If pupils have an identified special educational need or a disability before they join our school, we work very closely with the people who already work with them. We use the information already available to identify the possible barriers to learning and to help us to plan appropriate support strategies.

If you tell us that you think your child has a special educational need, we will discuss this with you and assess your child accordingly. Often these assessments will be carried out by the school; sometimes school seeks advice from more specialised services such as: Educational Psychologist, Speech Therapy, Autism Outreach Team- we will share their advice with you and the next steps that we need to take.

If teachers feel that your child has a special educational need, this may be because they are not making the same progress as other pupils. Within school, children will be assessed by class teachers in Reading, Writing, Maths, Spelling and depending on their age range Phonics. This baseline data is used for staff to work from and identify any specific areas where children may require additional support. Pupils who are working significantly behind their peers may be assessed further using standardised assessments such as YARC, Sandwell and Salford. Pupils with standardised scores below 80 will require additional support for their needs. he earlier we act and change our provision, the sooner we can help your child towards success. We will observe your child’s learning characteristics and how they cope within our learning environments. If school become concerned about your child, you will be contacted by their class teacher or the school’s SENCO Miss S Harrison. At this meeting, we will discuss how we can best support your child to succeed within our learning environment and what the outcomes of this support will be. Your child’s class teacher will be involved in this meeting and your child, if appropriate, so that they can share their views. These outcomes will be reviewed after an agreed timescale. Progress will continue to be monitored.

If there has not been expected progress or no progress then school will inform parents that they feel their child may need SEN support and parental consent sought in order to improve progress and attainment. Following this, your child’s class teacher will write an Individual Education Plan. This document will consist of up to four targets for your child’s needs and agreed provision and frequency of support that will be put in place to support progress. These targets will be reviewed termly and progress outlined against them. This forms part of the Assess, Plan, Do, Review cycle.

If you have a concern about your child, Miss Harrison- school SENCo- is available to speak to you. We will always encourage you to speak to your child’s class teacher in the first instance. Miss Harrison works every day in school however, sometimes she may be in meetings or teaching her class. If this is the case you can do the following:
• Speak to the office staff to find out when Miss Harrison is available
• Make an appointment to see her or ask if she can telephone you
• You can also email the school office and they will forward it on to Miss Harrison- office@bridgtown.staffs.sch.uk

We operate an open-door policy and you are welcome to come into school. We have parent afternoons/evenings so that you can find out how your child is doing in school.

The school SEND Policy and Accessibility Plan can be found on the school website.
The following policies can also be found on the school website:
Admission arrangements
Supporting pupils with medical needs
Behaviour policy
Health and Safety
Equality Information and objectives

Pupils who have an identified SEN will have an Individual Education Plan. This plan consists of an overview of strengths and skills, motivators and interests, team around the child, primary and secondary needs and the key points and strategies for supporting these needs. Specific targets will be decided upon and provision set to support the achievement of the targets. This plan will then form the assess, plan, do, review cycle. The plan will be reviewed three times per year and your child discussed at our half termly progress meetings.

SMART (specific, measurable, achievable, realistic and have a set time scale) targets will be set and your child will be supported to know what these targets are. These targets are formally shared with you at parents’ evenings. These usually take place in October, February and June. Bridgtown Primary have an open-door policy, staff will ensure regular contact is made with parents. If after two cycles of Assess, Plan, Do, Review the school feel your child is still not making progress then we will discuss the possibility of external agency support or advice.

Throughout the academic year, pupils in all year groups will have access to interventions to support their learning if required. Bridgtown use evidence-based interventions, these will be delivered either in small groups or 1:1 with regular intervention sessions being between 20-30 minutes. During intervention, connections will be made with the classroom teaching.

Quality First Teaching is a style of teaching that emphasises high quality and is inclusive for all pupils in a class. Differentiated learning and strategies to support SEN are part of Quality First Teaching an ensures that pupils work is appropriately pitched for them as needed.

Teaching and support staff accurately assess the standard that children are working at and differentiate the curriculum to meet all children’s needs.

We use a range of criteria and evidence to help us identify the curriculum standard that children are working at. This might include:
• NFER tests that are undertaken termly
• Checking the words children can read and spell independently
• Moderating writing together
• Making observations, particularly regarding speaking and listening and Maths

This helps teachers to plan work for all children to make progress. The work and support is differentiated for the children appropriately. We use the following to support children with additional needs to become independent learners:
• Interventions
• One to one or group support
• Pastoral support
• Adapted tasks and resources

Maths
We provide catch up and booster groups using personalised intervention through Number Stacks. We are further developing provision in Maths through small groups and one to one support for basic Maths and number skills.

