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St Thomas' CE Primary Academy

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St Thomas' CE Primary Academy


At St Thomas’ Primary School we aim to strive to support all our pupils to achieve to the best of their abilities through quality first teaching in a supportive and caring manner demonstrated through the school’s core values.


On occasions, alongside quality first teaching some pupils require additional support from the school and or outside agencies.


Special Educational Needs Co-ordinator is: Mrs Fulker


Senior Learning Mentor is Mrs Cathy Riglin


If you would like any further help or support, please contact Mrs Fulker (SENDCo) on the form below. 

Contact the Special Educational Needs Co-ordinator

Please see below a number of activities and useful information to support both you and your child. Keep checking back as there will be regular updates. 

If you would like further activities or advice, please get in-touch. 

Roles and Responsibilities of the SEND Leader

 To ensure that the aims and suggestions stated in the SEN policy are carried out and specific provision is allocated after consultation with the child, parents, carers, relevant staff members and outside agencies if appropriate.


 The SEN leader and Senior Leadership Team regularly monitor progress for all pupils and alter interventions and support if progress is slower than expected.


We are also in regular contact with outside agencies that offer support and further guidance for different needs.


 If you have any concerns about your child or something linked to Special Needs please do not hesitate to contact me addressing any emails to the SENCo


Email: enquiries@st-thomas.lincs.sch.uk 


St Thomas’:  01205 362860



The admission arrangements for all pupils are in accordance with national legislation, including the Equality Act 2010. This includes children with any level of SEN; those with Education, Health and Care Plans and those without.


The SENCO and Early Years Team liaise closely with other settings and outside agencies with regard to the transition of SEN children into Nursery and from early years settings into school.


The SENCO liaises closely with other settings where a pupil is admitted at any point throughout their primary years.


The Governing body embraces the view that the admissions criteria should not discriminate against any pupil with SEND and have due regard for the practice advocated in the Code of Practice, in that, "All schools should admit pupils already identified as having special educational needs, as well as identifying and providing for pupils not previously identified as having SEND…Pupils with special educational needs but without EHC’s must be treated as fairly as all other applications for admission.” (Code of Practice 1:33)


 In accordance with section 69, of The Children and Families Act 2014 adjustments have been made to enable the accessibility for pupils with disabilities and additional needs and in compliance of the Equality Act 2010.

How does St Thomas’ Primary School know if my child needs extra help?


We know if the child needs extra support:


  • By the concerns being raised by the parent, carer, teachers and child
  • If progress is minimal
  • If there is a change in a child’s behaviour or progress
  • If they are involved with an Early Help Assessment, Team around the child, Child in Need, Child Protection Plan or is a Looked after child.


What should I do if I think my child has Special Educational Needs?


  • Speak to your child’s class teacher as the initial point of contact for a referral to the SENCo
  • Contact the SENCo or the Learning Mentor Mrs Riglin
  • Discuss and share a range of evidence.


How will I know how St Thomas’ Primary School will support my child?


In terms of what we offer children with Special Educational Needs and/or Disabilities, this is different for every child and it is important to emphasise that, as much as possible, this provision is designed by the relevant St Thomas’ staff members working alongside the child, the child’s family and, where necessary, outside agencies after having gained your consent * (e.g. a Speech and Language Therapist or an Educational Psychologist).


Typically, a child with Special Educational Needs and/or Disabilities will have an action plan which sets out targets that are currently being worked on and what additional provision is put in place for that child. The content of the action plan is negotiated, as appropriate, with the child and the child’s family and if appropriate after assessments from outside agencies. This is why it is so important that parents/carers attend our Parental Consultation Evenings and Review Meetings.


For many children, targets will be connected to learning and will often be specifically to do with English and Maths. There are four broad areas of need:


  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Sensory or Physical needs


For other children, they may be to do with social interaction, communicating with children and adults, emotional difficulties, overcoming physical issues (for example problems to do with fine motor control) … the list is endless! The most important point is this: targets depend on the needs of the child.


