Home Page

Special Educational Needs


St Peter's C of E Primary School is an inclusive learning community dedicated to excellence for all our children. We provide holistic support at the universal level by planning and delivering provision for a wide range of needs in the classroom. These needs include dyslexia, dyspraxia, speech and language needs, physical needs, Autism, ADHD and other social, emotional and mental health difficulties.  When we are less familiar with an additional need, we access support from our local advisory services such as the specialist teaching and learning service (STLS) and other external agencies.

Special Educational Needs are currently identified in four broad areas of need:

  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Communication and Interaction
  • Sensory and Physical

The definition of SEN in the new Code of Practice is a child who has a learning difficulty or disability which calls for special educational provision to be made for him or her. A child has a learning difficulty if he or she:

  • Has a significantly greater difficulty in learning than the majority of others of the same age; or
  • Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school.

When identified as requiring additional support in school, children may have a plan with targeted SEND support or in some cases require an Education, Health and care plan (EHCP) when the need for specialist support above and beyond the school’s targeted offer is required. 

At St Peter's we are committed to the early identification of need, planning robust support and delivering a fully inclusive offer. 

The SENCO at St Peter's C of E Primary School is Alice Tuckett 

The SENCO works closely with all staff at the school, parents and external agencies to be sure that our children have the targeted support and understanding that they need in order to thrive in all areas of their life. We focus on a strong inclusive offer and empower all staff to be teachers of SEND through their universal offer in their classrooms.

Please do not hesitate to contact the SENCO –

FAO SENCO, St Peter's C of E Primary School, The Durlocks, Folkestone, Kent, CT19 6AL

T: 01303 255400


Our Special Educational Needs Co-ordinator is Mrs Alice Tuckett.  She can be contacted through the school office or by emailing



Our school works to support speech, language and communication with support from our NHS link speech & language therapist as well as specialist teachers. Your child may come into contact with our NHS link speech and language therapist within their classroom or around school. The SENCo Alice Tuckett will have regular meetings to discuss our school’s provision.

If you have any concerns about your child’s speech, language or communication skills, please speak to your child’s class teacher in the first instance.

If we have discussed a specific concern with you about your child’s speech, language or communication, or you have raised a concern, we will decide together whether to discuss this with our link therapist. You will be kept informed of any plans to support your child.

The following links maybe useful to parents:- 






We regularly review the schools’ training programme and CPD for staff to ensure we can deliver high quality support for all Children with Send.

As part of our support for children with Autism our whole school has completed / accessed the Autism Education Trust, Making Sense of Autism Module.

This is an awareness-raising module for all staff in the school community. The module provides participants with an introduction to autism and the reasonable adjustments that need to be considered when working with autistic pupils.

Learning objectives

After completing ‘Making Sense of Autism’, participants will be able to:

  • Understand the importance of getting to know the pupil as an individual.
  • Approach autism as a difference rather than as a disorder or impairment.
  • Understand the importance of identifying the strengths and needs of autistic pupils.
  • Know how three areas of difference can affect autistic pupils.
  • Appreciate how important it is to listen to and learn from the perspectives of autistic pupils.
  • Reflect on and implement reasonable adjustments to support autistic pupils you work with.


Some/ All of our staff have also completed the Good Autism Practice Module

This is a module for practitioners who work directly with autistic children in school settings, and it provides guidance on processes and tools that can help practitioners to implement good autism practice.

Learning Objectives

After completing ‘Good Autism Practice in Schools’, participants will be able to:

  • Develop their knowledge of how the key areas of difference can impact on the learning of autistic pupils.
  • Understand the importance of involving the pupil and family in the pupil’s education.
  • Consider the approaches, strategies, and adaptations they can implement to remove barriers to participation and learning for autistic pupils.
  • Reflect on how knowledge about autism and the individual autistic pupil can inform the one-page profile and the pupil-centred education plan.