At Red Hill Primary School, we are committed to creating an inclusive environment where every child feels valued, supported and able to achieve their potential.

We recognise that children learn and develop in different ways and may require different levels of support at different points in their school journey. We work closely with children, families and professionals to identify barriers to learning and ensure that appropriate support is put in place.

What are Special Educational Needs?

A child may have a Special Educational Need (SEN) if they have a learning difficulty or disability which means they require provision that is additional to, or different from, that generally available to children of the same age.

The SEND Code of Practice identifies four broad areas of need:

• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health
• Sensory and/or Physical Needs

Children may have needs within one or more of these areas and every child's needs will present differently.

How do we identify SEND?

Class teachers continually monitor children's learning, progress and wellbeing. If a barrier to learning is identified, the teacher will consider appropriate strategies and work with parents or carers to build a clear picture of the child's strengths and needs.

We consider the whole child when identifying SEND. There are many reasons why a child may experience difficulties with learning or wellbeing, and this does not necessarily mean that they have a Special Educational Need.

Where concerns continue despite appropriate support, our Inclusion Referral Process is followed and advice is sought from the Inclusion Team.

Where evidence indicates that a child has a Special Educational Need requiring provision that is additional to or different from that ordinarily available, this will be discussed with parents or carers and the child may be added to the SEN Register.

How do we support children?

High-quality, inclusive teaching is the starting point for every child. Teachers use adaptive teaching to remove barriers and enable children to access learning alongside their peers.

Depending on individual need, support might include:

• visual supports and clear routines;
• additional modelling and scaffolding;
• practical resources;
• movement or sensory breaks;
• targeted small-group or individual intervention;
• support with communication and interaction; and
• support with emotional regulation and wellbeing.

We follow the Assess, Plan, Do, Review approach to ensure that support is regularly reviewed and adapted.

All children on our SEN Register have a Personalised Learning Plan (PLP) which outlines their individual outcomes, strategies and provision. These are reviewed regularly with parents and carers.

Working with Parents and Carers

Parents and carers are an important part of our approach to inclusion.

If you have concerns about your child's learning, development or wellbeing, your first point of contact should be your child's class teacher.

The class teacher will discuss your concerns with you, share what they are seeing in school and consider appropriate strategies. If further support is needed, they will follow our Inclusion Referral Process and seek advice from the Inclusion Team.

Additional Support

We offer a range of support according to the individual needs of our children. This may include support with:

• literacy, phonics and maths;
• speech, language and communication;
• social communication and interaction;
• sensory and physical needs; and
• social, emotional and mental health.

Where appropriate, we also work with external professionals including Educational Psychology, Speech and Language Therapy, Occupational Therapy, Physiotherapy and other specialist services.

Staff Expertise

Our staff receive ongoing training to develop their knowledge and understanding of SEND and inclusive practice. Training is responsive to the needs of the children within our school and may include autism, speech and language, dyslexia, adaptive teaching, sensory needs and emotional regulation.

Monitoring Progress

Teachers and the Inclusion Team carefully monitor the progress of children with SEND and regularly review the impact of the support they receive.

Parents and carers are involved in reviewing their child's PLP and setting appropriate next steps. For children with an Education, Health and Care Plan (EHCP), progress is also formally reviewed through the Annual Review process.

Further Information

For more detailed information about SEND and inclusion at our school, please see:

• SEND Information Report
• SEND Policy
• Accessibility Plan
• Bromley SEND Local Offer - https://bromleysend.org/

SENDCO: Fiona Marshall
Contact: inclusion@redhill.bromley.sch.uk