SEND and Inclusion

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

Rosie Geddert - rosie.geddert@bcsglt.co.uk  (Pre-school & Years R, 1 and 2) 

Sam Spacagna - sam.spacagna@bcsglt.co.uk  (Years 3, 4, 5 & 6)

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

Implementation

  • We will implement and regularly review the SEND policy, ensuring its effectiveness and adjusting it accordingly. The Bucks ‘Universal Provision’ document is continuously used by all staff as a way of assessing what has been put in place as a standard benchmark.
  • Our Pre School lead and staff will identify children in EYFS who may have additional needs as early as possible and the SENDCo will facilitate a plan to ensure the appropriate level of support is planned for.  ‘Early Support’ meetings ensure that parents and staff have those conversations as early as possible.
  • The school SEND register is kept up to date and regularly reviewed, including data on primary needs, diagnoses etc.
  • The SENDCos will initiate and complete relevant paperwork for referrals and advice clinics to other services or applications for funding e.g. Education, Health and Care Plans (EHCP), Exceptional Funding requests, Inclusion funding, Speech and Language Therapy referrals, Specialist Teacher support and other health referrals etc.
  • We will co-ordinate support for children with special educational needs both at home and in school to ensure a holistic approach through regular meetings with parents to capture their views as well as those of the child
  • The SENDCos will liaise with external agencies and help the staff to implement their strategies and advice
  • As a supportive and diligent school we will support teaching assistants (when appropriate) with training and expertise to ensure the best outcomes for children with SEND
  • The SENDCos will attend courses to keep up to date with current issues, attend regular CPD, research key SEND areas and disseminate relevant information to staff
  • We will ensure that staff CPD needs are kept up to date by contributing to in-service training
  • The SENDCos will report to governors on the progress of SEND children and the current strengths and areas in need of developing
  • A flexible approach to the curriculum is taken for pupils with SEND who may needs a more hands on experiential approach to learning
  • Regular learning walks and book looks will take place to ensure that SEND children are well supported and making progress across the curriculum as well as termly Pupil Progress meetings run by senior leaders with class teachers
  • We will strive to ensure that children are fully prepared for the next phase of their learning and that they develop appropriate life skills to help them live with growing independence
  • That children will be prepared mentally and socially for the challenges that the future may bring

 

Impact

  • Our SEND children are happy, safe and have their needs met
  • We develop safe learning environments where difference and diversity is embraced and all pupils are respected and respectful
  • Through embracing restorative practices, those children with social, emotional and mental health needs can thrive
  • We are driven by the needs of the children, not the label.
  • Children have a voice and feel heard – they are involved in decisions made about themselves
  • Staff are empathic, supportive and compassionate and create effective learning opportunities for all
  • Parents feel listened to, supported and play an important role in decision making about their child
  • Early intervention means that we can close emerging gaps early and/or identify needs and implement support quickly
  • Relationships between staff, pupils, parents and wider professionals are at the heart of everything we do.

SEND Policy

SEN Information Report

Accessibility Plan