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    • Our Information

    SEND & Inclusion

    Special Educational Needs (SEN) Information Report 25–26

    St Werburgh’s Primary School

    This SEN Information Report should be read alongside the CST Special Educational Needs & Disability (SEND) Policy, which is available on the School’s website.

    St Werburgh’s Primary School is a caring, inclusive and vibrant learning community for children aged 4–11. We are based across two sites:

    • Silver Birch site – EYFS and Key Stage 1
    • Willow site – Key Stage 2

    We are committed to providing an environment in which all children are supported to realise their full potential. Every child has the right to access an exciting, broad and balanced curriculum that reflects the diversity of our community. Our whole-school approach to social and emotional development supports all children in developing the skills they need for strong, positive relationships. We offer high-quality learning opportunities for all children, including those with additional needs.

    Provision for children with special educational needs is overseen and monitored by the SENCO.

    • SENCO: Alix Edkins
    • SEND Governor: Katherine Farrell

    1. The kinds of SEN we provide for

    Our school currently supports children with a wide range of special educational needs, including:

    • Communication and Interaction: e.g., Autism Spectrum Disorder, speech and language difficulties
    • Cognition and Learning: e.g., dyslexia, dyspraxia, moderate learning difficulties
    • Social, Emotional and Mental Health (SEMH): e.g., ADHD
    • Sensory and/or Physical Needs: e.g., visual or hearing impairments, epilepsy, processing difficulties

    2. Identifying children with SEN and assessing their needs

    On entry, we assess each child’s skills and attainment, building on information from previous settings. Teachers continually monitor progress and identify children whose progress:

    • Is significantly slower than peers with similar starting points
    • Does not match or exceed previous progress rates
    • Does not close the attainment gap between themselves and peers
    • Widens the attainment gap

    We also consider progress in areas beyond academic attainment, such as social and emotional development.

    Slow progress and low attainment alone do not mean a child has SEN.

    When deciding whether SEN provision is needed, we begin by exploring desired outcomes, expected progress, and the views of the child and their parents/carers. This helps us determine whether needs can be met through high-quality teaching or whether additional support is required.

    3. Consulting and involving children, parents and carers

    We value strong, collaborative relationships with parents and carers. We involve families at every stage of a child’s SEN journey and ensure children’s voices are central to decision-making.

    We work with parents and carers by:

    • Maintaining an open-door ethos and regular informal contact
    • Holding twice-yearly parent/carer evenings
    • Offering two additional SEND review meetings each year

    During early SEN discussions, we ensure that:

    • Everyone understands the child’s strengths and needs
    • Parents’/carers’ concerns are fully considered
    • Clear outcomes are agreed
    • Next steps are understood

    A written record of these discussions is kept. Parents/carers are formally notified when SEN support is put in place.

    4. Assessing and reviewing progress (Assess, Plan, Do, Review)

    We follow the graduated approach and the four-part cycle:

    Assess

    Teachers work with the SENCO to analyse each child’s needs using:

    • Classroom assessment and teacher observations
    • Previous progress, attainment and behaviour
    • Comparisons with peers and national data
    • Views of children and parents/carers
    • Advice from external agencies (where relevant)

    Plan

    Teachers and support staff are informed of the child’s needs, targeted outcomes and agreed strategies.

    Do

    Teachers remain responsible for the child’s learning and work closely with support staff to deliver interventions.

    Review

    Support is regularly reviewed to evaluate impact and inform next steps.

    5. Supporting children during transitions

    We share relevant information with new settings when children move on. For children with SEN, we offer enhanced transition arrangements such as:

    • Additional visits
    • Social stories
    • Meetings with new staff

    Across our two school sites, children on the SEN register also follow a structured transition plan to ensure consistency and reduce anxiety.

    6. Our approach to teaching children with SEN

    Teachers are responsible and accountable for all pupils in their class.
    High-quality, differentiated teaching is the first step in supporting children with SEN. We follow Bristol’s Ordinarily Available Provision to ensure strong universal provision.

