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
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.
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)
What is SEN?
What should I do if I am concerned about my child?
What should I do if I am not happy?
What additional support is available and how is it allocated?
How does the school support children with dyslexia?
What if my child has a medical need?