SEND

Lead member of staff: Mrs V O’Brien, SENCO

Lead Governor: Mr Tim Inman

At Bell Farm Primary School, children with Special Educational Needs and/or Disabilities (SEND) are supported and extended first and foremost by their class teacher. All teachers are teachers of Special Educational Needs. Our class teachers plan carefully to meet the needs of all learners, to ensure that they all make good progress.

Children are supported by a range of resources in class, including ICT, visual supports, targeted adult support and appropriate practical equipment. In addition , targeted interventions are delivered by trained staff, including an SENTA to support children with a higher level of need. Ongoing CPD in areas such as dyslexia, autism including Social Stories and ADHD is part of the programme for staff and parents through meeting with professionals or attending the BSS parents support group (hosted at the school).

Teaching Assistants (TAs) meet regularly with the SENCO to ensure that children with an Education Health and Care Plan are making progress towards their targets.

The SEND Code of Practice makes new and explicit requirements about the involvement of children and parents in setting ‘outcomes’ and making decisions about SEN provision. To support this, all children at Bell Farm will have a “One Page Profile” which details key information to support the learning process collected from the child, parent and teacher.

The Pathway Process sets out the steps involved from when an initial concern is raised by the school, parents or child.

The provision given by the school at each wave of intervention is detailed in the school’s Provision Maps.

Wave 1 – details Quality first teaching and differentiated learning for all.
Wave 2 – details interventions on a small group basis to meet a desired outcome.
Wave 3 – details more specialist, often 1:1 interventions with possible outside agency involvement.

SEN policy & SEN Information Report (see Policies)