SEN Information Report
SEN Information Report: September 2022
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 (SEMH)
- Autistic Spectrum Disorder (ASD)
- Speech, Language and Communication Difficulties
- Moderate and Severe Learning Difficulties
- Sensory Impairments including: visual, hearing and physical impairments.
- Sensory Processing Difficulties
What kind of additional needs are provided for?
Bournville is a mainstream, inclusive school that fully complies with the requirements set out in the Special Educational Needs Code of Practice (2014).
All staff receive regular training. Some staff have additional training to support children with specific needs.
We support children with a variety of additional needs covering all areas (cognition and learning, social, mental and emotional health, communication and interaction, as well as sensory and/or physical needs).
We make reasonable adjustments to our practices and provision to comply with the Equality Act (2010).
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 does the school identify and assess children with additional needs?
Monitoring progress (in all areas) is in an important aspect of the work we do at Bournville Primary School. We follow the ‘assess, plan, do and review’ model which involves parents, pupils, staff and where appropriate outside agencies to ensure collaborative working.
Parents are encouraged to discuss any concerns with their child’s class teacher in the first instance. As class teachers can then begin the ‘plan, do, review’ cycle, which can then be shared with the SENDCo when needed.
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.
How will parents / carers of children with additional needs be consulted about, and involved in the education of their children:
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 three 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
How will children with additional needs be consulted about and involved in their education?
We try to involve children in all things which will impact them and their time in school. Familiar staff will have conversations with them about what is happening and any worries. They will be consulted regarding likes, dislikes and any questions or things they think should happen, with school including their views in paperwork as required.
If appropriate, children will have the opportunity to attend meetings regarding them and any additional needs. If this is not felt to be appropriate, then their views will be gathered beforehand and shared.
The way a child’s views are gathered will be adapted depending on their age and needs.
What are the arrangements for assessing and reviewing pupils’ progress towards outcomes?
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 at least 3 times per year
- Discussions / observations by SENDCo / external agencies
What support is there available for improving emotional and social development of children:
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. These are planned and reactive to ensure all needs are catered for, they will also provide a ‘safe space’ for children to go to if they are concerned or worried.
- 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 have a clear PSHE scheme of work (Jigsaw) and are also a Mind Up school. These both involve regular ‘check in’ sessions with familiar adults, as well as whole class and small group activities. The sessions will address topics, such as bullying and differences. Additionally, information regarding specific areas of SEND is often shared with classes to help them understand each other. If children wish to share information about their needs, we work with them, their parents and relevant professionals to provide accurate and appropriate presentations they can share with their peers.
We are also a Thrive school and have two trained practitioners, who are able to assess children, identifying social and emotional needs. They will then create a bespoke plan to help develop their skills, this will either be carried out by a practitioner or a trusted adult.
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.
What are the arrangements for supporting pupils moving between phases of education?
When children enter school into our Reception classes, we liaise closely with our preschool staff, as well as taking part in the Link Programme run by North Somerset. Before entry, the Reception class teacher, SENDCo, parents and other professionals will meet to discuss the child’s strengths and areas of need. We ensure all previous records/reports are transferred to us and read by all staff supporting the child. We also plan a personalised transition programme, detailing additional visits, timings for the school day if these need to be adjusted to reduce anxiety for the child. This plan will be regularly reviewed and adapted as required. It is vital the child is able to build trust with school staff.
Children (with identified SEND) who are transitioning either to secondary school or another setting, will have a tailored transition plan created with the receiving school and when this starts will depend on the needs of the child. Staff from both settings and other professionals will meet to discuss children and their needs. Where possible staff from the new setting will initially come to Bournville to meet the children, as this reduces anxiety and increases confidence when attending transition days at their new school. Children with SEND will have access to additional visits compared to those normally provided.
Where appropriate, some children with SEND will have personalised transition plans for movement within school year groups.
Children and parents are always involved in all stages of transition.
What is Bournville Primary’s approach to teaching children with SEND?
We recognise and value all of our children as individuals and are committed to offering an inclusive education and learning environment, which enables all children to reach or exceed their potential and learn alongside their peers wherever possible. Once a child is identified as having SEND there are a range of interventions and support which can be provided to enable them to make progress.
How does the school adapt the curriculum and learning environment for children with additional needs?
All teachers and support staff are provided with specific information relating to individual children’s needs, enabling them to plan learning within the curriculum that ensures all children make progress. Teaching staff are also supported by the SENDCo to develop appropriate provision.
Adaptations might include:
- Additional visual prompts/supports, simplified language will be provided if a child has speech, communication and language difficulties, enabling them to understand the concepts/vocabulary being taught.
- Adult support may be targeted during sessions which provide the child with particular challenge.
