Special Educational Needs

All people are unique in terms of characteristics, interests, abilities, experience, motivation and learning needs. We value and take account of these wide diversities, providing access to high quality and appropriate education and training for all members of our school community. The school is committed to the full inclusion of all pupils. Our school vision and motto, ‘Together We’re Better’, form the basis for all we do in school, including our work with children who have additional learning needs. This page gives families information about the variety of ways we ensure we support our children with special educational needs (SEN) to achieve their potential and become the best that they can be.


‘If a child can’t learn the way we teach, maybe we should teach the way they learn.’ Ignacio Estrada


We understand that some children find learning more challenging than others and may need extra support to achieve their full potential. For example they might have difficulty:-


  • expressing themselves
  • interacting with others
  • with reading, writing and maths
  • following lessons
  • controlling their emotions
  • sensory, physical or medical needs


These difficulties can be barriers to learning so it is important we assess all children to identify their strengths and needs.   Suzanne Cowell is the Special Educational Needs Co-ordinator and she works with children, staff, parents and professionals to co-ordinates support provision and monitors the outcomes for children ensuring those that need extra help with their learning are accessing this.


‘All children need is a little help and someone who believes in them.’


For all children at Kingston Park who have an additional need we:

  • Recognise that the family is the expert on their child and work in partnership with them.
  • Deliver high quality teaching, adapting the curriculum and our resources to ensure children can access the learning.
  • Employ a fully qualified Special Educational Needs Co-ordinator (SENCO) to lead on SEN provision across the school.
  • Assess and review the learning of our SEN children, using that information to inform future planning and teaching.
  • Provide teaching assistants in class who work with SEN children and also, importantly, support other children so that the teacher has more opportunities to work with the SEN children.
  • Hold regular meetings to review children, interventions and resources and to adapt provision where necessary.
  • Support our families with children with SEN, formally through review meetings and informally through our “open door” approach. Families are also advised of other services and organisations which may offer further advice and support.
  • Seek advice from outside agencies to ensure each child’s needs are fully identified and understood and to learn from specialists how best to support our SEN children.
  • We evaluate intervention groups and strategies on a half-termly basis and conduct progress meetings to inform this.
  • Regularly evaluate our teaching resources to ensure they are accessible to all SEN children.
  • Ensure our school activities and trips, including residentials, are accessible to all our SEN children.
  • Hold termly review meetings with families for children with a higher level of SEN.
  • Provide on-going SEN training and information for teachers and teaching assistants.
  • Liaise closely with secondary schools at transition times to ensure SEN pupil information is clearly communicated so that the move to secondary school is as smooth as possible.


 ‘Everyone genuinely cares about the school and welcomes everyone into a highly nurturing and inclusive environment.’ Ofsted 2013


The information here is general; each child is an individual and will receive unique provision and resources where necessary. If you would like further information, please contact school on 0191 2140363 and speak to our SENCo, Suzanne Cowell, or alternatively e-mail at admin@kingstonpk.newcastle.sch.uk 

For further information about Special Educational Needs please refer to the information below.

Please follow the link below find out more about SEN Provision and Services in Newcastle Upon Tyne.

Our SEN Information Report

Type of SEN

Support provided in school

Communication and Interaction e.g. Autistic Spectrum Disorder (ASD)/ Social Communication Disorders, Speech, Language and Communication Needs.

  • We use visual supports, for example visual timetables to help children to understand what will happen and when.
  • We can offer support and supervision at unstructured times of the day e.g. break and lunchtime, when appropriate.
  • We use whole-school reward systems to promote learning and enhance self-esteem.
  • We use social stories to help children learn how to approach and deal with different social situations.
  • We have a variety of resources available to use, depending on a child’s level of sensory need.
  • We use strategies/programmes to support speech and language development in partnership with the local authority Speech, Language and Social Communication team e.g. individual speech and language programmes.
  • We can provide specific one to one support e.g. box time.
  • We make use of ICT where appropriate e.g. i-pads, interactive whiteboards, etc.

Cognition and Learning Needs e.g. Moderate Learning Difficulties (MLD), Specific Learning Difficulties (SpLD).


  • We support access to the curriculum and develop the skills for independent learning through, for example, changes to classroom environments, use of ICT, support staff, specific interventions, etc.
  • We use resources to promote multi-sensory, practical and independent learning
  • We use small group targeted intervention programmes to improve skills in a variety of areas of learning including Literacy and Numeracy. 1:1 targeted intervention programmes are delivered to pupils to improve skills e.g. Sound Linkage, Power of Two, etc.
  • We recognise and support children who need additional time to process information and ideas.
  • We assess pupils regularly and report progress to parents and staff.
  • We assess pupils for access arrangements for SATs testing and provide appropriate arrangements.
  • As well as during school time, we offer support before school through booster groups.
  • We make use of ICT where appropriate for example the use of i pads, interactive whiteboards etc. 
  • We have a variety of specifically targeted ICT programmes available to support learning in school including: Nessy, Lexia, 123 Maths, etc.
  • Where appropriate learning aides such as coloured overlays, reading rulers and Ace Spelling dictionaries are available within school.


