The SEND policy is provided in accordance with the Children and Families Act 2014 and relates to children and young people with special educational needs (SEN) and disabled children and young people.

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them in order to access the curriculum in line with the Special Educational Needs and Disability Regulations 2014.

Information on SEND, Local Offer and more can be found below:

SEND Team

The SEND team information is below:

• Mrs Wilkinson, SENCO (01924 290360) d.wilkinson@flanshawjin.co.uk
• Ms Patrik, Behaviour lead and Learning Mentor (01924 290360) 
• Mrs Redfearn, Parent Support Advisor (01924 202044) s.redfearn@flanshawjin.co.uk

ELSA 

ELSA stands for Emotional Literacy Support Assistant.  At Flanshaw, we have a trained ELSA practitioner offering 1:1 sessions to children throughout the whole school.  A child might be referred to ELSA if they are struggling with their emotional wellbeing.  This could be: Friendships, anxiety, self-esteem and confident or low mood for example.

Caterpillar Room

We would like to introduce to you one of our newest rooms to support children with complex additional needs... the Caterpillar Room. 

This room is designed to help children with significant social communication and sensory processing needs to regulate their emotions, support them when they are feeling overwhelmed and over stimulated and provide them with everything they need to meet their sensory diet. 

This room is located in our early years unit and is prodominently used by our nursery, Reception and year 1 children. 

Butterfly Room 

At our school, the Butterfly Room offers a supportive and inclusive learning environment for children in Years 2 and 3 who benefit from a more personalised approach. While all pupils are given access to the same learning opportunities as their peers, those working in the Butterfly Room follow an alternative pathway designed to help them achieve the same outcomes. This may involve more practical or repetitive tasks, flexible learning opportunities, or working in a quieter space with fewer children and increased adult support. For some children, this setting supports their sensory preferences or helps to reduce anxiety, enabling them to engage more confidently and effectively with their learning.

Cocoon Room 

At our school, the Cocoon Room provides a supportive learning environment for Year 1 children who benefit from a more tailored approach. While all children are offered the same learning opportunities as their peers, those accessing the Cocoon Room follow a different pathway to help them reach the same outcomes. This may include more practical or repetitive tasks, flexible learning structures, or a quieter setting with fewer children and increased adult support. For some, this approach supports their sensory preferences, reduces anxiety, and enables them to engage more effectively with their learning.