Special Educational Needs (SEN)

We are committed to meeting the special educational needs of our children, ensuring that they are encouraged and supported to achieve their full potential in every aspect of school life.

We endeavour to identify and provide support across the wide range of needs a child may have; communication and interaction, cognition and learning, emotional and mental health difficulties and sensory/physical needs.

We pride ourselves on being an inclusive school and children with special educational needs are taught inclusively with their peers through Quality First Teaching and Targeted Differentiation.  Individual intervention from the SEN team is given when and where appropriate, depending on an individual child’s needs.

For more information regarding the Local Offer please click the link. This is not only the Local Offer submission, but also acts as the SEND Information Report and the School's SEND policy.

Meet the team...

The SEND Co-ordinator is Lauren Demeza. She is supported by a team of support staff to plan, deliver and assess a wide range of interventions for children across the schools.

In addition to this, our Family School Support Worker (Michelle Evans) and Pastoral Support worker (Tina Kirk) work with children and their families to overcome barriers to learning.

Christina Allison 

Deputy Head Teacher/Inclusion

Michelle Evans

Family Support Worker

Tina Kirk

Pastoral Support Worker

Lauren Demeza 



Working together and planning together

At John Rankin Schools we believe the involvement of parents in their children's progress and needs is vital. We believe strongly in working as a partnership with parents and the child.

To ensure the needs of all children with special educational needs are being met and recognised we create “Pupil Profile” information sheets as part of the Support and Achievement Plans. These share strengths, likes, dislikes and barriers to learning as well as personalised strategies for teachers and adults working within the class on how the curriculum can be adapted to suit their learning needs. These are written with parents, staff and the child.

Support and Achievement Plans (previously known as IEPs), are reviewed, and new targets set, at the beginning of the Autumn, Spring and Summer Terms.  Parents and children are invited into school to discuss next steps and plan targets together.

For children with an EHCP (Education Health Care Plan), we also hold Annual Reviews in addition to the termly SAP (Support and Achievement Plan) meetings.

SEND Processes

EHC Conversion Flowchart

EHC Assessment Process Flowchart

EHC Assessment Criteria

SEN Category Descriptors

SEN Identification Guidance

SEN Support Flowchart

Local Offer Leaflet

SAP Workshop

SEND - Cognition and Learning

Handwriting and Posture Assessment tool

Strategies for Supporting children with Literature

Dyslexia Literacy Resources


Communication Tree

Mainstream Universal Flyer

Cascade Powerpoint

Word Maps and Mind Maps

Pre-teaching for Independent Learners

Learning Mentors

The Role of Teaching Assistants

Pastoral Care


Leaflet for ELSA

Flowchart for Pastoral Care

Lunchtime Plan

Child Friendly IBP

Be the Best You Can Be!


Transition from Y6 to Y7

Transition Coffee Morning Powerpoint

Transition to New Class Form

Useful links

The National Autistic Society

Children and Young People's Integrated Therapies


The Castle School

CAMHS Resources