Inclusion and Equality

Please note that the school’s SENCo is Lisa Moorhouse- who is also the head teacher. She is the lead in charge of supporting all children with Special Educational Needs and you can contact her on the school’s telephone number.

We aim to identify children who have additional learning needs or physical difficulties as early as possible in order to provide the correct targeted help and support. Children are taught in class and may receive additional support either within the classroom as part of the school curriculum or withdrawn to receive support either individually or as part of a small group as appropriate. Regular consultation between teachers, agencies and parents ensures that each child receives the correct level and type of support.

Follow the links below to see information about our provision for children and young people with special educational needs (SEN) as required by the Children and Families Act 2014 sections 69 (3): the special educational needs (information) regulations. These are updated annually.




Rama and SitaWe feel that many children have ‘special’ needs in some way or at some time in their school life. The teachers make provision outside their normal planning to develop behavioural,
physical or learning skills. We are committed to enabling all children to reach their full potential.

Having close links with Cothill, local independent educational trust, we enjoy the full time services of one of Cothill’s qualified SpLD (Specific learning difficulties – dyslexia) teachers. She works closely with the school SENCO and helps children at Dry Sandford on a one to one or small group basis. In addition she teaches our year able mathematicians as a defined set.

We have full wheel chair access and appropriate toilet facilities.


We take a two-pronged approach to provision: firstly, we provide strategic intervention group work to help children close the gaps in their learning; and secondly we provide teaching assistant support in the classroom to help children access the mainstream curriculum.

In addition, a number of pupils receive individualised programmes based on advice provided our outside agency links.


The school’s accessibility has been improved through the addition of ramps to external entrances. We have a toilet suitable for use by disabled adults and children, and this incorporates a changing area for children. All doors meet the appropriate width for wheel chairs. Our school accessibility plan details further improvements to the environment for members of the community with a disability, in the coming year.

Existing facilities to assist access to the school by pupils with disabilities

  • accessible toilet in central area of the school
  • interior of school all one level
  • wheelchair access at all but one class entrance
  • all exterior and interior doors meet DDA requirements

Arrangements for the admission of pupils with disabilities

In order that children who have a disability may be catered for, the school seeks advice from the Local Authority regarding the admission of such pupils. The school will endeavour to make any necessary arrangements in full consultation with the parents and any other agencies involved. It may be necessary in some cases for specialised equipment to be purchased, support staff to be employed, and minor adaptations to be made to buildings and furniture. These are done in consultation with the Local Authority.

Steps to prevent disabled pupils being treated less favourably than other pupils

Our Accessibility Plan sets out the Governors’ response to the Special Educational Needs and Disability Act 2001 which requires that a pupil should not be treated less favourably because of a disability. The current plan is available from the school office.

Future policies for increasing access to the school by pupils with disabilities

The Governor’s Accessibility Plan and merged Equality Scheme, outline future plans for increasing provision for children with disabilities. Both policies are available from the school office.