top of page

Special Educational Needs & Disabilities (SEND)

046A4497.jpg
Vision Logo.GIF
Policy Logo.GIF
Offer Pic.GIF
Special Educational Needs & Disabilities Coordinator (SENCo) - Mrs Jarmain

Mrs Jarmain teaches Saturn Class (Years 3 and 4) and is our school's Special Educational Needs Coordinator (SENCO). She is passionate about ensuring every child receives the support they need to thrive. Mrs Jarmain has completed the National Award for SEN Coordination and works closely with pupils, families and external agencies to remove barriers to learning and celebrate each child's unique strengths.

​

Mrs Jarmain has been a teacher for many years, beginning her career in London and now happily settled here in Ashdon. Teaching remains her passion! Her role involves teaching core subjects to Mercury Class (Year 2) and Saturn Class (Years 3 and 4) each morning, then continuing with Saturn Class for foundation subjects in the afternoons. She is also the Subject Coordinator for Art, Design Technology and Music – areas where creativity and self-expression help all children shine.

​

As SENCO, Mrs Jarmain prides herself on being approachable, patient and a strong advocate for every child. She believes in working collaboratively with colleagues, parents and pupils themselves to create personalised pathways to success. Whether adapting learning, coordinating interventions or simply listening with empathy, she is committed to helping each child feel valued and capable.

​

Like many schools, we face challenges including limited availability of outside professionals, budget constraints and increasing workloads. Access to educational psychologists, speech and language therapists and other specialist services can sometimes involve lengthy waiting times, which means we must be resourceful and proactive in meeting our pupils' needs. However, we regularly review our resources, staffing and provision to ensure we are doing the very best we can for every child who requires additional support. These challenges make it even more vital that our staff truly know each child as an individual – their strengths, their barriers to learning, their interests and what motivates them. This deep understanding enables us to tailor interventions effectively, make informed decisions about support and ensure that no child slips through the net whilst we await external input. Mrs Jarmain works closely with the whole team to build this comprehensive knowledge of our pupils, fostering a culture where every member of staff is alert to children's needs and empowered to make a difference. It is this commitment to really knowing our children that allows us to provide meaningful, personalised support even when resources are stretched.

​

Outside school, Mrs Jarmain enjoys art, music, long walks and precious family time. She is a voracious reader and a keen football fan!

Ashdon is a school with a real family feel. The staff are a friendly, supportive team who know the children well, and the atmosphere is always nurturing and caring. We want 'our' children to feel able to be their best selves and celebrate their successes, regardless of size. Indeed, as some Year 4 pupils recently reminded us (inspired by a book), 'Nothing is Impossible!' This philosophy sits at the heart of everything Mrs Jarmain does – especially in supporting children with additional needs to reach their full potential.

CHALLENGE - What we teach SEND pupils:

At Ashdon Primary School, we are committed to ensuring that every child with SEND has access to an ambitious, broad and balanced curriculum that challenges them to reach their full potential. We believe that having special educational needs should never be a barrier to accessing high-quality learning experiences.

​

Our curriculum for SEND pupils:

  • Provides full access to the National Curriculum through high-quality, differentiated teaching that meets individual needs whilst maintaining high expectations for all learners

  • Identifies needs early through our robust assessment systems, weekly pupil progress discussions and close collaboration with pre-schools and previous settings, enabling us to implement effective support strategies swiftly

  • Develops independence and confidence through tailored interventions and personalised learning pathways that build on individual strengths and address specific barriers to learning

  • Embeds our curriculum drivers – ensuring SEND pupils benefit from exposure to rich opportunities, develop aspirations for their futures, make strong progress in reading comprehension, and build resilience and respect

  • Prepares pupils for the future by equipping them with the knowledge, skills and attributes they need to transition successfully to secondary education and beyond, regardless of their starting points

  • Enables self-advocacy through 'one plan' meetings and regular review discussions where pupils participate in decisions about their own learning and support

  • Moves towards deep understanding in all subject areas, ensuring SEND pupils can apply their learning in different contexts rather than simply covering content superficially

​

In our small school of 58 pupils where 17% have SEND, we know every child exceptionally well. This enables us to provide a truly personalised curriculum that challenges each individual appropriately whilst ensuring they feel valued and successful.

