Bluebell Meadow Primary School takes a truly holistic approach to supporting all our pupils whilst actively promoting a fully inclusive curriculum.
We believe that pupils with special educational needs or disabilities (SEND) have the right to a broad and balanced curriculum and be fully included in all aspects of school life (DfE Special Educational Needs Code of Practice 2015).
We believe all pupils should be encouraged and supported to achieve their full potential within a safe, nurturing and enriching learning environment.
We actively encourage parents to be involved in the education of their child and see effective home school partnerships as key to pupil’s success.
Our website information aims to provide an outline of what services and support is available to parents and carers to help their child succeed.
Our SEN Information Report aims to provide an outline of what services and support is available to parents and carers to help support children and young people with Special Educational Needs in our school– which is part of Durham County Council’s Local Offer.
SEN Information Report was reviewed and updated on 20th September 2020
What are Special Educational Needs and Disability (SEND)?
Special Educational Needs, is the term that is used to describe pupils who have needs over and above those that can be met by quality classroom teaching. These needs may be within areas of:
- Communication and Interaction (Speech and language needs and or social communication need)
- Cognition and learning (specific learning difficulties)
- Social, emotional, mental health needs
- Physical /sensory difficulties.
Support may be for a short period or throughout a pupil’s education. We aim to identify additional needs early and then initiate a support plan, taking into account their individual needs and experiences.
- At Bluebell Meadow we adopt a fully inclusive whole school approach with all pupils. We engage pupils in a broad, balanced and varied curriculum that meets the needs and interests of all pupils and promotes high levels of achievement, good behaviour and successful progression to the next stages of learning.
- Bluebell Meadow Primary is a fully inclusive school and we are passionate in our drive to ensure all pupils achieve their potential in all areas of school life whilst being very proactive in forming excellent home school partnerships.
- Meeting the needs of pupils with special educational needs is the responsibility of all teachers and teaching staff and their needs are usually met through a differentiated curriculum. The Special Education Needs Coordinator (SENDCo) will support staff to meet these needs. We operate a graduated response to supporting all pupils including those with additional learning needs, the initial response being through Quality First Teaching. All our staff are pro active in ensuring pupils are supported appropriately at the earliest opportunity, what we refer to as Early Intervention.
- We currently have 58 pupils are on our school register.
- 2 pupils have an Education, Health Care Plan.
How does the school know if my child needs extra help? How does the school identify pupils with special educational needs?
Our ethos is based around a continuous cycle of Assess, Plan, Do and Review. We take many opportunities to review progress in school such as through:
- Information from health care professionals in readiness for children starting our provision including 2 year-olds e.g. Speech and Language.
- Induction meetings involving children and parents before entry into Early Years.
- Induction Meetings for all inwardly mobile pupils (new on roll).
- Early Years data and continuous observation.
- Parent meetings
- Ongoing assessment by teachers. Data is analysed for attainment and progress to identify whether a child is falling behind their peers and/or whether the child is not progressing as expected.
- Pupil Progress Meetings – teachers meet termly with senior leaders to identify and discuss any pupils who are not progressing as expected.
- Regular meetings of the Senior Leadership Team to discuss pupil progress across school.
- Termly Special Educational Needs Planning and review meetings.
- Observations by outside agencies if needed.
- Reports and advice from key professionals as needed.
What should I do if I think my child may have a special educational need or disability?
- Mrs Allison and Miss Taylor work closely together to support you and your child throughout your child’s time at Bluebell Meadow Primary School
- Mrs Henry is Head of Inclusion across the Eden Academy Trust (Lead SENDCo) and a Specialist Leader in Education(SEND)
- Mrs Allison is the SENDCo at Bluebell Meadow Primary School.
- Mrs Allison can be contacted either by phoning school (01429 880349), email (email@example.com) or by making an appointment through the school reception.
- Parents of children with SEND, or parents who may have concerns should contact their child’s class teacher in the first instance or the SENDCo directly to discuss any concerns or issues they have with SEND provision.
How will I know how Bluebell Meadow Primary School supports my child?