English
Precision teaching, Freshstart, Phonic booster groups, Toe by Toe and Accelerating Reading programme aim to improve basic phonics, reading, writing, spelling and comprehension skills. Teaching assistants and teachers work with small groups and on a one to one basis.

Speech and Language
Pupils with ongoing speech, language and communication difficulties are supported through recommendations from SALT therapists.

Social, Emotional and Mental Health
Pupils needing support with SEMH needs can access Lego Education and Forest School. All staff have received Team Teach training focusing on de-escalation techniques and supporting emotional understanding.

Staff provide challenges to all levels of ability across the classroom through differentiation of task and outcome. Pupils are encouraged to become independent learners and this is facilitated through the use of scaffolding task, questioning and personalised feedback. The classroom environment provides pupils with resources to support them such as: information from displays, knowledge organisers and desk prompts e.g. letter formation and non-negotiable words. Some pupils may require different stationery such as overlays, pencil grips, coloured paper, sensory items, weighted blankets, fiddle toys.

Some pupils may need differentiation through the way a task is recorded or completed. This may include:
• Recording learning in different ways e.g. use of mind maps, picture cards
• Allowing additional brain breaks or sensory breaks using the sensory room and activities
• Segmenting lessons into manageable chunks using language such as now and next
• Prompt cards
• Task planners

Bridgtown School receives funding to support the needs of pupils with SEN. Equipment and facilities are funded through this, support may include:
- Differentiation to increase learning
- In class, adult support
- Out of class support
- Provision of specialist equipment or programmes
- Implementation of strategies from external professionals e.g. Educational Psychologist, Behaviour Support

For pupils with an EHCP, this decision about the type of support that will be needed takes place in a joint meeting with parents, staff and external professionals. This support is then produced as part of the EHCP annual review process.

For pupils without an EHCP, decisions regarding support will take place in school at a joint meeting which may include staff members, SENCo, parents and your child if it is appropriate.

A range of resources are available in all learning areas to support learning for children operating at different standards. Specific resources for some children are made available for use in the classrooms.
• All classrooms have a range of Maths practical and visual apparatus to support learning and progress
• Our reading books, in class and to take home, are book banded so that they closely match the right level for your child to make progress
• We have ICT equipment including I-pads and Chromebooks to support children recording their work in different ways across the school environment
• Positions of tables and chairs are always considered for children with physical, hearing or sight impairment
• Reading materials are enlarged for children with sight impairment
• Our working walls have examples of teacher models to support independent learning
• Children are encouraged to talk with partners or in small groups to develop their ideas, reason and articulate before recording them

Children aged 3-4 years old who are in receipt of DLA and claiming an early education funded place could be eligible to apply for additional funding through the Disability Access Fund.

• Your child’s progress is continually monitored by their class teacher through observation, assessment and review. Their progress is reviewed formally every term against age related expectations. Standardised scores are used to track progress.
• If your child is in Year 1 and above but is considerably below age related expectations then school will use the YARC Reading and Sandwell Maths assessments to show progress in more detail through smaller significant steps.
• At the end of Reception, class teachers use the evidence they have gathered to make judgements of each pupil’s attainment. At the end of Year 2 and Year 6 all children are required to be formally assessed using Standard Assessment Tests (SATs).
• The SENCo will monitor the progress of all children who are involved in individual or group interventions and work with staff to plan next steps and targets for these children.
• If your child has an EHCP, records of their learning and progress they are making towards their targets will be kept.
• The progress your child is making will be shared with you at parents’ evening, via termly reviews and at their annual review.
• You will receive a full report of your child’s achievements at the end of the academic year.

If you would like to discuss your child’s progress outside of these opportunities with their class teacher or SENCo, please make an appointment via the main school office or by calling 01543 227100.

•School staff are available for informal discussion to support you with your child’s learning at home. Appointments can be made for deeper discussion with your child’s class teacher or with the school SENCo.
•Throughout the school year, their will be various parent workshops advertised on the school newsletter- these may be delivered by external providers off site.
•Within school we have access to resources provided by external agencies to support your family. If you feel you would benefit from these please contact Miss Harrison.

Individual Education Plans focus on the pupil being at the center. Pupils are asked for their voice towards their targets and support. This helps staff to identify strengths, motivators and interests and strategies in which to support a pupil. Each term this information is reviewed, and pupil voice gained again.

