"Bell Farm is a good school because teaching is effective, pupils achieve well and relationships are good."

Ofsted March 2015
Bell Farm School
Bell Farm About usSEND

SEND

sen logoLead member of staff: Mrs V O’Brien, SENCO

Lead Governor: Karen Taylor

At Bell Farm Primary School, children with Special Educational Needs and/or Disabilities (SEND) are supported and extended first and foremost by their class teacher. All teachers are teachers of Special Educational Needs. Our class teachers plan carefully to meet the needs of all learners, to ensure that they all make good progress.

Children are supported by a range of resources in class, including ICT, visual supports, targeted adult support and appropriate practical equipment. In addition , targeted interventions are delivered by trained staff, including an SENTA to support children with a higher level of need. Ongoing CPD in areas such as dyslexia, autism including Social Stories and ADHD is part of the programme for staff and parents through meeting with professionals or attending the BSS parents support group (hosted at the school).

Learning Support Assistants (LSAs) meet regularly with the SENCO to ensure that children with a statement (and from September 2014 an Education Health and Care Plan) are making progress towards their targets.

The new SEND Code of Practice  makes new and explicit requirements about the involvement of children and parents in setting ‘outcomes’ and making decisions about SEN provision. To support this, all children at Bell Farm will have a ‘One Page Profile’ which details key information to support the learning process collected from the child, parent and teacher.

The Pathway Process sets out the steps involved from when an initial concern is raised by the school , parents or child.

The school sets out its policy and ‘local offer’ regarding Special Educational Needs through answers to 14 questions.

The provision given by the school at each wave of intervention is detailed in the school’s Provision Maps.

Wave 1  – details Quality first teaching and differentiated learning for all.
Wave 2- details interventions on a small group basis to meet a desired outcome.
Wave 3 – details more specialist, often 1:1 interventions with possible outside agency involvement.
 

Bell Farm's SEND policy

SEN Information Report:The 14 Questions

Wave 1 Quality First Teaching at Bell Farm

Wave 2 and 3 Provision at Bell Farm

 

Useful links for parents:

SEND General
http://www.bbc.co.uk/schools/parents/identifying_sen/
http://www.surreycc.gov.uk/learning/educating-your-child-at-home/elective-home-education-guidance-for-parents/home-education-websites-for-parents-of-children-with-sen
http://www.surreyparentpartnership.org.uk/

Austism and Asperger’s Syndrome
www.autism.org.uk
www.ambitiousaboutautism.org.uk

Dyslexia
www.bdadyslexia.org.uk
www.dyslexiaaction.org.uk

Attention Deficit Hyperactivity Disorder (ADHD)
www.adhdfoundation.org.uk
www.adhdtogether.com

Oppositional Defiance Disorder (ODD)
www.conductdisorders.com
www.cafamily.org.uk/medical-information/conditions/c/conduct-disorder-and-oppositional-defiant-disorder/

Sensory
http://www.sense.org.uk/content/supporting-children-special-educational-needs-sen

Attachment Disorder
www.attachmentdisorder.net
http://learningdisabilities.about.com/od/behaviorproblems/a/Reactive-Attachment-Disorder-How-To-Support-Your-Child.htm

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