The school offers many different forms of additional provision. This can include: additional in-class support; additional out-of-class support; one-to-one support; flexible groupings (including small group work); access to specific resources; mentoring; counselling; and access to a wide range of outside agencies. Additional provision is overseen by the school's SENCo and Senior Leadership Team and is designed and implemented by an excellent team of teachers, ably supported by a fantastic group of teaching assistants. Like with individual targets, the most important point is this: additional provision depends on the needs of the child decided alongside parents and the child’s school.


In addition, all St Thomas’ pupils benefit from a range of teaching and learning styles; a differentiated curriculum; a range of differentiated learning materials (both for reinforcement and extension); assessment procedures that emphasise pupils’ strengths and achievements; access to ICT; differentiated intervention programmes and a broad range of extra-curricular activities. See website for information.


Transition also involves supporting the child, whether it is when the child joins the school, changes class or is moving to secondary school, various approaches may be used liaising with the child, parents and staff.


How will the school let me know how I can support my child?


The class teacher will suggest ways and activities you can complete at home with your child.


Miss Harrison or the Learning Mentor will be available for suggestions and methods to try at home if there are difficulties or changes in your child’s behaviour and emotional needs.


If the Educational Psychologist or Attendance Officer has been involved they normally provide suggestions and programmes to use at school and home.


What support is provided for my child’s overall well-being?


As a school we offer a wide range of pastoral support for children encountering emotional or behavioural problems, which includes nurture based activities in a small group or 1:1, using a wide range of resources and programmes such as Volcano in my tummy, Think Good, Feel Good, Social Stories etc…


Pupils with medical needs


If a child has been diagnosed with a medical need, an individual care plan is written in consultation with parents and outside agencies (if appropriate) and then all members of staff are made aware of it.


Staff are given Epipen training and Epilepsy medication training


If medication is required with some diagnosis then a written consent and plan is provided alongside the care plan.


All teaching assistants and office staff are provided with First Aid training.


What specialist services and agencies do the school access?


Social and Emotional Outreach

Working Together Team

Education Psychologist

STT – Specialist Teaching Team

Speech and Language

School Nurse and Paediatricians


CAMHS – Child Adolescent Mental Health Service


ESCO - Early Support

Parent Partnership

Family Support

Social Services

Child Protection Services

Targeted Youth


Healthy Minds

Young Oasis


What is the Local Offer?


The Local Offer is part of the Special Educational Needs and Disability (SEND) reforms from the Children and Families Act 2014.


 There are two main purposes for the Local Offer:


  • to improve information about services and provision available for families, children and young people with Special Educational Needs and Disabilities, and to make it easier for all families to find this information by making it available in one place.
  • that by working directly with families, children and young people on developing the Local Offer, Local Authorities and Health partners can improve provision.


Lincolnshire’s Local Offer includes leisure and activity providers, health and care services, education providers and support groups.


The Local Offer, as with the rest of the Family Services Directory, is provided to help you find services more easily.  You should always check services and activities are suitable for your needs and those of your family.


Who is it for?


The Local Offer is for children and young people aged 0-25 with special educational needs and/or disabilities, and their families.


It will also help professionals working with families to find the right information.


Link – www.lincolnshire.gov.uk/SENDlocaloffer 

How are the school’s resources allocated and matched to the children’ special educational needs?


Each financial year an SEN budget is set and allocated within the main school budget. This budget is used to purchase resources and provide additional support to individual pupils. This can include the deployment of adult support for pupils.


Additional provision is provided after discussion with class teachers at review meetings and pupil progress meetings or if concerns have been raised at another point in time.


How will school make a decision about how much support my child will receive?


Class teachers and the Senior Leadership Team review the child’s progress termly and discuss regularly with the SEND leader about the progress being made and interventions being used. Also consultations with outside agencies including the Educational Psychologist views are taken into account.