If you do wish to speak to Mrs Scott or Mrs Taylor, you can arrange a phone call by calling the school office. 

Mrs Scott can make referrals to the Child Development Centre (CDC) where Speech Therapists, Occupational Therapists, Physiotherapists, Paediatricians, are based; Healthy Family Support Practitioners, CAMHS and many other services. 

They work closely with the Educational Psychology Team and Inclusion Partners in Essex. 

The Local Offer support information - Essex County Council - YouTube

1) Speak to your class teacher. They will listen to your concerns and may have already noticed similar things in class such as your child struggling with reading, spelling remembering instructions or mixing up letters. Our teachers are very experienced in recognising when a child may need additional support and are well equipped to put strategies in place. These may include the use of word mats, sound mats, and letter formation prompts, as well as other helpful tools like visual aids, writing frames, fine motor skill activities, and opportunities for oral rehearsal before writing.

2) If there are continued concerns from the teacher after implementing support strategies over a period of time, the teacher will speak to the SENCo/Assistant SENCo. We will then do our investigations and offer our support through gathering information. We may provide a screener, if this is necessary - this will not diagnose but it will provide advice for more targeted support.

Support is offered whenever a teacher recognises a need! We will keep you updated as things develop!

Here’s how it usually works:

1. First signs of concern – If you or your child’s teacher notice they’re struggling (academically, socially, emotionally, etc.), the teacher will start by using what’s called "Ordinarily Available Provision" which means support that’s available to all children within the classroom (like small group work or visual aids). You might not even be aware of this level of support as it is what is noticed in the classroom and assessed and adapted on a lesson by lesson basis.

2. Working together – If your child still needs more help, the school will talk to you and may gather information from other professionals (like the SENCO). This is a joint effort – you, your child, the teacher, and others will look at what’s working and what’s not.

3. One Plan – If your child needs more than what’s usually offered in class, a One Plan might be created. This is additional to and different from what’s typically available. It sets out specific outcomes and support strategies, and it’s reviewed regularly with you involved every step of the way.

So, your child doesn’t automatically need a One Plan if they are on the SEN register – it depends on the level of need and what’s already been tried. But if more targeted support is needed, then a One Plan can be a really helpful next step.

These are created with the child so their voice is included, and then shared with you at parent consultations, where you can add your thoughts too. It helps everyone (teachers, support staff, and parents) to understand what works best for your child.

A One Plan is a step up. It’s for children who need support that is additional to and different from what’s usually provided in the classroom. This includes clear, targeted outcomes (like improving communication or emotional regulation) and specific support strategies.

To set this up, we usually hold a 30-minute session where we work together (school staff, you, and sometimes other professionals) to agree on the best next steps and support for your child. These plans are reviewed every term to make sure they’re working. Sometimes the SENCo/Assistant SENCo will attend but sometimes they will not need to attend as you and the teacher know the child the best.

We offer a range of accessible, flexible support options.