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Princes Risborough Primary School

An Academy of the Great Learners Trust


Special Educational Needs and Disability

Special Educational Needs and Disability Key Contacts


Mrs Melanie Heggie: Head of ASD ARP

Mrs Jessica Gregory: SENDCo (Mondays, Tuesdays, Wednesdays)


Tel: 01844 345 251


The contact for compliments, concerns or complaints from parents/carers of pupils with SEND:

Mrs Amy Howlett: Headteacher


Tel: 01844 345 251 


Mrs Alex Barker: SEND Governor


Tel: 01844 345 251 

Special Educational Needs


At Princes Risborough Primary School we recognise that sometimes learning can be challenging for pupils and that some children may have barriers to their learning.  We provide quality first teaching for all pupils. If pupils have been identified as having additional needs, we offer individualised support to these children. 

Every child on the SEND register has a SEND support plan.  This support plan outlines desired outcomes, type of provision, time and financial costings.  These are shared with parents and carers three times per year. 

We have Learning Support Assistants to support those children with additional needs.  They are trained to run a number of interventions.  Below is a sample of some of the interventions that pupils may access: 


  • Precision Monitoring - to support pupils with specific numerical or literacy difficulties.  
  • Rainbow Road - to support pupils with memory and sequencing difficulties. 
  • OT resources pack - to support pupils with gross/fine motor difficulties.
  • Social Stories - for children who struggle with self-awareness and understanding of social expectations.   
  • Nurture Groups - a small group for children who may benefit from self-esteem and confidence work or who are in need of more adult attention than can be provided in their main class. 
  • Lexia - to support early skills in reading.

Zones of Regulation


Zones of Regulation is a social, emotional learning curriculum and regulation program. For over 15 years, schools around the world have been using the Zones of Regulation program to build safe, supportive environments that foster learning and well-being for all. Here at Princes Risborough Primary School, we have implemented Zones of Regulation in our school. Each classroom has a display for teachers to support children’s emotional wellbeing, and support them with emotional regulation.


Here are some of the benefits of using the Zones of Regulation:

· Increase self-awareness and social and emotional skills

· Support communication for emotional understanding

· Less time spent on behaviour management

· A more inclusive school


Please explore the website below for all information about the Zones of Regulation.

SEND Support Plans and Ordinarily Available Provision


Assess, Plan, Do, Review as set out in the SEND Code of Practice 5.36



If we feel your child has SEND, we will write a SEND support plan which as a mainstream school we must provide. This plan identifies your child's needs, the action needed and planned outcomes. However, if your child's needs are severe or complex they may go straight to the next step - formal assessment.



Every child on the SEND register has a SEND support plan. This outlines desired outcomes, type of provision, time and financial costings.



We have Teaching Assistants to support those children with additional needs. They are trained to run a number of interventions and support children in class with the targets outlined on their support plans.



These are shared with parents and carers three times per year.



Ordinarily Available Provision (OAP) promotes a consistent ethos to supporting children receiving SEND Support. This approach has been created by schools, professionals and parents and is a fantastic user-friendly, accessible resource for all. It outlines the special educational needs that children may have across the four broad areas, with easy to use provision suggestions for all members of school staff and families alike, as well as strategies for the whole school and quality first teaching.

Useful Links


We are proud to have excellent links with multiple external agencies. You may find the following links of use.


Bucks Local Offer

A Local Offer gives children and young people with special educational needs or disabilities and their families information about what support services the local authority think will be available in their local area.


Integrated SEN Service (iSEND)

The Integrated SEN Service support children and young people with SEND who already have an EHC Plan, or those referred for an EHC Needs Assessment.

Telephone: 01296 382 269

Online: Contact form

· Aylesbury Bucks EHC coordinators

· Specialist Teachers

· Educational Psychologists



Provides free, confidential, impartial information, advice and support on all matters relating to special educational needs and disability for children and young people aged 0 to 25 and their parents/carers.


Occupational Therapy

Work with children and young people who have problems learning, developing, socialising and playing, or have a physical and/or learning disability.


