“Our experience at Barley Fields Primary School as a family has been tremendous. We couldn’t have landed in better hands. Our little boy has thrived because of the support and guidance of the SENDCo and the amazing staff. They have supported our child in so many ways.”
“Going into school, we were very unsure and nervous about our child, how he would cope and if they could support his needs but every step of the way they guided us as a family and even educated myself and my husband on many levels. Through the daunting ECHP process, every step of the way they have worked closely with us.“
“The SENDCo team are passionate, patient, understanding & caring. This has made us feel so grateful to be part of Barley Fields. We will be forever grateful for the time and attention they’ve given/give our child as this has got him to where he is today.”
Our Ethos and Special Educational Needs (SEND) Provision
At Barley Fields Primary School, we pride ourselves on providing a stimulating, nurturing, and inclusive environment where every child can thrive. Our child-centred approach is at the heart of everything we do, ensuring that children are supported to flourish academically, socially, and emotionally. We place great importance on building strong relationships between children, families, and staff, believing that open communication is key to achieving positive outcomes and learning success. We also work closely with a range of external agencies to provide the best possible opportunities and support for all our children.
We believe that every child has an equal right to a high-quality education that enables them to reach their personal, social, and intellectual potential. Our commitment to high standards means our classroom practice and adaptive teaching approaches continually evolve to meet the needs of all learners.
Our central aim is that all children:
- Become confident individuals, living fulfilling lives as independently as possible
- Achieve their best in all areas of learning
- Understand that learning is a lifelong journey and that overcoming challenges is part of the process
- Make successful transitions throughout their education and into adulthood
We recognise that some children may experience difficulties with learning or face challenges in their overall development. These children may have Special Educational Needs and Disabilities (SEND), which can affect:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional, and Mental Health
- Sensory and/or Physical Needs
All SEND provision at Barley Fields Primary is coordinated by our team of Special Educational Needs and Disabilities Coordinators (SENDCos). They work closely with parents, staff, and external agencies to ensure the individual needs of each child are met. Our SENDCo team includes:
- Miss R Johnson – NASENCo Qualification, Early Years
- Mrs A Davage – Key Stage 1- NPQ SENDCo (due to complete April 2026)
- Mrs C Shildrick – Lower and Upper Key Stage 2
For full details of our SEND provision, please see the documents at the bottom of this page:
- SEN Information Report
- Special Educational Needs and Disabilities Policy
- Inclusion Policy
- SEND parent Guide
- SEND – information for children
- Accessibility Plan
- Complaints Policy
Alternatively, if you have any questions or concerns about your child’s individual needs or development please make an appointment to speak with their class teacher or meet with a member of our SENDCo team.
For further information about SEND support in our local area please click the link below to access Stockton-On-Tees’ Local Offer.
Stockton Borough Council Local Offer
stocktoninformationdirectory.org/kb5/stockton/directory/localoffer.page
Arrangements for considering complaints about Special Educational provision within the school.
- Initial problems should be addressed by the class teacher and Key Stage Leader. A meeting with parents should be held to discuss the problem or concern.
- Depending on the outcome of this meeting, a referral to the SENDCO or Head Teacher should be made following the school complaints procedure.