Our School

Impactful Inclusion (SEND)

Our SENDCO is: Miss E Grant 

To contact please email:  senco@bedgroveinfant.co.uk

How we support children with special educational needs or disabilities.

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 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.

How we know if a child has special educational needs or disabilities

If a child is starting Foundation 1/Foundation 2, during the summer term before children start at the school, we invite all parents/carers to indicate whether their child has a disability or any special educational needs so that we can discuss this and make sure the right support is in place for their child.

We contact all children’s key workers in nurseries or pre-school settings to let us know about the children. Where necessary, the Early Years Phase Leader and/or Inclusion Manager/Special Educational Needs Coordinator visit the nursery settings to observe children and meet with their key person. If a child with special educational needs is joining us during the academic year (in-year transfer), the SENDCo or Year Group Lead Teacher will contact the school and/or parent for further information. This communication is important in order to ensure the transition to Bedgrove Infant School is positive and successful.

Bedgrove Infant School considers the full needs of every child over their whole time in the school and will adapt provision to give a comprehensive and, where necessary, varying degree of support, depending on the individual requirements at any given time.

Class teachers are responsible and accountable for the progress and development of all pupils in their class, including where pupils access support from teaching assistants (TAs). High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have, or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. At Bedgrove Infant School, the quality of teaching for all pupils, including those at risk of underachievement, is regularly and carefully reviewed.

We work hard to maintain strong links between home and school and parents are always welcome to speak to us if they have any concerns. Parents’ first point of contact is their child’s class teacher.

What we do to help children with special educational needs and disabilities?

Bedgrove Infant School has developed a wide range of ways in which we support children with different special needs or disabilities. This is how we plan support:

  • First we identify what the particular areas of need are. We ask parents to meet with us in order to discuss their child’s needs further.
  • We agree a programme of support that is carefully targeted on the particular area or difficulty. This describes what we will do to support a child and what we hope the  support to achieve.
  • To see whether support is helping we set a time-frame and we review how things are going.
  • Referrals to external professionals are made (eg: Community Paediatrician, School Nurse, Speech and Language Therapy etc…) after gaining consent from parents.

How we adapt our teaching for children with special educational needs

Children with special educational needs or disabilities are taught alongside other children but lessons are designed so that all children in the class learn and make progress. We do this by planning what’s called ‘differentiated’ lessons in which for example both a child with special educational needs and a very able child have different learning goals within the lesson. We also adapt the curriculum and learning environment in the following ways:

  • Provide specific equipment to support learning, e.g. wobble cushion, pencil grip, writing slope
  • Provide visual reminders e.g. visual timetables, reminder lists, word lists, etc.
  • Seat children in specific places within the classroom
  • Reasonable adjustments made to the classroom layout

Every class teacher plans, monitors and provides support for pupils within their class including children with special educational needs. Class Teachers will speak to parents if they feel specific interventions and provision of equipment will provide extra learning opportunities.

Class teachers can access support from the Inclusion Lead or Special Educational Needs Coordinator (SENDCo) to help them provide support for children with special educational needs.

How we decide what resources we can give to a child with special educational needs

Part of the school’s budget is set aside for support with special educational needs and disabilities. This is a fixed amount and so we have to use the money as cost-effectively as possible and make sure we can give help to all the children who need it. We have costed all the ways we support children in order to evaluate the impact of the support on children’s progress. Decisions about which support programmes are best for a child are made by the Class Teacher, Inclusion Lead and/or SENDCo in consultation with a child’s class teacher and parents/carers. The school also seeks advice from External Professionals (Specialist Teacher Service, Speech and Language Therapy, Educational Psychologist etc…) in order to decide which programmes to use with children.

In exceptional circumstances, where we feel we are not able to meet a child’s needs from our own funds, we will apply to the local authority for additional support for a child. Parents can do this too. We are happy to discuss all of this in more detail with parents.

