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SEND at Bridgewater Park Primary School

At Bridgewater Park we believe in early identification of special educational needs.  Every child’s attainment will be assessed on entry to school so that the foundations during the child’s pre-school years can be built on. If a child has already been identified as having a special educational need in their Early Years setting, then the class teacher and SENDCO will use this information to:

  • Provide starting points for the development of an appropriate curriculum
  • Identify the correct provision and support for a child
  • Use assessment processes to identify any learning difficulties
  • Ensure ongoing observation and assessments and provide regular feedback about the child’s achievements and experiences to form the basis for planning the next steps of the child’s learning to secure good outcomes

The first response to any concern about a child’s learning is quality first teaching targeted at any area of weakness. Where the child’s progress continues to be a concern, the class teacher together with the SENDCO, should assess whether the child has special educational needs and whether this means that they should be placed on the register as SEND support. All teaching staff are alert to difficulties which may emerge as the child develops and will take this into account. In addition to this, class teachers have the opportunity to discuss pupil progress and achievement at pupil progress meetings with the Principal and SENDCO. This provides opportunity for discussion around pupil progress and to consider if there may be any SEND that have not yet been identified.

Bridgewater Park supports parents and carers to share their concerns about their child’s development. If a parent or carer has concerns, then they should be logged with the child’s class teacher in the first instance. If the difficulty persists then the class teacher will share this with the SENDCO who may complete some further assessment and investigation of the child to see if there are any SEND which have not been assessed.

During this process the school will not delay in putting into place extra teaching or rigorous intervention designed to accelerate their learning. The child’s response to this may also help to inform the identification of SEND.