Pennington infant schoolA small school with a big HEART


Welcome toPennington infant schoolA small school with a big HEART

Special Educational Needs

Special Educational Needs at Pennington Infant School

Rebecca Borrough SENDCo

At Pennington Infant School, our goal is to develop the whole child in an inclusive learning environment where they can develop to their full potential and feel content, safe and secure.


Every child in our school is unique; coming with their own starting points, different rates of learning, and different ways that they can learn best. Through our HEART Values, we embrace the diversity of strengths and needs, encouraging our children to be fully accepting of each other.


All teachers at Pennington Infant School deliver Quality First Inclusive teaching, personalising provision when needed and adapting the learning environment to suit the needs of all pupils. All children have access to a broad and balanced curriculum that provides opportunities of all learners to succeed and achieve. Children with SEND have access to further enrichment activities and interventions to help them overcome barriers to learning.


The provision for children with SEND at Pennington Infant School strives to develop their global development, allowing them to develop independence in their learning, as well as giving them the motivation and confidence that they needs to be life-long learners. 


How are SEND needs identified?

At Pennington Infant School children are identified as needing SEND Support through:

  • Liaison with pre-schools/previous school
  • A child performing significantly below age related expectations.
  • A lack of progress
  • Thorough assessment and screening tests
  • Concerns raised by parents or teachers
  • Through liaison with external agencies.


Children with SEND have a significantly greater difficulty in learning that the majority of others of the same age, or they have a disability which makes it difficult for them to use the facilities normally provided for others of the same age in mainstream schools. Someone has a disability if they have a physical or mental impairment which has a substantial and long-term adverse effect on their ability to carry out day-to-day activities.


Children who are identified as having SEND are recorded on our SEND Register as 'SEND Support'. Some children then make very good progress of their needs change and we may no longer feel that they need to be listed as SEND Support; these children will continue to be monitored closely by they class teacher and the SENDCo. Some children have a greater level of need and have an Education and Health Care Plan (EHC Plan)


What is SEND Support?

SEND Support is provision that is needed which is 'different from, or in addition to' the usual school activities and curriculum. This might include:

  • Support or resources in the classroom which is different to other children, ranging from pencil grips to individual work stations
  • More 1:1 or small group support in lessons
  • Different outcomes in lessons
  • Access to learning breaks to support concentration, processing of information or physical/sensory needs
  • Interventions outside of the classroom to support a particular need. For example: Emotional support through ELSA or reading/writing/phonics/Maths support programmes.


Our SEND Support is based on a four-part cycle (assess, plan, do, review) known as the Graduated Approach.

Our SEND Information Report outlines our provision for pupils with SEND and how we will implement our SEND Policy.


Click here to see our SEND Information report for 2022-23


Click here to see our SEND Policy 2022-23


Local Offer

Every Local Authority is required to publish information about services that are available in their area for children and young people with

SEND and also services outside of the area which children and young people from their area may use. This is known as the 'Local Offer'


Our SEND Information Report forms part of Hampshire's Local Offer.


Hampshire's Local Offer

Click here to view Hampshire’s Local Offer