Special Educational Needs
Special Education Needs at Bankfoot Primary School
At Bankfoot, we believe in creating a welcoming and inclusive environment where every child can thrive. We are proud to support all our pupils in reaching their full potential—academically, personally, socially, and emotionally—both within the curriculum and as they prepare for the future.
Some children may need extra support with their learning, whether due to a specific educational or physical need. We follow Bradford’s Graduated Approach, using the Assess-Plan-Do-Review cycle to ensure the right support is in place.
If you have any concerns about your child’s progress or think they may need additional support, we encourage you to speak to their class teacher first. You’re also welcome to arrange a meeting with our SENCO, Mrs. Adams, who will be happy to discuss any further questions you may have.
To make an appointment, please contact our office at 01274 732068 or email us at office@bankfoot.bradford.sch.uk. We’re here to help and support you every step of the way!
What is a Special Educational Need or Disability (SEND)?
A child or young person may have SEND if they have a learning difficulty or disability that requires extra support beyond what’s typically provided in the classroom. This means they might need additional or different help to support their learning.
At Bankfoot, we believe every child should be supported through Quality First Teaching, which means making thoughtful adjustments in the classroom to meet individual needs. This could include things like extra resources to help with organisation, clear and supported instructions, regular check-ins, simplified language, or tools like fiddle toys and pencil grips.
It’s important to remember that just because we make these adaptations for your child, it doesn’t necessarily mean they have SEND—it’s all part of making sure every child feels supported and able to do their best.
The legal definitions of SEND for a primary school are:
- A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
- A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
o has a significantly greater difficulty in learning than the majority of others of the same age, or
o has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions
SEND needs fall into four broad categories:
- Communicating and interacting – for example, where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others
- Cognition and learning – for example, where children and young people learn at a slower pace than others their age, have difficulty in understanding parts of the curriculum, have difficulties with organisation and memory skills, or have a specific difficulty affecting one particular part of their learning performance such as in English or maths
- Social, emotional and mental health difficulties – for example, where children and young people have difficulty in managing their relationships with other people, are withdrawn, or if they behave in ways that may hinder their and other children’s learning, or that have an impact on their health and wellbeing
- Sensory and/or physical needs – for example, children and young people with visual and/or hearing impairments, or a physical need that means they must have additional ongoing support and equipment
A disability is defined by the Equality Act 2010 as:
- …a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities
When a child had a disability, we must not discriminate against them and must make reasonable adjustments so we do not disadvantage them compared to their non-disabled peers.
Some, but not all, children with a disability can also have a special educational need.
What should I do if I think my child has a Special Educational Need or a Disability (SEND)?
Our teachers are trained to support all children in school, and they work hard to meet each child's individual needs. If they feel your child might benefit from extra support, they will reach out to discuss this with you. However, as a parent, you know your child best and see them in different settings, so if you have any concerns, speaking to your child's teacher is always a great first step.
We understand that this can sometimes feel like a worrying time, but often, small changes can make a big difference in helping children thrive.
At Bankfoot, our usual approach is:
- Start by discussing any concerns with your child’s teacher.
- If additional support is needed, the teacher may consult with the SENCO to determine the best way forward.
- In consultation with the SENCO, the teacher will create a individual education plan (IEP) to determine how we will support your child
- We will carefully monitor the plan’s impact and make any necessary adjustments to ensure your child’s needs are being met.
- We will keep you updated on the extra support your child is receiving.
Our goal is to work together with you to ensure your child feels supported, confident, and able to reach their full potential.
What can I expect school to do to meet my child's SEND?
If your child has SEND, Bankfoot will provide tailored support to meet their individual needs, giving them the best opportunity to succeed. We will also keep you updated on the support in place and how it is helping your child.
School will:
Discuss with you your child's needs.
The class teacher will arrange this discussion with you, as they are the main point of contact for your child’s needs.
Identify the need and put in place extra support.
This may be in the form of:
- small group work around a specific learning need so your child can keep up
- specialist programme of support around an emotional need
- a parallel curriculum developed with specialist support
- support from outside of school, e.g. Social, Communication, Interaction, and Learning (SCIL) team, Speech and Language Therapy (SALT) or the Children’s Sensory and Physical Needs Service
- an Individual Education Plan (IEP) detailing target devised for your child stating how their needs will be met and by when
Or some other support.
Keep you informed about progress.
This could be through:
- parents' evenings meetings
- specially arranged meetings with the class teacher or SENCO
- copies of Individual Education Plans (IEPs)
- annual review for children with an EHCP
- Early Help Plan meetings
- annual reports
Ensure staff are trained in general SEND issues.
