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Bedwell School,
Bedwell Crescent,
Herts, SG1 1NJ 01438 351198


Miss E Shaw

© Bedwell Primary
School, 2019

SEN - Supporting Special Educational Needs

    "Pupils who have SEN and/or disabilities are well supported."

    A high proportion of children at our School have special educational needs, and we take the job of identifying and supporting these very seriously. We take great pride in the fact that these children make accelerated progress, helping them to catch-up with their peers, and as a result children with SEN at our School regularly out-perform similar children nationwide.

    We would welcome your feedback and future involvement in the provision for children with special educational needs and disability in the school. To do so please come along to one of our coffee mornings (look out for our flyers every half term) or speak to Mrs Wood (Bedwell Special Educational Needs Coordinator).

    You can also find out more about the ways in which we ensure our School is accessible to all and provide equality of opportunities via the documents below:

  • Accessiblity Plan
  • Equalities Action Plan
  • Equalities Information and Objectives
  • You can find answers to a few frequently asked questions you may have relating to what we offer for children who have a special educational need and disability (SEND) below - and there's lots more information in our Bedwell School SEN Report.

    How do we know if a child is in need of help?

    We track the progress of all our learners daily in class through lessons and tasks and questioning but as professionals we regularly discuss any concerns we have as well as celebrate achievement. We have systems in place to use data to support tracking and use termly pupil progress meetings to look at how the children are progressing, to assess how successful support has been and to plan what things we might need to change to support progress and learning in the future. We follow the Bedwell STAGES approach to SEN and this includes cycles of assessment, support and review to ensure that we identify learning barriers and needs and provide appropriate support to meet those needs. When concerns are raised the SENCo may use detailed assessments to try to analyse a child’s difficulties and will then advise staff on appropriate support strategies.

    We also use pupil voice whenever appropriate to listen to the views of our learners about how they are doing and how they like to be supported in school.

    What should I do if I think my child is in need of support?

    Parents are encouraged to speak to the class teacher, SENCo or head teacher about any concerns they have.

    If you have concerns about your child’s progress you should speak to your child’s class teacher initially as they work with your child on a daily basis.  You can do this at any time and shouldn’t wait for parent/teacher evenings to express your worries.  Your concerns will then be passed to the SENCo/head teacher

    The SENCo offers 20 minute SEN surgery appointments every two weeks which are booked in advance so that you can speak to her about your concerns and obtain a quick response. (contact details above in section 1). The head teacher is also available and will willingly talk to you about your concerns.

    If you are not happy with the support and progress of your child please do not hesitate to bring your concerns to the attention of the SENCo or head teacher or if your concerns have not been resolved you can speak to the school SEND Governor(See section 1).

    How will I know how well my child is doing?

    Your child’s progress is continually monitored and celebrated by his/her class teacher who will have high aspirations for all children within their care. His/her progress is reviewed formally every term and is recorded in central data tracking systems and then discussed at pupil progress meetings. Parent/teacher consultation evenings are held in the autumn and spring terms whereby your child’s progress will be shared with you.  In the summer term a written report is sent home detailing progress and next step targets.

    Children with a high level of identified additional needs may have a TLP which will be shared and reviewed with you on a termly basis and the plan for the next term made. Parents/carers are invited to attend these meetings so that their views can be included regarding how their child should be supported.  In addition, where appropriate, we will seek the views of the child/young person as a central part of the support process.

    The progress of children with a statement of SEN/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.

    More information on our approach to identifying and supporting children with SEN can be found in our SEN Report, which you can read here.


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