resources and referrals for individuals

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Volunteer-run, parent-to-parent support group with around 2000 members, covering the Surrey County Council area.

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Support for autistic children, young people, adults, and their families in the South Hampshire area.

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Parent guide to Ordinarily Available Provision

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Parent guide to Ordinarily Available Provision

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Introduction

The Ordinarily Available Provision (OAP) guidance for schools document sets out the support that schools can provide to support learners with additional needs from ordinarily available resources. It is a tool for schools to use to help all children learn and access the curriculum in a way that suits them best.

Surrey County Council has been working with school leaders, Special Educational Needs Co-ordinators (SENCOs), parents, carers and children to create revised guidance document for schools on OAP.

As part of the review process, we received feedback from parent and carers supporting the development of a parent/carer guide to OAP. We worked in with Surrey schools, and Family Voice Surrey, to arrange parent participation groups to establish this guide.

This guide is intended to provide helpful information for parents and carers about OAP in schools. We hope it will help you to navigate OAP and understand what support may be available to support your child in school.

Who is this guide for?

Parents and carers of children who attend a mainstream school.

The OAP guide for parents and carers aims to:

Who can help at school

What does high quality teaching in schools look like?

How you can work with your child's school

What can you do if you are concerned

Speak to your child's class teacher

If you are still concerned, you can ask to meet with the school SENCO

You can also access the Surrey Local Offer website for useful resources, guidance, and support - including information on what to do if Ordinarily Available Provision is not meeting your child's needs.

Different types of SEND (often referred to as 'area of need')

Speaking with your child's school: When you talk to the school about your child's needs, it can help to look at the support ideas in the OAP for Schools Guide. Not every school will use all the strategies in the OAP-some might use different methods. It is possible that some of the ideas are not right for your child. If you're worried about the support your child is getting, you should speak to their class teacher. If you're still concerned, you can ask to speak to the school's SENCO. You can also find more help and information on the Surrey Local Offer website.

What is Ordinarily Available Provision?

OAP is a tool for schools to use to help all children learn in a way that suits them best. It makes sure every child can do well and grow. Schools do this every day with the resources they have, as part of good teaching and learning for everyone.

Definition of Ordinarily Available Provision (OAP)

OAP is part of a school's approach to inclusive education based on individual needs. It removes barriers to progress and supports the development of every child. It forms part of everyday provision that schools are expected to deliver, within their resources, and is available to all children as part of high-quality teaching and learning practice.

Key principles of Ordinarily Available Provisions

Developed together with school SENCOs, the key principles describe the intention of OAP.

1. Empowers children and young people to be independent and develop their decision making in preparation for adulthood.

2. Takes a personalised approach that acknowledges success looks different for everyone.

3. Holds the views and aspirations of children, young people and their families central to planning, and ensures they are included in decision making.

4. Ensures assessment and intervention focus on identified needs and not a diagnosis. This refers to a need led approach that centres on inclusion and adaptations.

5. Is a whole school approach, where inclusion is fully integrated, not something extra.

6. Places a strong focus on inclusive practice where schools endeavour to remove barriers to learning, adapt to support progress and social inclusion, create environments that offer a strong sense of belonging for all learners.

How does OAP work in schools

Schools use lots of different ways to support children in schools, including:

Support around the child

Describes the process used in school to ensure the right support is put in place and reviewed at regular intervals.

The school is likely to use an approach called "Assess, Plan, Do, Review". This is a cycle which may need to be repeated several times to identify the right support is in place to help your child make progress, feel happy and successful in school. Examples of support include:

The changes put in place should aim to make it easier for your child to be happy and successful in school. They should be reviewed at regular intervals to ensure they are appropriate and relevant.

Speaking with your child's school: When you talk to your child's school, you can ask about the support that is already in place. Find out when it was last reviewed, when it will be reviewed again, how it has helped your child so far, and what the next steps might be.

Reasonable adjustments

This section includes a description of reasonable adjustments, including what the law says, and seeks to clarify what is and is not 'reasonable'.

Whilst it is not possible to say what is and is not reasonable, because situations and circumstances are different, schools will likely consider the following when thinking about the reasonable adjustments they can make:

What is already in place?

