At Bridge Junior School, inclusion begins with a simple belief: every child is an important member of our school community.

Our ethos is Use Your Voice. For pupils with special educational needs and disabilities, this means being listened to, understanding what helps them and having a genuine say in their support. It also means listening carefully to families, who know their children best.

We have high expectations for every pupil. Support should remove barriers, build confidence and help children become increasingly successful and independent. It should never place a limit on what we believe a child can achieve.

Worried about your child?

If there are concerns about a child’s learning, communication, development, behaviour, emotional wellbeing or physical needs, the first step is to speak to the class teacher.

There is no need to wait until parents’ evening. The teacher will listen, share what has been noticed in school and agree sensible next steps.

This may include:

• making adjustments in the classroom;
• providing extra teaching or practice;
• observing the child more closely;
• setting a small number of clear targets;
• reviewing the child’s progress after an agreed period.

If concerns continue, or a child’s needs are more significant, the class teacher will involve the SENDCo.

Our SENDCo

Our Special Educational Needs and Disabilities Coordinator is:

Ms Cinzia Moreland
Telephone: 0116 253 6092
Email: office@bridge.leicester.sch.uk

Please contact the school office if you would like to arrange a meeting.

How we identify SEND

Children develop and learn at different rates. Experiencing a difficulty does not automatically mean that a child has SEND.

We build a clear picture by considering:

• the child’s progress and classroom work;
• observations from teachers and support staff;
• the views of the child and their family;
• information from previous schools;
• assessments and advice from other professionals;
• the support already provided and the difference it has made.

Learning English as an additional language is not, by itself, a special educational need. We look carefully at a child’s language development, previous education and progress before deciding what type of support is needed.

SEND is usually described within four broad areas:

• communication and interaction;
• cognition and learning;
• social, emotional and mental health;
• sensory or physical needs.

Some children have needs across more than one area.

Support is based on need, not a diagnosis

A child does not need a medical diagnosis before support can begin.

If it is clear that a child is finding something difficult, we will consider what can be changed or provided to help. Where specialist assessment may be useful, we will discuss this with parents and seek consent before making a referral.

Waiting times for external services can sometimes be long. We do not wait for an appointment or diagnosis before putting appropriate school-based support in place.

How we support children

Strong classroom teaching is the starting point for every pupil. Teachers remain responsible for the learning and progress of all children in their class, including those receiving additional support.

Support is matched to the individual child and may include:

• clear routines and visual prompts;
• adapted resources or equipment;
• pre-teaching of important language and vocabulary;
• practical and hands-on learning;
• additional phonics, reading, writing or mathematics teaching;
• communication and language activities;
• short individual or small-group interventions;
• support with emotional regulation and social interaction;
• sensory or physical adjustments;
• advice from specialist teachers, therapists or health professionals.

When a child has significant gaps in their learning, teaching may sometimes focus on an earlier stage of the curriculum so that secure foundations can be built. This is carefully planned, regularly reviewed and does not mean lowering expectations.

Assess, Plan, Do, Review

We use a graduated approach called Assess, Plan, Do, Review:

1. Assess: We identify the child’s strengths, progress and barriers.
2. Plan: We agree the support, adjustments and intended outcomes.
3. Do: Staff put the agreed support in place.
4. Review: We consider what has improved and what needs to happen next.

For pupils receiving SEND Support, targets and provision are recorded and reviewed at least termly. Children with an Education, Health and Care Plan also have a formal annual review.

Support may be changed, increased or reduced depending on the progress being made.

Shining Stars

For a small number of children with complex needs, our Shining Stars provision offers a highly personalised approach.

This may include a personalised timetable, support with communication and regulation, consistent routines and short, focused periods of learning. Children remain valued members of the wider school community and are supported to participate in shared learning and school life wherever this is appropriate.

Provision is planned around each child’s needs and reviewed carefully with families and other professionals.

Children use their voice

Children should be involved in decisions about their education.

We help pupils to talk about:

• what they enjoy and do well;
• what they find difficult;
• what helps them to learn;
• how they feel about their support;
• what they would like to achieve next.

Children may contribute through conversations, pictures, communication systems, review meetings or other approaches suited to their needs.

Working with families

Good SEND support depends on honest and respectful partnership with families.

Parents and carers are kept informed through:

• regular conversations with the class teacher;
• parents’ consultation evenings;
• SEND Support reviews;
• Education, Health and Care Plan annual reviews;
• written reports;
• additional meetings whenever these are needed.

We aim to make conversations clear, constructive and focused on the child’s strengths, barriers, progress and next steps.

Taking part in school life

We want pupils with SEND to take part fully in school life.

Reasonable adjustments are considered for lessons, educational visits, residentials, clubs, performances, sports and other activities. We work with families to understand what a child needs to participate safely and successfully.

Our school is single-storey, with classrooms on the ground floor and an accessible toilet. Families and visitors are encouraged to contact us before a visit if a particular adjustment would be helpful.

Joining or leaving Bridge

We plan transitions carefully, particularly for children with SEND.

When children join Bridge in Year 3, we work with their infant or primary school, families and other professionals to understand their needs. Additional visits, meetings, photographs, transition booklets or individual plans can be arranged.

We also work closely with secondary schools and alternative settings when children leave Bridge. Relevant information is shared securely so that support can continue without unnecessary delay.

Further information

Families can also find independent information and support through:

• Leicester City Council SEND Local Offer
• Leicester SENDIASS
• IPSEA – Independent Provider of Special Education Advice

If something does not feel right, please speak to us. Early conversations help us understand concerns and work together on the right next steps.