Impactful Inclusion (SEND)

Our Vision

Bedgrove Infant School strives to provide the best in primary education. Working in partnership with the local community, pupils, staff, parents and governors to continue to pursue excellence in all aspects of school life. Our aim is for all children to enjoy learning and achieve success in a healthy, happy and inclusive environment.

Early Identification

Early intervention is key. In order to implement universal and targeted support as early as possible, staff and parents must work collaboratively to identify areas of need and barriers to learning.

High Quality Teaching

High quality teaching is the first step in responding to children who have, or may have SEN. At Bedgrove Infant School, the quality of teaching for all children, including those at risk of underachievement, is regularly and carefully reviewed. This includes reviewing and, where necessary, providing training to improve, teachers’ understanding of strategies to identify and support vulnerable children, and their knowledge of the SEND most frequently encountered.

Teachers, working alongside parents, will follow the ‘assess, plan, do, review’ cycle (APDR) when barriers to learning and areas of need have been identified.

It is important to remember that if a child has an area of need, it doesn’t mean they have special educational needs or a disability. It just means the child needs additional help in an aspect or aspects of their development.

Please see our SEND Annual Report for further information in how we provide universal strategies for all, how we identify SEND, how we remove barriers to learning, how we adapt provision, how we implement strategies, how we assess provision and who we seek advice from externally in order to enhance our provision.

Child at the Centre of Provision

Every child is different. Every child has their own strengths, their own areas of need, their own interests, their own family network that is unique to them and their own experiences. Whilst the ‘what’ is important when considering what special educational needs a child may have, at Bedgrove Infant School, we prioritise identifying the ‘why’.

Why is CHILD displaying dangerous behaviours?

Why is CHILD appearing to withdraw themselves during EPIC lessons?

Why is CHILD using task avoidance when starting a written task?

Why is CHILD not progressing through our phonics scheme despite intervention?

Why can’t CHILD produce the initial sounds of words?

These are just some of the questions we ask ourselves as professionals. I feel strongly that if we can unpick the ‘why’ we can begin to build the pathway to making progress and achieving goals.

We work hard to maintain strong links between home and school as parents know their children best. Furthermore, children can present very differently at home and in school. It is important we paint the ‘bigger picture’ so that we can implement the right support, consistently and holistically.

Parent Support Hub

To ensure we can provide this approach, we want to support parents further in how to support their children with areas of need at home. Please use this hub or resources to help guide you on the following:

Annual SEND Report

All mainstream schools and maintained nursery schools are required by law to produce a Special Educational Needs Report on an annual basis, Special Educational Needs (Information) Regulations Clause 65

Annual SEND Report 2026

Please click on the link below in order to view our Safeguarding policies:
Safeguarding Policies

Our Local Offer

Visit the Buckinghamshire Council website to view our Local Offer.

Advice

Click on the links below:
What can you do if you are concerned about your child?