Special Educational Needs and Disabilities

Our SENDco leader at Horfield is Mr Paul Dowlman. If you have any queries, please call into the school office and make an appointment to see him.   

What types of SEND do we support in our school?

We are a mainstream primary school which means we support children whose needs can be met within a mainstream setting.

The types of SEND we support in our school include:

• communication and interaction, including speech and language difficulties, ASD (Autistic Spectrum Disorder) and Asperger’s syndrome
• cognition and learning, including dyslexia and dyspraxia
• social, emotional and mental health difficulties, such as ADHD (Attention Deficit Hyperactivity Disorder)
• sensory and / or physical needs, including visual impairments, hearing impairments, processing difficulties and epilepsy
• moderate / severe / profound and multiple learning difficulties
  

Parents will be fully involved at every stage as we value their contribution in the process of identifying and supporting the needs of children with SEND. We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:

• everyone develops a good understanding of the pupil’s areas of strength and difficulty
• we consider the parents’ concerns
• everyone understands the agreed outcomes sought for the child
• everyone is clear on what the next steps are

Notes of these early discussions will be added to the pupil’s record and given to their parents. In addition to regular parents’ / carers’ evenings, additional appointments and opportunities to discuss issues and progress will be available. 

We will formally notify parents when it is decided that their child will receive SEND support.  All information from outside agencies will be shared with parents directly or, where this is not possible, in a report. The SENDco will arrange to meet parents to discuss any new assessments or ideas on how to support their child.

What happens for parents whose children are starting at our school?

• We will invite you to visit the school with your child to have a look around and speak with staff.
• Where other professionals are involved in supporting your child and family we will arrange for a team meeting to discuss your child’s needs, share strategies and ensure provision is in place before your child starts school.
• Staff may visit your child in their current setting if appropriate.
• We may suggest adjustments to the settling in period to help your child settle more easily.
  
  

• 2025-26 Horfield CE SEND Policy (LSP)
• 2025 -26 Horfield CE SEND Report
• Accessibility Plan
• Universal Provision at Horfield C of E Primary School 

What is our approach to teaching children with SEND?

Teachers are responsible and accountable for the progress and development of all the pupils in their class and work closely with the SENDco. High-quality teaching is our first step in responding to those who have SEND, and this teaching will be differentiated for individual pupils.

We will also provide the following interventions:

• ReadingWise
• Unlocking Letters & Sounds Phonics
• Socially Speaking
• Nessy Learning
• Third Space Learning Maths
• Bespoke emotional support sessions
  
  

Our aim is that all children will receive the full, broad curriculum that we offer, and we adjust our teaching so that the approach children receive is differentiated to meet their needs in the following ways:

• all children requiring information in formats other than print have this provided
• we adapt printed materials so that children with literacy difficulties can access them, or we ensure access by pairing them with their peers or providing extra adult support
• we offer alternatives to paper and pencil recording where appropriate, or provide access through peer or extra adult scribing
  
  

• speech and language programmes
• ASC (Autism Spectrum Condition) support and provision
• occupational therapist fine and gross motor support
• physiotherapy programmes

• SEMH (Social, Emotional and Mental Health) support

• We aim to include all children, including those with SEND, to take part in every school activity (such as assemblies and playtimes).
• All of our school visits and extra-curricular activities, including our after-school clubs, are available to all of our pupils.
• All pupils are encouraged to go on our trips including our residential visits.
• All pupils are encouraged to take part in events such as sports days, school plays and special workshops.
• No pupil is ever excluded from taking part in these activities because of their SEN or disability, and we will make the reasonable adjustments necessary for all our students to be able to participate in our activities.

Our school is fully accessible as detailed in our Accessibility Plan.

Your child's wellbeing is important to us and if there is an issue we find the time to talk and offer help. Often, this is all it takes for your child to feel heard and then be able to move on. Our PSHE (Personal, Social, Health and Economic) curriculum promotes wellbeing during lessons, and whole class circle times provide an opportunity to share and discuss social and emotional themes. During playtimes our supervisors organise and facilitate exciting play opportunities, often using our Playpod and Scrapstore equipment. Younger children have buddies from Year 6 to help them settle into school life. 

We also:

• use a child-centred approach to help support the social and emotional wellbeing of our children
• encourage pupils with SEND to be part of the school council
• have a pastoral specialist (Mrs Alexa Jefferies) who runs groups and works with individual children throughout the day to help with friendships, social interaction, understanding feelings, and managing anger and negotiation; and this support can be in immediate response to an incident or planned in consultation with parents
• can direct parents and carers to external agencies that are able to offer support with emotions and mental wellbeing

We have a zero-tolerance approach to bullying. Through our PSHE / Jigsaw programmes and circle time we work with children to help them understand the impact of the words they use, and deal seriously with derogatory name-calling related to special educational needs or disability.

The PSHE curriculum includes issues of SEND, difference and valuing diversity, and we invite disabled adults to visit us and share their experiences, providing valuable role models for the children.

Our library's collection is curated so as to cover a range of issues concerning additional needs and to offer a perspective of disability equality, and we ensure the books we order have a positive portrayal of disabled people.

How are children with SEND who are joining or moving schools supported?

We recognise that transitions can sometimes be a challenge for a child with SEND, and we take steps to ensure that any transition is as smooth as possible.

If your child is joining us from a nursery setting: 

• Reception teachers and learning support assistants will visit children in their nursery setting.
• The SENDco will also visit preschools, when appropriate.
• If your child would be helped by a passport booklet with photographs to support them with their move then one will be made for them.
• Your child will be able to make additional visits to our school, and our staff will visit your home.
• We would meet with you ahead of the transition to ensure a planned and agreed approach. This would often involve the staff of the previous setting as they have invaluable knowledge and an understanding of your child in an educational environment.

• We will contact the other school’s SENDco and ensure any knowledge about special arrangements or support that need to be made for your child is transferred.
• We will make sure that all records about your child are passed on as soon as possible.
• Where appropriate and possible, additional visits to a new school can be facilitated, accompanied by a member of our staff for support if this is deemed appropriate or necessary.

• Records will be shared in advance with the new class teacher who will take part in a planning meeting.
• If your child would be helped by a passport booklet to support them as they move on then one will be made for them.
• Where appropriate, additional visits will be arranged for children who may need extra support in a new classroom environment.

• Your child's class teacher will attend a transition meeting with the secondary school and transfer all information relating to your child.
• The SENDco and Year 6 teachers will discuss the specific needs of your child with the SENDco and tutor of your child’s secondary school.
• A transition review meeting to which you will be invited will take place with the SENDco from the new school.
• Visits may be made to the new school accompanied by a member of our staff for support if this is deemed necessary and appropriate.

Children with additional educational needs are considered for admission to the school on the same basis as for children without additional educational needs.