A whole school tracking system is used for pupil attainment and those pupils making less then expected progress are identified quickly. These pupils are then discussed in the half termly pupil progress meetings. Effectiveness of SEN provision will be measured through the use of data, observations and pupil voice. Quantitative data will compare progress and attainment nationally for pupils with the same prior learning. This data is shared with Governors and judged by external moderators such as Ofsted.

The quality of classroom provision is monitored through a triangulation approach:
1. Classroom observations by SLT and external verifiers
2. Work sampling and planning scrutiny
3. Pupil voice and reading

Feedback to parents regarding progress against your child’s individual targets will be given through Parents Evening and school reports. If you have information you would like to share about your child’s progress or concerns then please make an appointment to see your child’s class teacher and/or the school SENCo via the school office 01543 227100

Pupils are collected and dismissed from their zoned drop off and collection areas. The class teacher ensures parents can be seen and recognised before the child is dismissed. Should this arrangement be unsuitable for some pupils then a separate arrangement may be made. As children go into Year 5 and 6, parents may decide that they would like their child to walk home alone. For this arrangement, parents will need to provide school with a signed letter stating they give permission for this to happen. Without this, pupils will not be allowed to walk home without a parent. On some occasions a family friend or relative may need to collect a pupil from school. If this adult is unknown to school then school will request a password from the parent that the family friend or relative can give on collection. Pupils will never be dismissed to unknown adults without a parent phone call. When pupils start at Bridgtown, parents are asked to complete a Pupil Information Sheet which includes up to three contact details of friends or relatives. An option to set a password then is also given.

Pupils in Year 5 and 6 may bring a phone to school if they have started to walk home on their own. A Mobile Phone Agreement must be signed by parents and pupils for this arrangement to be in place. All mobile phones must be kept in the teacher’s lockable draw unit/cupboard during the school day.

At break times and lunchtimes, pupils are supported by class teachers and classroom teaching assistants. Pupils who have additional funding allocated to them for break/lunch will have a named teaching assistant to support their needs during these times.

Pupils are continually reminded to follow school rules, including ‘fantastic walking’ within the school building. Classes have class jobs which involve cloakroom monitors to ensure corridors are free from loose coats and bags.

The school have generic classroom risk assessments an class equipment risk assessments which have been distributed to staff, communicated and edited collectively and signed to say staff have read and understood.

Resources will be available to support the learning of pupils who have significant social and/or communication needs. We use visual timetables in classrooms so that pupils can better understand routines. The school will provide support for pupils if they need help managing their own behaviour and/or to build up skills and confidence in dealing with social situations

All classrooms have access to resources to support Lego Education. This intervention takes place across school and includes children who can find social situations difficult and who may need additional emotional support. We have access to a CAMHS Emotional Health support worker who visits school fortnightly and operates a drop-in service for pupils to access. We promote Spiritual, Moral, Social and Cultural development in all of our pupils. The school makes links to these aspects of the curriculum through whole school assemblies, class assemblies and class-based activities. The first Jigsaw PSHE unit in September 'Being Me' teaches children to recognise qualities they are proud of and reflect on their hopes for the year. Each classroom has a wellbeing check in station where pupils can highlight to teachers if they would like to talk to someone about their feelings.

Should a child require further emotional and mental health support then our mental health lead- Mrs Tolmie- can refer your child to CAMHS or other emotional support professionals.

Pupils with a medical condition that may affect them within school have a Health Care Plan. This is written by the lead first aider in a 1:1 meeting with the parent and pupil if appropriate. Care Plans are reviewed at the beginning of the new academic year or where care needs change. It is the parents' responsibility to inform school of any changes in their child's health care need. Medication that needs to be administered within school for a pupil's health care need should be handed to the school via the school office with the relevant paperwork completed for dosage and frequency.

If there is a medical emergency in school, qualified first aiders will be called immediately. Within school we have staff who are Paediatric First Aid trained and Emergency First Aid at work. Should the first aider deem an ambulance is needed, one will be called immediately.

Appointments that take place during school time should be accompanied by medical evidence. School will then authorise the time needed to attend this appointment.

Health Care Plans will be written during an arranged meeting. The pupil's condition, symptoms and treatment will be discussed in depth. Parents will sign the Health Care Plan and a copy given for their records. A copy of the Health Care Plan will be given to the pupil's class teacher. Care Plans for food related allergies will be shared with the Kitchen Staff and Lunchtime Supervisors. Allergies are updated on our school meal system School Grid, which is then displayed as pupil's collect their dinner.

