SEND – Special Educational Needs and Disability

This page is designed to give parents/carers access to any of the information you may require regarding additional needs provision at Bournville Primary School.

Bournville Primary School –SENDco Information Report 

The purpose of the information report is to inform parents and carers about how we welcome, support and make effective provision for children with special educational needs and/or disabilities (SEND).

Bournville Primary School is committed to providing equal learning opportunities for all our children regardless of race, gender, special educational needs and / or disabilities (SEND). We are part of the Extend Learning Academies Network (ELAN) and some of our policies that support this document are adopted from ELAN and some are school specific.

We enhance the curriculum to ensure we meet the needs of all children and enable access to all areas of learning.

Our staff have high levels of skills, knowledge and expertise in providing first class education for children with a range of needs. This includes:

  • Social, Emotional and Mental Health difficulties
  • Autistic Spectrum Disorder
  • Speech, Language and Communication Difficulties
  • Moderate and Severe Learning Difficulties
  • Sensory Impairments including: visual, hearing and physical impairments.

What do I do if I think my child has child has additional needs?

Please discuss any concerns with your child’s class teacher, who can liaise with the SENDCo.

How do we identify children with Additional Needs?

Our highly experienced staff are committed to identify additional needs as early as possible to ensure that appropriate support is put in place. Children’s additional needs are identified in the following ways:

  • Discussions with parents / carers
  • Pupil tracking and pupil progress meetings
  • Observations by teachers and other staff
  • Discussions / work with the SENDCo
  • Liaising / discussions with previous schools / providers
  • Working closely with health, social care and other agencies.

Assessment and Review of Provision:

Ongoing assessment of progress and provision ensures all children access effective learning opportunities. Assessment procedures include:

  • Feedback from the child
  • Feedback from support staff
  • Day to day teacher observations
  • Discussions with parents / carers
  • Discussions / observations by SENDCo / external agencies
  • SENDCo report to Governors
  • Ongoing assessment of SEN provision and intervention singularly and as part of the whole school Monitoring & Evaluation cycle.

 Supporting social and emotional needs:

Children’s social and emotional development affects their behaviour and their learning. We support their development in this area by:

  • Sensitive teaching and a commitment to flexibility.
  • A strong pastoral team who provide a wide range of clubs, 1:1 work and in class support.
  • Having an awareness of bullying on children’s wellbeing.

For further information, please see the ELAN SEN and inclusion policy, anti –bullying policy and the pastoral information on the website.


We work hard to ensure all children are able to access all aspects of the curriculum and the school environment.

Participation in the Curriculum

 We provide all pupils with a broad and balanced curriculum, differentiated and adjusted to be inclusive of the needs of individual pupils and their preferred learning styles: and endorses the key principles in the current National Curriculum framework, which underpins the development of a more inclusive curriculum:

  • Setting suitable learning challenges.
  • Giving all pupils the opportunity to experience the “wider world” Responding to pupils’ diverse learning needs
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils
  • In line with our Inclusion Policy
  • As children’s special needs are identified, appropriate measures are put in place, using expert advice where necessary, to develop the children as independent learners within the bounds of their SEN/Disability.
  • Parents/carers are encouraged to help develop aspirational and appropriate outcomes for children with SEND
  • All children are fully included in all areas of the curriculum within the designated school times including school trips, plays and school clubs regardless of their SEND.
  • The ethos of the school celebrates diversity and encourages inclusion through assemblies, religious education, community cohesion days and PSHE.

Specific information about particular arrangements can be gained by talking with the SENDCos or headteacher.

Arrangement for the admission of disabled/SEN pupils

 Through regular training and high quality teaching, barriers to learning are quickly removed and identified. When children with potential access difficulties start school, the SENCO and teachers of that school work closely with external agencies to ensure appropriate training, modifications to the environment and provision is in place to support that child.

Delivery of information to both parents and children is adapted, as necessary, on an individual basis. The MAT encompassing all its schools is developing a positive approach to all children including the use of personalised learning packs, increased visual and non-verbal information, including visual timetables and instructions, and modifications to the classroom environment. Parents / carers are also able to access written information through alternative means if requested.


