SEND (Special Educational Needs and Disabilities)
Bevington Primary School is a mainstream community primary school at the heart of a diverse and exciting local community. At Bevington, we believe that all pupils are entitled to an excellent education that helps them achieve their potential and prepares them for the wider world and we support pupils in the best possible way to achieve these outcomes.
The first and foremost way we achieve outstanding outcomes for our pupils is through outstanding teaching in the classroom. Where required, however, we offer additional support and intervention to ensure that all children reach their potential.
Our SENCO is Mrs Emily Flynn and she can be contacted on 0208 969 0629 or via the school office.
We are always here to listen to your concerns. Initially speak with your child’s teacher and/or the SENCO. Hopefully they will be able to address your queries. Should this not suffice you can also contact the Headteacher, who may direct you to the school’s Complaints Policy and procedure.
As a school we recognise the role of governors in evaluating our work with children with SEND. We have a designated link governor who is tasked with this and their role is described in the document below:
Interventions Map 2016/17
See below a map of the interventions that may be put in place to support children in their learning.
Please note that this is a working documents and is therefore regularly updated.
The Local Offer provides information about services that children, young people and their families can expect from a range of local agencies.
For more information about the offer provided by the Royal Borough of Kensington and Chelsea, please click here:
1. What is meant by Special Educational Needs (SEN)?
A child has SEN if they have a learning difficulty or disability which calls for special education provision to be made. A learning difficulty or disability is present is a child:
- Has a significantly greater difficulty in learning than the majority of others of the same age, or
- Has a disability which prevents or hinders him or her from making use of facilities generally provided for others of the same age in mainstream schools.
2. What kinds of SEN are provided for at the school?
The school plans for a broad range of needs which may cross over one or more of these areas (taken from the SEND Code of Practice 2014):
- Communication and Interaction
- Cognition and Learning
- Social, emotional and mental health difficulties
- Sensory and/or physical needs
For further information, please refer to the SEND Code of Practice (2014)
3. Who are the best people to talk to at Bevington Primary School about my child’s difficulties with learning, special educational needs or disability?
Talk to your child’s class teacher about your concerns. The teacher may seek advice from the Assistant Headteacher for Inclusion (often referred to as a SENCO or Special Educational Needs Co-ordinator).
If you continue to have concerns, you can arrange a meeting with the SENCO, Emily Flynn. Please book an appointment with the office.
4. How will the school let me know if they have concerns about my child’s learning, special education needs or disability?
Your child’s class teacher may speak to you at the beginning/end of the school day or arrange another time to discuss concerns. The class teacher may also talk to you about any issues during a parent/teacher evening.
The Assistant Headteacher for Inclusion (Emily Flynn – SENCO) may contact you to arrange a meeting to discuss your child’s difficulties and any possible support strategies the school may consider appropriate.
5. How will the school consider my views and those of my child with regard to her/his difficulties with learning, special educational needs or disabilities?
At Bevington, we want parents/carers to talk to tus and feel involved in all areas of their child’s learning – you know your children best! We also think it is helpful to hear your child’s views about their experiences with learning.
You can share your views at regular meetings with the class teacher.
If your child has an identified special educational need, you will be invited to a termly meeting with the class teacher and SENCO to discuss current progress, support strategies and expected outcomes.
The views of your child are also very important and will be taken into consideration when planning support for individuals.
If your child has an EHCP, you and your child will be able to share your views at the Annual Review Meeting.
If a child is Looked After (LAC) and also has an SEN, they can speak to the designated officer for LAC (the Deputy Headteacher) and/or give their views in meetings with education, health and social care providers.
6. How does Bevington Primary School ensure the teaching staff are appropriately trained to support my child’s special educational needs and/or disability?
Staff at Bevington are very well trained to support all children. Training opportunities within and outside school enable all staff to have a thorough understanding of how children learn, including how to best support their needs. For staff working directly with pupils with more complext needs, training is provided by specialist providers to ensure intervention is well-matched to individual children.
7. How will the curriculum and the school environment be matched to my child’s needs?
8. What types of support may be suitable and available for my child?
At Bevington Primary School, we have a 3 tiered approach (sometimes called ‘Waves’) to supporting a child’s learning:
9. How will you support my child to reach his/her learning outcomes?
The class teacher and other staff working with your child ensure that your child receives appropriate teaching and support in order to reach these goals.
