Supporting Pupils with SEND

Our SENDCo: Shainey Slater, Assistant Headteacher
📧 Email: senco@bevington.rbkc.sch.uk

At Bevington Primary School, we are committed to making sure that every child – including those with Special Educational Needs and/or Disabilities (SEND) – can succeed, feel valued and take a full part in school life.

We follow the Royal Borough of Kensington and Chelsea’s Ordinarily Available Provision guidance, which sets out the support all schools should provide for pupils with SEND. Our approach is built on high expectations, strong relationships and tailored teaching.

Our Inclusive Approach

Every child benefits from Quality First Teaching – high-quality, well-planned lessons that meet different learning needs. Teachers adapt lessons so that all pupils can access a broad and balanced curriculum. This includes:

Breaking work into smaller, manageable steps.
Using visuals such as timetables, now-and-next boards and task planners.
Pre-teaching important words and concepts before lessons.
Using modelling, repetition and overlearning to help ideas stick.
Providing extra processing time so children can think before responding.
Using assistive technology such as laptops, voice-to-text and word prediction tools.

The Graduated Approach – Assess, Plan, Do, Review

We use a continuous cycle to make sure support is right for each child:

Assess – We identify strengths and barriers through observations, assessments and discussions.
Plan – We agree strategies and interventions with clear goals.
Do – Support is delivered in class or in small groups.
Review – We check progress regularly and adjust support as needed.

Parents and carers are involved at every stage so that home and school can work together.

Types of Support We Provide

We adapt our provision to meet four broad areas of need, as set out in the SEND Code of Practice:

1. Communication and Interaction

Using clear, direct language and visual prompts.
Providing alternative communication systems such as Makaton.
Supporting social skills through small group work, role play and social stories.

2. Cognition and Learning

Adjusting work to match learning needs and using memory aids.
Pre-teaching key ideas and giving extra chances to revisit learning.
Using flexible ways for pupils to record their work, such as drawing, mind maps or speech-to-text tools.

3. Social, Emotional and Mental Health (SEMH)

Building trusted relationships with key adults.
Using nurture groups, wellbeing check-ins and restorative approaches.
Providing safe spaces and clear, consistent expectations.

4. Sensory and Physical Needs

Making adjustments to the classroom environment.
Providing specialist equipment such as writing slopes, fidget tools or adapted seating.
Working closely with health professionals to support medical, sensory and mobility needs.

Working with Families and Specialists

We know that children make the best progress when home and school work in partnership. We:

Hold regular meetings with parents to set and review targets.
Share updates on progress and strategies used in school.
Work with external professionals such as Speech and Language Therapists, Occupational Therapists, Educational Psychologists and the OAT Primary Outreach Team.

Supporting Change and Transitions

We plan carefully for changes, whether it’s moving to a new year group, starting school, or transferring to a new setting. This can include:

Extra visits and familiarisation sessions.
One-page profiles to share key information with new staff.
Visual guides and social stories to prepare for change.

Skilled and Trained Staff

Our teachers and support staff receive regular training in different SEND needs and teaching strategies. We also work alongside external specialists to ensure our approaches are up to date and effective.

What this means for your child?

If your child has SEND at Bevington, they will:

Learn in an inclusive classroom where teaching is adapted to their needs.
Have clear learning goals that are regularly reviewed with you.
Access targeted support, either in small groups or one-to-one, if needed.
Be supported to develop independence, confidence and resilience.
Have any specialist equipment or adjustments required to help them succeed.
Be included in all aspects of school life – lessons, trips, clubs and activities.

At Bevington, we believe in aspiration, respect and perseverance for every child. We work hard to remove barriers to learning, celebrate strengths and help each pupil develop the skills and confidence they need to succeed – both in school and in life.