Statement on Special Educational Needs

We, at Stoke Row School, believe that every child has individual and unique needs.  We also recognise that, in order to achieve their full potential, some children will require additional support.  We understand that some pupils will have special educational needs at some point in their school career. Many of these pupils may require help throughout their time in school, whilst others may need a little extra support for a short period to help overcome more temporary needs. Stoke Row aims to equip all pupils with strategies for dealing with their needs in a nurturing environment which recognises that, with effort and perseverance, they can succeed.  We also provide our pupils with meaningful access to the national curriculum so that they can develop a love of learning. We aim to embed a culture of high expectations so that all pupils can achieve their potential. Alongside this, we recognise the importance of developing independent working strategies in order to prepare the children for their educational journey.

Any personalised provision is designed to reflect and foster our core values of:

kindness, respect, perseverance, excellence and courage


Our special education needs co-ordinator (SENCo) is: Mrs Emma Hughes   

Mrs Hughes can be contacted on : 01491 680 720

Our Governor with responsibility for SEN is: Mrs Sarah Phipps

The following documents detail the provision for special educational needs at Stoke Row including access to external support agencies.

Stoke Row SEN information report 2021

Stoke Row Special Educational Needs Policy 2021/2022

Governors Annual Report 2020 – 2021

Levels of support for children at Stoke Row

 For more information, support and advice on SEN in our local area please see:

The Ofsted inspector in 2018 noted the following is relation to SEN: The setting is highly inclusive, ensuring that children with special educational needs and/or disabilities (SEND) receive tailored support.

The school also has a number of exceptionally able pupils, identified by their high standard of achievement in specific curriculum areas. These pupils may also need some special provision so that they can continue to make progress and enjoy school. This is typically provided through the differentiated class work but they may also be given extension work and open-ended learning activities, through challenge programmes, in order to further extend their abilities.