For example:
- identifying children with SEND
- understanding our legal duties
- sharing good practice
- keeping up with relevant educational research
- having an overview of typical SEND needs and the strategies to support the needs
Teachers are experts in education, and while the school promotes general awareness of various factors that can impact learning—such as medical, psychiatric, neurodevelopmental, emotional, or physical needs—we work closely with specialists in these fields to ensure the right support and guidance is in place.
Monitor the impact of support for children with SEND.
We regularly monitor the support provided to assess its effectiveness. Every half term, we review our current IEPs to evaluate their impact on your child's learning. If something isn't working as expected, we will make adjustments and, when needed, seek guidance from external professionals to ensure the best possible support.
How will my child's progress be assessed?
Every child progresses at their own pace, and this is also true for children with SEND. Each child’s needs are unique, so what constitutes appropriate progress will vary and should be defined by their success in achieving suitably challenging goals.
At Bankfoot, our goal is for most children with SEND to achieve at the same level as their non-disadvantaged peers. While this may not always be achievable for children with individualised education plans, it is essential that each child's progress reflects their highest potential. We expect all students to have clear learning targets, which they are actively involved in setting. It's important for children to see their progress over time. We strive to ensure this process is accessible for all, though a very small number of children with severe cognitive impairments may not be able to engage in this way.
We follow a thorough approach to assessing students' learning. Assessment for Learning (AfL) involves ongoing, daily evaluations made by teachers during and after lessons to guide the next phase of learning. Some assessments occur at the end of a learning unit to evaluate how well the content has been understood, and half-termly assessments in Reading, Writing, and Mathematics track each child's progress in relation to the expectations for their year group.
The same systems and procedures apply to children with special educational needs. In some cases, additional assessments may be necessary to gather more information about their strengths and areas needing improvement. This could include tools like the SENIT Development Journal or Pre-Key Stage Standards.
Class teachers are available to discuss any additional assessments, their results, and how these inform future learning. If further specialised support is needed, relevant services may be contacted to explore the best approach.
How do I get a diagnosis?
We understand that it can be incredibly stressful and overwhelming when you suspect your child may have a more complex need, such as autism, ADHD, or a mental health difficulty. As a parent, you know when something isn’t quite right, and naturally, you want to ensure your child gets the right support.
Diagnosing physical conditions like asthma or diabetes follows a clear process, but identifying neurodevelopmental conditions such as autism and ADHD—or mental health challenges—can be more complex, often leaving families feeling uncertain or unsupported.
While no one in school can provide a formal diagnosis, we can observe and recognise how certain difficulties present in the classroom. Our focus is on supporting children’s learning and well-being, and we don’t wait for a diagnosis before putting helpful strategies in place. In many cases, a diagnosis does not change the support a child receives at school.
If you believe your child may have a neurodevelopmental or mental health condition, your GP is the best starting point for accessing a diagnosis and support beyond school. If autism is suspected in a child under the age of 7, a referral can be made to the Child Development Service (CDS) either by your GP or our SENCO. For ADHD or for any child over 7, referrals are made to the Child and Adolescent Mental Health Service (CAMHS), who will carry out an initial assessment to determine the next steps. Due to high demand, waiting times for both services can be lengthy.
We are here to support your child throughout their journey, ensuring they feel understood, valued, and able to reach their full potential.
What is an EHCP and how do I get one?
An Education, Health and Care Plan (EHCP) is a legal document that details your child's special educational needs (SEN) and the support they will receive to address these needs. It also covers any required health and care provisions. Written by the local authority, the EHCP ensures that children and young people with additional needs are provided with the necessary support.
EHCPs are intended for children and young people who require more assistance than what their school or educational setting can offer.
Who is eligible for an EHCP?
EHCPs are for children and young people whose special educational needs or disabilities cannot be met by the standard support available at school. While most children with SEN receive help through general SEN support, some may continue to struggle to make progress despite this. In these cases, the Local Authority may carry out an EHC needs assessment. Either parents or the school can request the local authority to conduct the assessment. After the assessment, the local authority will decide whether an EHCP should be issued.
It is helpful to have a conversation with our SENCO to discuss whether an EHCP is necessary, as clear communication can help facilitate a more successful process.
What are the roles of the different professionals my child may be involved with?
If your child has special educational needs or a disability, a variety of professionals may be involved in providing support at school. Each professional brings specific expertise to ensure a comprehensive approach to meeting your child’s needs. Typically, only a few professionals are involved.
