Honeybourne Primary Academy
Turning potential into success


   SEND - Special Educational Needs and Disability

At Honeybourne Primary Academy, we are proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. Our broad, balanced, creative curriculum and enrichment activities provide opportunities for everyone to achieve and succeed.

We celebrate our achievements, gifts and cultural diversity, irrespective of individual differences within the protected categories of the Equality Act of 2010.  Together we take pride in making a positive contribution to our school and the wider community. Within our school, every teacher is a teacher of every child including those with SEND and additional needs. We take pride in providing a fully inclusive practice as was noted by Ofsted (2020); 'Pupils with special educational needs and/or disabilities are fully included in all aspects of school life'.

Our SEND Team

Rachel Evans-Cook - SENDCo/Head of School

I have been part of Honeybourne Primary Academy since 2011 and took on the role of SENDco in 2014. I was accredited the National SENCo Qualification inJuly 2016 and was also accredited the NPQSL  (National Professional Qualification in Senior Leadership) in 2020 and the NPQH (National Qualification of Headship) in May 2023. My role as SENDCo is to work closely with teaching staff, pupils, parents, governors and other professionals to provide support, advice, guidance and training to ensure that pupils have their individual needs met. As a team we develop, implement and monitor individual support/learning plans and continually assess, plan, do, review - the graduated response cycle. 

In my spare time, I can be found spending time with  my family, walking the dog, cooking, watching my son play rugby, listening to my daughter sing or assisting her with her pony!

Kate 1Kate Drew (Nursery Manager/Nursery SENDCo)

I have been the Nursery Manager and SENDCo at Honeybourne Primary Academy Nursery since September 2013.

I work closely with parents, Nursery staff and external professionals to ensure we offer a caring and safe learning environment where every child is happy, nurtured and encouraged to grow, develop and achieve their potential.

Our Nursery team is fully trained to deliver support to all children, ensuring individual needs are met.

In my spare time I particular enjoy visiting new places with my family, gardening and decorating.


   IMG_5116.jpg  Steve Bullen (SEND Governor)

  I have been a resident of Honeybourne since 1978, and am enjoying my retirement here following a career in international engineering.

My community involvement locally has included being an ex-Chairman of the Honeybourne Scout Group, and founder of H-BUG (Honeybourne Bicycle Users Group). I have also enjoyed being an Evesham Round Tabler; organiser of Honeybourne Comic Relief; a “Sport Maker” following the 2012 London Olympics; and the creator of “SportHoneybourne” which gives Honeybourne-centric access to many sporting and activities."

EmmaEmma Checketts (Speech and Language Therapist)

I work weekly at Honeybourne Primary School, in both the School and the Nursery, as the NHS Speech and Language Therapist. 

I carry out individual assessment and/or therapy where necessary for children referred to the Speech and Language Therapy Service.  I work closely with Teaching and Nursery staff, and strategies and targets are collaboratively developed to support children’s speech, language and communication skills. Teaching staff work regularly on children’s targets and I am available to provide additional advice and resources to support implementation of targets. I also liaise regularly with parents to provide advice on supporting children’s communication skills at home.

I am available to provide training in school to staff and parents.

Please visit our website which contains further information and resources to download to support children’s speech and language skills:


  Kevin_Picture.jpg  Kevin Mackelworth (Educatonal Psychologist)

I’ve worked with Honeybourne Primary Academy since 2016 and currently visit the school approximately once a month.  I’m an HCPC registered educational psychologist with over 20 years’ experience working within local authorities and in private practice.

Before training as an educational psychologist I worked as a primary school teacher and taught across the age ranges from Reception to Year 6. As an educational psychologist I’ve worked in a variety of schools and early years settings, specialist provision and children’s residential homes.

In addition to direct work with children, I work closely with teachers in the school and regularly contribute to training and professional development activities for school staff. Schools and parents sometimes ask if I can also contribute to multi-professional discussions about the needs of individual children.

The aim of educational psychology involvement is to support staff, parents/ carers and other professionals to identify solutions and strategies when a barrier to learning or an educational need has been identified. I work closely with the school SENDCo to support the four stages of the school graduated response-assess, plan, do and review. This involves working with individual children, consulting with families, teachers and other professionals and helping to plan and review agreed actions.

Nicholas Appleton (CCN)

I have been a teacher for 30 years and 18 years with the Autism team. I hold a degree in Theology & Music, PGCE in Secondary education plus post graduate autism qualification from Birmingham University.

I cover all the settings in Evesham, plus Martley, Upton-upon-Severn & Nunnery Wood High School pyramid in Worcester from Pre-school to post 16. Approximately 50 schools and pre-school settings.

  The local authority commission work that I undertake includes assessments for Pre-School Forum, EHCP, change of placement, Umbrella and tribunals.

Setting commissioned work includes support for pupils / students with a diagnosis of autism or social communication difficulties.

Main aim of our work is to support schools to be able to meet the needs of their pupils / students either through assessment of need, interventions and staff training.

Meeting the Needs of ALL Children

The aim of formally identifying a pupil with additional needs and SEND is to ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four – part process called ‘The Graduated Response’.

Graduated Response

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.


This involves clearly analysing the pupil’s needs using the class teacher’s assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The pupil’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school’s information and assessment data on how the pupil is progressing.

This analysis will require a regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome; and that the interventions being used are developing and evolving as required. Where external support staff are already involved, their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents.


Planning involves consultation between the teaching staff, SENDCo and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and/or behaviour that is expected and a clear date for review. Parental involvement may be

sought, where appropriate, to reinforce or contribute to progress at home. All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.


The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class teacher. They will work closely with teaching assistants and to plan and assess the impact of support and interventions, and links with classroom teaching. Support with further assessment of the pupil’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENDCo.


Reviews of a child’s progress is made regularly. The review process will evaluate the impact and quality of the support and interventions. It also takes into account the views of the pupil and their parents. The class teacher, in conjunction with the SENDCo will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation with parents and the pupil.

More information/Complaints

Please contact our SENDCo, Rachel Evans-Cook - This email address is being protected from spambots. You need JavaScript enabled to view it. or Dominic Davis - This email address is being protected from spambots. You need JavaScript enabled to view it.

For information about ADHD: https://www.hacw.nhs.uk/community-paeds-adhd

For free paretning courses and support/advice: Starting Well Partnership https://www.startingwellworcs.nhs.uk/