SEND (Special Educational Needs and Disability) Information


Bramley Church of England Infant School is dedicated to providing the best possible support for children with SEND. We work closely with pupils, their parents/carers and with outside agencies to support all pupils.

The school SENCO's are Mrs Freeman EYFS and Elaine Spick - KS1 who can be contacted through the school office on 01483 892 346.

September 2014 saw the implementation of the new Code of Practice. This has resulted in lots of changes taking place for the funding, provision and support for children with SEND.  The emphasis is placing the pupil and their family at the heart of all interventions/support that is offered. In response to these changes, Surrey have asked all schools to provide answers to 14 questions developed in co-production with parent carers and young people. These questions will then allow parents/carers to understand more about how the school supports pupils with SEND and help them to make an informed decision about the school that can best support the needs of their child. These answers are reviewed annually inline with the schools SEND Policy.

Schools have also been asked to provide an outline of support and interventions they are currently providing. This is in the form of a Provision Map.  It outlines:

  • Support that is provisioned for all children in the school, High Quality Teaching  (Wave 1 Provision)
  • Support for those who may require a little support to catch-up (Wave 2 Provision)
  • Support for those who require a individual support or specific intervention in small focused group (Wave 3 Provision)

This provides parents/carers with a great amount of information. We would, however, encourage you to make a visit to school to discuss the particular needs of your child.


Surrey Local offer website link - please click here



School Response





How does Bramley Infant School know if children need extra help and what should I do if I think my child may have special educational needs?

·        If parents/carers have concerns about the progress or attainment of their child

·        Concerns are raised by teachers, adults working within the school or pupil’s previous school

·        Additional support is identified though pupil progress meetings with class teachers.

·        Where there is a change in the pupil’s behaviour

·        .Surrey’s graduated response criteria is used to support identification of a pupil

If parents have any concerns they should initially contact the pupil’s class teacher or the SENCO (Mrs Freeman EYFS or Mrs Spick KS1)



How will Bramley Infant School staff support my child?

·        When the school identifies the need for additional support to enable a pupil to make expected progress the parents/carers will be informed by the class teacher and a programme of support put in place

·        The SENCO will work alongside the class teacher and teaching assistants to adapt daily classroom teaching through differentiation to meet the needs of an individual learner.

·        An individual provision plan will detail what sort of provision is in place, what outcome is expected, who is providing the support and for what length of time

·        Additional support is tracked by the school on a Provision Map which is updated and evaluated to assess impact

·        Interventions take place throughout the day

·        At times the school may need more specialist advice from an outside agency such as Speech and Language Therapist, Learning Language Support, etc. A referral form will be completed in conjunction with parents. Parents will be informed when assessment are carried out together with any recommendations that need to be implemented

·        Governors monitor the effectiveness of the provision in place for pupils identified with SEND and they will receive regular reports from the SENCO on the progress of pupils with SEND.



How will the curriculum be matched to my child’s/young person’s needs?

·        Learning is differentiated to meet the needs of the child

·        Questions are targeted to the needs of the child

·        Teachers are provided with information about the needs of individual pupils so that they can plan the learning within their curriculum to ensure that all pupils are able to make progress. If, for example, a child has Speech. Language and Communication needs teachers will use simplified language and pictures to support them to understand new vocabulary and put in place any interventions and recommendations

·        Visual prompts are used to support short term memory

·        TA’s are allocated specific groups/individuals

·        If appropriate specialist equipment may be given to a pupil to support learning such as, a writing slope, easy grip scissors, pencil grip


How will both you and I know how my child is doing and how will you help me to support my child’s learning?

·        Parents/carers will be invited to termly meetings to discuss progress

·        Parents have the opportunity to book appointments directly with the class teacher if required

·        Learning journals are sent home weekly showing pupil’s learning together with an activity to complete


What support will there be for my child’s overall well-being?

·        Bramley has a strong affiliation with the church - link to school ethos

·        All pupils are supported with their social and emotional development.

