SEND Leadership and Contact Details

The SEND Co-ordinator (SENDCo) is Miss Zee Harrison.
She can be contacted via the school office at aldbrough.primary@eastriding.gov.uk, by telephone, or by arranging a meeting in person. We welcome open and honest communication, and conversations are always treated with care and confidentiality.

An introduction from our SENDCo

My name is Miss Zee Harrison, and I am proud to be the SEND Co-ordinator at our school.

Supporting children with special educational needs and disabilities is at the very heart of my role. I take time to get to know every child as an individual — their strengths, their needs, their personality and what helps them to flourish. I work closely with families, staff and external professionals to ensure that children feel understood, supported and confident in school.

We hold high expectations for all children, including those with SEND. With the right support, strong relationships and a genuine belief in what children can achieve, we see pupils with additional needs make excellent progress academically, socially and emotionally.

Please be assured that if your child has SEND, or you have concerns about their development, you will be listened to, supported and involved every step of the way.

SEND at Aldbrough Primary School

1. Types of SEND we support

We are a mainstream primary school and have experience supporting children with a wide range of special educational needs and disabilities. Provision is flexible and responsive, adapting as children grow and develop.

We currently support pupils with needs including:

  • Moderate learning difficulties

  • Autism spectrum conditions

  • Speech, language and communication needs

  • Social, emotional and behavioural needs

  • Physical and medical needs

We believe that every child is entitled to a broad, balanced and ambitious curriculum, with reasonable adjustments made to enable full participation in school life.

2. Identifying and assessing SEND

Early identification and appropriate support are central to our SEND approach.

  • Children entering school are assessed through observation, baseline assessments and discussion with parents and previous settings

  • Children joining at other points are assessed against age-related expectations and individual starting points

  • Teachers use ongoing formative and summative assessment to monitor progress and identify emerging needs

  • Where appropriate, advice and assessment from external professionals is sought

A range of in-school assessments are used alongside professional guidance to build a clear picture of each child’s needs.

3. How we support children with SEND

We follow a graduated approach to SEND support, ensuring provision is purposeful, targeted and regularly reviewed.

Support may include:

  • High-quality, differentiated classroom teaching

  • Targeted small-group interventions

  • Individualised support where appropriate

  • Adult support matched carefully to need and expertise

Targets are meaningful and integrated into daily learning. Progress is reviewed regularly and shared with parents through meetings, consultations and written reports.

We operate an open and supportive approach and encourage parents to talk to us whenever questions or concerns arise.

4. The learning environment

Classrooms and shared spaces are organised to meet a wide range of needs. Adjustments are made to the environment, resources and routines to support children’s independence, confidence and success.

Children with SEND are taught in groupings that best meet their educational, social and emotional needs, and support arrangements may vary across the day depending on the activity or subject.

5. Social, emotional and medical support

Children’s wellbeing is a key priority.

  • Medical needs are supported through individual healthcare plans developed with parents and health professionals

  • Staff receive training to meet specific medical or physical needs

  • Medication is stored and administered safely in line with school policy

For children with social, emotional or behavioural needs, we use positive, restorative approaches, clear routines and personalised support. External services are involved when appropriate.

Additional support spaces are available during playtimes and lunchtimes if children need them.

6. Enrichment and wider school life

All children are encouraged to take part fully in the wider life of the school.

We offer a range of enrichment opportunities, including:

  • Sporting activities

  • Music and performance

  • Cooking and creative clubs

  • Drama and expressive arts

Reasonable adjustments are made so that children with SEND can access trips, visits and residential experiences safely and confidently. Risk assessments are completed and shared with parents in advance.

7. Working in partnership with parents

We believe that strong partnerships with families are essential.

  • Parents are involved in all decisions about SEND provision

  • Regular review meetings are held to discuss progress and next steps

  • Informal meetings and conversations are welcomed

  • Transitions into school and between phases are carefully planned

Parents’ views and knowledge of their child are valued and respected.

8. Pupil voice

Children are encouraged to share their views about school and their learning in ways that are appropriate to their age and understanding.

Their voice is gathered through:

  • Conversations with trusted adults

  • Review meetings

  • Class-based activities and circle time

We want children to feel listened to, confident and involved.

9. Complaints and concerns

We aim to resolve concerns quickly and positively.

Parents are encouraged to speak to Miss Zee Harrison (SENDCo) or the Headteacher in the first instance. If concerns remain unresolved, they may be referred to the Chair of Governors in line with the school’s complaints policy.

10. Working with external agencies

We work closely with a range of professionals, including:

  • Educational Psychology and Behaviour Services

  • Speech and Language Therapy

  • Health Visitors and School Nursing Services

  • CAMHS

  • Sensory and Physical Support Services

  • Family Support and Safeguarding Services

This collaborative approach ensures children and families receive the right support at the right time.

11. Supporting transition

Transitions are planned carefully and thoughtfully.

  • Additional visits and transition meetings are arranged where needed

  • Information is shared sensitively with receiving settings

  • For pupils with an Education, Health and Care Plan (EHCP), planning begins in Year 5

Our aim is for children to feel confident, prepared and supported at every stage.

12. Local Authority Local Offer

Details of services available through the local authority can be found at:
www.eastridinglocaloffer.org.uk

A link is also available on the school website.

Final reassurance to families

Children with SEND are known, understood and championed at our school. We care deeply about every child’s journey and are committed to helping them achieve their very best — academically, socially and emotionally.

Click to Download Aldbrough SEND information report 2026 [pdf 1MB] Click to Download
Click to Download ER local offer education provider [pdf 74KB] Click to Download