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Special Educational Needs & dISABILITIES (SEND)


Our SENDco leader at Horfield is Miss Lisa Carey.  If you have any queries, please call into the School Office and make an appointment to see her. 


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 includes:

  • Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia
  • Social, emotional and mental health difficulties, for example, Attention Deficit Hyperactivity Disorder (ADHD)
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
  • Moderate/severe/profound and multiple learning difficulties


How does the school consult with parents of children with SEN and involve them in their child’s education?

We understand and value the contribution of parents in the process of identifying and supporting the needs of children with SEND. Parents will be fully involved at all stages. 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 are available. 

We will formally notify parents when it is decided that a pupil will receive SEN 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 with you to discuss any new assessments or ideas on how to support your child.

For parents who are starting our school:

We will invite you to visit the school with your child to have a look around and speak with staff.

If 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 to settle more easily.


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 pupils who have SEND. This 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


What additional support for learning is available?

Our aim is that all children will receive the full, broad curriculum that we offer.

We adjust our teaching so that the approach that children receive is differentiated to meet their needs.

  • 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 ensure access by pairing children/peer support/extra adult support.
  • We provide alternatives to paper and pencil recording where appropriate, or provide access through peer/extra adult scribing.


We also run a range of interventions including:

  • Speech and Language programmes
  • ASC support and provision
  • Occupational Therapist fine and gross motors support
  • Physiotherapy programmes
  • SEMH support


How do we enable pupils with SEND to engage in activities available to those in the school who do not have SEND?

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


Our school is fully accessible. Further details can be found in our Accessibility Plan.

How do we support children with their emotional and social development?

Your child's wellbeing is important to us and if there is an issue we find time to talk and offer help. Often, this is all it takes for your child to feel heard and then able to move on. Our PHSE (Personal, Health, Social Education Curriculum) promotes well-being during lessons and whole class circle times provide an opportunity to share and discuss social/emotional themes. During playtimes our supervisors organise and facilitate exciting play opportunities including use of our Playpod/Scrapstore play equipment. Younger children have buddies to help them settle into school life. 

We also:

  • Use a child centred approach to help support the social and emotional well-being of our children.
  • Pupils with SEND are encouraged to be part of the school council
  • We have a Pastoral team (Mrs Kate Martey & Miss Jess Frew) who run groups and work with some children individually throughout the day and during play/lunch times to help with friendships, social interaction, understanding feelings, managing anger and negotiation.  Support can be in immediate response to an incident or planned in consultation with parents. 
  • We are able to signpost parents and carers to external agencies that are able to support with emotions and mental well-being.

We have a zero-tolerance approach to bullying.  

Through our PHSE/Jigsaw programmes and circle time, we work with the children to 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 disability, SEND, difference and valuing diversity.  Disabled adults are invited to work with the children, as we believe it is important to have role models.


The library resources are regularly reviewed to ensure they include books that reflect the range of additional needs issues and come from a disability equality perspective, and priority is given to the ordering of books with positive images and a positive portrayal of Disabled People as they become available.


How are children with SEND  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 & Learning support assistants visit children in their Nursery setting.
  • The SENDco will also visit pre-schools, when appropriate. If your child would be helped by a book/passport with photographs to support them
    in understanding moving on, 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 previous setting's staff too as they have invaluable knowledge and an understanding of your child in an educational environment.

If your child is moving to or from  another school: 

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

When moving classes in school: 

  • Information will be passed on to the new class teacher in advance and a planning meeting will take place with the new teacher. Records will be shared with the new teacher.
  • If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.
  • Where appropriate, additional visits are arranged for children who may need extra support in a new classroom environment.

In Year 6: 

  • Your child's class teacher attends a transition meeting with the secondary schools and transfers all information relating to your child, in person.
  • The SENDco/Y6 Teachers will discuss the specific needs of your child with the SENDco/Tutor of the 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 appropriate or necessary. 

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