At Combe CE Primary, we are committed to developing excellence in all of our pupils. We know that all of the children in our school have unique talents, but that, at some point, some children may find some aspects of school – be they academic, social, emotional or behavioural – more challenging.

The SENDCO at Combe School is Mrs Gehin. She can be contacted on

All staff at Combe share a commitment to supporting any child with an additional or special need, be this a short-term problem related to a very small part of the curriculum or school life, or more complex needs. Combe CE Primary School provides for children and young people with a wide range of special educational needs including those with:

  • Communication and interaction needs; this includes children who have speech, language and communication difficulties including autistic spectrum conditions.
  • Cognition and Learning needs; this includes children who have learning difficulties and specific learning difficulties like dyslexia, dyspraxia and dyscalculia.
  • Social, Emotional and Mental Health needs. This may include recognised disorders like attention deficit disorder (ADD) and Autism that impact upon mental health and social and emotional wellbeing.
  • Sensory and/or Physical needs; this includes children who have visual or hearing needs, or a physical disability that affects their learning

We strive to provide the support each pupil needs in order for them to become a motivated and successful learner. This support takes different forms for each child, but some of our strategies include:

  • Inclusive Quality first teaching in the classroom, with activities adapted to meet the needs of each child.
  • Work planned for each child is based on detailed and careful ongoing assessment by well-trained teachers and teaching assistants, and is designed to engage and motivate all pupils.
  • Clear feedback to pupils through high quality marking and discussion about their learning.
  • Good relationships with parents, built on regular contact and a number of more formal meetings – including, for example, parent consultations, structured conversations, or target review meetings (for those pupils on the SEN register) each year.
  • Individual curricular targets for reading, writing and maths, addressing each child’s specific next steps in learning.
  • Where appropriate, carefully chosen intervention programmes, delivered by teachers and teaching assistants, including 1 to 1 or small group tuition before, during and after the school day.
  • Working closely with other agencies, including speech therapists, the Educational Psychology Service, SENSS (Special Educational Needs Support Services) and PCAMHS, (Primary Child and Adolescent Mental Health Service) to develop the support we are able to provide and to assist with target-setting and intervention work

The SEND Information Report can be found here.

The SEND policy can be found on the school policies page.