Our school aims to be:

• a learning community: enabling all individuals to realise their full potential, recognising the primary role of parents in educating their children;
• a caring community: giving time and thought to valuing each and every individual for their uniqueness, within an atmosphere of friendship and understanding.

We are an inclusive school, who match learning to the needs of the children. We recognise that each child brings a special gift to our school and that these gifts should be nurtured in order to make the world a better place, in line with our school mission statement.

Our Inclusion Leader oversees all provision for and progress of children needing additional support across the school.  The class teachers plan for and work with each individual with Special Educational Needs or Disabilities in their class to ensure that maximum progress is made in every area of the curriculum and school life.

Teaching Assistants sometimes work with children in carefully prepared lessons in a small group, or individually, according to their needs.

Your child may also have an Individual Education Plan (IEP) which sets out achievable targets in learning. These get reviewed and updated termly, in collaboration with you, your child and their teacher.

We respect the fact that children:

• have different educational, emotional, social and behavioural needs and aspirations;
• require different strategies for learning;
• acquire, assimilate and communicate information at different rates;
• need a range of different teaching approaches and experiences.

In response to this we aim to set suitable learning challenges and put in a wide range of strategies and resources to ensure children meet these challenges, overcoming potential barriers to accessing and learning in all areas of school life.

Where appropriate, we will liaise with other professionals and specialist services to meet the needs of your child. We act upon their advice and monitor and review progress and support regularly, with you and your child being central to this process.

The groups and provision in school are constantly changing according to the needs of the children. Currently in school we have:

• One-to-one sessions with an Emotional Literacy Support Assistant (ELSA) who is trained and supervised by Educational Psychologists. These can be focused upon your child’s unique needs and situation and look at a range of needs, from anxiety, loss and bereavement to anger and difficulty in expressing emotions. We see these sessions as vital in ensuring children live happier, more purposeful lives, ready to learn and contribute in and out of school.
• Rainbows - Rainbows is the largest international children’s charity dedicated solely to helping children successfully navigate the very difficult grief process. It is run in small group sessions led by trained ELSAs. The group aims to develop and strengthen problem-solving and coping skills and appropriate behaviour and anger management related to loss and change, to alleviate anxiety and help reduce emotional pain and suffering of children. Rainbows helps children who have experienced traumatic changes in their family, to improve communication in their family and improve peer relationships. Below is a link to the Rainbows website:
  http://www.rainbowsgb.org/about-us
• Think Bricks - 'Think Bricks' is all about building resilience, brick by brick. 'Think Bricks' empowers and inspires children to creatively build symbolic models to help them communicate and understand their thoughts, feelings, worries, aspirations, self-regulation, set goals and much more.
• Motivators - Our Motivators group is based on The Move To Learn programme which is built around the natural movements of children.  It supports children with coordination and movement difficulties and promotes good attention and listening skills.
• Precision Teaching - This is a one-to-one, five minute intervention, three times a week which focuses on a specific skill such as Times Tables or learning Common Exception Words.
• Phonics Groups - These are run by Teachers and Teaching Assistants across the school to support and stretch children in their vital understanding and application of the English sound and letter system.
• Literacy and Numeracy Support Groups – These groups are run by Teachers and Teaching Assistants in various year groups. They are planned and delivered according to the specific needs of the children in the groups. One-to-one Literacy and Numeracy support is also provided by our Teaching Assistants in some cases.
• IDL - An online program supporting reading and spelling for those with dyslexia and difficulties with literacy skills.
• SENDIASS is run by BCP to help any parent or carer who is supporting a child with SEND and can be contacted at help@sendiass4bcp.org, or on their Advice Line, 01202 128181.
• Sensory Circuits - Children complete three types of activities which help to improve alertness and coordination in class. These activities are:
  • Alerting activities which stimulate the bodies' central nervous system in preparation for learning. These include spinning, bouncing, skipping and jumping.
  • Organising activities which demand the brain and body work together. These include balance, coordination and concentration. 
  • Calming activities which give awareness of the body in space and increase the ability to self-regulate sensory input. These include heavy muscle work and deep pressure.
• Speech and Language work - As a school, we work with our link Speech and Language Therapist who advises us on supporting individuals and groups with their speech and language development. Provision takes place both in class and through targeted small groups and individual sessions, delivered by our Teaching Assistants.
• Navigator - We have a link Navigator from BCP who conducts monthly parent drop-ins at our school. They provide support and advice on how to improve family life and how to connect to additional services such as parenting courses and housing provision.