We have the highest expectations for behaviour and attendance at Bridgtown Primary and these are based on the excellent relationships we have with our pupils and families. We have a nurturing ethos which forms the basis of our restorative approach. We take a restorative approach to behaviour and this feeds into our Behaviour Policy and our Anti-bullying Policy. We encourage pupils to take responsibility for their actions, to understand the consequences and to put things right. We also start each day as a new day so that children know they can move on.

Pupils with behavioural needs are supported with targets for them to work on and adults who work with these pupils adapt their provision to support these targets. All behaviour incidents are logged on CPOMS, our tracking system, and record details of each incident in an ABC format A- antecedent B- behaviour C- consequence. This system can be used to look for patterns and monitor behaviour incidents across school. For pupils with more specific needs, sensory breaks are included in the lessons that the pupil has.

Bridgtown follow three rules based off Paul Dix 'Ready, respectful, safe.' The school's behaviour policy is built around the key principles of Paul Dix's behaviour approach. Rewards such as smileys are used throughout school and a school consequence ladder is in place and consistent throughout school. Pupils are given the opportunity to reflect and repair on incidents, this gives pupils the chance to correct their behaviour.

Bridgtown Primary follows principles of Restorative Practice. Positive relationships are used to prevent further incidents and limits are set to outline boundaries and expectations. We work with pupils to build self-belief, self-esteem and confidence and to develop their understanding and approach towards being an empathetic pupil.

Our school attendance officer - Mrs Murray, and our Assistant Headteacher- Miss Harrison, work with parents to ensure school attendance is a high priority and promoted throughout school. Letters will be sent to parents should their child's attendance or lateness start raising concern.

If a child is at risk of exclusion, Hayley Tonks (Staffordshire Inclusion Officer) will be contacted. The pupil will be discussed at the Cannock SEND Hub with parental permission. The Hub will give suggestions as to how the pupil can be supported in school or by external agencies.

A pupil who is a Looked After Child (LAC) will be supported in school by the class teacher and the designated teacher for Looked After Children- Mrs Buzzard- Headteacher. Communcation with the social worker and foster carers is close, this is imperative for the child to succeed. PEP meetings are held regularly and the child is discussed in great depth. Premium Funding will be used to support targets set within the PEP meeting. The school work with the Virtual School to ensure the correct support is in place for the pupil.

The class teacher will be responsible for the day to day working with your child. Each year group has a teaching assistant to support at some point during the school day.

Mrs Buzzard- Headteacher and Designated Safeguarding Lead
Miss Harrison- Assistant Headteacher and SENCo. Deputy Designated Safeguarding Lead
Mrs Clifford- Assistant Headteacher and EYFS. Deputy Designated Safeguarding Lead.

All staff that work with the pupil will be made aware of the pupil's needs. These are discussed through key staff discussions, support staff meetings and regular staff meetings.

As well as parental meetings to discuss individual pupils, half termly pupil progress meetings are held where individual pupils and their progress is discussed.

Most staff have received restorative practice training through Team Teach. Staff CPD is constantly being updated and staff research and read up to date information regarding the school's behaviour approach using Paul Dix, latest research and evidence off the Education Endowment Foundation (EEF) and reading signposted by external professionals e.g. Educational Psychologist, Behaviour Support.

Many staff have received Autism Awareness training and Speech and Language awareness. We work closely with specialist settings; teachers and teaching assistants regularly visit these settings to gain new ideas and refresh previous knowledge on environmental factors. This has resulted in teaching assistants now regularly using our sensory break room if needed with identified pupils.

The school SENCo- Miss Harrison- has completed the National Award for Special Educational Needs Co-ordinator (SENCo)

We have a Mental Health First Aider- Mrs Tolmie- who has qualified as a Mental Health Lead and First Aider, she now works closely with CAMHS and developing visiting relationships with our CAMHS Emotional and Mental Health worker.

School has some access to an Edcutional Pscyhologist who support staff with individual pupils.

Bridgtown works with a range of outside agencies e.g. Behaviour Support, Autism Outreach Services, Speech and Language, CAMHS. The school SENCo ensures that the classroom staff are following recommendations put in place by these professionals.

The first point of contact should always be your child's class teacher. They can be contacted via the school office using the email- office@bridgtown.staffs.sch.uk or by calling 01543 227100.

Bridgtown's school SENCo is Miss Harrison.

She can be contacted via the main office by calling 01543 227100 or by emailing office@bridgtown.staffs.sch.uk- your email will be forwarded to her.

Our SEN link Governor is Nicky Featherstone. Meetings are held termly between the school SENCo and the link Governor. Feedback is given in the termly full Governing Body meetings and a comprehensive report is provided. Information such as SEND, LAC, Safeguarding, Quality of Teaching and Behaviour and Attitudes are discussed at the meeting.

