The North Mead Offer 

North Mead Primary Academy is proud to be an inclusive school, valuing the individuality of all children. We are committed to giving all our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations of all our children. The achievements, attitudes and well being of all our children matter and are celebrated. This section shares the policies and practices that we have in place to ensure these aspirations become apparent.

What is SEND?

The Code of Practice 2014 states that:

‘A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.’

The Four broad areas of need identified within the SEN Code of Practice 2014 are:

Communication and Interaction (e.g. speech articulation, stammering, speech and language delay, autism etc)

Cognition and Learning (e.g. global learning difficulties, dyslexia, dyscalculia etc)

Social, Emotional and Mental Health Difficulties (e.g. anxiety, depression, eating disorders, obsessive, compulsive disorder (OCD) etc)

Sensory and Physical Needs (Visual impairment, hearing impairment, sensory needs (e.g. autism, dyspraxia, toileting issues, physical disability etc)

Local Offer – How Can The Local Offer Help?

We can help you find services for children and young people with SEND up to the age of 25. You can start finding services by searching on this website.

In addition to helping you find services, the Local Offer:

  • Helps you understand what schools and service providers are required to do for SEND children and young people
  • Helps the parents and carers of young people with SEND find support for themselves
  • Clarifies who is responsible for services for SEND children and young people
  • Gives you the information you need to ensure your SEND child can thrive

Family Information | SEND Local Offer (

If you have any queries regarding Special Educational Needs & Disabilities, please speak to our SENDCO, Sian Buxton.

Links For Parents

Supporting Your Child With Education

SENDIASS Leicester (old parent partnerships)

Parenting groups

ADHD solutions


Young Minds


Types of SEND

Communication and Interaction (e.g. speech and articulation, stammering, speech and language delay, autism etc)
  • Exposure to Language
  • Speech and Language Therapist working in school
  • Speaking and listening cue cards (Active Listening)
  • Pre-teaching language
  • Language groups – Funtime
  • NHS Speech and language therapy service support for assessed individuals
  • Adult modelling of grammar and pronunciation
Cognition and Learning (e.g. global learning difficulties, dyslexia, dyscalculia etc) English Focus


  • Bench marking
  • Quick literacy check
  • Regular 1:1 reading
  • Encouraging reading at home
  • 1:1 and small group phonics
  • Differentiated spellings
  • Personal resources (writing slopes, dictionaries, pencil grips etc)
  • Lexia intervention programme

Maths Focus

  • Ready to Progress
  • Use of physical equipment
  • Use of ICT
  • TA support within year groups
  • LCI involvement for assessments, advice and recommendations
  • Pupil passports with personalised targets
Social, Emotional and Mental Health Difficulties (e.g. anxiety, depression, eating disorders, obsessive compulsive discord (OCD) etc.)
  • Set up positive behaviour plans
  • Boxall profile/Coventry Grids with SEMH team
  • Plan B- Personalised reward charts
  • Running plans/ risk assessments
  • Support for developing character muscles
  • Team Teach trained staff
  • Play interaction
  • Fun time sessions
  • Breakfast club
  • Lunchtime plan for vulnerable
  • Support from the SEMH (Social Emotional and Mental Health Team)
  • Emotional Literacy Intervention – ELSA
  • MHST
  • Family Support worker
Sensory and Physical Needs (Visual impairment, hearing impairment, sensory needs (e.g. autism, dyspraxia, toileting issues, physical disability etc.)
  • Wheelchair access and lift to the second floor of the building
  • Disabled toilet and changing facilities
  • Use of ICT – iPad to support board share and laptops
  • School nurse
  • Sensory room

Accessibility Policy and Arrangements

What are the admission arrangements for pupils with SEND at North Mead?