How we check that a child is making progress and how we keep parents informed

We work hard to maintain good home/school links. We have a monthly newsletter with general news about the school. We have three parent consultation evenings per year (one per term) and parents also receive a termly report about their child’s progress.

For children with special educational needs, Class Teachers will phone or meet with parents/carers to discuss how their child is progressing towards their short term targets outlined on their SEN Support Plan. For children with an Education, Health Care Plan an Annual Review is held where all those who support the child (parents/carers, Class Teacher, Teaching Assistant, SENDCo, External Professionals etc…) are invited to meet to discuss successes, strengths and progress towards short term and long term outcomes.

How we include children/young people in activities and school trips

Any trips or outings we plan always include children with special educational needs and/or disabilities. Reasonable adjustments are always made in order to include children with special educational needs. We put Risk Assessments in place where necessary and share this with parents/carers. We consult with parents/carers before arrangements are finalised.

Our school environment

Bedgrove Infant School’s main buildings are accessible for wheel chair users. Either ramps are in place or portable ramps are available to allow access to areas where there is a raised curb or steps. There is a disabled toilet located in the main foyer and a disabled parking bay is located immediately outside reception to provide easier access for children and parents/carers with mobility needs. In school we have a range of equipment designed to support the development of children’s coordination and motor skills in class but if any child needs additional equipment we will refer to specialist services, e.g. Occupational Therapy.

We are committed to making sure that all pupils are able to access high quality teaching and adaptations are made to the learning environment as appropriate (e.g. teachers wearing transmitters for pupils with hearing aids, pupils accessing quiet spaces when needed, enlarged or coloured print outs).

How we prepare for children joining our school and leaving our school

Children joining our school from our school nursery visit their new classroom several times before the start of the new school year. Reception class teachers introduce the children to the rest of the school once they start to make sure they are confident in their new surroundings in the early years building. Children joining our school and not from our school nursery are invited to join in with these sessions.

We invite all the parents/carers of children joining the school to meet their child’s class teacher at the end of the summer term before their children start at the school at the New Parents Information Evening. We also ask parents to let us know if their child has a disability or they feel their child has any special educational needs so that we can make sure the right support is in place for their child.

Transitioning to a new school can be an exciting period of time for our children and families, however, it can also be an overwhelming and daunting experience. To ensure our children have a positive and successful transition we:

  • liaise closely with staff when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs and discussed and understood
  • plan additional transition visits to new school (eg: tours, meet the teacher, baking sessions)
  • plan additional ‘in house’ transition for our children moving between year groups

How parents are involved

At Bedgrove Infant school, we believe in working with parents/carers as partners and our parents share that belief.

​Parents/carers of children with SEND have regular meetings (either on the phone or face to face) with their child’s class teacher throughout the year. During these meetings, parents and class teachers will discuss children’s progress, their strengths, interests and areas of need. All of this information will be added onto their SEN Support Plan. It is always important for parents/carers to participate in these discussions as children’s areas of need may differ between home and school.

The ‘SEND process’ can be overwhelming and daunting for a variety of reasons so we want to make this a positive experience for all.

We are always ready to speak to parents about concerns they have about their child. There is an active Parent/Teacher Association called FOBIS. Parents/carers are represented on the school’s Governing Body.

Who to contact for more information or to discuss a concern

  • Your child’s class teacher is your first point of contact;
  • The Special Educational Needs and Disabilities Coordinator – Miss Ellice Grant;
  • A senior member of staff – Miss Julie Lawrence (Headteacher), Mrs Louise Sim (Deputy Headteacher), Mrs Carolyn Lee (Assistant Headteacher)
  • Chair of Governing Body – Mrs Rachel Albrighton;
  • Inclusion and Diversity Governor – Mrs Sue Quirk.

If in doubt, please ask the school Reception. The school telephone number is 01296 481353.

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 2024

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

Our Local Offer

Visit the Buckinghamshire County Council website to view our Local Offer.