    Examples of interventions we offer include:

    • Emotional Literacy Support (ELSA)
    • Speech and Language support
    • Attention Autism
    • Zones of Regulation
    • Circle of Friends
    • Unlocking Letters and Sounds phonics interventions
    • Bespoke 1:1 reading sessions

    7. Adaptations to the curriculum and learning environment

    We make adaptations to ensure all children can access learning, including:

    • Differentiated curriculum content, grouping, teaching style and 1:1 work
    • Adapted resources and staffing
    • Use of recommended aids (e.g., overlays, enlarged text, visual timetables)
    • Longer processing time, pre-teaching vocabulary, reading instructions aloud
    • Neutral backing on display boards to reduce sensory overload
    • Consistent classroom displays across the school

    (See our Accessibility Plan for more details.)

    8. Expertise and training of staff

    • Our SENCO has 3.5 dedicated days per week for SEN leadership.
    • We have a team of 18 Teaching Assistants/Higher-Level Teaching Assistants, and 2 ELSAs, including a Learning Mentor.
    • Staff have recently received training in:
    • Making Sense of Autism
    • Makaton
    • Meeting Sensory Needs
    • Zones of Regulation
    • Team Teach
    • Speech and Language interventions

     

    9. Evaluating the effectiveness of SEN provision

    We evaluate provision through:

    • Reviews of progress towards individual targets (every other term)
    • Monitoring intervention impact
    • Listening to the child’s voice
    • SENCO monitoring
    • Annual reviews for children with Education, Health and Care Plans (EHCPs)

    10. Enabling children with SEN to participate fully

    All extra-curricular activities, trips and clubs are open to all children.
    Children with SEN are encouraged to take part in:

    • Year 6 residential
    • Sports days
    • School productions
    • Workshops and special events

    Personalised risk assessments are completed as necessary, with parental involvement, to ensure safe and inclusive participation.

    Both school sites are accessible to children with physical disabilities via ramps and lifts (see Accessibility Plan).

    11. Support for emotional and social development

    We provide a range of support including:

    • Opportunities for pupils with SEN to join the Rights Respecting Team
    • Two trained ELSAs, including our Learning Mentor
    • Staff trained in delivering social skills groups
    • Whole-school use of Zones of Regulation
    • Regulation Stations in every classroom
    • SEMH training for staff
    • Attachment-trained staff
    • Weekly PSHE curriculum
    • A whole-school Behaviour and Motivation approach based on positive relationships
    • Zero-tolerance approach to bullying

    12. Working with other agencies

    We have strong links with a wide range of external agencies.

    Educational agencies:

    • Educational Psychology
    • Bristol Autism Team (BAT)
    • North Star Outreach

    Health services:

    • School Nursing
    • Speech and Language Therapy
    • Physical and Sensory Support Services (HI/VI)
    • Occupational Therapy
    • Physiotherapy
    • CAMHS
    • Community Paediatricians

    Other agencies:

    • Families in Focus
    • Social Services
    • Community Police

    13. Complaints about SEN provision

    Parents/carers who have concerns should:

    • Speak to their child’s Class Teacher
    • If concerns remain, contact the SENCO (Alix Edkins)
    • For further support, contact the SEND Governor

    14. Local Authority Local Offer

    Information about Bristol’s SEND Local Offer can be found on the Bristol City Council website.

    15. Review

    This Information Report was updated in October 2026 and will be reviewed annually.

    Contact Information

    For more information about SEND and inclusion at St Werburgh’s Primary School, please contact:

    SENCO: Alix Edkins
    0117 9031466
    senco@stwerburghsprimary.com

    SEND Policy

    Graduated Response

    Accessibility Plan

    Equal Opportunities Policy

    SWP Equalities Statement and Objectives 2023-24

    If you would like to find out more information about Special Educational Needs and Disabilities and Inclusion at St Werburgh’s Primary please contact our SENCO Alix Edkins on 0117 9031466 or via email senco@stwerburghsprimary.com.

    To find out about Bristol City Council’s Local Offer and services available please visit www.bristol.gov.uk/bristol-local-offer