All parents wishing to apply for a place at North Mead Primary Academy should do so via Leicester City Council, the address of which is on their website. Parents have a right to express a preference for the school they want for their child. Applications are online via the Leicester City Council website. Applications must be submitted to the Council by the specified date, which is published annually. When places are allocated to children a member of our school office will contact the family and previous school (if applicable) to determine any SEND requirements. An induction meeting is then arranged and the SENDCo notified. An additional meeting with the SENDCo may be/ is required if a child has an Educational, Health and Care Plan or high level of need to ensure provision can be provided and is in place before the child starts.

What are the arrangements for supporting pupils with SEN who are looked after by the local authority?

All of our classrooms are inclusion-friendly; we aim to teach in a way that will support children with tendencies towards dyslexia, dyspraxia, ASD etc. This is good practice to support all children but is vital for those who particularly need it. All of our children access the full National Curriculum, and we recognise achievement and expertise in all curricular areas. As part of normal class differentiation, curriculum content and ideas can be simplified and made more accessible by using visual, tactile and concrete resources, based on Rosenshine Principles.

Our approach to teaching pupils with SEND

What expertise and training of staff do North Mead provide to support pupils with SEN?

All of our teachers are trained to work with children with SEN. Some are very experienced, and others are Early Career Teachers, but all have access to advice, information, resources and training to enable them to teach all children effectively. We offer training and self-help opportunities through access to in house or LA courses, provision of books or guidance towards useful websites. Some of our TAs have expertise and training on other areas or specific interventions. We are working towards a model of ‘experts’ in different areas of SEND. All TAs work with children with SEN and disabilities. If we identify information we can’t access without the aid of additional, more specialist help, the school is able to access additional expertise from the LA. This includes access to Educational Psychologists and Advisory Teachers.

What facilities are provided to assist access to the academy?

North Mead Primary Academy is disability friendly. We are a large site split over two levels, with lift access across the ground floor to some areas of the second floor. We have a disabled toilet and changing area. Where and when appropriate, we make changes to the environment or building that are necessary for children with physical or other sensory disabilities.

In this section also please see the schools accessibility policy for increasing the extent to which disabled pupils can participate in the academy’s curriculum, improving the physical environment of the academy for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities or services provided or offered by the academy, and improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled.

What equipment and facilities do we have to support pupils with SEND?

North Mead Primary Academy identifies the needs of SEND pupils and then highlight support, interventions and adaption to the curriculum. For pupils with outside agency support, teachers produce an individual pupil passport with the child. This is written alongside the child and outlines their personal goals/targets, celebrates their strengths and identifies what support will be in place. This will include use of equipment e.g. practical equipment, ICT equipment; targeted interventions, differentiated learning programme. All paperwork outlining specific targets and provision in place is shared with parents.

What support services are available?

  • Speech and Language Therapist (SALT)
  • Educational Psychology Service (EPS)
  • Learning, Communication and Interaction Team (LCI)
  • Vision and Hearing support service
  • Primary Social, Emotional and Mental Health Service
  • School Nurse
  • Single Point of Contact (SPOC) referral for medical needs
  • Neighbourhood clusters
  • Family Support Worker
  • Early Help
  • ADHD solutions

The SENDCo monitors interventions to identify ‘what works’.

How does North Mead assess and review pupil’s progress towards outcomes?

Once a child has been identified as needing SEND, some of the following paperwork may need to be completed.

This means that the child has outcomes that are in addition to their class targets:

  • Intervention group targets
  • Timetabled extra provision
  • Checklists such as SDQ
  • Assessment and tests
  • School’s internal monitoring paperwork
  • Element 3 funding applications
  • Positive Behaviour Plan (PBP)
  • Medical Care plans
  • Personal Education Plan (PEP)
  • Pupil passports
  • School Contract for transition
  • Proposal for Education, Health and Care Plan
  • Running plans/Risk assessments

Referral to an outside agency listed below:

  • Speech and Language Therapist (SALT)
  • Educational Psychology Service (EPS)
  • Learning, Communication and Interaction Team (LCI)
  • Vision and hearing support service
  • Primary Social, Emotional and Mental Health Service
  • School Nurse
  • Single Point of Contact (SPOC) referral for medical needs
  • Early Help

All SEN paperwork is shared with parents at least 3 times a year following assessment periods. At this time, other external reports are also given to parents.

