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Rogate CE Primary School
Rogate CE Primary School

Rogate CE Primary School

SEND and More Able


At Rogate CE Primary School, we aim to support every child in our care in a way that enables them to achieve and progress well. For some children this will require additional support, different teaching strategies, differentiated work or specific resources. These pupils are referred to as a group as having SEND (Special Educational Needs and Disabilities).

As a school, we ensure that we identify the pupils that need this additional support early on in the school year and build an intervention timetable around the needs in the school. We also regularly discuss, as a staff, strategies and resources that we have found to be useful for individuals or groups, this allows the staff to continually build on their toolbox of techniques to ensure they are as well equipped as possible to support all our pupils.

The Rother Valley Inclusion Hub (RVIH) is a collaborative network of small rural schools and settings in our area. It aims to support parents who have children with special educational needs and disabilities (SEND) to have successful placements in mainstream settings. For further information, please visit the Rother Valley Inclusion Hub website.


Special Educational Needs (SEN)    

Children and young people with SEN may need extra help because of a range of needs. The  0-25 SEND Code of Practice sets out 4 areas of SEN:

Communicating and interacting – Children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others.

Cognition and learning – Children and young people learn at a slower pace than others their age, have difficulty in understanding parts of the curriculum, have difficulties with organisation and memory skills, or have a specific difficulty affecting one particular part of their learning performance such as in literacy or numeracy.

Social, emotional and mental health difficulties – Children and young people have difficulty in managing their relationships with other people, are withdrawn, or they behave in ways that may hinder their and other children’s learning or have an impact on their health and wellbeing.

Sensory and/or physical needs – Children and young people with visual and/or hearing impairments, or a physical need that means they must have additional ongoing support and equipment.

Some children and young people may have SEND that covers more than one of these areas.



Many children and young people who have SEN may also have a disability. A disability is described in law (the Equality Act 2010) as ‘a physical or mental impairment, which has a long-term (a year or more) and substantial adverse effect on their ability to carry out normal day-to-day activities.’ This includes, for example, sensory impairments such as those that affect sight and hearing, and long-term health conditions such as asthma, diabetes or epilepsy.

The Equality Act requires that early years providers, schools, colleges, other educational settings and local authorities:

  • must not directly or indirectly discriminate against, harass or victimise disabled children and young people
  • must make reasonable adjustments, including the provision of extra aid services (for example, tactile signage or induction loops), so that disabled children and young people are not disadvantaged. This duty is known as ‘anticipatory’. People also need to think in advance about what disabled children and young people might need.

If you think your child has SEND, you should contact the school. Mrs Garwood, the school special needs co-ordinator (SENCO), will be happy to discuss any concerns you may have. 

Please find our latest special needs report here 


More Able

Just as there are some pupils who need additional support to close the gap between themselves and other pupils of the same age, there are also pupils who need a higher level of interaction, stimulation and challenge. These pupils are referred to as being 'More Able'.

How do we support More Able pupils at Rogate?

In the first instance, pupils needing to work at greater depth, will receive Quality First Teaching on a daily basis. This is now normal classroom practice at Rogate and for these pupils it means that they experience learning activities that require them to apply the skills being learned by the majority of the class but in a more complex context or with additional tasks.

Starting this year, Rogate Primary will also be offering interventions for the more able. This will mean that for a small portion of the week, more able writers, mathematicians and readers will work in smaller groups outside of the classroom with either a TA or a teacher. At these times, the teacher or TA will focus on tasks which will enable the pupils achieve Greater Depth in their work. Miss Anderson is already running an Able Writers intervention and we plan for Mrs Cromie to begin an Able Mathematicians intervention. 

Finally, we are also providing clubs for More Able pupils this year that will be by invite only. Miss Field had already started her Able Readers Book Club and there are additional clubs in the pipeline.

If you feel your child is More Able and they have not been identified by the school as being so, please do not hesitate to contact the school office and we can discuss how we can further support your child.