© 2018 Hundon Community Primary School.
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If you can't find what you are looking for or have a suggestion for other information that you think would be useful on here, then please get in touch.

We aim to make on-going updates with relevant information.

Emily Budinger is the SENCo for the Hundon and Thurlow Primary Federation and can be contacted  via either school or directly at ht@thurlowschool.co.uk


Our aim is to ensure all children are supported in order that they may work confidently and independently towards reaching their full potential. Policy and practice reflects the philosophy and fundamental principles within the SEN Code

 Close regard is paid to the three key principles of inclusive education:

  • Setting suitable learning objectives

  • Responding to pupils’ diverse learning needs

  • Overcoming potential barriers to learning, closing gaps and assessment for individuals and groups of pupils.


  • Equal Opportunities

    The staff of both schools believe that all members of the school should be treated with respect; have individual, diverse needs recognised, and be given the opportunity to reach their full potential, regardless of gender, ethnicity, disability, religious beliefs/faith tradition, sexual orientation, age or any other of the protected characteristics (Single Equalities Act 2010).


  • To achieve our aims we will:

    • Ensure high quality teaching is available for all pupils, which is differentiated and personalised, with high expectations of progress and achievement.
    • Identify need as early as possible and provide effective support
    • Adopt a whole school approach to the identification, assessment and provision for children with special educational needs
    • Use the graduated response to SEN (Assess, Plan, Do, Review)
    • View our special needs provision as an ongoing, developing process
    • Make reasonable adjustments to the usual school practice to enable children with disabilities to access all aspects of school life, including for breaks, clubs and trips (E.g. Quiet area for break)
    • Provide appropriate in-class support which enables all children to have access to the whole curriculum, including the National Curriculum and Early Years Foundation Stage
    • Plan for support to have a clear set of challenging outcomes
    • Interventions will be evidence based.
    • Develop an effective partnership between school, parents and outside agencies
    • Encourage parents/carers to use their statutory right to participate in decision-making about provision to meet the special educational needs of their child and where possible to also involve the child in the process. (Person-centred Planning)
    • Ensure that assessment and record-keeping systems provide adequate means of recording progress and attainment and gives sufficient information for carefully planned intervention so children make significant progress. (as well as providing evidence for the effectiveness of the intervention)
    • Involve the Governing Body and all staff, both teaching and non-teaching, in the regular review, development and evaluation of policy and guidelines
    • Involve parents and children in the regular review, development and evaluation of policy and guidelines
    • Ensure all those involved with children with special educational needs work as a team to support the child’s learning



             The 2014 Code of Practice says that: .

    • A person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. At compulsory school age this means he or she has a significantly greater difficulty in learning than the majority of others the same age, or, has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools. (Taken from 2014 SEN Code of Practice: 0 to 25 Years – Introduction xiii and xiv

             It can also include progress in other areas- for instance social needs to make a successful transition to adult life


         Please see our full policy SEN Policy 2017.doc 

The link for the full code of practice, which our policy is based on is HERE.

We have also provided an Information Report so you can see an overview of provision at the school.


Additional Information:

Scope Independent Support Service provides free advice and support for parents of children and young people with Special Educational Needs, through the statutory assessment and Education, Health and Care Plan (EHCP) processes.

Scope Independent Support Coordinator for Suffolk: Sue Willgoss Tel:0796325763; email: susan.willgoss@scope.org.uk

Autism Connect is the Uk's first Social Network for people with autism and their families.

This may be of some help if you have a child that tends to worry a lot : Living with Mr Worry

CAMHS is a service that provides support for mental health issues. This gives some information about the service.

Mencap website has some guides to the SEN code

You may also find the following information useful about dyslexia

The Special Needs Jungle site is a great source of information

This LINK will take you to more information about the Education and Health Care plans.

SENDIASS, formerly Suffolk Parent Partnership Service, provides advice and support

Top parent tips for parenting your ADHD child

Most children will have  a 'meltdown' at some point. This document explains what a meltdown is and this one, how to manage a meltdown.

Anglia Trust have launched a SEND Mediation and Disagreement Resolution Service. This is a free service. Their helpline is 01473 618675