At Barley Fields Primary School, we pride ourselves on our inclusive ethos.  We believe in inclusion for all.  We believe that all children have an equal right to an education that enables them to develop their personal, social and intellectual potential.  

We have a commitment to high achievement and we strive to provide all our children with a quality education matched appropriately to their particular needs.  We are committed to working collaboratively with all members of our school community to offer the best possible opportunities for our children.

Our central aim is that all children:

  • achieve their best;
  • become confident individuals living fulfilling lives as independently as possible;
  • make a successful transitions throughout their education and into adulthood;

Occasionally, children may experience difficulties with learning or may struggle with other aspects of their progress and development.  These children may have Special educational needs and disabilities (SEND). Difficulties which may affect:

  • Communication and Interaction Difficulties;
  • Cognition and Learning Difficulties;
  • Social, emotional and Mental Health Difficulties;
  • Sensory/and or Physical Needs;

All SEND provision is coordinated by the  ‘Special Educational Needs Coordinator’ (SENCO), a designated member of staff in school who works in partnership with parents, teachers and teaching assistants to ensure the needs of the individual child are met. These roles are assigned to Mrs Taylor (HT), Mrs Neave and Miss Johnson.  

SEND Support

In our school the needs of children who are part of this group are carefully identified and addressed with SEND support in accordance with guidance from the Special Educational Needs Code of Practice (2014).  For the majority, needs are met within the mainstream classroom. Support is typically provided using differentiated teaching strategies, opportunities for children to be taught in small groups, discrete withdrawal into specialist teaching groups and the implementation of intervention programmes to support learning. 

Many children in this group, benefit from a SEN support plan.  A key document which records additional provision, sets targets for next steps in learning and coordinates external assessment and information for staff and parents to use.  This is maintained and updated termly by class teachers and SENCOs.

When children have higher levels of need or their difficulties multiple and complex the school may, in consultation with parents, seek the advice and support of outside agencies such as Educational Psychology, Speech Therapy, ABC Counselling, CAMHS or Physiotherapy. This allows a more comprehensive assessment of needs to be made and provides individualised advice and support to meet the child’s needs in school.  Specialist strategies and programmes may also be implemented in consultation with advice from outside agencies and some therapy/additional support work may take place with specialist staff.

For full details of our Special Educational Needs provision please use the links attached to the bottom of this page.  These include:

  • SEN Information Report
  • Special Educational Needs and Disabilities Policy
  • Inclusion Policy
  • Accessibility Plan
  • Complaints Policy

Alternatively if you have any questions or concerns about your child’s individual development or needs please make an appointment to meet with Mrs Taylor, Mrs Neave or Miss Johnson.

Arrangements for considering complaints about Special Educational provision within the school.

  1. Initial problems should be addressed by the class teacher and age phase leader.  A meeting with parents should be held to discuss the problem or concern.
  2. Depending on the outcome of this meeting, a referral to the SENCO or Head Teacher should be made.
  3. If no agreement can be reached, parents should be informed of the name of the school SEN Governor and the existence of LA identified/nominated persons who may offer further support and advice.
  4. Procedures in the school complaints policy will be followed.
SEN Information Report 2020-2021
Special Educational Needs and Disabilities Policy
Inclusion Policy
Accessibility Policy and Plan
Complaints Policy
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