Cost and resources available to the school

Potential impact/outcomes

Is it practical?

Health and safety requirements

Impact on school standards (incl. academic, musical, sporting)

Interests of other pupils and prospective pupils

Speaking with your child's school: When you speak to your child's school about reasonable adjustments, you can use the bullet points above to help guide your conversation.

How schools support learning through high quality teaching

This section looks at what schools deliver as part of high quality teaching.

'High quality teaching', as described in the Special Educational Needs and Disabilities (SEND) Code of Practice, is teaching that is tailored to meet the needs of children where progress:

High quality teaching is the first level of support, and is broken down into six areas:

Teachers will think about the needs of all children when planning lessons, and may use the examples from the OAP, to support learning in all subjects

Speaking with your child's school: When talking to your child's school, share what is working well at home and how this could be applied flexibly in school. The examples below may be helpful.

Working in partnership with Parents

Communication is key, and working with parents and carers, who know their children best, supports schools to understand how they can help your child.

Some examples of how the school may do this include:

Pastoral Care

Keeping children safe and making sure they are cared for and valued is essential to help children learn.

Some examples of how the school may do this:

Teaching and learning

Teachers provide learning in a way that meets the different needs of children to support them to achieve their full potential.

Some examples of how the schools do this:

Equipment and resources

Equipment and resources, including Information and Communication Technology (ICT), that remove barriers to learning can make a big difference to how children learn and make progress in school.

Some examples of how the schools do this:

Ear defenders - may help your child to focus their attention on a particular task by blocking out background noises.

Fidgets - work by allowing your child to keep their hands busy which in turn supports better concentration and can help calm (reduce fidgeting) the whole body. Longer movement breaks may also be necessary for children and fidget resources do not take away from that need.

Writing slope - support children to track words across the page (reading), and supports writing by reducing the strain on the body.

Skills and training

SENCOs coordinate Special Educational Needs (SEN) provision throughout school, alongside with other leaders, to support children with SEND to:

participate meaningfully in the full life of the school

achieve ambitious outcomes

make successful transitions to their next steps

Teaching Assistants (TA) form a key part of the school, supporting teaching staff and children in the classroom. Some TA's complete additional training so that they can further support teaching and learning in the school.

Your school may use the Assess, Plan, Do, Review cycle of support, or similar, to monitor how they meet children's needs.

Some examples of how the school can do this:

Transition and change

Transitions are part of everyday life, but they can be a worrying time for children and their families. It is important for everyone to work together to address concerns and where possible provide support throughout transition periods.

Some examples of how the school can do this:

How the school can support your child using OAP

This section is broken down into the four areas of need (different types of SEND):

It identifies some of the ways the school can support your child, based on their needs. All the ideas can be adjusted to support children based on their age and stage of development.

The examples of provision, strategies, approaches, adjustments, and specific interventions given in this section are a starting point for early support. Not all strategies will suit every child and should be used only when appropriate for the individual child.

Speaking with your child's school: you may find it helpful to look at the examples of provision, strategies, approaches, adjustments, and specific interventions. Your school is likely to use these as a starting point to begin supporting your child as soon as possible. Be aware that not all strategies will be appropriate, but it may help to share your suggestions based on what you know about your child's needs to help tailor these suggestions where appropriate.

Cognition & Learning

If your child finds it hard to concentrate and listen in the learning environment. The school may:

If you child has difficulties with learning, and despite appropriate support, they are not making sufficient progress, and are working below age related expectations, across the curriculum. The school may:

If your child has specific learning difficulties, acquiring literacy skills. The school may:

Social & Emotional Mental Health

If your child has difficulties participating in school, is withdrawn or isolated, and appears significantly unhappy or stressed, the school may:

If your child is seeking connection by exhibiting distressed behaviours, e.g unable to follow instructions, unable to manage their emotions, causing damage to property. The school may:

If your child is demonstrating behaviours that reflect mental health concerns (anxiety, depression, self-harming, substance misuse, eating disorders). The school may:

Communication & Interaction

If your child has difficulty saying what they want to say and being understood, including children with English as an additional language, the school may:

If your child has difficulty understanding what is being said to them. The school may:

If your child is overwhelmed and unable to speak due to the anxiety they are experiencing. The school may:

Sensory & Physical

If your child has a hearing impairment, including temporary conductive hearing loss e.g., glue ear, unilateral loss, mild or moderate loss. The school may:

If your child has a visual impairment. The school may:

Sensory Sensitive & Sensory Seeking

Children may experience both sensitive and seeking behaviours, and their ability to manage their response may fluctuate throughout the day. Sensory differences - a guide for all audiences

Sensory Sensitive children and young people may be hyper-alert to sensory input.

