Special Education Needs

We want all adults and children to participate in learning and we celebrate all members of our community. We have an inclusive culture in our school and we respond to the diversity of children’s backgrounds, interests, experience, knowledge and skills in tailoring an individual learning experience for all pupils attending the school. We value high-quality teaching for all learners and actively monitor teaching and learning in the school.

We aim to create learning environments which are flexible enough to meet the needs of all members of our school community. We monitor the progress of all learners, and staff continually assess ensuring that progress is being made.  Our whole school system for monitoring progress includes regular pupil progress meetings, where staff account for the achievement of each individual in their class.

We have two Inclusion Managers who can be contacted at any time if you have any specifics questions or educational needs for your child. Cheryl Jeans has a focus on pupils in Key Stage 1, and Ros Smith ensures the educational needs of those in Key Stage 2. If you would like to speak to either of them please contact the school directly to arrange an appointment.

To find out more about how Special Educational Needs is managed and monitored please read the SEND Report in the download section of this page.

“How can I let the school know I am concerned about my child’s progress in school?”

  • If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
  • If you still have concerns about your child’s progress, you should speak to the SENDCo or Head of School.

“How will the school let me know if they have any concerns about my child’s learning in school?”

If the school has concerns about the progress your child is making, or about their well-being, they will set up a meeting to discuss this with you in more detail and to:

  • listen to any concerns you may have too.
  • plan any additional support your child could receive. This may be written as a ‘Provision Plan’.
  • discuss with you any referrals to outside professionals to support your child.

“How are the school’s resources allocated and matched to children with Special Educational Needs & Disabilities?”

  • The school budget includes some money for supporting children with SEND.
  • The Executive Head, Heads of School and the SENDCo discuss all the information they have about SEN in the school, including:
    • the children getting extra support already
    • the children needing extra support
    • the children who have been identified as not making as much progress as would be expected

And decide what resources/training and support are needed.

  • The Executive Head and Heads of School, alongside the Governing Body, decides on the allocation of the budget for Special Educational Needs, on the basis of needs in the school.
  • All resources/training and support are reviewed on an ongoing basis and changes made as needed.

“Who are the other people providing services to children with a SEN in this school?”

Provided by the schoolProvided by External Agencies
SENDCo’sEducational Psychology Service
Learning MentorBristol Autism Team
Class TeachersChild and Adolescent Mental Health (CAMHs)
Teaching AssistantsInclusion Support
Speech and Language TherapistTraveller Support
Thrive PractitionersSchool Nurse
Occupational Therapy
Physiotherapy
Paediatrician
Supporting Head Injured Pupils In Schools (SHIPS)
Social Care
Lifetime Nurses
Woodstock School
Claremont School
Sensory Support Team

How are the teachers in school helped to work with children with a SEN and what training do they have?”

  • The Inclusion Teams job is to support the class teacher in planning for children with SEND.
  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as Autistic Spectrum Disorder.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.

“How will the teaching be adapted for my child with SEND?”

  • Class Teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child’s needs are met.
  • Specially trained support staff can adapt the teachers’ planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if necessary to meet your child’s learning needs.
  • Any class visits/trips will be planned to include your child as fully as possible. Where necessary, we will consult with you in detail about these arrangements.

“How will we measure the progress of your child in school?”

  • Your child’s progress is continually monitored by his/her class teacher.
  • His/her progress is reviewed formally at least three times a year.
  • If your child is in Year 1 and above, but is not yet working at age-related expectations, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the school’s results are published nationally. Some SEND children might be disapplied from sitting these tests or given additional time to do them in.
  • Children with SEND will have a Provision Plan which will be reviewed with your involvement, at least three times a year.
  • The progress of children with Top Up funding, a statement of SEN or an EHCP is formally reviewed at an Annual Review meeting with all adults involved with the child’s education.
  • The SENDCo will also check that your child is making good progress within any individual work and in any group that they take part in.

“What support do we have for you as a parent of a child with a SEN?”

  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have. The class teacher can share information about what is working well at home and school so similar strategies can be used.
  • The SENDCo is available to meet with you to discuss your child’s progress or any concerns you may have.
  • Outside professionals will usually discuss information with you in person and by a written report.   If they are not able to discuss matters with you in person, you will receive the report by post.
  • Provision Plans will be reviewed with your involvement, three times a year.
  • Homework will be adjusted as needed for your child’s individual needs.
  • School can provide you with information about Parent Support groups which can help you as a parent of a child with SEN.

“How is Filton Avenue Primary School accessible to children with SEND?”

  • The Lockleaze Road site is accessible to children with physical disability via ramps and adapted for those with visual impairments.
  • The Orchard Campus site has full disabled access.
  • We ensure that the equipment used is accessible to all children regardless of their needs.
  • If your child requires a hoist or other specialist equipment we will work with the relevant agencies and local authorities to ensure these are in place.
  • Extra-curricular activities are accessible for children with SEND wherever possible and reasonable adjustments are made to include them.

We will seek advice for each child’s additional accessibility needs and make any necessary adjustments to the environment where possible.

“How will we support your child when they are leaving this school or moving on to another class?”

We recognise that transitions can be difficult for a child with SEN and take steps to ensure that any transition is a smooth as possible.

  • If your child is moving child to another school:
    • We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that needs to be made for your child.
    • The school will ensure that all records about your child are passed on as soon as possible.
  • When moving classes in school:
    • Information will be passed on to the new class teacher in advance and a planning meeting will take place with the new teacher. All Provision Plans will be shared with the new teacher.
    • Your child will visit their new teacher along with the rest of their class during the summer term.
    • If your child would be helped by further visits or information to support them understand moving on, then arrangements will be made for this to happen.
  • In Year 6:
    • The SENDCo will contact the SENDCo of their next school and ensure he/she knows about any special arrangements or support that needs to be made for your child. The SENDCo can support you in looking at appropriate secondary schools to meet your child’s needs.
    • Your child will do focused learning about aspects of the transition to support their understanding of the changes ahead.
    • Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.
    • The school will ensure that all records about your child are passed on as soon as possible.

“How will I know how my child is doing?”

Throughout the school year, the school will provide a range of opportunities for parents to find out about your child’s progress including:

  • Parent Consultation Meetings in the autumn and spring term.
  • Opportunities to visit your child’s learning in class during the Open Weeks twice a year.
  • End of Year Reports to parents.
  • Opportunities to discuss your child’s report in the summer term.
  • Meetings to review Provision Plans, 3 times a year (this may be done during your Parents Consultation Meeting).
  • A yearly meeting for any child with TopUp funding, a Statement of SEN or EHCP, involving parents, school and any relevant external agencies, to review the child’s progress.

Informal meetings with school staff as requested.

Downloads