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Inclusion and SEND (Special Educational Needs and Disabilities)

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Special Educational Needs & Disabilities Coordinator (SENCo) - Mrs Jarmain

Mrs Jarmain teaches Jupiter Class (Years 4, 5 and 6) 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!

She is also the Subject Coordinator for Art, Design Technology, MFL (French) 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.

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.

The kind of needs we provide for

​We are a mainstream primary school and we welcome children with a wide range of needs. The SEND Code of Practice groups needs into four broad areas, and we make provision across all four:

  • Communication and interaction — including speech, language and communication needs, and autism

  • Cognition and learning — including moderate learning difficulties and specific difficulties such as dyslexia and dyscalculia

  • Social, emotional and mental health — including anxiety, difficulties with self-regulation, and attention difficulties

  • Sensory and physical needs — including hearing and visual impairment, and physical or medical needs

Many children have needs in more than one area. We look at the whole child rather than the label, and we decide on support according to need. We admit children with SEND on the same basis as all other children, through Essex County Council’s admissions process.

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.

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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

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In our small school of 57 pupils where 11% 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.

Challenge for pupils who need more

Inclusion is often understood to mean only the pupils who find learning difficult. We don’t read it that way. A pupil who is already secure in their learning and is not being stretched is as poorly served as a pupil who is struggling without support, and Challenge is the first of our three school values for that reason.

For pupils working confidently or at greater depth, our approach is to go deeper rather than simply faster. That means harder questions, tasks that are open rather than closed, being asked to explain and justify reasoning rather than produce more of the same, and being expected to grapple with something genuinely difficult. We would rather a pupil spent longer on richer work than raced ahead through material they will meet again later.

Our mixed-age classes help here. A pupil ready for more can work alongside older pupils on a concept, and pupils move between groupings according to what they are ready for rather than what year they are in.

Challenge and support are not opposites. Pupils with special educational needs are entitled to be challenged too, and one of the commonest mistakes a school can make is to lower its expectations of a pupil because they need help to get there.

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.

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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 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

  • Alongside teacher assessment, we use standardised assessments in reading, maths and grammar, punctuation and spelling. These give each child a score measured against national expectations for their age, which lets us see the progress a child is making from their own starting point even when they are still working below age-related expectations — progress that curriculum-based assessment alone can miss. 

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  Teaching and Learning

  • Quality first teaching that is differentiated for every pupil, with our 2-year curriculum cycles (for Mars and Saturn Class) and 3-year cycles (for Jupiter Class) 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 re-join 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 and My Happy Mind Belong programmes 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 Jupiter Class (Years 4, 5 and 6).

  • 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. Staff receive SEND training at least half-termly, led or arranged by the SENCo, so that our practice is refreshed across the year rather than in a single annual session.

  • 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.

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Alongside these, we run precision monitoring, paired and 1:1 reading, additional phonics, fine motor and handwriting practice, Power of 2 for maths and sensory circuits on the gym trail. Mrs Allen works as our learning mentor on Wednesday afternoons with children who benefit from regular time with a trusted adult away from the classroom. Our intervention overview is reviewed and updated every half term, so that support is matched to what each child needs now rather than what they needed in September.

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Accessibility

The school is accessible to wheelchair users and we have a designated disabled parking bay and an accessible toilet in our outside classroom.

We are honest with families about the limits of our site. Ashdon Primary occupies a Victorian building and there is no space within it to add a second accessible toilet. The approach from the disabled parking bay to the front office is also a fairly steep slope. If you or your child would find either of these difficult, please contact the office before you visit and we will make arrangements to meet you and to plan around them. We would rather have that conversation early than have you discover a problem on the day.

Our Accessibility Plan, published in the Policies section of this website, sets out how we are improving access to the physical environment, to the curriculum and to information over time, as required by the Equality Act 2010.

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Medical needs

Children with medical needs are supported through individual healthcare plans, written with parents and, where appropriate, the school nursing service. All staff are trained in allergy awareness and anaphylaxis.

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.

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  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

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  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

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  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

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  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.

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If your child may need an EHC plan

Most children with SEND are supported well through SEN Support without needing an Education, Health and Care plan. Where a child’s needs are more complex or long-term, the school — or you as a parent — can request an EHC needs assessment from Essex County Council. We will discuss this with you fully, gather the evidence together and support you through the process.

Where a child has an EHC plan, we hold an annual review each year, to which you, your child and the professionals involved are invited. Reviews for children in Year 5 and Year 6 focus particularly on preparing for the move to secondary school.

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If you are unhappy

Please tell us early. Most concerns are resolved quickly through a conversation with the class teacher or the SENCo. If you are still unhappy, please contact the Headteacher, Mrs Reynecke-Raybould.

If the matter is not resolved, our Complaints Policy — published in the Policies section of this website — sets out the formal steps, including how to raise a concern with the governing body. Essex County Council also operates a disagreement resolution service. For decisions about EHC needs assessments and plans, you have a right of appeal to the SEND Tribunal, and the letter setting out the decision will explain how.

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Independent advice for families

Sometimes families want advice from someone who is not the school and not the council. These services are free and impartial.

Essex SEND Information, Advice and Support Service (SEND IASS) — confidential, impartial advice for parents, carers, children and young people, including help with EHC needs assessments, annual reviews and disagreements. Telephone 0333 013 8913 · send.iass@essex.gov.uk · essexsendiass.co.uk

Essex Family Forum — Essex’s parent carer forum, which makes sure the experiences of families of children with SEND are heard by the services that plan and provide support.

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The Essex Local Offer

Every local authority must publish a Local Offer: a single place where families can find out what support is available in their area for children and young people with special educational needs and disabilities. It covers education, health and social care, and runs from birth to the age of 25.

Essex County Council’s Local Offer is published at send.essex.gov.uk. It covers help available at nursery, school and college; Education, Health and Care needs assessments and plans; health services; social care, including short breaks; specialist equipment; activities and events; financial support and transport; and preparing for adulthood.

Essex also publishes Ordinarily Available, which sets out the provision families can expect in any mainstream Essex school as a matter of course, before any additional or specialist support is considered. You can find it on the Essex Local Offer website. 

To see the Essex Local Offer please click on the 'Best Offer' Image below.

To join the Essex Local Offer Facebook Page please click on the Facebook Logo below. 

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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

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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.

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For more information about our SEND provision, please contact:

Mrs R. Jarmain — SENCo

Mrs M. Reynecke-Raybould — Headteacher

Mrs B. Brundritt — SEND Link Governor

Ashdon Primary School, Bartlow Road, Ashdon, Saffron Walden, CB10 2HB

Telephone 01799 584219 · admin@ashdon.essex.sch.uk

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This page was last reviewed in September 2026and will next be reviewed in January 2027. If you would like this information in another format, or would like help reading it, please contact the school office.

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