Special Educational Needs and Disability

Here you will find details of the schools provision for SEND, our local offer. Should you require any further information please do not hesitate to contact school.

SEND Information

“What additional support do you provide in the classroom for children with special educational needs (SEN)?”

All our children at Bradley Green receive quality first teaching.  This means that a wide range of teaching and learning styles are used and that appropriate learning objectives are set for all children with a curriculum matched to their needs.

All our classes are supported by a highly experienced team of Teaching Assistants who work alongside the Class Teacher promoting independent learning.  Pupils may be offered one to one or small group interventions if necessary.

If a child has been identified as having SEN they will be given an Individual Education Plan (IEP).  Targets will be set according to their area of need.  These will be continuously monitored by the class teacher and by the SENCO at the end of each term.

“What do staff at Bradley Green deliver?”

We have a highly qualified staff here at Bradley Green with many specialisms including:

Better Reading Partnership – a one to one intervention designed to rapidly improve reading and comprehension levels.

Maths Recovery – a one to one intervention designed to close gaps and improve mathematical skills.

Numicon Intervention - a one to one intervention designed to close gaps and improve mathematical skills.

Fischer Family Trust - a one to one intervention designed to rapidly improve early reading and writing and phonic levels.

Speech Therapy – delivering individual plans written by Speech and Language Therapists.

Hotshots – a program to help children relax and boost self esteem

“What ongoing support and development is available to staff supporting children with SEN?”

Staff have access to a range of development opportunities including training in delivery of specific interventions and awareness of emotional, behavioural, mental health and physical issues that may act as barriers to learning.

They regularly liaise with specialists from other agencies and just some examples of subjects covered would include: bereavement and loss, autistic spectrum disorder, asthma awareness, dyslexia, moving and handling and positive parenting.

“What support is available from outside agencies?”

Pupil Support Services – offer a wide range of support for children with SEN including:

BLIS – Behaviour for Learning and Inclusion Service.

CLASS – Communication, Language and Autistic Spectrum Support.

CAMHS – Child and Adolescent Mental Health Service.

EMAT –Equality, Multicultural and access team.

SpLDATS – Specific Learning Difficulties Advisory Teacher Service.

Home Start- volunteer organisation to support families with children under five.

Early Help – A team to support the whole family.

Inspire- New Charter family support service.

SALT – Speech and Language Therapist.

Health Mentor- self-esteem and confidence building.

Educational Psychologist – To observe, assess and make recommendations for   pupils with SEN.

“How do you review the progress of children with SEN and set targets?”

Pupil progress meetings are held in September and at the end of each term.  The class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class.  We track the progress of SEN children over time to monitor the effectiveness of provision. This shared discussion highlights any potential barriers to learning in order for further support to be planned.

Annual Reviews

Children with a statement of educational needs or an EHCP will also have an annual review where their progress will be checked to make sure their needs are being met. This will be arranged with parents and carers consultation.


If it was felt a child’s needs were not being met, a common assessment framework would be completed. This would be done with discussions with the family.

"How will my child be kept safe in school?"

  • Headteacher and Learning Mentor meet and greet pupils every morning from 8.30am and ensure doors are closed and locked at 8:55am
  • Staff see the children out at the end of the school day.
  • Please see following policies. Safeguarding policy Health and Safety Policy; Safer Recruitment Policy; Disclosure and Barring Service; Visitors to School Policy
  • All these policies are available on our website.
  • All staff, teaching and non-teaching and also governors, receive safeguarding training which is renewed every 3 years. 2 named Professionals with responsibility for Safeguarding receive additional training.
  • First aiders, We have 5 who are qualified Paediatric first aiders and one members of staff who has completed First Aid in the workplace training.
  • All staff have completed online fire-safety training
  • Children with a disability have a personal emergency evacuation plan (PEEP)

 “How will school keep my child safe on Educational Visits?”

Detailed risk assessments are carried out by Class Teachers for all educational visits and preliminary visits made.

See Off-site Visits Policy