Bisham CofE Primary School believe that all children should be equally valued in school. We strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe. We are committed to giving all of our children every opportunity to achieve the highest of standards. This helps to ensure that our school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.
Our contribution to RBWM Council’s Local Offer can be viewed at http://search3.openobjects.com/kb5/rbwm/directory/home.page. The purpose of a local offer is to enable parents and carers to see more clearly what services are available for children with SEND in their area and how to access them.
The term Special Educational Needs and Disability (SEND) has a legal definition which is set out in the Education Act 1996 and the Children and Families Act 2014. It applies to children who have learning difficulties or disabilities that make it significantly harder for them to learn or access education than most other children of their age.
The Department for Education (DfE) published a new Special Educational Needs and Disability (SEND) Code of Practice in July 2014 to replace the previous 2001 code, and was updated in January 2015.
The term SEND covers a wide range of types of need, including:
A copy of our SEND policy can be found in the Policies section of this website.
At Bisham CofE, children are identified as having a special need through a variety of ways. These may include:
Special Educational Needs Co-ordinator (SENCO):
The SEND Governor:
If you have any concerns regarding your child’s progress or well-being, then please speak to either, your child’s class teacher or the SENCO.
Some children find it harder to learn than other children of the same age. Sometimes, it may be possible to help children by making small changes to teaching and support and ensuring they have access to quality first teaching. Our school has many different ways of helping children to learn more easily and make progress. This may include adaptations to teaching styles, methods and the resources used (wave 1 intervention).
Children and young people who have been identified as having special educational needs tend to have more significant barriers to their learning. They do not necessarily have a disability and many disabled children and young people do not have special educational needs.
The school supports those children identified through:
Our school is an inclusive school and we welcome and celebrate diversity. We are a caring and understanding team and believe that high self-esteem is crucial to a child’s well-being.
The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class. Weekly assemblies, class circle times and the whole school behaviour policy aim to support and promote each child's emotional and social well being. At Bisham CofE we also have a trained Emotional Literacy Support leader who runs short-term interventions with children identified as needing additional emotional support.
All of the above measures in place enable us to minimise the possibility of exclusion.
Bisham CofE School is an inclusive school where each child’s views are valued and respected.
Children are encouraged to form their views either verbally or non-verbally using appropriate methods to suit communication needs. They have a right to receive and make known information, to express an opinion and have that opinion taken into account. Whenever appropriate, children’s opinions and views will be sought and they will be encouraged to take an active part in decision making, especially as part of their reviews.
Children’s views are gathered in a variety of ways:
The school has been partially adapted to accommodate children with a physical disability.
The entrance to the main school building has doors that can be opened to allow wheelchair access. There is a purpose built disabled toilet in the school.
Bisham CofE aims to make all trips inclusive by planning in advance and using accessible places. Risk assessments are undertaken for all trips. All children are welcome at our lunchtime and after school activities. For those children who require 1:1 support in order to take part in an activity, a ‘Needs Analysis’ would be completed and discussed with parents.
Starting School: Initial contact is made with parents and the previous setting as soon as we are notified of the transfer. Visits and discussions with the parents, child and relevant professionals working with the child are arranged.
Transition between year groups: Children with special needs are prepared for transition to a new year group through frequent visits to the new class during the summer term. In addition to this, each child is given a transition booklet made specifically with the individual child in mind.
Transition to Secondary School: The school follows the Local Authority transfer arrangements to secondary school. As such parents of pupils with Education, Health and Care plans attending Year Five are given the opportunity to discuss transfer options.
Secondary school staff are invited to the final annual review of a child with a Statement or Education, Health and Care Plan.
The SENCO meets with secondary school staff to discuss all children with special needs prior to transfer. The SENCO can arrange additional visits to the secondary school for children prior to transfer.
All documentation and information is forwarded for any child transferring to another school before the end of Year Six.
All pupils with Statements or Education, Health and Care Plans or SEND have a One Page Pupil Profile in which all strengths, needs, differences and special arrangements are documented. The Profiles are updated annually and handed to relevant members of school staff in preparation for the new academic year.
We identify training needs and organise appropriate training for teachers and support staff, calling on the services of specialist providers such as the Educational Psychologist or Speech Therapist, as necessary.
Executive Principal - Mrs Isabel Cooke
Head of School / SENCO - Mrs Hayley Broad
A Part of the Ashley Hill Multi Academy Trust