Below are some of the main professionals who may be involved.
Class teacher
Your child’s class teacher is responsible for their safety and education. They will use their expertise to implement any interventions or adjustments necessary to ensure your child can fully engage with their learning. In many cases, the class teacher can provide all the support needed without involving external professionals. They are the main point of contact for any concerns you may have and will keep you updated on your child’s progress.
Special Educational Needs and Disability Coordinator (SENCO)
Every school has a teacher designated as the SENCO (Special Educational Needs and Disabilities Coordinator). While they typically have their own class to teach, their role extends beyond direct teaching. Although they don’t typically provide interventions themselves, they are responsible for ensuring that the needs of children with SEND are met. Their duties include: helping identify children with special educational needs, coordinating SEND support, working with external professionals, ensuring the school meets its legal obligations, and collaborating with the head teacher and governors to develop the strategic SEND policy.
Social, Communication, Interaction and Learning (SCIL) Team
The SCIL Team consists of Specialist Teachers and Practitioners who offer specialist support to schools. The SCIL Team’s focus is on helping mainstream schools and settings identify and support children and young people with Special Educational Needs and Disabilities (SEND). They achieve this by collaborating with school staff to share specialist knowledge, develop inclusive practices, and support the graduated approach to SEND provision.
Speech and Language Therapy (SALT)
Speech and language therapists assess and treat individuals with specific speech, language, and communication difficulties, helping them communicate as effectively as possible. They work closely with parents and teachers, providing support and guidance on how to encourage children's language development. They also offer strategies and ideas to address any communication issues your child may be experiencing.
Bradford Child Development Service
The Bradford Child Development Service is a team of healthcare professionals who work together to support children and young people with long-term developmental or learning difficulties, as well as their families. The team includes developmental paediatricians, physiotherapists, occupational therapists, speech and language therapists (for communication or swallowing), psychologists, dietitians, specialist nurses (Child Development/Transition Nurse/Surgical/Continence), nursery nurses, and child development assistants. The team collaborates with other agencies to provide high-quality services to children, young people, and their families.
Childhood and Adolescent Mental Health Service (CAMHS)
CAMHS (Child and Adolescent Mental Health Services) is part of the NHS and provides assessment, diagnosis, and treatment for young people experiencing emotional, behavioural, or mental health challenges. They offer a wide range of services through a multi-disciplinary team that includes nurses, therapists, psychologists, support workers, social workers, and other professionals. As demand for CAMHS is high, waiting times for initial assessments can be several months.
Educational Psychologist (EP)
An Educational Psychologist (EP) is a highly skilled professional who helps children and young people with additional needs reach their full learning potential. EPs assess a child’s strengths and challenges and provide recommendations for further investigation or strategies to support the child in accessing their learning more effectively. An EP may be involved if the interventions currently in place at school are not achieving the desired outcomes, or if an assessment for an EHCP has been requested. Due to high demand, EPs prioritise cases within schools.
Special Educational Needs and Disabilities Information, Advice and Support Services (SENDIASS)
This team is a confidential, independent service provided by the Local Authority, operating at arm's length. They offer support to parents and young people at any stage of Special Educational Needs (SEN) support, EHC assessment, or reviews, including assistance with making an appeal. SENDIASS ensures that parents and carers are: fully involved in the Education, Health and Care (EHC) needs assessment process from the beginning; aware of their opportunities to share their views and information; and consulted on the content of the plan.
SCOPE
This is a disability equality charity which gives free, independent and impartial information and support on the issues that matter to disabled people and their families. They cover all ages and all types of disabilities and have a very good section for parents of children with SEND.
Useful websites related to SEND
Bradford Local Offer
https://localoffer.bradford.gov.uk/kb5/bradford/directory/home.page
The Bradford SEND Local Offer is a free and impartial service provided by Bradford Council. The information contained within the website is available for the purposes of identifying services and provision that are available to children and young people with special educational needs and/or disabilities.
Families and Young Persons Information
A free, impartial service offering advice, information and signposting to children, young people and families within the Bradford district. On the site you can find information and advice pages for all aspects of family life, a service directory and a guide to local activities and events.
Government advice for parents and carers of children with SEND
This links to the government's guide on what to expect if your child has SEND.
SENDIASS
Information and advice, for parents/carers, children, and young people with Special Educational Needs.
SCOPE
Free, independent and impartial information and support on the issues that matter to disabled people and their families.
SEN Policy
SEN Information Report 2024
