Bourne Primary School


Special Educational Needs and Disabilities (SEND)

The new special educational needs and disability (SEND) Code of Practice came into force in September 2014

The categories of School Action and School Action Plus no longer apply, and have been replaced with a new system called SEN Support.

Statements of Special Educational Needs have been replaced with Education, Health and Care (EHC) plans for children and young people with complex needs. The EHC plan will place much more emphasis on personal goals and will describe the support a child will receive while they are in education or training.

At Bourne, we aim to ensure the best possible provision for all pupils who have Special Educational Needs. The school encourages parent partnership and co-operation for the benefit of its pupils, striving to give every pupil the opportunity to maximise their life chances by experiencing a positive learning environment.

We have an SEN Information Report, which describes the school’s core offer of support to SEN children. You can read it here.

The team at Bourne responsible for looking after children with Special Needs are:

Miss Claire Munro

Assistant Headteacher for Inclusion and Special Educational Needs Co-ordinator (SENCo). Miss Munro has been trained in SEN and is a fully accredited SENCo. Miss Munro is also our Designated Safeguarding Lead.
Mrs Smith Lead SEND Teacher
Mrs Blackler Learning Mentor for Inclusion
Mrs Le-Poidevin Inclusion Support Assistant (Speech and Language Provision)

We also have a fantastic team of Individual Needs Assistants:

Mrs Beckley Miss Mansell
Mrs Ellams Mrs Harvey
Miss Janes Mrs Goacher
Mrs Clark Miss Gaudry
Miss Parris

The Special Educational Needs, Code of Practice 2014, states:

‘A child has Special Educational Needs if they have a learning difficulty or disability which calls for special educational provision to be made for them.

A child of compulsory school age or a young person has a learning difficulty or disability if they:

  • have a significantly greater difficulty in learning than the majority of other of the same age; or
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.’

The identification procedure at Bourne occurs in a variety of ways:

  • Through parent information
  • Concern raised by staff at termly Pupil Progress Meetings
  • Staff expressing concern at any other times
  • Information from external services

Pupils causing concern are observed, assessed, tracked and monitored. Support takes the form of planned differentiated activities, specific strategies, a variety of resources and additional support given by teaching assistants working in small groups.

Pupils experiencing a higher degree of difficulty are often referred. This means that external services will become involved, referrals are made to relevant agencies: this could be the educational psychologist, the speech and language service, the consultant paediatricians, and services which deal with emotional, behavioural issues: for example Education Support, Behaviour and Attendance Service (ESBAS) and the Child and Adolescent Mental Health Service (CAMHS). Consultation with parents will take place before referrals are made.

Children receiving SEN Support will have an Individual Education Plan (IEP), which outlines their targets and the support which has been planned to help the children achieve those targets. Children with higher needs, who might require an EHCP, will have an Additional Needs Plan.

Occasionally, if the child’s needs are severe, complex and lifelong, a referral for an Education Healthcare Plan might be necessary, and permission from parents is sought. This could lead to further advice or a EHCP might be thought necessary. Children with an EHC Plan receive extra support from the expert members of our team.

The intervention groups at Bourne not only focus on learning in English and Maths, for children whose progress is causing concern, but also for children who have social, emotional and behavioural needs. These difficulties can have a huge impact and can be a barrier to learning.

The school’s Learning Mentors work throughout the school and run small intervention group activities. They are also on hand to deal with children whose learning is being affected by a range of emotional, social and behavioural incidents and issues. There is a quicker response for any child who might have an emergency at home or school.

Bourne is a warm and vibrant school, where everyone is welcome, it strives to be as inclusive as possible within its constraints of finance and the building, there is an open door policy for parents to voice their concerns and to come to a solution with staff for the benefit of their child.