CARE - How we teach SEND pupils:

We recognise that how we teach is just as important as what we teach. Our approach to supporting SEND pupils is rooted in knowing each child deeply as an individual and responding with compassion, expertise and flexibility.

​

Identification and Assessment

  • Regular monitoring of pupil progress on a half-termly basis, with rigorous tracking from individual starting points rather than against cohort averages

  • Early intervention through the "Assess, Plan, Do, Review" cycle, informed by our comprehensive knowledge of each child in our small school setting

  • Weekly staff meetings with dedicated time for discussing individual pupils, where all six teachers share insights across our mixed-age classes

  • Smooth transitions through close collaboration with pre-schools and secondary schools, with additional visits and support for children with particular needs

  • 'One plan' meetings involving parents and children in co-creating personalised support strategies

​

  Teaching and Learning

  • Quality first teaching that is differentiated for every pupil, with our 2-year curriculum cycles (and 3-year cycle for Years 2-4 English) designed to ensure full National Curriculum coverage whilst meeting individual needs

  • Flexible grouping that allows children to access age-appropriate learning in some areas whilst receiving targeted gap-closing support in others – for example, some children work with younger pupils in morning sessions to build foundational skills, then rejoin their own class for foundation subjects. This approach boosts self-esteem as children can complete tasks successfully and does not negatively impact their sense of belonging

  • Tailored intervention programmes based on individual needs, including Speech and Language Therapy programmes, Visual Coding, Narrative Therapy, Plus One Maths, Social Stories, and Read Write Inc, all delivered by trained teaching assistants who know each child exceptionally well

  • Adaptive resources and equipment such as sloped writing boards, adapted cutlery and scissors, assistive technology and a wide range of reading and phonics materials to remove barriers to learning

  • Reading support including opportunities for children to read to our school dog four days per week, which builds confidence, makes reading enjoyable and provides a non-judgemental audience. Children are highly motivated by the opportunity to be named Pawsome Reader of the Week

  • My Happy Mind programme to develop resilience, emotional regulation and wellbeing for all pupils, particularly those who struggle in these areas

  • Fred's teaching approaches to support reading fluency and comprehension for all learners, including those with SEND

 

  Professional Development and Expertise

  • Qualified SENCo (Mrs Jarmain) with NASENCo award who leads SEND provision whilst teaching Saturn Class (Years 3 and 4) and Mercury Class (Year 2) core subjects

  • Experienced teaching team with four teachers having 20+ years' experience, providing mentoring and support to colleagues

  • Regular training in specific interventions and inclusive teaching strategies

  • Collaborative partnerships with other small schools (e.g., the Two Johns) enabling cost-sharing for CPD opportunities

  • Active engagement with local SENCo networks and attendance at key meetings to stay informed of best practice

 

  Partnership Working

  • Regular parent consultation through formal review meetings and informal daily communication, recognising that many parents work full-time

  • 'One plan' meetings that involve parents and children in curriculum and support decisions, fostering a true team approach to education

  • Collaboration with external specialists including Speech and Language Therapists, Educational Psychologists, Occupational Therapists, School Nurse, Behaviour Support Team, Specialist Teacher Team, CAMHs and others, whilst acknowledging the challenges of limited availability and lengthy waiting times

  • Strong community partnerships that enrich SEND pupils' experiences, such as participation in cultural and religious events, access to KidzActive provision for PE and enrichment activities, and Safari sessions for outdoor learning

 

Meeting Challenges with Care

Like many schools, we face challenges including limited availability of outside professionals, budget constraints and increasing workloads. Access to educational psychologists, speech and language therapists and other specialist services can sometimes involve lengthy waiting times, which means we must be resourceful and proactive in meeting our pupils' needs.

However, we regularly review our resources, staffing and provision to ensure we are doing the very best we can for every child who requires additional support. These challenges make it even more vital that our staff truly know each child as an individual – their strengths, their barriers to learning, their interests and what motivates them. This deep understanding enables us to tailor interventions effectively, make informed decisions about support and ensure that no child slips through the net whilst we await external input.

Mrs Jarmain works closely with the whole team to build this comprehensive knowledge of our pupils, fostering a culture where every member of staff is alert to children's needs and empowered to make a difference. It is this commitment to really knowing our children that allows us to provide meaningful, personalised support even when resources are stretched.