Your child may struggle with daily activities including:

· learning to explore the world;

· participating in nursery or school;

· feeding themselves independently;

· dressing independently;

· accessing suitable toileting/bathing facilities;

· playing with toys and games.


Work with you, health, education and social care colleagues, to help your child get the most from their lives and achieve their potential.


Child and Adolescent Mental Health Service CAMHs

CAMHS help children and young people up to 18 who are finding it hard to cope with everyday life because of difficult feelings, behaviour or relationships.

Most of the time when we are sad, angry, stressed or worried these feelings pass within a few days, but if they go on for a while and stop us from enjoying and coping with life, then CAMHS can help.


Just as we go to the doctors when we are physically ill, sometimes we need extra help with our mental health. You can self-refer.


Children's Speech and Language Therapy in Buckinghamshire

The service supports children and young people to develop effective speech, language and social communication skills. Where appropriate we help children and families to learn to use alternative means of communication such as signing. We also work with children and young people who have problems eating or drinking.


The Speech and Language Therapist will develop a programme of work together with the child or young person, family, Early Years/School teaching staff and Specialist Teaching Service. Working in partnership with parents and staff is crucial for effective working at home and within the child/young person’s daily communication environment.


Will offer training and advice for some children and individual or group therapy to others. This relates directly to the nature of the communication difficulty and the outcome of assessment for the child/young person.


The Buckinghamshire Primary Pupil Referral Unit

The Buckinghamshire Primary Pupil Referral Unit was formed in September 2011 with the amalgamation of The Oaks (Amersham), Woodlands (High Wycombe) and Pathways (Aylesbury).


Provide support for children experiencing significant social, emotional or behavioural difficulties in their mainstream primary school. Children may be supported by outreach or by attendance at one of our units. They serve all maintained primary schools in Buckinghamshire.

Additionally Resourced Provision (ARP)


The Additionally Resourced Provision (ARP) is part of Princes Risborough Primary School and is situated in two classrooms within the mainstream building.  Within the ARP there is also a sensory stimulus free room, a sensory garden and a chill out room (with exercise bike). Children have access to specialised equipment such as OT recommended chairs and cutlery, Ipads and sensory equipment (ear defenders, weighted blankets, fidget toys) etc.


The ARP is staffed by:


  • Head of Department
  • SEN teachers
  • Specialist ASD Practitioners
  • Learning Support Assistants


All decisions regarding placements in the ARP are made by County.  Up to 12 children, who have been identified as having Special Educational Needs (SEN) and whose primary need is ASD, can attend. However, with consultations with County, the number of children who can be placed in the ARP can go to 14.


The process for admission into the ARP is as follows:

  • A child will have a diagnosis of ASD
  • At an Annual Review, professionals and parents will agree that a change of placement may be needed (when a child is in a mainstream, or special school setting).  This could be done at the normal review, or an Emergency Review could be called by either the school or the parents if it is felt that the current setting is no longer able to meet needs.
  • Once County receive the paperwork from this, they will consult with ARPs.
  • Where possible, ARP staff will go and observe the pupil in their current setting.
  • They will respond to County.  It may be that they are full, or that they cannot meet needs, or they may be able to meet needs.
  • Paperwork is then presented at placement panel and a decision is made, by County, as to the type of provision.  

This is the process for children within our mainstream setting as well.


All our highly dedicated and experienced staff are trained in Positive Handling techniques and work closely as a team, involving parents as well, to identify the most effective behaviour, teaching and learning strategies for each individual child. Each child has access to the National Curriculum which is differentiated to meet their specific needs, together with social skills training, regular speech and language therapy and daily life skills guidance.  The children work either in small supported groups in the ARP, in a structured and organised environment where visual symbols are used to reduce anxiety and to regulate behaviour, or, where integration is appropriate, in mainstream classes with support from ARP staff. As the ARP is attached to the mainstream school, its primary focus is to include the children, with support, into mainstream classes. However, we will only integrate children into lessons that are appropriate for them, taking into consideration the pace, levels of anxiety and self-esteem.