·        The school runs Emotional Literacy Support groups for pupils who are experiencing emotional difficulties and forming a barrier to learning

·        A Home School Link Worker (HSLW) is attached to the school for 2 hours a week and supports both pupils and parents

·        The school has access to outside agencies such as: Learning Language Support (LLS) Behavioural Emotional Support (BES), CAMHs, Educational Psychologist (EP), Freemantles, Jigsaw

·        If a pupil has a medical need then a Health Care Plan is put into place

·        Where necessary, and in agreement with parents/carers medicines prescribed by a doctor are administered in school but only where a signed permission form is in place to ensure the safety of both child and staff member


What specialist services and expertise are available at or accessed by Bramley Infant School

At times it may be necessary to consult with outside agencies to receive their more specialised expertise. The agencies used by the school include:

·        Autism Outreach Team

·        Child Protection Advisors

·         Educational Psychologist

·        CAMHS ( Child & Adolescent Mental Health Service)

·         Educational Welfare Officers

·        PASS (Physical & Sensory Service) to support pupils with hearing/visual impairment

·         Inclusion Team

·        Social Services

·        Children’s Therapy Team (Speech & Language/Occupational Therapy)

·        LSS (Learning Support Service)

·        BESD (Behavioural, Emotional Support)

·        School Nurse

·        Play therapist



What training are the staff supporting children and young people with SEND had or are having?

·        We feel is it important to develop staff skills through Continual Professional Development (CPD) where staff will regularly attended courses provided by outside agencies, together with in-house training

·        Teaching assistants meet weekly with class teachers to discuss planning and training needs

·        Training needs are identified for all staff during performance management meeting


How will my child/young person be included in activities outside the classroom including school trips?

Activities and trips are available to all pupils

·        Risk assessments are carried out for all trips which identify individual needs ensuring all activities are accessible

·        Staff ensure activities are differentiated to meet the needs of the learner

·        If required, some pupils are supported 1:1 during the visit

·        Social stories can be written and read two weeks before any visit as required


How accessible is the school environment

·        The school has an Accessibility Policy which is reviewed annually

·        Our policy and practice adheres to the Equality Act 2010

Facilities currently in place include:

·        Yellow lines painted on raised surfaces to support visually impaired

·        Doors frames allow for wheel chair access

·        Tables and chairs are at pupils levels

·        Foot stools, cushions and sloping tables are available if required

·        Trays are labelled to develop independence in finding resources

·        Classrooms have access to an Interactive Whiteboard

·        The school has access to outside agencies to support pupils and parents with English as an additional language (REMA)


How will the school prepare and support my child to join Bramley Infant School?


Bramley works closely with new parents to ensure a smooth transition from one setting to the next. These include:

·        Pre school visits

·        New to Year R meetings for parents

·        Induction day for new Year R pupils

·        Pupils meet their new teacher prior to transition day

·        Transition day is arranged for Year 2 pupils to their new setting. Extra visits are arranged if required

·        During the summer term current class teachers visit their new year group and read stories fortnightly to build a rapport with the pupils





How are the school’s resources allocated and matched to children’s special educational needs?

·        The Equality Act 2010 is evident through the Accessibility Policy and SEND Policy ensuring all pupils can assess the curriculum

·        The SEN budget is allocated every financial year. Funds are used to provide extra adult support, interventions, resources and to meet individual needs

·        Classrooms have furniture to match the needs of the learner under advice from Physical, Sensory Support (PSS) and Occupational therapy (OT)

·        Interventions are monitored closely to ensure ‘value for money

·        Childs allocated budget is carefully used to meet identified need



How is the decision made about what type and how much support my child will receive?

·        Parents, Staff and SENDCOs work closely to meet the needs of the pupil

·        When a child starts school support may previously have been identified from pre-school, previous school or parent/carer

·        Outside agencies, such as Educational Psychologist (EP), Learning Language Support (LLS), Speech and Language Therapists (SALT) and Behavioural Specialist Teachers may be called upon to support staff and support put into place

·        Allocated support or outcomes is identified in the statement/Education Health Care Plan (EHCP).



How are parents involved in the setting?

How can I be involved?

·        Parents play a vital role in the education of their child and are welcomed into the school where their advice and support is welcomed

·        Formally and informally, parents are invited to meetings with the class teacher and SENCO to discuss pupil progress

·        Parents are informed and invited to meet with all outside agencies

·        Pupil targets are set with parents where outcomes are identified and evaluated termly

·        Parents are members of the PTFA

·        Parents can stand to become parent governors

·        Parents can volunteer to support the school such as listening to readers, supporting in sewing club, and attending school visits


Who can I contact for further information

·        Parents are encouraged to contact the following if they have any concerns however small they may think it is

·        Headteacher – KS1 SENDCo

·        Assistant head Teacher EYFS SENDCo

·        Class teacher

·        HSLW


Bramley Infant CofE School and BELs

Birtley Road





01483 892346

 Accesibility Plan

SEND review summer 2017

 Wave Provision

 SEND reforms