CELEBRATE - What SEND pupils have learnt:

We believe in celebrating every achievement, no matter how small, and ensuring that the progress SEND pupils make is recognised, valued and shared. Success looks different for every child, and we measure progress from individual starting points rather than against arbitrary benchmarks.

​​​

  Measuring Success

  • Individual pupil progress against personalised targets (academic, social and emotional), tracked from unique starting points rather than against cohort averages

  • Half-termly assessment data showing progress across core and foundation subjects, with regular review and adjustment of support strategies based on impact

  • Development of curriculum drivers: evidence that SEND pupils are accessing rich exposure and opportunities, developing aspirations for their futures, making strong progress in reading comprehension, and building resilience and respect

  • Depth of understanding across all subjects, with SEND pupils able to apply skills and knowledge in different contexts, demonstrating genuine learning rather than surface-level coverage

  • Increased independence and confidence in learning, with pupils demonstrating greater resilience when facing challenges and showing respect for themselves and others

  • Successful implementation of EHCPs for our 2 children with Education Health Care Plans, with regular monitoring and adjustment to ensure needs are met effectively

​

  Celebrating Achievements

  • Weekly Friday celebration assemblies where children share their work and achievements with the whole school community

  • Stars of the Week recognising outstanding effort and achievement across all areas of learning

  • Pawsome Reader of the Week celebrating reading progress and the special privilege of reading to our school dog

  • House Cup winners from our three houses – Oak, Elm and Ash – ensuring all children can contribute to their team's success

  • Attendance celebrations acknowledging consistent engagement with learning

  • Recognition of out-of-school achievements valuing the whole child and celebrating success in all areas of life

  • Regular newsletters showcasing SEND pupils' achievements and progress

  • Parents' evenings and showcase events where families see their children's learning journey celebrated

  • Performances and festivals including our spring term music festival, choir performances, annual plays and sporting events where every child can shine

  • Community celebrations such as features in the local newspaper and magazine, highlighting children's achievements and raising aspirations

​

  Pupil Voice and Satisfaction

  • Regular pupil consultation through review meetings where children share their views on their progress and support

  • Growing self-advocacy skills with pupils increasingly able to articulate their needs and contribute to planning their learning

  • Positive feedback showing engagement, satisfaction with learning, and pride in achievements

  • Evidence of wellbeing with pupils demonstrating improved emotional regulation, stronger social relationships and positive attitudes to learning

​

  Successful Transitions

  • Smooth moves between year groups and key stages, with children feeling confident and prepared for their next stage

  • Strong preparation for secondary education, with pupils equipped with the learning behaviours, attributes and academic foundations they need for success

  • Positive feedback from receiving schools about how well-prepared our SEND pupils are for their next educational journey

 

  Parent and Professional Feedback

  • Parent satisfaction with the quality, responsiveness and personalised nature of SEND support

  • Positive feedback from external specialists about the quality of our provision and the progress children make

  • Recognition from the wider community of the inclusive, caring ethos that enables all children to thrive

 

Understanding Our Outcomes in Context

It is vital to understand that in a very small school like Ashdon, published data does not reflect the quality of provision or the progress individual children make. With cohorts as small as 4 pupils, a single child with SEND can represent 25% of that year group. This means that even when children make excellent progress from their starting points and receive outstanding support, published results may appear concerning to those who do not understand small school context.

We measure success through the lens of individual progress, engagement in learning, development of key attributes (resilience, respect, reading comprehension), and readiness for the next stage of education. By these measures, our SEND provision is highly effective and ensures every child, regardless of their needs, is challenged, cared for and celebrated.

​

Our Commitment

At Ashdon Primary School, our SEND provision embodies our core values of Challenge, Care and Celebrate:

  • Challenge: We ensure all SEND pupils access an ambitious, broad curriculum with high expectations for their progress

  • Care: We know every child exceptionally well and provide personalised, nurturing support that responds to individual needs

  • Celebrate: We recognise and celebrate every achievement, ensuring SEND pupils feel valued and successful

​

Our SEND provision ensures that every pupil receives the support they need to succeed, embodies our curriculum drivers, and prepares all children for confident, successful futures.

​

For more information about our SEND provision, please contact:

Mrs R. Jarmain (SENCo)
Ashdon Primary School
Tel: 01799 584219
Email: admin@ashdon.essex.sch.uk

bottom of page