SEND

Our Special Educational Needs Coordinator (SENDCo) is Mrs Bedford

All teachers are teachers of SEND - All leaders are leaders of SEND 

• Strong Home-School Partnerships: Fostering positive relationships between home and school to secure the best possible outcomes for all pupils.

• Inclusive Curriculum Access: Ensuring every child accesses a broad, balanced, and adapted curriculum that meets their individual learning needs.

• Whole-School Responsibility: Embedding the understanding across all staff that identifying and supporting children with SEND is a collective responsibility.

• Early Identification: Promptly identifying SEND needs and initiating support through a structured Graduated Response.

• Staff Support & Development: Providing ongoing training and guidance so staff can deliver the most effective, evidence-based support for their pupils.

To ensure every child receives the right support at the right time, we follow the continuous Assess, Plan, Do, Review cycle:

• Assess: We build a clear picture of your child's needs by evaluating assessment data, observing classroom learning and behaviour, and listening carefully to parent and pupil views.

• Plan: We design an initial support plan focusing on Quality First Teaching adaptations, differentiated learning strategies, and targeted interventions tailored to your child’s area of need, complete with agreed review timescales.

• Do: We put the planned support into action. This may include tailored classroom adjustments, targeted group interventions, individual assistance, or direct guidance from the SENDCo.

• Review: We evaluate the impact of the interventions against the agreed targets. If progress is made, successful strategies continue; if expected progress is not seen, we adapt the provision and initiate the next cycle with fresh approaches.

Outside Agency Involvement

If cycles of internal support indicate that further specialist input is required, we work in partnership with external agencies and local authority services as part of our extended Graduated Response. Throughout this process, your child remains on the APDR cycle so we can continuously monitor impact, adapt strategies, and ensure they thrive.

• Class Teacher (First Point of Contact): If you have a new concern regarding your child's learning or SEND needs, please speak to your child's class teacher first. They will discuss your concerns and bring them to the attention of our SENDCo.

• SENDCo (Mrs Bedford): Our Special Educational Needs and Disabilities Coordinator is Mrs Bedford. If you have an ongoing concern or wish to discuss anything further regarding SEND support, please contact Mrs Bedford via the school