If your child isdistracted by people walking around the classroom (staff and children), has strong response/reaction to loud or sudden noises, and/or becomes distressed by other people walking around/near or touching them. The school may:

Reduce the amount of exposure to bright colours or lighting by positioning away from posters or lamps in class.

Provide an accessible 'calm' space, such as a sensory room or classroom tent.

Provide alternative seating in lunch hall/assembly

Sensory Seeking children and young people may be under sensitive to input and use behaviour to increase sensory exposure.

If your child finds it hard to understand when to give other people space, i.e. stands too close to others, walks with loud, heavy steps, or touches people and objects. The school may:

Offer regular and frequent movement opportunities. This may include handing out resources and books or other 'helpful' jobs in class/school.

Consider specific movement breaks that avoid overstimulation i.e. 10 star jumps or 2 laps of the field. These can be adapted and involve the whole class.

Provide TheraBands, or suitable alternative, on the legs of chairs to help regulate the vestibular system while seated.

Where can I find more information?

In this section you will find links to further support and information, including details on the support available.

Advice for parents and carers about the Education, Health and Care plan process

Information about what to do if high quality teaching and OAP are not meeting need.

Information and guidance for parents and cares about the EHCP process, including:

Who can request an assessment

How to request an assessment

Further advice

A guide for parents and carers of children with additional needs and/or disabilities

Information for parents/carers about additional needs, types of education provisions, Surrey Education Teams and Health Teams.

Information about what support is available if:

You think your child has additional needs and/or a disability

You've been told by someone - such as their teacher - that they may have additional needs and/or a disability

You know your child has additional needs and/or a disability and you need more information

SEND Advice Surrey
Surrey's statutory Special Educational Needs and/or Disabilities Information, Advice and Support Service (SENDIAS)

Provides parent/carers with impartial, confidential and free support about children and young people with SEND aged 0 to 25 years.

OAP document for schools
This document sets out the support that schools can provide to support learners with additional needs from ordinarily available resources. It is a tool for schools to use to help all children learn in a way that suits them best.

This document is for schools. It details some of the strategies that they can use to support your child.

SEND code of practice: 0-25 years
Guidance on the SEND system for children and young people aged 0 to 25, from 1 September 2014.

The Code of Practice is a government guidance that outlines the councils' responsibilities for children and young people (0-25) with SEND.

SEND: A guide for parents and carers
Written by the Department of Education (DfE) this guide is for parents and carers of children and young people aged 0-25 years who have SEND.

It includes information on:

What does SEN and disability mean?

What the law is and what your rights are

How the system should work

What early years settings, schools, colleges and other educational providers must do, or should do, to support you and your child

What your local authority and other services (such as health and social services) must do, or should do, to support you and your child What you can do if you disagree with, or want to challenge, decisions that are made by organisations providing support for your child

Surrey Local Offer Emotionally Based School Non-Attendance (EBSNA)

Details of support for children who are unable to attend school, due to feelings of fear and anxiety that may make school feel unsafe.

Emotionally Based School Non-Attendance (EBSNA) is a term used to describe the difficulty children and young people experience in attending school due to emotional reasons, such as stress, anxiety and/ or feeling overwhelmed. This can result in prolonged periods of absence from school.

Kids charity
Masking

Understand what Masking is, why some children mask, differences for girls and boys, and how you can help.

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A parent carer guide to ordinarily available provision in schools

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A document for parents and carers describing the support that schools can provide to support learners with additional needs learn and access the curriculum.

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Physical and sensory support (PSS) - Surrey County Council

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We use our expertise to help children and young people with physical, hearing, vision or communication impairments.