Every classroom has a wellbeing check in area where pupils can check in either daily or throughout the day about how they are feeling. This opens up opportunity for the class teacher to discuss with the pupil why they are feeling this way and put in any support that is needed. For pupils who require it, they will be given time to talk through structured intervention programmes such as Lego Education. This is an intervention that can be accessed either daily, weekly, or on a as and when needed basis.

As part of IEPs, PEP meetings and EHCP views the pupils are asked for their views and aspirations for the future.

At Bridgtown Primary we have a newly formed School Council group who meet fortnightly to discuss fundraisers, issues that school council representatives have brought to the meeting and share the voice of the school community. All pupils are eligible to put themselves forward to become a school council represenative and pupils with SEND are actively encouraged and supported in doing so.

Bridgtown have a PTFA (Parent Teacher Friends Association) which parents are welcome to become involved with.

Parents who wish to become volunteers, to support with reading, trips etc are welcome to discuss this with a member of the school office team.

Occasionally, positions become available on our Governing Board. Vacancies are advertised on the school website and newsletter. The application form for this is available from the school office.

Parents should call school on 01543 227100 and speak to a member of the office staff if they require support with form completion or accessing information off the school website.

Activities provided can be accessed by all pupils- including those with SEND. Staff are mindful of these pupils when planning trips and as such will ensure the trip is accessible for all.

The school run an after-school sports club. This provision can be booked via the school office. Mr Mitchell, our Sports Coach, runs the after-school clubs.

Risk assessments are carried out and procedures put in place for pupils to participate in school activities. For pupils with specific health needs, parents will be consulted with during the planning phase of the trip. The discussion will feed into the risk assessment and included when submitted to EVOLVE.

The site is mainly wheelchair accessible, has a disabled parking space and an accessible toilet.

We are aware that within our classrooms environments can be overly stimulating for pupils. The school have adopted a neutral approach to many display boards using calming colours and easily readable fonts and sizing.

Our corridors are clear and classrooms follow a similar approach to displays. Similar displays flow through school for English, Maths, Reading and Science. Classrooms are kept clutter free and resources are labelled clearly to ensure pupils can access them independently. Within our school we have a sensory break out room which pupils can access if they are feeling overwhelmed by their classroom environment.

School produce a weekly newsletter using a dyslexia friendly format and font. Emails and texts are sent as our main method of communication with parents.

Information regarding admissions can be found on our school website.

For a parent wishing to arrange a visit to the school please email the school office at office@bridgtown.staffs.sch.uk and a member of our school office will get back to you.

Throughout the year there are open mornings and various opportunities to meet with the teachers.

School staff will make contact with your child's previous setting to gain as much information as possible. School staff may visit your child in their setting or arrange additional visits to our setting for them. Initially, your child may be required to join us for a reduced amount of time, this can be arranged through the school SENCo. Your child's new class teacher will meet your child and any information gathered will be shared with them.

Transition through phases will be planned carefully, this includes moving from EYFS to KS1, KS1 to KS2 and Year 6 to High School. To support transition, school will share information with the school or other setting that the pupil is moving to.

During transition that happens within school phases, planned transition meetings take place where the pupil's current class teacher can communicate key information to the pupil's new class teacher. This includes assessment information, additional needs and strategies to support these and safeguarding information. Additional 'pop in' sessions may be planned for pupil's who are feeling anxious about the transition.

Information regarding health needs and learning needs will be shared with the pupil's new school. In addition to this, friendship groups, fears and worries will be shared. Additional visits to the new setting can be arranged by the school.

Advice and support can be accessed via a range of services.

SENDIASS (Staffordshire Family Partnership) provides free, impartial advice and guidance to parents.

Aiming High is a programme of activities and short breaks for children and young people aged 5-18 years old with SEND who live in Staffordshire. Children and young people can access a set number of activities for free each month. To book or ask questions call 0300 111 8007 (Option 2 then option 5)

Information produced December 2022.

To be reviewed December 2023 or throughout the year if staff or provision changes.

Bridgtown encourages parents to communicate concerns at the earliest opportunity and to contact the main school office by calling 01543 227100 or by emailing office@bridgtown.staffs.sch.uk

Concerns can be dealt with informally, by working in partnership. Occasionally a concern cannot be resolved in this way, and it may become a complaint.

The school's complaint policy can be accessed via the school website.

We are happy to receive suggestions and comments to help us identify areas of success and where we can make improvements.