SEND stands for Special Educational Needs and Disability.

  • All children are individuals and their abilities in each area of the curriculum vary across a wide spectrum. Class teachers are used to providing lessons and activities which ensure good progress for pupils whatever their level of ability.
  • However, there are situations where a child’s needs are such that it is difficult for a class teacher to provide appropriately for them without additional and/or specialist support. This is usually when a child is described as having ‘special needs’.
  • All schools have a duty to be accessible and inclusive for the children within their community. It is our job to support parents in providing the best possible education for children. For the vast majority of children that will be through attending their local mainstream school.
  • For a small number of children their needs may be better met at an alternative setting. In those circumstances we have a role to support parents in identifying and accessing what is best for their child.
  • If your child is already attending Begbrook Primary Academy, then your first point of contact should be your child’s class teacher. Teachers are usually around at the end of the day so this is often a good time to arrange an appointment.
  • If your concerns cannot be addressed by the class teacher or your child has not yet joined us at Begbrook please ask to speak to Caroline Clark who is our SENCO (Special Educational Needs Coordinator). To contact the SENCO please call us on 0117 903 0386 or email  – [email protected]
  • If a child needs something more than is available through normal classroom practice then they can be described as having special needs. This covers a wide range of needs from a child struggling to make good progress in reading or maths to social, speech or physical difficulties.
  • If your child is new to school and they have needs which have already been identified, then information and assessments will come from the previous setting. A transition meeting will be arranged for some children which will include you.
  • If your child is not making the same progress as other children and we feel that your child has SEND then we will assess and plan what action needs to be taken.  Assessment may include classroom observations, formal assessments, meetings with your child’s class teacher and consultations with you and your child. From this, we may involve outside professionals for advice.  We will keep you informed at each stage.
  • The role of the class teacher is fundamental to any additional needs being met. They will use the details provided on the schools information management system (SIMS – a secure data system) to create appropriate lesson plans, seating plans and work.
  • Quality First Teaching includes differentiation, target setting and personalised learning. Your child’s class teacher will use a range of strategies and resources to enable your child to access to the curriculum.  In all classes, teachers will support learning at different levels and different rates. 
  • Regular meetings will be held between the class teacher and parents to share progress. The SENCo may also be involved in these meetings.
  • Some children may take part in a formal intervention programme such as Numbers Count or Better Reading Partners. If your child takes part in one of these programmes you will be updated and given ideas about how you can support at home.
  • Following assessment and planning, children with SEND will have a personalised plan and a Pupil Passport created which will outline their needs, any health & safety risks, and strategies which work well when teaching or supporting them.
  • Where a child needs further support to access learning, we may seek support from outside agencies. This may include training, advice, case conferences and interventions. It may also be appropriate for your child to learn alongside trained Learning Support Assistants individually or as part of a small group.
  • All pupils at Begbrook, including those with special needs, are set targets in English and maths on a regular basis.
  • Children identified as having SEND may be set additional targets linked to their individual need. These targets will be recorded in a personalised plan, agreed with you and reviewed on a regular basis.
  • Teachers may discuss any child causing them concern with their parents on a more frequent basis. The SENCo is available at parents’ evenings to speak to parents of SEN students, irrespective of their year group.
  • For pupils with statements (in future known as Education and Health Care plans) there is a statutory requirement to meet each year for an ‘annual review’ of the child’s needs.
  • You may wish to write a note in your child’s reading record or pass a note to the class teacher or SENCO. We also contact parents via parentmail – please ensure that the academy has your up-to-date email address and mobile phone for this.
  • Students with high need SEN may be assigned a Lead Learning Support Assistant (LSA). This person will not necessarily be in their lessons but will take the role of liaising with parents, meeting with the child more frequently, attending meetings and generally being an ambassador for the child in school.
  • You are welcome to contact the Academy to make an appointment to meet with either the teacher or the SENCo.
  • All the schools in the Cabot Learning Federation actively embrace the Thrive approach which provides nurture support and develops emotional resilience.
  • All schools have designated first aiders and a procedure for administrating prescribed medications. We have access to the School Nursing Service and CAMHS.  We also contact First Response should there be a need to access a variety of other support services. 
  • Pupils’ views are sought, listened to and acted upon wherever possible.
  • There are many adults in school available to support your child’s pastoral needs: Our Principal (Mr Munro), Vice Principal (Mrs Hine) and assistant Principal, (Mrs Shaw), the SENCo and LSAs. Certain students may also be referred to for help from our Learning mentor (Mr England).  Begbrook also have a supportive teaching team and lunchtime supervising team who all have the children’s happiness as one of their key priorities.
  • In our academy, the class teacher is the first port of call for all discussion about your child. They will discuss any concerns with appropriate members of staff. 
  • We have a clear behaviour policy (available on this website) and access to behaviour specialists for support and advice when needed, e.g. access to the Studio and outreach provision.
  • Children have access to key workers, teaching assistants or learning mentors in order to support them in voicing their views.
  • We also encourage children to become and to use peer mediators.
  • Begbrook have access to an Educational Psychologist, a speech and language specialist, behaviour specialists and other therapeutic services.
  • We also have access to services provided by the local authority e.g. BAT (Bristol Autism Team), Sensory support service, Learning Improvement Team, Behaviour Improvement Team and Early Years Inclusion Team.
  • The school also works with Health professionals such as speech and language therapists, occupational therapists and Child and Adolescent mental health services (CAMHS). These can be accessed through the health care team via your GP or through the school nurse.
  • SENCos and Inclusions Leaders are qualified and regularly complete training in order to develop their knowledge and practice. We collaborate within the Federation and with other Bristol SENCOs to share and form best practice.  Our SENCO has successfully completed The National Award for Special Educational Needs coordination.
  • As part of the ongoing professional development process that happens within school, each member of the Learning Support team is encouraged to identify training needs early on in the school year and then plans put in place to achieve that during the year. This may include visiting other schools, attending local training, inviting in specialists from charities or being a part of whole-school training.
  • Many staff undertake further training to develop their skills across a variety of aspects of school life.
  • A number of the specialist services which support children with special needs within school also provide our staff with training either in school or on courses.
  • In our academy, we have Learning Support Assistants and Staff with specialist knowledge in supporting children with ADHD, Attachment Disorder, Autism, Dyslexia, Hearing impairments, physical needs, Literacy, Numeracy, PSHE (personal, social, health education) and licensed Thrive Practitioners. If your child has specific needs where teaching staff need extra training, this will take place and specialists will be involved where necessary.
  • We assess the risks for individual children and operate an inclusive policy to ensure access for all children.
  • We have regular educational visits as well as people coming into school to support topic areas. There is one residential trip in year 6.  All children, including those with SEND are given the opportunity to come. 
  • We provide any support that is required for full inclusion as we choose visits that are accessible to all. You are encouraged to join and support the school and your child on some trips and visits.
  • Begbrook is accessible to students and parents with physical limitations and/or mobility impairments.
  • We have disabled parking areas from which, people can enter the school.
  • All rooms are at ground level and are wide enough to allow wheelchair access.
  • Disabled toilets and walk in shower/changing areas are available around school.
  • Most classrooms benefit from acoustic tiling to support those with hearing impairments.
  • We will ask you and the current school if your child has any additional needs prior to your child joining us at Begbrook. Some children may benefit from a home visit too.
  • Where your child’s needs have already been identified by a previous setting, then we will liaise with them. You will also be invited to a transition meeting with both schools.
  • We recognise that there are children who find yearly transition tricky and these are provided with extra support as appropriate to their needs. Parents will be fully involved and we value your input at any point in this process.
  • Children starting school for the first time will have a ‘meet the teacher’ session, a picnic in the summer term before the September start, and a home visit. Home visits may also be arranged for children starting with SEND – the SENCo will liaise with you on this. The SENCo will attend any meetings with nursery where needed.
  • For children moving on to Secondary school, there will be opportunities for them to visit their new school. The SENCo will liaise with the new setting. If the child has SEND, then additional meetings can be arranged in advance.  SENCos from the secondary schools will be invited to the appropriate Annual Review to prepare the student for the transition. 
  • Should your child leave our school before the end of year 6, we will work with you and their new school in ensuring that your child’s needs are understood.
  • Schools receive funding for all children including those with Special Educational Needs and Disabilities and their needs are met from this, including equipment. The Local Authority may contribute more funding if the cost of meeting an individual child’s additional needs is more than £10 000 a year.
  • High Quality First Teaching is the first step in responding to pupils who have or may have SEN. The assessment and planning will inform what interventions will support the classroom teaching. This will be reviewed termly.
  • If progress is still not as expected, despite a suitable period of appropriate and effective support and interventions, then specialists will be involved. The impact of their advice will be monitored.
  • If progress is still not being made, despite ‘relevant and purposeful action’, then we will consider requesting an Education, Health and Care assessment which will be reviewed annually. This process will take a minimum of 20 weeks to implement. Throughout this process, you will be involved. 
  • If your child qualifies for an Education, Health and Care plan (ECHP), the assessment of your child’s needs identifies something that is significantly different from what is usually available, there may be additional funding allocated. You will be told if this means you are eligible for a personal budget and this must be used to fund the agreed plan. For students who have Statements or an EHCP, our focus is that their needs are met and their objectives worked on. This is often better achieved by pooling resources e.g. running interventions for small groups.
  • We are a child and family centred school, so you can be involved in the decision making about your child’s support – you should arrange to talk to your child’s teacher to discuss any concerns. We will discuss with you whether your child’s understanding and behaviour are the same at school and at home and will take this into account when determining how to help your child make progress.  
  • We have reading logs and encourage you to write in this. You may prefer to write a short note should you need to make an appointment. In some cases, we make an arrangement with parents to have a home – school book to support your child’s learning. 
  • We hold review meetings for children with SEND and in some cases, where appropriate, hold a formal annual review where you are expected to attend and give your views. Teachers and parents are encouraged to have as many informal conversations as are necessary to help progress your child’s learning.
  • We have an active PTFA and actively encourage parents to volunteer in the school.
  • We set homework weekly for children to repeat and practise activities that are new and present an achievable challenge for the individual pupil. Support is also available if you wish to understand more about how to help you child at home. Please ask to speak with the adults working with your child or look out for parent information evenings.

Your first point of contact should be your child’s class teacher.  You may find it helpful to arrange an appointment with them. 

You may also wish to contact : –

0117 903086 Extension 225

·         The SENCO is available to talk about any issues. Parents can make an appointment to by contacting the number given in question 11.

·         The head teacher is also always willing to meet with parents if they have a complaint or concern.

·         Parents are able to refer any unresolved issues to the chair of the Governing Body who can be contacted in writing through the school.

·           The Local Authority provides a service for parents of special needs children who need support to resolve problems through the Parent Partnership Service. (Tel. 303 5004)

·           If you still feel the issues are unresolved, the Principal will arrange a meeting with the Chair of the Academy Council.  Please contact the school for this to be arranged.

  • If your concern is with the local authority, then please contact the school or Supportive Parents.
  • The Parent Partnership Service provides independent, individual information and advice for parents of children with special educational needs. Visit their web page for more information.

The LA’s ‘Local Offer’ will provide parents with information about all the arrangements and services available throughout Bristol for children with any type of special need or disability. This can be accessed via the following link.

Please see the below for information on how to help support your child.

BPC Event Poster

Bristol Local Area SEND WSOA