- Bluebell Meadow Primary School has a fully inclusive policy and is committed to ensuring all pupils receive a high quality education and realise their potential regardless of any barriers they may face. Children with SEND are educated in the classroom as part of this inclusive policy, but will receive intervention and support by teachers and teaching assistants on a personalised and individual level as appropriate and matched to need. Children with more significant need may have some support from outside professionals but this is always in consultation with parents. We adopt a team approach, first with parents and then with appropriate professionals who can offer support and guidance as needed.
- Children who have undertaken Statutory Assessment and have an Education, Health Care Plan receive the necessary provision stated. All pupils on the SEND School Register have an Individual Pupil Passport with a focus on their specific needs. This can be through individual support in the classroom, one to one support, and small group work or intervention groups. These support programmes are also used for other children where appropriate.
- SEN Support Plans are developed and reviewed termly by teachers and are overseen by the Special Educational Needs Coordinator (SENDCo). They will focus on the pupils prime areas of need. Children’s progress and attainment are regularly monitored and reviewed. Plans are compiled in collaboration with parents termly.
- Parents’ Evenings/Support Plan reviews are held termly where parents are informed of any support received and given feedback about the progress their child has made. Teachers also regularly meet with parents at other times where necessary and are available to answer any questions parents may have.
- Workshops are held termly and parents are invited into school to see how their children learn.
- The school has a pastoral system in place to provide support to all children; all staff are available to listen to any concerns children may have. In addition, we have our family support assistant who id available to support parents and pupils.
- Additional support is available whenever necessary for pupils who are vulnerable, and for those that experience a range of emotional, social and behavioural difficulties. This can be through for example our friendship groups and Nurture groups. We offer a graduated response to supporting pupils with emotional needs.
- Children can also give their views and express any concerns through the School Council.
- Our school link SEND governor Miss Taylor meets regularly with the SENDCo and wider Inclusion Team and collaboratively reviews practice in school.
- We have a robust system of reviewing provision through our School Self Evaluation using the OFSTED Framework. Governors are involved in this process and receive regular reports.
How will the curriculum be matched to my child’s needs?
- Teachers are accountable for the progress of all pupils in their class even when they access support from elsewhere. Teachers set high expectations for every pupil whatever their prior attainment.
- High quality teaching is our passion at Bluebell Meadow Primary School. Learning opportunities are matched to pupil’s abilities and interests are key to this as we support our pupils through the setting of rigorous learning targets. Children will be supported in fully accessing the curriculum according to need, which may be through one to one support with a teacher or teaching assistant, access to an intervention programme, or by working in smaller groups. Teachers focus on differentiation in their planning, ensuring that work is appropriate for the individual needs of every child. They work hard to ensure that all children are able to access the curriculum successfully while maintaining a high level of challenge to ensure children make excellent progress in their learning.
- Teachers follow the guidelines for a ‘Dyslexia Friendly Classroom’ to help all children access the curriculum and resources more easily.
- Teachers have an Attachment aware approach to learning and provision.
- When designing our curriculum; we took a number of key factors into consideration; we called non-negotiables that provided the foundation for our curriculum.
They include ensuring that the curriculum:
Has the needs of the children at the heart of everything we do
Is based on a strong foundation of oracy
Meets the needs of our local community
Is full of exciting, enriching and enjoyable learning experiences
Provides opportunities for our children, staff and parents to all learn together.
Positively improves academic outcomes
Prepares our children to become positive role models in and effective contributors to Society
Gives our pupils the chance to become the very best versions of themselves.
- Our Life Skills Curriculum is supported by numerous Education Endowment Foundation research projects.
How will I know how my child is doing?
- A wide range of assessments are undertaken and data is collated termly or at earlier point as appropriate.
- Children with EHC plan will have an annual review during the school year to which parents and supporting agencies attend. The views of children with SEND are sought before their Annual Review meetings and included as part of their review. Pupil and parent questionnaires are also completed during the academic year. Pupils with SEND will have review meetings as needed as part of our co-ordinated multi agency approach to support.
- Termly reviews of pupil progress takes place and feedback is given to parents via end of term /year reports at parents’ evenings. All Pupil Support Plans are reviewed termly and progress and attainment discussed with parents.
- We operate an “open door” policy whereby parents are welcome to meet with members of staff to review any issues with the progress and attainment of their child. Appointments to meet with the class teacher can be arranged through the school office.