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How we can help

RNIB is committed to helping blind and partially sighted people

If you're blind or partially sighted, you've come to the right place for products that help you live independently and enjoy everyday activities. Not sure where to start? Why not have a look at our best sellers, our new products, or our special offers.

We are leading the creation of an accessible world. A world where everyone can participate equally is a better world for everyone.

Our impact

RNIB is dedicated to making a difference

We provided employment advice and information to more than 2,400 people, and supported more than 800 people to stay in work.

Find employment advice

Our Eye Care Liaison Officers (ECLOs) provided vital emotional support to over 60,000 eye clinic patients, their friends, and their families.

Find out more about ECLOs

With the help of our supporters, we raised £61.5 million this year to support and empower blind and partially sighted people.

Get involved

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The homepage of the Royal National Institute for Blind People. Discover how the RNIB supports blind people and those with visual impairments.

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Dan Siegal - The hand model of the brain

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Dan Siegal - The hand model of the brain

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Dr. Dan Siegel's Hand Model of the Brain

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Dyspraxia UK - Dyspraxia UK - Specialist occupational therapy

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Dyspraxia UK - Specialist occupational therapy. Book an assessment.

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We offer a free impartial information and signposting service on all aspects of family life for parents.

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 Folly Hill Infant Academy SENCO - Mrs Rachel Harris

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 Folly Hill Infant Academy SENCO - Mrs Rachel Harris

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Contact details

senco@follyhill.kite.academy

Usual working day (in SENCO role)

Wednesday

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Hale Nursery & Primary Academy - Miss Teresa Bicknell

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Hale Nursery & Primary Academy - Miss Teresa Bicknell

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Contact details

senco@hale.kite.academy

Usual working days

Monday-Friday

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Special Education Needs and Disabilities

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Autism Education Trust terminology guide

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Autism Education Trust terminology guide

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Support for Parents, Carers & Family Are you worried about the PDA’er in your life? Looking for information to support them to thrive? We’re here for you. Our support service is here when you feel ‘stuck’ and need personalised information, signposting and support to make decisions about what to do next. We can help you find

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Hale Nursery & Primary Academy is part of the The Kite Academy Trust, a charitable company limited by guarantee registered in England and Wales with company number 09785186. The registered office is at Holly Lodge Primary Academy, Stratford Road, Ash Vale, Surrey, England, GU12 5PX.

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Special Educational Needs & Disabilities (SEND)

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Hale Nursery & Primary Academy is part of the The Kite Academy Trust, a charitable company limited by guarantee registered in England and Wales with company number 09785186. The registered office is at Holly Lodge Primary Academy, Stratford Road, Ash Vale, Surrey, England, GU12 5PX.

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Special Educational Needs and Disabilities (SEND)

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Holly Lodge is a mainstream, inclusive school that fully complies with the requirements outlines in the Special Education Needs Code of Practice.

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Surrey Neurodiversity advice for families

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Surrey Neurodiversity advice for families

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Holly Lodge Primary Academy - Miss Rachel Ramsbottom

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Holly Lodge Primary Academy - Miss Rachel Ramsbottom

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Contact details

senco@hollylodge.kite.academy

Usual working days (in SENCO role)

Monday am, Tuesday, Wednesday, Thursday pm and Friday

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Lakeside Nursery & Primary Academy - Miss Stacey Wilkinson

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Lakeside Nursery & Primary Academy - Miss Stacey Wilkinson

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Contact details

senco@lakeside.kite.academy

Usual working days

Monday-Friday

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Mytchett Nursery & Primary Academy - Mr Adam Bruder

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Mytchett Nursery & Primary Academy - Mr Adam Bruder

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Contact details

senco@mytchett.kite.academy

Usual working days (in SENCO role)

Tuesday am, Wednesday pm, Thursday and Friday

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Sandringham Nursery & Infant Academy - Mrs Palaq Sanghavi

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Sandringham Nursery & Infant Academy - Mrs Palaq Sanghavi

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Contact details

senco@sandringham.kite.academy

Usual working days

Monday-Wednesday

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The Ferns Primary Academy - Mrs Katie Mason

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The Ferns Primary Academy - Mrs Katie Mason

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Contact details

senco@ferns.kite.academy

Usual working days

Monday, Tuesday, Thursday and Friday

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The Grove Primary Academy - Mrs Linsey Mott and Miss Lucy Llewellyn

