How we support children with Special Educational Needs and/or Disabilities (SEND)

Bosmere Community Primary School is an inclusive school that welcomes children from all backgrounds and abilities. The level of ability of a child or any special needs and disabilities that s/he may have plays no part in the admissions policy of this school. We admit children in accordance with the LA Admissions Policy. Click here to go to Suffolk’s School Admissions page.

All children, regardless of SEND, are treated equally. Please read our Bosmere Expectations Policy on our policy page (click here for link).

Our school follows the Code of Practice (legal guidance) for children who have SEND.

All classes in school are of mixed ability and teachers provide work that is designed to match the ability of each group. They do this using a variety of materials and classroom support.

If a child has SEN, parents will be informed that their child is being registered on the Special Educational Needs register. These children will have a support plan, which is reviewed with parents and children each term.

For a small proportion of children, the school may need to involve and use the advice of outside agencies e.g. Educational Psychologists. Parents will always be informed of this in advance so that they have the opportunity to ask questions and raise any concerns.

Mrs Sara Thorpe is the school SEN coordinator (SENCo). She works to support children on the SEN Register, parents and staff.

Our SEN governor is Mrs Aimee Burch.

Both may be contacted via email:

For Further Information

For further information about how we support children with SEND in school, please see our SEN policy at the bottom of this page. or email our SEND coordinator, Mrs Sara Thorpe on the school email address (

What is Special Educational Needs?

Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them, which is additional to and different from the provision our well-differentiated curriculum offers all pupils in school (as defined by the SEN Code of Practice 2015).

Children have a learning difficulty if they:

(a) have a significantly greater difficulty learning than the majority of children of the same age: or

(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local authority.

What is a Disability?

A disability is described in law (Equality Act 2010) as ‘a physical or mental impairment which has a long-term (a year or more) and substantial adverse effect on their ability to carry out normal day-to-day activities.’ This includes, for example, sensory impairments which affect sight and hearing, and long-term health conditions such as diabetes or epilepsy. Please read our accessibility policy on our policy page.

The Local Authority Local Offer

Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs and/or Disabilities aged 0-25. This is the ‘Local Offer’.

The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.

Click on the link to look at Suffolk’s Local Offer – Suffolk Info Link


Under the new Code of Practice, children with additional needs fall into four categories. These are:

· Communication and interaction
· Cognition and learning
· Social, emotional and mental health
· Sensory and physical

Parents may raise a concern about their child with the class teacher, or a class teacher may identify a concern.

The class teacher will then establish a programme of support for the child and closely monitor progress.

If the concern remains, and progress continues to be an issue, the SENCo may be consulted to offer advice or carry out additional assessments.

Some children may require specialist support from other agencies at this stage, and a referral can then be made for further assessment.

If the outside agency offers support, a support plan will be drawn up involving all those working with the child. The child’s name will be added to the SEN register.

All teachers are responsible for the learning of the children in their class. Your child’s class teacher is the first person you should speak to if you have any concerns. They will be able to discuss with you how your child is doing and if they share any of your concerns.

At Bosmere, we hold two parents’ consultation evenings each year, one in the Autumn Term and one in the Spring Term. However, don’t feel that you have to wait until these times to talk about how your child is progressing. You can make an appointment with the class teacher at any point.

Class teachers all differentiate to allow children to access the content of lessons. This is part of the everyday quality first teaching that we expect in our school. If the class teacher feels your child is not responding to the support being put in place they may discuss your child with other teachers within the phase. Support may be put in place using teaching assistants or intervention groups run by teachers. Phases may also consult Mrs S Thorpe, the school SENCo (Special Educational Needs Coordinator) to seek advice about interventions and programmes that may be available to help.

Teachers are constantly assessing and reviewing children’s learning and progress. The teacher’s then plan the next steps needed to enable children to move forwards in their learning. As part of this process, teachers will identify any gaps in children’s knowledge and address this. As this happens on a daily basis for all children, you will not always be informed at this stage. If a teacher has concerns even after support and different strategies have been put in place, they will ask to meet with you to discuss these and look at ways to help and support both your child and yourself.

If you continue to have concerns about your child then please contact Mrs S. Thorpe through the school office to arrange an appointment.

rogress is continually monitored by the class teacher.

Reading, writing and maths are formally assessed each term throughout Key Stage 1 and Key Stage 2 and the data entered onto our tracking system.

Progress is reviewed formally every half term by each phase, with the Head Teacher. Any children highlighted at this stage will be targeted for additional support and then closely monitored.

If children continue to make unsatisfactory progress then phases will consult with previous teachers and ask the advice of the SENCo to consider other interventions and programmes that could help. Outside agencies may also be consulted.

If your child is on the SEN register and has a support plan, individual targets will be set for your child and progress reviewed with you once a term.

The progress of children with a Statement or an Education, Health and Care Plan will be formally reviewed at an Annual Review including all those involved in the child’s education.

Learning walks, work scrutinies and lesson observations are carried out by the SENCo and members of the Senior Leadership Team to ensure that the needs of all children are met and that the quality of teaching and learning is high

All children receive support from their class teacher to move their learning forwards, through high quality teaching and regular monitoring of progress.

All staff have high expectations, and adapt their planning and resources to enable children to be fully engaged in their learning.

A range of specific small groups, run by either a teacher or qualified teaching assistant, operate to close any gaps that may be identified. These may include:

Small group work based on gaps in children’s learning e.g. reading support, specific writing skills
Use of intervention programmes e.g. phonological awareness programme, 5 minute box, Power of 2, Gym Trail (fine and gross motor skills)
Small group/individual work on speech and language targets, social skills, lego therapy

Specialised small group or 1:1 interventions may be run for those children requiring more specific support, possibly under the guidance of outside agencies, such as occupational health

Teachers are responsible for teaching all children in their class including those with additional needs.

Tutors, HLTAs and Teaching Assistants may work with either individual children or small groups.

Some Teaching Assistants are trained to provide speech and language support, and liaise with the speech and language therapist.

The Local Authority also provides support to schools. This can be through:

  • County Inclusive Support Service- Autism and Behavioural Outreach
  • Educational Psychology Service
  • SENDiass (Special Educational Needs and Disability information, advice and support services)
  • SALT (Speech and Language Therapy)
  • SENDAT (Special Educational Needs outreach service)

We also work closely with health professionals, including:

  • School Nurse
  • Occupational Therapy
  • Physiotherapy
  • CAMHs (Children and Adolescent Mental Health Services)

In the first instance, speak to your child’s class teacher about any concerns you may have. If our concerns continue, speak to the phase leader (Mrs Pardue – EYFS, Mrs Way – KS1, Mrs O’ Reilly – LKS2, Mr Marsh – UKS2).

If you require further information, talk to the SENCo – Mrs S Thorpe, to the Head Teacher – Mrs E Green or to the SEND Governor – Mrs K Markham.

If you have a complaint around children with Special Educational Needs, please refer to our Complaints Procedure Policy.

Click on the button below to read our SEN Policy