Pupils with SEN may have a learning plan drawn up by the class teacher and/or SENCO, in consultation with you and your child. The learning plan sets termly targets for pupils and outlines strategies to be used to support the child. Progress is discussed and reviewed termly and you and your child will contribute to this.
External agencies and specialist may also review your child’s progress , attend learning plan meetings and adapt their planning accordingly.
10. What is an EHC Plan and who can request one for my child?
An EHC Plan stands for an Education, Health and Care Plan. The purpose of an EHC Plan is to provide special provision to meet the special educational needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/she gets older, prepare for adulthood. EHC Plans can be requested by a child’s parent, the young person themselves (if over the age of 16 but under 25) and a person acting on behalf of a school (with the knowledge and agreement of the parent and young person where possible.
11. How will you help me to support my child’s learning?
Working with parents is important in securing the best possible outcomes for pupils. We can help you to support your child’s learning in a variety of ways:
12. How is support allocated to children and how do they move between the different levels of support in school?
Bevington Primary school receives funding from the Education Funding Agency and/or the local authority. This money is used to support the learning of children with SEN and/or disabilities. The Head teacher and Governors decides the budget for SEN provision based on the needs of the children in school.
Teachers (with advice from the SENCO) will take action to remove barriers to learning that pupils may be experiencing.
The Head teacher, SENCO and other members of the leadership team prioritise pupils for interventions each term and parents are notified of this.
The SENCO and teacher will share outcomes of this with you and your child and write an action plan which may include a period of additional interventions, staff training priorities or resource needs.
If a child has reached their targets, the support may no longer be necessary and may then be stopped.
13. How will the school know that the support has made a difference to my child’s learning and how can I and my child be included in this review process?
Your child’s progress will be assessed both in terms of his/her regular learning within class and also with regard to specific interventions and provision.
The effectiveness of intervention and provision is reviewed regularly to ensure individual learning outcomes have been achieved. Pupils may continue to require further intervention or they may not, depending on outcomes.
Where pupils have completed interventions which are proven to be effective and have not made adequate progress, the SENCO may decide to ask for more specialised help.
You and your child will be kept informed and encouraged to be actively involved in all stages of this support.
14. What support will there be for my child’s happiness and well-being at school?
At Bevington Primary School, the happiness, health and well-being of all our pupils is very important. If you have any concerns about your child, please speak to their class teacher.
We support pupils’ well-being and happiness through:
15. How is my child included in all the same activities as his/her peers at school?
Bevington Primary School is an inclusive school and committed to providing equal opportunities for all children.
School clubs, educational visits and residential trips are available to all children.
When necessary the school will make reasonable adjustments to ensure that children with SEN and/or disabilities are included in all activities. You should feel free to contact your child’s class teacher if you have any concerns.
16. How will Bevington Primary School support my child in transition stages?
- Transition visits – pupils see their new classrooms and meet new staff
- The old school and new school will discuss how best to support your child.
- Useful resources and information will be passed to the new school.
- A transition book may be used to prepare pupils for the change in school.
- Useful resources, strategies and information will be passed to the new teacher
- Children may make planned visits to their new classroom and meet their new teachers.
- A transition book may be used to prepare pupils for the change in teacher and room.
17. Who can I contact if I have a complaint about the SEN provision made for my child?
Initially speak with your child’s teacher and/or the SENCO. Hopefully they will be able to address your concerns.
You can then contact the Head teacher, who may direct you to the school’s Complaints Policy and procedure.
18. If I have any other questions about my child at Bevington Primary school, who can I ask?
At Bevington Primary School we are very happy to speak to you about any aspects of your child’s education. It is best to speak to one of the following in this order:
19. What is the Local Offer and where can I find it?
The Local Offer is the Council’s offer for parents and young people. It will include provision both in and out of school and will include services and support provided by the private and voluntary sectors as well as the Council and the National Health Service. It will also include information about the arrangements for identifying and assessing children and young people’s special educational needs and for requesting an Education, Health and Care (EHC) assessment. In addition there will be information on how to raise concerns about services.
Please click here to be taken the Tri-borough Local Offer.