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The Grove Primary Academy - Mrs Linsey Mott and Miss Lucy Llewellyn

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Contact details

senco@grove.kite.academy

Usual working days (Mrs Mott)

Tuesday - Friday

Usual working days (Miss Llewellyn - in the SENCO role)

Monday, Wednesday and Friday afternoons

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Special Educational Needs & Disabilities (SEND)

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Lakeside Primary Academy, Mindenhurst Road, Deepcut, Surrey, GU16 6LG | T: 01276 469200| E: info@lakeside.kite.academy Lakeside Primary Academy is part of the The Kite Academy Trust, a charitable company limited by guarantee registered in England and Wales with company number 9785186. The Registered Office is Holly Lodge Primary Academy, Stratford Road, Ash Vale, GU12 5PX.

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At Mytchett Primary & Nursery Academy, we provide an inclusive education and we strive to ensure that we meet the needs of all our pupils, including those with specific needs. We recognise that every child is unique and that children learn and progress at different rates. Many children at some time in their school journey will have additional needs of some kind, whether in terms of learning, communication and interaction, physical and sensory, or social and emotional needs. Most additional needs are met by ordinarily available provision within the classroom. However, some provision is made through a variety of interventions, resources and activities outside of the classroom. We also work closely outside agencies, where appropriate.

The information in this section will explain how we provide support in more detail. Should you have any further questions, please contact our SENCo, Mrs Collins, via the school office on 01252 544009 or email senco@mytchett.kite.academy. Mrs Collins's working days are Monday, Tuesday and Wednesday.

Our governor with responsibility for SEND is Sarah Hughes.
SEND Policy SEND Information Report SEND Provision Map SEND Quick Guide for Parents
Useful Leaflets for Parents and Carers
How Can Occupational Therapy Support Your Child? Understanding Childhood - Emotional Development From Birth to Adulthood Child's Experience of Primary School Overactive Child Divorce and Separation Bereavement Web Links for Parents ELSA support for children

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Special Education Needs & Disabilities (SEND) - Mytchett Primary and Nursery Academy

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At Mytchett Primary & Nursery Academy, we provide an inclusive education and we strive to ensure that we meet the needs of all our pupils, including those with specific needs. We recognise that every child is unique and that children learn and progress at different rates. Many children at some time in their school journey will have additional needs of some kind, whether in terms of learning, communication and interaction, physical and sensory, or social and emotional needs. Most additional needs are met by ordinarily available provision within the classroom. However, some provision is made through a variety of interventions, resources and activities outside of the classroom. We also work closely outside agencies, where appropriate.

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Special Educational Needs & Disabilities (SEND) - Sandringham Infant & Nursery Academy

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At Sandringham Infant and Nursery Academy we provide an inclusive education and we strive to ensure that we meet the needs of all our pupils, including those with specific needs. We recognise that every child is unique and that children learn and progress at different rates. Many children at some time in their school journey will have additional needs of some kind, whether in terms of learning, communication and interaction, physical and sensory, or social and emotional needs. Most additional needs are met by differentiated provision within the classroom. However, some provision is made through a variety of interventions, resources and activities outside of the classroom. We also involve outside agencies where appropriate.

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The Ferns Primary Academy, Field Road, Farnborough, Hants, GU14 9FX | T: 01276 31554 | E: adminoffice@ferns.kite.academy

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Special Educational Needs & Disabilities (SEND)

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The Grove is a mainstream, inclusive school that fully complies with the requirements outlined in the Special Educational Needs Code of Practice (2015). We have an attached Communication and Interaction (Low COIN) centre with places for pupils throughout EYFS, KS1 and KS2.

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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Ordinarily available provision (schools) - Surrey County Council

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Ordinarily Available Provision (OAP) Guidance for settings, practitioners, families, and carers to meet children’s additional needs at the earliest opportunity

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Family Information and Services Hub (FISH) | Hampshire CTSH

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Find information about what is going on in your area, details on how to access services, organisations and activities in Hampshire, and the advice and support that is available.

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Equality. Access. Freedom of choice. The BDA is the UK's leading membership organisation and registered charity led by Deaf people, for Deaf people.