 Bournville Primary School is housed in a new building that conforms to all building regulations and was designed with accessibility in mind. The entire building is on one level and all entrances are accessible to disabled people with support and parents/carers with young children in prams. There are toilet and showering facilities suitable for all disabilities and ages. Features within the building support those with visual impairment. There are a number of designated disabled parking bays in the school car park, plus a designated coach parking bay.  Playground equipment is accessible and regularly maintained. Emergency lighting is fitted throughout the building. Provision is made for evacuating disabled children and adults with disabilities in the event of an emergency through Personal Evacuation Plans (PEEPs).

We recognise that current building standards are not necessarily exhaustive and are committed to reviewing our facilities on a regular basis and planning in any changes that may become necessary as a result. When external Planners and Designers are employed by the governors, the governors’ policy on Accessibility will be provided to the planner or designer who will be instructed to take account of the policy.


Positive home school relationships often mean that concerns or complaints can usually be dealt with between parents, carers and school staff. However, when a more formal complaint is made this needs to be in accordance with the ELAN Complaints Policy

Parental Involvement:

We value our relationships with parents / carers and recognise that parental involvement is vital to successfully meeting the needs of children with additional needs. We work with parents / carers in the following ways:

  • Open door policy
  • Regular informal meetings with parents / staff / children
  • Formal meetings 3 times a year
  • Non-teaching SENDCo easily available to parents / carers/
  • Staff who listen to parents and act on information to promote all aspects of children’s learning and well being
  • Joint working with parents / carers and external agencies

What our parents say about us:

  • ‘It’s easy to contact staff to discuss anything’
  • ‘Things get done’
  • ‘’Always go out of their way to help’
  • ‘You get treated like a human being not an Alien!’
  • ‘Non Judgmental’

Looked after children with SEN:

Mrs Chaffey, the designated LAC teacher liaises with the SENDCo, agencies currently involved and carers to discuss progress and monitor learning through:

  • Personal Education Plans (PEPs)
  • Working closely with North Somerset Virtual School who visit up to 6 times a year to ensure we are meeting the needs of the children
  • Monitoring and Evaluation of Safeguarding procedures.

Staff training:

Appropriate staff will undergo regular training including awareness of specific impairments, first aid. Staff will also be trained in a child’s impairment management regime. In addition staff will be trained to meet individual pupil needs as they are identified in Healthcare Plans and in response to advice from external agencies. Training needs are identified through regular audits of staff expertise and need, training update requirements and advice from parents/carers and professionals. Resources are purchased as and when they are required and / or recommended by professionals working with an individual child.

What our staff say about us:

  • Good communication with parents
  • Excellent referral processes
  • Effective professional relationships
  • Children fully involved in target setting
  • Needs of children fully met through support and resources.
  • Good use of targeted training and CPD

What our children say about us:

Children with SEN feel safe in school. They report feeling supported both academically and pastorally. They find it easy to get around school and know where to go if they need help or feel scared.

Link to Local Offer Website:

The Local Offer provides information and advice to parents of children and young people with Special Educational Needs and disabilities between the ages of 0 – 25 years. The local offer will also assist professionals who work with families to find services and support. To find out more about the North Somerset Council offer please click here.


Our key policies are available to download from our school website. If you would like them provided in another format please contact the school office. ELAN SEN and Inclusion Policy 2017-18 Accessibility Policy 17-18

Who to Contact:

Jennifer Niblett & Natalie Baker (SENDCo)

[email protected] 01934 427 130

[email protected] 01934 427130

Marie Berry (Headteacher)

[email protected] 01934 427130

Chris Chaffey (Deputy and Safeguarding Lead)

[email protected] 01934 427130

Michelle Clarke (SEN and Safeguarding Governor)

[email protected]

What is SEN?

Information about Special Educational Needs (SEN) and what to do if you think your child has SEN.

What are Special Educational Needs (SEN)?

Special Educational Needs (SEN) is a legal term. It describes the needs of a child who has a difficulty or disability which makes learning harder for them than for other children their age.

SEN covers a broad spectrum of difficulty or disability. Children may have wide-ranging or specific problems. Eg, a child might have difficulty with one area of learning, such as letters or numbers. Or they might have problems relating to other children, or to adults.

Having English as a second language is not considered by law to be a SEN.

What if I think my child has SEN?