Social, emotional and mental health issues e.g. Social Difficulties, Mental Health Conditions, Emotional Difficulties.







  • The school provides an excellent robust pastoral care for all pupils through the support of the school welfare team.  For example in addition to the SENCO and SENCO assistant the school also offer welfare support, parent support advisors (PSA), a councillor and attendance officer.
  • Our behaviour management systems in school are based on encouraging pupils to make positive decisions about behavioural choices.
  • We use risk assessments and take action to ensure the safety and inclusion of all pupils in all activities.
  • The school has clear sanctions and rewards that are followed to offer children structure and routine. (Add link to behaviour policy)
  • Our outstanding pastoral staff support all aspects of social, emotional and mental difficulties, for example our school Kalmer councillor provides structured and time-limited support for vulnerable pupils.
  • We can put in place tailored support for a specific emotional need, for example, bereavement.
  • We seek support from outside agencies such as School Health, Community Paediatrician, the Children and Young People’s Service (CYPS) etc.
  • We seek the expert advice and support of outside agencies, including the School Health Advisor and the Children and Young People’s Service (CYPS)
  • We provide excellent pastoral care for our children.
  • We complete risk assessments and then take action to ensure the safety and inclusion of all children, whenever possible, in all activities
  • We put in place short term support for a child with a specific emotional need, for example, bereavement.

Sensory and/or Physical Needs e.g. Hearing/Visual Impairment, Multi-sensory impairment, Physical Disabilities, Medical Needs.



  • Advice and guidance from relevant agencies such as Physiotherapists, occupational therapists and the Newcastle Children’s Vision team is sought and acted upon to ensure barriers to success are reduced or removed.
  • Where appropriate we provide support and aids to ensure access to the curriculum and develop independent learning, including resources to support fine and gross motor skills and alternative ways of recording.
  • We seek and act on advice and guidance for pupils who have significant medical needs. (insert link to medical policy)
  • The school makes every effort to be as accessible as possible. For further information please see the Disability Equality Policy.  (insert link)
  • Our staff understand and apply the medicine administration policy. Designated first aid trained staff are assigned to break, lunchtimes, trips etc. (insert link)
  • Small group or 1:1 targeted intervention programmes are delivered to pupils to improve skills e.g. sensory box time, motor skills groups,  Teodorescu (Write from the Start) etc.
  • We use transition to support children to make a smooth transfer between age phases and successfully prepare for adulthood.
  • We provide support and practical aids where appropriate to ensure pupils can access the curriculum.
  • We seek advice and guidance from school health for pupils with significant medical needs
  • We run intervention sessions to improve pupil skills, e.g. gross and fine motor skills
  • When it is appropriate we use ICT to enhance pupil’s access to the curriculum.
  • When required staff receive training in understanding the impact of a physical or sensory need on the teaching of learning of the child.
  • All the entrances to school allow wheelchair access
  • Our school has disabled toilets.
  • Our staff understand and apply the Medicine Policy


Other useful information and contacts:

Newcastle Special Educational Needs and Disabilities Information, Advice and Support Service

This service provides information, advice and support at any stage of a child or young person’s education, and we provide an Independent Supporter for families in the process of getting an Education Health and Care Plan.

Telephone: 0191 284 0480
Fax: 0191 213 0910
E-mail: judith.lane@newcastle.gov.uk 

The service is available Monday – Friday 9am to 5pm.








The Toby Henderson Trust (TTHT) is an independently funded charity supporting children with autism (aged 2-7 years), their families and carers in the North East. 0300 365 3055 or email support@ttht.co.uk


Dyslexia & Dyscalculia

British Dyslexia Association - www.bdadyslexia.org.uk




Dyspraxia & Developmental Co-ordination Disorder



Speech and Language


Talking Point website has been designed with these requests in mind with new additions to the site including


I CAN is the children’s communication charity.


Makaton is a language programme using signs and symbols to help people to communicate. It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order.


Spina Bifida & Hyrdocephalus


Shine provides specialist support from before birth and throughout the life of anyone living with spina bifida and/or hydrocephalus


Cerebral Palsy


Covers medical information, like causes, symptoms and treatment, as well as daily living topics, including vocational counseling, adoption, abuse, college/careers, bullying and much more. You can read more at cerebralpalsyguidance.com/cerebral-palsy/living/. 

Muscular Dystrophy


Hearing Impairment




Visual Impairment