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DistingtonCommunity School

Empower, Learn, Celebrate



At Distington Community School, we are committed to equal opportunities for all of our pupils. We believe that all children with Special Educational Needs must have their needs recognised and assessed, through a whole-school approach, with appropriate and timely intervention put in place through an assess, plan, do, review cycle. We strive to remove barriers to learning to ensure that all children can reach their full potential, whatever their special educational need (SEN) or disability. Many of the pupils with SEND in our school are supported within the class by reasonable adjustments to work, resources, or teaching methods. We intend to ensure that all children receive a high-quality and ambitious education regardless of need or disability. We value our children’s feelings, creativeness and success in their learning equally so that our pupils are equipped with the tools needed to become independent, inquisitive learners both in and out of the classroom.

 Whilst we strive to be as inclusive as possible, we recognise that sometimes, to achieve their full potential, some children need very different strategies, teaching styles or learning provision and in such cases some children may receive a more bespoke curriculum catered towards their individual needs following The Engagement Model.

The Headteacher, SENCo, teachers and support staff work closely with parents and outside agencies to ensure the best approaches possible are used to support children with SEND.



At Distington Community School, we believe that all teachers are teachers of children with special educational needs, and it is therefore a whole school responsibility to ensure that these children’s needs are addressed and met to the best of our potential.  As such, inclusion is a thread that runs through every area of the school enhanced by collaboration between senior leaders, teachers, support staff, external agencies, parents/carers and most importantly, the child. All staff have due regard to general duties to promote disability equality, including having a clear understanding of youth mental health issues and how to approach these with sensitivity and care. We value quality first teaching methods and activity promote inclusive strategies within our daily teaching.



  • Pupil’s with SEN at DCS will be happy to attend school and will enjoy their learning.
  • As a result, in diversity being celebrated within our school, all of our pupils will feel safe and respected. 
  • Children will demonstrate high levels of engagement in activities, developing their speaking, listening and social skills.
  • Children with SEND will make good progress at DCS from their own unique starting points due to the use of resources and small step intervention which meets the needs of the pupils.  
  • On leaving DCS, children with SEND will have developed good independence and life skills.
  • Teacher’s and support staff will be skilled and confident in knowing the needs of their pupils and to ensure learning is adapted to suit these needs.
  • Children will be proud of their achievements and self-confidence will increase.
  • Progress for SEN pupils will be in line with non-SEN pupils.  


If you are concerned about your child, please do not hesitate to contact the class teacher in the first instance, who will happily discuss your child's progress and ways in which you can help your child at home.


If you have specific questions or need further advice after reading the policy and information report, please do not hesitate to contact the school Special Educational Needs Co-ordinator (SENCo), Cheryl Sanderson, who can be contacted via the school office.