Special Educational Needs Coordinator (SENCo): Mrs Indie Upstone
Special Educational Needs Governor: Mrs Justine Whitehouse
Bhylls Acre Primary School endeavours to meet the diverse needs of its pupils to ensure inclusion for all. We aspire for each child to achieve their best. All of our pupils are entitled to a broad, balanced curriculum, delivered in a relevant and differentiated manner, enabling progression and continuity to be experienced.
Our aim is to develop each child emotionally, physically, intellectually, spirituality and socially so that all are able to reach their individual goals and are prepared for the next stage in their learning journey. In order to make access to the whole curriculum a reality for all pupils, we foster an ethos in which positive attitudes to gender equality, cultural diversity and special needs of all kinds are actively promoted, allowing our children to progress and learn within their own unique ability.
In order to support our children within their learning journey many steps are taken to provide personalised provision allowing all to succeed. All of our dedicated teachers recognise the importance of a multi-sensory approach to learning to address the varied learning needs of all children whilst identifying some children have barriers to learning that mean they have special needs and require additional support.
Roles and Responsibilities of the Special Educational Needs Coordinator
Mrs Upstone and the Governing Body has responsibility for the strategic development of the SEND policy and provision. Furthermore, in our school the SENCo:
co-ordinates the provision for and manages the responses to children’s special needs
supports and advises colleagues
acts as the link with external agencies and other support agencies, managing assessments and applications for placements, assessments and additional support
monitors and evaluates the special educational needs provision and reports to the governing body
manages a range of resources, human and material, to enable appropriate provision for children with special educational needs
contributes to the professional development of all staff
signposts support and agencies to relevant parents
accesses additional funds through the LA with which to provide additional support where a child has complex and severe needs
Levels of Support
Children can be supported at three different levels according to their individual needs:
Monitoring – Class teacher identifies to the SENCo that extra support is required due to a possible need in one or more of the four areas: Communication & Interaction, Cognition & Learning, Social, Emotional & Mental health difficulties or Sensory &/or Physical needs. An agreement is made to address and support the child through quality first teaching, interventions and/or reasonable adjustments, which will be monitored over a period of time.
SEND Support – SENCo may seek additional advice and support from external agency/agencies. The child will be provided with support through interventions and will receive two or three personalised targets which will be discussed with parents and the child on a termly basis.
Education Health Care Plan – Statutory assessment is carried out at the request of the school or family and a framework outlining a pupil’s needs and school’s responsibility to meet these is set and put in place. This is reviewed annually.
Further informatuon can be found by clicking on the following links: