SEN Information Report

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Bedenham Primary School


SEN Information Report   September 2016

This report is updated annually for the start of the academic year.





Bedenham Primary School is a local authority mainstream school with a Resourced Provision for children with Education Health Care Plans (EHCPs) with behavioural, emotional and social needs as their priority need. We cater for children aged 4-11. We are proud of the provision we offer for all children in our school and we work hard to ensure we are meeting the needs of all children in our setting. There are places for eight children in the resourced provision and are given places through referrals from the local authority. 




1. How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

At Bedenham Primary School children are identified as having Special Educational Needs (SEN) through a variety of ways including:


  • They are struggling to keep up with work in class.
  • Their reading or spelling ability is falling behind that of their peers.
  • Behavioural or social difficulties are preventing them from learning.
  • They have gaps in mathematical understanding which are preventing them from progressing.
  • They have been identified as having SEN in their Nursery or previous school.
  • Information from external agencies such as speech and language therapy and paediatricians. We always strive to work in partnership with outside agencies in order to fully support children and families.
  • At the end of Reception Year we carry out a Dyslexia Screening Test (DST) on all the children, with permission from parents. The test is a series of informal activities which then tell us if a child is ‘at risk’ of dyslexia and would benefit from extra support in school.
  • We also have a range of other assessments that we can use as and when appropriate. These can help us to assess level of ability and the areas a child might need some extra support with.  


If you have concerns about your child you can: 

  • Talk to us! We pride ourselves on working in partnership with parents. Your child’s teacher is your first point of contact. You can also arrange to see our Special Educational Needs Coordinator (SENCO) or Family Support Worker. The SENCO has the role of supporting staff and families to identify when a child has extra needs and ensure the right support is in place.


2. How will school staff support my child?

  • The SENCO oversees all support and progress of any child requiring additional support across the school.
  • The class teacher will oversee, plan and work with each child with SEN in their class to ensure progress is made.
  • Each year group has Teaching Assistants allocated. They may work with your child individually or in a small group if this is seen as necessary. The regularity and level of support varies according to need.
  • The SENCO reports to Governors every term to inform them about the progress of children with SEN.
  • One of the Governors is responsible for SEN and meets regularly with the SENCO. They then report back to the rest of the Governors. Currently the designated governor is Mrs Jan Heath.
  • The Governors agree priorities for spending within the SEN budget ensuring all children receive the support they need.

The majority of children who may have a delay in learning will be able to make progress and achieve as a direct result of quality first teaching in the classroom. Where tracking of progress indicates that this is slow to happen, the SENCo is able to support the teacher and parents by suggesting strategies to remove barriers and support learning. Examples include, looking at seating plans and positioning in the classroom of children who may have attention or hearing difficulties. If any difficulties persist a range of options are available. The Inclusion Leader may carry out a range of formal and informal assessments before involving other key staff in intervention programmes. For September 2016 these programmes include:

  • SIDNEY – Specific Intervention for Dsylexia, Noteably Early Years, identified through a screening programme carried out in the summer term of Yr R.
  • Precision teaching – daily targeted learning for maths or literacy.
  • Myty Maths: A programme to support with difficulties in numeracy.
  • Arithmetic and number – daily support for specific gaps in numeracy.
  • FFT wave 3 – used to support difficulties with reading and writing
  • Memory Magic – used to support working memory
  • Phonographix – a focussed phonics programme for children who are having difficulty with phoneme and grapheme recognition.
  • Socially speaking – a programme to support children’s communication, including for example maintaining eye contact, and ability to work with others
  • Lego therapy – designed to enable children to listen to and follow instructions from adults and their peers 

When school based strategies and interventions are not accelerating progress at the required rate ( a ratio gain of at least 2:1) advice may be sought from other professionals and outside agencies, with parent’s permission. These include educational psychologists, occupational therapists, physiotherapists, speech and language therapists and the child and adolescent mental health, CAMHS. As well as the SENCo, Mrs. Edwards, Child & Family Support worker, is available to support parents and carers before and after meetings and attending joint meetings at the parent’s request.


 3. How will the curriculum be matched to my child’s needs? 

All tasks within class are pitched at an appropriate level so that all children can access it. There could be three different levels of work set for the class. At times, work may be individually differentiated. This ensures all children can access the lesson and learn at their own level.


For public examinations such as the Year 6 SATs, we ensure all children have the best possible experience. We ensure that children who are entitled to extra time receive this. We also utilise all extra staff to enable children who need it can work in a smaller environment and the support of a familiar adult to lessen stress. We identify any children that may need specific support such as a scribe or a reader and this is provided.



4. How will I know how my child is doing and how will you help me to support my child’s learning?

The class teacher will meet with parents at least every term (this could be as part of parents evening) to discuss your child’s needs, support and progress.


You are welcome any time to make an appointment to meet with either the class teacher or SENCO and discuss how your child is getting on. We can offer practical advice on how you can help your child at home.


If your child is on the SEN register they will have an Individual Education Plan (IEP) which will have individual/group targets. This is reviewed at least termly and new targets set. You will be invited to ‘drop in’ sessions with the SENCO to discuss the progress and help to set new targets for your child. We also involve the child by talking to them about how they feel they are getting on and what they would like more help with.

At the end of each term we carry out reading and spelling assessments to ascertain reading and spelling ages for each child on the SEN register. This is another way of recording and monitoring progress.

If your child has complex needs they may be part of an Inclusion Partnership Agreement (IPA). This is a more formal meeting to agree actions to ensure progress is made. It is regularly reviewed with a report written.

If your child has an EHCP there will be an Annual Review to look through the plan, check needs are being met and agree on targets for the coming year.

If your child has made sufficient progress, we will discuss with you removing your child from the SEN register. We see this as a very positive step but will continue to monitor and offer support if required.



5. What support will there be for my child’s overall well-being?


Pastoral Support:

 We are an inclusive school; we welcome and celebrate diversity. We pride ourselves on doing whatever it takes to ensure each child has the best possible experience of school.

  • We have a caring, understanding team looking after our children.
  • We encourage all children to be actively involved in all aspects of school life. This includes attending after school clubs, taking part in our school council and being involved with team days, sports days, class assemblies, etc. Extra support is given where needed to ensure this can happen.
  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENCO for further advice and support. This may involve communication with outside agencies such as the school nurse, children’s services or behaviour support team.
  • The school also employs a full time Child and Family Support Worker and a full time Emotional Literacy Support Assistant (ELSA).  Between them they work with vulnerable children and parents during the school day.
  • We also have a school counsellor who comes in for one day a week. Children can choose to go and see the counsellor if they feel they need to or requests can be made by teachers and parents. The counsellor offers a confidential service for children to talk through worries and concerns. More information is available on request.


Medical Support:

  • The school has a policy regarding the administration and managing of medicines on the school site.
  • Parents need to contact the class teacher or school office if medication is recommended by health professionals to be taken through the school day.
  • On a day to day basis the Admin Staff generally oversee the administration of any medicines.
  • Information is shared amongst all staff regarding medication and conditions affecting individual children.
  • All the admin staff, the majority of TAs and Lunchtime Assistants have received first aid training.


Behavioural, emotional and social support:

  • As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and children.
  • If a child has behavioural difficulties an Individual Behaviour Management Plan (IBMP) is written alongside the parents and child. This is to identify specific issues, put support in place and set targets.
  • Attendance of every child is monitored on a daily basis. Lateness and absence are recorded and reported upon to the Head Teacher.
  • Good attendance is actively encouraged and we seek to support parents who are struggling.
  • For some children experiencing difficulties in school we find it is useful to have more regular contact with parents. Our Child and Family Support Worker is available to talk through problems and offer support. For some children we set up a home-school link book to enable more communication.


6. What specialist services and expertise are available at or accessed by the school?

Our SENCO is fully qualified and accredited

As a school we work with several outside agencies to support individual children’s needs. These have included health care, behaviour support, speech and language therapy, educational psychology and children’s services. We are able to access a range of specialist advisory services as and when necessary.

Our Child and Family Support Worker is qualified to deliver specialist parenting courses.

Within the school we have a resourced provision for children with behavioural, emotional and social difficulties. There are spaces for eight children with EHCPs. Admission to the resourced provision is strictly by referral through the local authority. The provision is staffed by one teacher and two teaching assistants. Expertise is shared throughout the whole school.


7. What training have the staff supporting children with SEND had or are currently having?

  • We have a member of staff trained in ELSA who receives regular support from the Educational Psychologist.
  • We have teaching assistants trained in FEIPS (counselling), emotional first aid as well as a range of interventions to support reading, writing and spelling.
  • The majority of teaching and support staff are Team Teach trained to support children with behavioural difficulties. This trains staff in positive handling techniques. Two members of teaching staff are also qualified Team Teach tutors and give regular refresher training.
  • As a school we aim to provide on-going training and development for staff. TAs have regular meetings and training provided by the SENCO and outside agencies.



8. How will my child be included in activities outside the classroom including school trips? 

All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide necessary support to ensure that this is successful.


A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised.



9. How accessible is the school environment?

The school site is wheelchair accessible with a disabled toilet large enough to accommodate changing. The school is all on one level with ramps at specified fire exits.



 10. How will the school prepare and support my child when joining the school and transferring to a new school?

We encourage all new children and parents to visit the school prior to starting when they can be given a tour by older children in the school. For children with SEN we would encourage further visits to spend time in their new class and get to know their new teacher and class mates before officially starting.

For children starting in Reception, we have a clear transition programme. Reception teachers carry out home visits and children and parents are invited to a series of meetings and settling in sessions.

We liaise with Nursery staff to ensure we are ready to meet the needs of any children with SEN.


 We write social stories with children if transition is potentially going to be difficult.

When our Year 6 children leave us to go on to Secondary school, we arrange additional visits. Our feeder Secondary school, Bridgemary, has a transition programme in place.

We liaise with staff from Secondary schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood.

For children with complex needs an IPA meeting will be arranged with staff from both schools and parents. This ensures clear provision and targets are in place which everyone has agreed.

For children with EHCPs, transition is discussed at the Year 5 Annual Review so that decisions can be made and plans can be put in place early. Secondary staff will be invited to the Year 5 and 6 Annual Reviews.





11. How are the school’s resources allocated and matched to children’s special educational needs?


We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.


We have a team of TAs who are funded from the SEN budget and deliver programmes designed to meet groups of children’s needs.


The budget is allocated on a needs basis. The children who have the most complex needs are given the most support.





12. How is the decision made about what type and how much support my child will receive?


The class teacher alongside the SENCO will discuss the child’s needs and what support would be appropriate.


Learning Support Assistants, LSAs, as a resource are allocated according to the direction on a statement of SEN for individual children. They are also allocated on a class basis depending on the needs of the children in the class.


Different children will require different levels of support in order to bridge the gap and make expected progress.


Each child with SEN has an IEP which is reviewed at least termly by the teacher, SENCO and in discussion with parents. This gives opportunity to talk through progress made and what level of support they need in the future.

Children may move off the SEN register if they have made sufficient progress.





Strategies that are ‘different from and additional to’ include:

  • Use of technology- Alphasmart, lap top, Ipad
  • Use of Social Stories – to aid communication and understanding, improve behaviour, re-enforce social skills
  • Physical adaptations- specialist furniture, grips
  • Adapted curriculum – PE (physiotherapy)
  • Access – visual schedules, both class and individual, simplified language, instructions broken down
  • Pre-teaching of vocabulary / concepts



Children are supported in a variety of ways:

  • 1 to 1 adult support in the classroom
  • Adult support in small groups in the classroom
  • 1 to 1 adult led interventions
  • Small group interventions (eg ELSA friendship group or therapeutic story writing.
  • Personal schedules
  • Individual technology including lap tops, Alphasmarts, Ipads
  • Speech and language , occupational, physiotherapy exercises




13. Who can I contact for further information?

Your first point of contact with any concerns would be your child’s class teacher.

You can also arrange to meet with our SENCO, Mrs Richards (currently on maternity leave and Mr Lloyd is covering this role) or our Child and Family support worker, Mrs Edwards.

Our SEN policy is available to view on our school website.

If you are considering whether your child should join the school please contact our school admin office to arrange a visit. Our Executive Head Teacher, Mrs Potter, or our Head of School Mrs Wood can discuss with you how the school could meet your child’s needs.


The resources and provision of Bedenham Primary School is included in the wider provision of Hampshire County Council and can be found as part of Hampshire’s Local Offer.


Reviewed: September 2016