SEND and Inclusion

Send and Inclusion

At Bearbrook Combined School, inclusion sits at the heart of our curriculum design, teaching practice and school culture. We recognise that inclusion is not an additional strand of provision, but a core responsibility that underpins high-quality education for all pupils.

Our curriculum is ambitious, coherent and carefully sequenced to ensure that every pupil can access rich learning opportunities, build secure knowledge and develop the skills they need to succeed. We hold high expectations for all learners, including pupils with SEND, those who are disadvantaged, pupils who speak English as an additional language, are known to social care and any others who may experience barriers to learning at different points in their education.

We design our curriculum so that it is:

Accessible and adaptable, with clear learning goals and flexible pathways that allow pupils to engage meaningfully with learning
Inclusive by design
Relevant and representative, reflecting a diverse range of experiences, perspectives and contributions.

Teachers plan lessons that anticipate potential barriers and include appropriate scaffolding, modelling and challenge. Reasonable adjustments and adaptive teaching strategies ensure pupils can participate fully while still being challenged to achieve their best. We prioritise early identification of need and respond quickly to ensure pupils receive the right support at the right time. Assessment information is used thoughtfully to understand pupils’ strengths, gaps and progress, enabling staff to:

Adapt teaching effectively
Provide targeted interventions where needed
Monitor the impact of support and adjust provision accordingly.

Inclusion within our curriculum extends beyond lessons. Strong relationships, consistent expectations and a supportive pastoral system help pupils develop confidence, resilience and a sense of belonging. We ensure all pupils can access:

Enrichment activities and educational visits
Wider curriculum experiences, including the arts, sport and personal development opportunities
A positive learning environment where pupils feel safe, valued and respected

SEND

At Bearbrook, we empower all children to achieve and flourish on their journey to outstanding, regardless of their background, ability or postcode. Our long term goal is to help equip our children with the knowledge and skills they need to live fulfilling and independent lives, achieving the goals and aspirations that our children set for themselves, with the support of all those around them.

We intend for our children with special educational needs and/or disabilities (SEND) to be supported to achieve the best that they can with access to quality first class teaching as a priority, differentiated learning activities and approaches that lead to an authentic and meaningful outcome for the children. Our main aims are to:

· support and challenge their perceptions and thinking

· to ensure that they make the best possible progress as individuals so that ultimately, no child is left behind.

At Bearbrook, we provide an education for children with a wide range of Special Educational Needs and Disability (SEND) including those with:

Communication and interaction needs;
this includes children who have speech, language and communication needs including autistic spectrum conditions.
Cognition and Learning needs;
this includes children who have learning difficulties and specific learning difficulties like dyslexia, dyspraxia and dyscalculia.
Social, Emotional and Mental Health needs;
this includes children who have anxiety, Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD) or Attachment Disorder.
Sensory and/or Physical needs;
this includes children who have visual or hearing needs, or a physical disability that affects their learning.

At Bearbrook we believe there are key principles that are essential to developing a more inclusive curriculum:

• Quality first teaching which provides appropriate learning challenges for all children.

• Responding to pupils’ diverse learning needs through timely and useful feedback, regular assessment and appropriate support

• Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Bearbrook SEND Community

We are really pleased to launch our new Padlet for SEND – a ‘one stop shop’ of resources, websites, books for children and adults, helpful videos and links to subjects which you might want some more support in.

Topics include – Autism, Dyslexia, Sleep, Bedwetting, Transition to Primary or Secondary School, Bereavement, Health and Well-being, etc.

It’s so easy, we promise! Once on the page, clicking on any of the smaller ‘windows’ will open a new web page and you can view the resources. You don’t have to download anything new, and you do not have to have a child with SEND to click on the Padlet page below.

Bearbrook SEND Community Padlet

If you have any SEND queries please feel free to contact one of our SENDco's on 01296 488331

Sam Spacagna - sam.spacagna@bcsglt.co.uk (Reception - Year 6)

Rosie Geddert - rosie.geddert@bcsglt.co.uk (Den)

Intent

To provide full access for all pupils to a broad and balanced curriculum
To ensure that reading and phonics remains a priority for all pupils that require it. We are very aware as a school, that without the pure fundamentals of reading: decoding (phonics), fluency, vocabulary and comprehension, the children will struggle to access any other area of the curriculum.
To ensure that the needs of pupils with SEND are identified early, We are committed to early identification and swift intervention of any child deemed not to be making appropriate progress. Our timely and effective assessment meetings focus on the need of the child, not the label.
To ensure these pupils are assessed, monitored, planned for and regularly reviewed to improve outcomes and therefore make the necessary progress
To ensure SEND pupils are equipped for life in the wider community
To ensure parents/carers are fully engaged in decision making, assessing progress and determining goals
To gain the views of the child and enable them to have a voice
To take into account the views, wishes and feelings of pupils/parents/carers
To provide CPD, advice and support for all staff working with pupils with SEND
To identify and refer pupils to the appropriate services where a need has been identified
To implement the advice of experts and professionals involved from outside of the school
To identify and direct parents to the best providers of support
To provide detailed information about the arrangements for identifying, assessing and making provision for pupils with SEND
To support key transition points to allow them to be as smooth as possible
To provide full access for all pupils to a broad and balanced curriculum
To ensure that reading and phonics remains a priority for all pupils that require it. We are very aware as a school, that without the pure fundamentals of reading: decoding (phonics), fluency, vocabulary and comprehension, the children will struggle to access any other area of the curriculum.
To ensure that the needs of pupils with SEND are identified early, We are committed to early identification and swift intervention of any child deemed not to be making appropriate progress. Our timely and effective assessment meetings focus on the need of the child, not the label.
To ensure these pupils are assessed, monitored, planned for and regularly reviewed to improve outcomes and therefore make the necessary progress
To ensure SEND pupils are equipped for life in the wider community
To ensure parents/carers are fully engaged in decision making, assessing progress and determining goals
To gain the views of the child and enable them to have a voice
To take into account the views, wishes and feelings of pupils/parents/carers
To provide CPD, advice and support for all staff working with pupils with SEND
To identify and refer pupils to the appropriate services where a need has been identified
To implement the advice of experts and professionals involved from outside of the school
To identify and direct parents to the best providers of support
To provide detailed information about the arrangements for identifying, assessing and making provision for pupils with SEND
To support key transition points to allow them to be as smooth as possible

SEND Policy GLT

SEN Information Report 2026-27

SEND Intent, Implementation, Impact