Special Educational Needs & Disabilities

The Warwickshire Local Offer

Warwickshire County Council publishes information about the services and support available for children and young people from birth to 25 years of age who have Special Educational Needs and/or Disabilities (SEND).

This is known as the Warwickshire SEND Local Offer. It brings together information about education, health and social care services, support for families, Education, Health and Care Plans (EHCPs), transition and other SEND services.

Please visit the Warwickshire SEND Local Offer for further information:

SEND Local Offer – Warwickshire County Council

Special Educational Needs and Disabilities (SEND) School Offer

At Bridgetown Primary School, inclusion means ensuring that every child is known, valued, supported and able to participate fully in school life.

We have high expectations for all pupils and work to identify and remove barriers to learning and participation as early as possible. Where support can reasonably be provided through our inclusive offer, we do not wait for a diagnosis or statutory process before putting appropriate support in place.

Our approach is based on:

• high-quality teaching and adaptive teaching;
• effective scaffolding and reasonable adjustments;
• early identification of needs and barriers;
• evidence-based targeted support and interventions;
• effective deployment and development of Teaching Assistants;
• accessible learning environments;
• support for communication, literacy, regulation, relationships and engagement;
• strong partnerships with pupils, parents and carers;
• working with external professionals and specialist services;
• promoting pupil independence and participation;
• a safe, respectful culture in which pupils feel that they belong.

Our SEND provision follows the graduated Assess, Plan, Do, Review approach. Support is regularly reviewed and adapted according to the individual needs of the pupil and the impact of the provision.

Teachers remain responsible for the progress and development of pupils in their class, including pupils who receive support from Teaching Assistants or specialist staff. Class teachers work closely with the Inclusion Lead, families and, where appropriate, external professionals to identify needs, plan support and review progress.

How we support children with SEND

We provide additional and/or different provision across the four broad areas of SEND:

• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health
• Sensory and/or Physical Needs

We recognise that children may experience more than one area of need and that barriers can affect access, regulation, engagement and participation in different ways.

Our current Inclusion Strategy identifies early identification, communication and interaction, literacy, regulation, relationships, engagement, sensory needs and pupil independence as important areas of whole-school development.

How we adapt teaching and the learning environment

We adapt teaching and learning to enable pupils with SEND to access the curriculum successfully.

This may include:

• adaptive teaching and scaffolding;
• differentiated resources and teaching approaches;
• pre-teaching key vocabulary and skills;
• additional processing time;
• reading instructions aloud;
• visual timetables;
• laptops and other recommended aids;
• coloured overlays and larger fonts;
• additional reading, phonics or spelling support;
• sensory adjustments to the learning environment;
• appropriate adaptations to staffing and resources.

Where required, the school can complete a sensory screening of the environment and make appropriate adaptations.

Working with parents, carers and pupils

Parents and carers are important partners in identifying and supporting SEND.

Their views and observations are considered when assessing needs and deciding on appropriate support. Pupils are also encouraged to share their views about what helps them learn and make progress. Their views can be reflected in One Page Profiles and support plans.

SEND pupils are monitored through regular review processes, with parents, pupils, the class teacher and Inclusion Lead involved as appropriate.

Specialist support

Where appropriate, the school works with external professionals and specialist services to support individual pupils.

These may include:

• SEND Supported;
• Educational Psychology;
• Speech and Language Therapy;
• Integrated Disability Services;
• Physiotherapy;
• Occupational Therapy;
• Vision and Hearing services;
• CAMHS;
• Young Minds Matter;
• Early Support;
• SENDAR and other specialist services.

The school also provides ongoing training and professional development for staff to strengthen inclusive practice and respond to individual needs.

Transition

We recognise that transitions can be particularly important for some pupils with SEND.

Our transition arrangements include:

• visits to nursery settings before children start Reception;
• additional visits and meetings where required;
• liaison with nursery staff, professionals and parents;
• transition planning between year groups;
• detailed transition information for pupils with SEND;
• transition books where appropriate;
• pupil involvement in transition planning;
• liaison with secondary schools during Year 6;
• additional secondary transition visits where necessary.

These arrangements are designed to help pupils understand new environments, routines and staff and to address individual worries or concerns.

Inclusion in school life

All pupils are encouraged to participate fully in school life.

School clubs, pupil leadership opportunities, trips, residential visits, sports, performances and other activities are available to pupils with SEND. Reasonable adjustments are made where necessary to support participation, and the school works with external venues and providers where appropriate to ensure that pupils can take part.

Supporting emotional and social development

We recognise the importance of emotional wellbeing, positive relationships and a sense of belonging.

Our provision includes the Taking Care Project, Nurture approaches and additional support for pupils who require help with their emotional and social development. Pupils are encouraged to share their views and concerns, including concerns relating to bullying and online safety.

Who to contact

If you have concerns about your child's additional needs or would like to discuss SEND provision, please contact the school's Inclusion Lead / SENCO, Yacine Cathline.

SENCO / Inclusion Lead: Yacine Cathline
SENCO email: senco2053@welearn365.com
School office: admin2053@welearn365.com

The class teacher is also an important first point of contact and has day-to-day responsibility for planning learning and addressing potential barriers to achievement.

SEND Policy and Information Report

Our policy for Special Educational Needs and Disabilities has been updated in line with the Code of Practice.

Our information report provides information on how we support SEND at our school.