Open mornings for Reception 2027 joiners: 22/09/2026, 12/10/2026, 16/11/2026, 7/01/2027. Please contact office@stmichaelsce.co.uk or call 01344 622962 to book onto these visits, organise an ad hoc tour or discuss a possible in-year transfer.
Open mornings for Reception 2027 joiners: 22/09/2026, 12/10/2026, 16/11/2026, 7/01/2027. Please contact office@stmichaelsce.co.uk or call 01344 622962 to book onto these visits, organise an ad hoc tour or discuss a possible in-year transfer.
St Michael's CofE Primary School

SEND

Special Educational Needs and Disabilities (SEND)

Welcome to our SEND page

At St Michael’s, we believe every child is a unique individual, created with purpose and deserving of the opportunity to flourish. Guided by our school vision, “Creating a community where we learn together through: respect, kindness, curiosity and faith,” we are committed to providing an inclusive, nurturing environment where every child feels valued, supported and able to achieve their potential.

We work in partnership with children, parents and carers to understand individual needs, remove barriers to learning and provide appropriate support.

The four areas of special educational need

We support children across the four broad areas of need identified in the SEND Code of Practice:

  • Communication and interaction: including speech, language and communication needs and autism spectrum condition.

  • Cognition and learning: including dyslexia, dyscalculia, dyspraxia and moderate learning difficulties.

  • Social, emotional and mental health: including anxiety, attention difficulties such as ADHD, and difficulties managing emotions or relationships.

  • Sensory and/or physical needs: including visual or hearing impairments, multi-sensory impairments and physical disabilities.

Every child is different, and some children may have needs across more than one area.

How we support children with SEND

We aim to identify needs early and provide support that enables children to access learning, develop independence and participate fully in school life.

Quality First Teaching

High-quality, adaptive teaching is at the heart of our approach. Teachers use strategies such as visual supports, carefully structured activities, appropriate scaffolding and regular assessment to help children access learning.

Our value of Curiosity encourages us to understand how each child learns best and to adapt teaching accordingly.

Targeted SEND support

Where children need additional support, we may provide targeted interventions, small-group teaching, individual support or personalised learning targets. Provision is regularly reviewed to assess progress and identify next steps.

Our value of Kindness underpins the care, patience and encouragement we provide.

Specialist and statutory support

Where appropriate, we work with external professionals, such as educational psychologists, speech and language therapists and occupational therapists, to help us understand and meet children’s needs. We also work with families and relevant professionals to support children with an Education, Health and Care Plan (EHCP).

Through Respect and Faith, we recognise each child’s individuality and work in partnership with families to help every child flourish.

The SEND Register

What is the SEND Register?

The SEND Register is the school's record of pupils identified as receiving SEN Support or who have an EHCP. It helps us monitor needs, plan provision, review progress and ensure that appropriate support is in place.

Being on the register does not define a child or limit their potential. Equally, children can receive appropriate classroom adaptations and support without necessarily being on the register.

How is a child identified for SEND support?

We follow the graduated approach outlined in the SEND Code of Practice: Assess, Plan, Do, Review.

  • Assess: The class teacher and SENCO consider the child's needs, progress and the effectiveness of existing support.

  • Plan: In consultation with parents and carers, appropriate outcomes, adaptations and additional support are agreed.

  • Do: The planned support is implemented, with the class teacher remaining responsible for the child's learning.

  • Review: Progress and the effectiveness of support are evaluated, and provision is adjusted as necessary.

Parents and carers are involved throughout this process, and their views are valued when decisions are made about their child's needs and support.

Why do we maintain the register?

The register helps us to:

  • Plan staffing, interventions and resources effectively.

  • Monitor pupils’ academic, social and emotional progress.

  • Coordinate support with external professionals.

  • Share relevant information securely when children move between classes or schools.

Does a child stay on the register permanently?

No. Needs and provision can change over time. Through regular assessment and review, we consider whether a child continues to require SEN Support. Any changes are discussed with parents and carers, and appropriate support and monitoring remain in place.

Independent Information, Advice and Support (IAS) Service

Parents and carers can access independent advice through the Royal Borough of Windsor and Maidenhead Information, Advice and Support (IAS) Service. This is a free, confidential and impartial service for children and young people with SEND, and their families.

The service can help families to:

  • Understand their rights and the SEND legal framework.

  • Prepare for school or local authority meetings.

  • Navigate Education, Health and Care needs assessments and EHCP processes.

  • Understand available support and options when there are disagreements.

Families do not need a formal diagnosis or an EHCP to contact the service.

We welcome families seeking independent advice and will work constructively with them to ensure their views are heard and considered.

Contact the IAS Service

Statutory information and further support

For more information about SEND provision at St Michael’s and support available locally, please see:

If you have concerns about your child's learning, development or wellbeing, please speak to their class teacher in the first instance. They can work with you and the SENCO to discuss your concerns and consider the most appropriate next steps.

Key Contacts