- When required (and where possible) we make reasonable adjustments to improve the accessibility of our environment, including the curriculum and access to information. We adhere to the requirements set out in the Equality act 2010.
- Where further support or resources are required, the SENDCo will liaise with relevant outside agencies and parents to ensure this is secured.
What additional support for learning is available to children with additional needs?
In addition to the adjustments already identified above, Bournville regularly seeks advice from and works with other professionals, these include advisory teachers, health services, educational psychologists and North Somerset SEND team staff to ensure the individual needs of a child are fully met. We also work with local and national specialist charities who can also provide support for schools and families, when appropriate.
What training and expertise is available to support children with SEND, and how is specialist expertise secured?
We regularly invest time and money in training our staff to maintain high quality provision for all pupils and to develop enhanced skills and knowledge to deliver interventions. All staff have up-to-date safeguarding and Prevent training.
Appropriate staff will undergo regular training to fully meet the needs of the children they work with 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.
Our Special Educational Needs and Disabilities Co-ordinators (SENDCo) are qualified teachers and hold the National Award for SENDCos. All of our teachers hold qualified teacher status and all staff members receive regular training to best support our children with SEND. This takes place during staff meetings, INSET days and training courses.
How will equipment and facilities to support children and young people with SEND be secured?
Specialist equipment, adaptations and extra support is initially secured through the school’s budget.
If a child requires very high levels of specialist support and resources then school will seek further assistance from external professionals, as well as accessing further support via the local authority’s Top Up Funding process. This requires the school to make an application for extra funding, for a short period to enhance what is being provided for the child to enabling them to continue accessing education and making progress.
Decisions regarding support are bespoke and based on a child’s needs and what school can reasonably provide without causing detriment to other children’s learning. We are always happy to discuss the support in place with parents/carers and explore any changes which may be required to further meet a child’s needs.
Bournville Primary School is housed in a building that conforms to all building regulations and was designed with accessibility in mind when it was built in 2010. 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.
How is the effectiveness of the provision made for pupils with SEND evaluated?
Provision for pupils with SEND is monitored as part of the school monitoring and evaluation (M&E) cycles which happen throughout the academic year. Additionally the SENDCo will carry out ‘drop in’ visits to observe what is going on in classes, this is then combined with looking at work produced (in whatever way is appropriate for the child) and discussions around progress and data. Children, identified with SEND within Bournville will often have bespoke targets set and these are reviewed at least 3 times per year when the child, parents, teachers, support staff and SENDCo come together to celebrate successes and discuss areas for development. This process forms part of how we monitor the effectiveness of provision.
How are children with SEND enabled to engage in activities with those who do not have SEND?
We are dedicated to involving all our learners in all aspects of the curriculum and school life. We make reasonable adjustments so children can join in activities regardless of their needs.
Additional risk assessments are done to ensure all aspects of concerns are addressed, further thought and consideration is given to put effective control measures or adaptions into place. Parents/Carers will be consulted throughout this process. As a result of careful planning, additional staff may accompany children during activities, in extreme cases we may seek parent/carer support to physically access an activity.
How does school involve other bodies in meeting the needs of children with SEND and supporting their families?
At Bournville, we have dedicated Family Support Workers who can work directly with families. When needed, school consults with outside agencies to access specialised support and expertise. The SENDCo or a member of the Senior leadership Team will make a referral to the appropriate service, once there has been a discussion with parents/carers. The agencies accessed by school include (but not limited to):
- ELAN Advisory Teachers
- Local Authority SEND Team officers
- Educational Psychologists
- CAMHS (child and Adolescent Mental Health Service) – school unable to refer, access through GP.
- Education Welfare Officer
- Social Care Team
- Speech and Language Therapy
- Occupational Therapy
- Play Therapist
- Disabled Children’s Team
- Hospital Consultants/Paediatricians
- School Nursing Team
- Early Years Consultants
- Health Visitor
- Supportive Parents Charity
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 which can be found on our website.
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 Corlett, 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.
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 SEND 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 see below.
Our key policies are available to download from our school website. Please got to: Policies If you would like them provided in another format please contact the school office.
Who to Contact:
Jennifer Niblett & Natalie Baker (SENDCo)
Jennifer.email@example.com 01934 427130 SENDCo for KS1 and EYFS (working days Monday, Tuesday, Wednesday)
Natalie.firstname.lastname@example.org 01934 427130 SENDCo for KS2 (working days Wednesday pm, Thursday all day and Friday am)
Marie Berry (Headteacher)
email@example.com 01934 427130
Fiona Bennett (Designated Safeguarding Lead)
Fiona.Bennett@bournville.extendlearning.org 01934 427130
Catherine Raymond (SEN Governor)
Mark Beamish (Safeguarding Governor)
Amy Corlett (Designated Teacher for Children Looked After)
Amy.firstname.lastname@example.org 01934 427130