How does North Mead consult parents of children with SEND and involve them in their child’s education?

We aim to have good and informative relationships with all of our parents and carers. If a child is experiencing difficulties, parents will be informed either at parents’ meetings (Autumn and Spring terms) or during informal meetings to discuss the child’s progress. A formal written end of year report will be sent at the end of the Summer Term. Other informal meetings may be scheduled at other times throughout the year and parents are welcome to seek advice and support about their child at any pre-arranged time. Parents views are valued and considered. Care plans will be reviewed annually, unless medical conditions change, under guidance from the schools ‘Supporting children with medical conditions’ policy.

How does North Mead consult pupils with SEND and involve them in their education?

All students have the right to be involved in making decisions and exercising choice (SEND code of practice, 2015). At all times students are engaged in their education and encouraged to develop sustainable skills and strategies that enable them to overcome the barriers to their learning successfully. All children with personalised targets on a pupil passport, a positive behaviour plan or an EHCP are fully involved in creating them, where possible. Their views are also valued and listened to in the review process.


What support for improving emotional and social development does North Mead offer?

All children are treated as individuals and all adults work together to meet every child’s academic and pastoral support needs. Emotional literacy is a crucial part of a child’s development and well-being, and all aspects of this are considered. Behaviour is not classified as SEND. If a child shows consistent unwanted behaviours, the class teacher will assess the child’s needs, taking into account family circumstances and the child’s known history of experiences. If the child’s behaviour is felt to be a response to trauma or to home based experiences (e.g., bereavement, parental separation) we may refer to relevant outside agencies to support the family and child through that process. If parents and school are concerned that the child may have mental health needs, we encourage the parents to ask their GP for a referral to CAMHS (Child and Adolescent Mental Health Services), or the school may make a referral through the Educational Psychologist or school nurse. All children’s behaviour is responded to consistently in line with our Behaviour Policy, although reasonable adjustments are made to accommodate individual needs. The school has a zero- tolerance approach to bullying, especially towards children with SEND. We will actively investigate all allegations and, if there is cause, work with both the bully and the victim to improve their social skills.

How does North Mead involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting pupil’s SEN and supporting their families?

The school aims to work in partnership with other agencies in order to provide an integrated support based on the needs of the student. The SENDCo liaises with other SENDCos from within the Trust and as part of the LA network meetings.

How does North Mead support pupils with SEND in the transfer between phases of education/the preparation for adulthood and independent living?

Transition into and within school: We understand how difficult it is for children and parents as they move into a new class or a new school and will do what we can, according to the individual needs of the child, to make transitions between classes – including from Nursery and Reception – as smoothly as possible. This may include, for example:

  • Additional meetings for the parents and child with the new teacher
  • Additional visit to the classroom environment in order to identify where the toilets are, where the pegs are etc.
  • Opportunities to take photographs of key people and places in order to make a transition booklet or social story

Enhanced transition arrangements are tailored to meet individual needs.

Transition to Secondary School: The secondary school SENDCo is invited to Annual Reviews and other review meetings where possible. Additional transition arrangements may be made at these reviews e.g. extra visits, travel training etc.

Handling Complaints

What are the arrangements for handling complaints from parents of children with SEN about the provision made at North Mead?

The school works, wherever possible, in partnership with parents to ensure a collaborative approach to meeting pupils’ needs. All complaints are taken seriously and are heard through the school’s complaints policy and procedure. For concerns and questions about SEND pupils, parents are welcome to contact Mrs Sian Buxton (SENDCo) through the school office on 0116 2767761, or via Class dojo message.