Phone Email
calendar attendance awards link news house-points up-arrow drop-down-arrow phone newsletter language email search class-pages contact-us twitter

Abbey Gates Primary School

Learning Together & Making a Difference



Abbey Gates Primary School SEND Communication Pathway



The purpose of this section of our website is to explain the process for parents and teachers if they have a concern about a child’s progress and development and outline the steps that will take place if a parent or a teacher raises a concern about their child with relations to SEND.

Initial Concern
From time to time, we all have concerns about our children and these can be for a range of reasons. These can be cognition and learning, social and emotional, speech and language or physical development. It is always best to write these concerns down and keep a log of things that you notice. They may be concern on that day or it may be something that needs more investigation.

Every Teacher a Teacher of SEND

At Abbey Gates, we believe every teacher is a teacher of SEND. A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. Your first point of contact should always be your child’s class teacher. They will know your child the best, be able to monitor the situation and provide the best feedback to you. From you sharing your concern, the class teacher has a range of options available to them. This may include altering differentiation, changing groupings, providing alternative resources, intervention. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. The Disability & Equality Act 2010 cites that teachers should make reasonable adjustments for learners with SEND. This may include amending the curriculum and adjusting the provision of information to individual learners.

Below are some examples of reasonable adjustments practitioners make to the classroom for pupils with SEND.

If the concern persists or more specialist support is needed, it would then be relevant to involve the school SENCO. 

Role of the SENCO

The role of the SENCO is to oversee the day-to-day provision for the children with SEND. This includes the children on the SEND Register and those that are being monitored to ensure progress is being made. It may be appropriate at this stage to have a meeting with the parents, the class teacher, and the SENCO. The SENCO can then offer advice and support to help with your child’s concern. From this, a range of options would be available, such as a SEND Support Plan, Outside Agency involvement or continued observation. The following graduated approach is taken in response to the raising of an SEND concern:


If it is appropriate for your child to go on to the SEND Register or Specialist Support is requested, this will always be communicated with you and your consent sought. Children can be added to and then removed from the SEND Register over time.

The SENCO and other staff will work in partnership with experts including Springboards, Schools and Families Specialist Service (SFSS), the Educational Psychology Service (EPS), the Social and Emotional Mental Health Team (SEMH), Family SENCOs and District SENCOs.


The headteacher is ultimately responsible for SEND in school and oversees that the school holds ambitious expectations for all pupils with additional and special educations needs and disabilities, establishing and sustaining culture and practices that enable pupils to access the curriculum and learn effectively. The headteacher ensures that the school works effectively in partnership with parents, carers and professionals, to identify the needs of pupils, providing support and adaptation where appropriate and fulfilling statutory duties with regard to the SEND code of practice. If you are unhappy with the support provided by your child’s class teacher, the provision that has been put in place or the support provided by the SENCO, then you should go to the headteacher. They will then discuss your concerns with you and put in place a plan of action to further support your child.


Every governor is a governor of SEND and provision is monitored as part of the Quality Assurance evidence gathering process. When visiting school, they are looking for an inclusive education system that can accommodate, and cater for, the needs of all learner of all ages.

You can contact our SENCo by completing the form below, or by making an appointment through the school office. 

Nottinghamshire’s Local Offer: Supporting families with children and young people with special educational needs and disabilities aged 0 - 25

If you’ve ever struggled to find the right information or service for a child or young person with special educational needs and/or disabilities (SEND), then check out the SEND Local Offer website.

The Local Offer brings together information across education, health, social care and the voluntary and independent sectors and is designed specifically for children and young people with special educational needs and/or disabilities and their families. 

Use the Local Offer for ideas for things to do; details of nurseries, schools and colleges; help with getting around; advice and access to health and social care; employment and training; advice on Independent Living, and more.

It’s free and impartial and will help you find information about what services are available, or signpost you to somebody who can provide you with the information you need, through one easily searchable web site. Visit ; Accessible through a PC, tablet or smartphone. 

To contact our SENCO please complete the form below.