You know your child better than anyone else, if your child attends a pre-school speak to their teacher or key worker. If your child is already in school (including nursery or pre school) talk to their teacher. Ask also to speak to the school’s Special Needs Co-ordinator (SENCO), who organises extra help for children with SEN.

Talk to the teacher/SENCO about:

  • why you think your child has SEN
  • whether your child learns at the same rate as other children their age
  • what the school can do to help
  • what you can do to help

What will the school do?

Schools are required by law to provide an education for all pupils, regardless of their ability or special needs. All schools should have a SEN/Inclusion policy. If the SENCO and your child’s teacher agree that your child has SEN, the school will probably take a ‘graduated approach’ – this means ‘step-by-step’, as set out in the Code of Practice for SEN. They will offer your child extra support, with the possibility of more support if needed. Whatever the school decides to do, you have the right to be informed and for your views, and your child’s views, to be taken into account.

You can find further information about SEN from your local Parent Partnership Service. In North Somerset this is:

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For a full use of SEN-related abbreviations click here

What should I do if I am concerned about my child?

What can I do if I have concerns about my child’s progress at school? These may be around, Reading, writing, numbers, social and emotional development, behaviour, communicating, physical or sensory.

  • The first person to speak to about your concerns is your child’s class teacher.
  • If you still have on going concerns you may wish to speak to your schools Special Educational Needs Coordinator (SENCO).
  • If any special educational needs are identified your SENCO will plan how to help your child with the involvement of both yourself and the class teacher. Your child’s help and progress should be recorded through an Individual Education Plan (IEP) or another way of recording their progress.

You may also find it helpful to contact Supportive Parents, your local Parent Partnership Service for Parents and Carers of children with Special Educational Needs. who can tell you how special educational needs are identified and assessed by schools and can offer information advice and support to parents and carers of children and young people with special educational needs (SEN). Tel. 0117 9897725

You will also find information about special educational needs on the North Somerset Council website.

Education Our Voice Counts—North Somerset Parent Participation Forum Is a network for parents and carers of children with additional needs. For further information see Our Voice Counts on Facebook or by clicking here.

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What should I do if I am not happy?

If you feel that your child’s needs are not being met within school, follow this simple flowchart:

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What additional support is available and how is it allocated?

Intervention programmes are not set in stone and the programmes run change from year to year depending upon the needs of the children. Some interventions are specifically aimed at certain age groups and some are open to all. Most interventions run for 10-12 weeks over two terms although some are shorter and some are longer. You will be informed by letter which interventions your child has been selected for and where appropriate given a copy of their targets and suggestions about how you can help at home.

Reading Recovery:

This programme is aimed at children in Reception, year 1 and year 2. It is an individual 1:1 structured reading and writing programme aimed at children working significantly below the expected reading and writing levels for their age group. Children are seen on a 1:1 basis for a session everyday.


This is a programme open to children of any age working below the expected levels for Reading. It consists of 2 or 3 days per week of structured reading support. Reading Intervention Groups: Open to children of all ages working below expected levels for reading and / or not making expected progress. These groups can be for 1:1 or up to 6 children dependent on the needs. Each group has tailor made lessons planned aimed at increasing progress and attainment using a variety of strategies.

Writing Intervention Groups:

Open to children of all ages working below expected levels for writing and / or not making expected progress. These groups can be for 1:1 or up to 6 children dependent on the needs. Each group has tailor made lessons planned aimed at increasing progress and attainment using a variety of strategies.

ECC (Every Child a Counter):

This programme is aimed at children in year 1, year 2 and sometimes year 3. It is an individual structured maths programme aimed at children working significantly below the expected maths levels for their age group. Children generally work in 1:1 or 2:1 situations but there can be up to 3 children in a group. Sessions are around 40 mins and are carried out daily.

1st Class at Number:

Aimed predominantly in Year 2 and Year 3 but for any children on either a 1c or a 2c in maths who are working at a lower level to their peers. There are up to 4 children in a group and each group has a daily session lasting around 30 minutes. At the end of the programme further booster sessions are offered for any children who have not fully grasped any of the concepts.

Maths Intervention Groups:

Open to children of all ages working below expected levels for maths and / or not making expected progress. These groups can be for 1:1 or up to 6 children dependent on the needs. Each group has tailor made lessons planned aimed at increasing progress and attainment using a variety of strategies.


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How does the school support children with dyslexia?

What if my child has a medical need?