SEND at Bransgore C of E Primary School

At our school, we are committed to creating a caring, inclusive and aspirational environment where every child is known, valued and supported to flourish.

Rooted in our Christian values of compassion, respect, perseverance and kindness, we believe that every child is unique and created with individual gifts and strengths. We are dedicated to ensuring that all pupils, including those with Special Educational Needs and Disabilities (SEND), are able to thrive academically, socially, emotionally and spiritually.

We recognise that some children may need additional support at different times in their school journey and we work closely with families, staff and outside agencies to provide this support in a nurturing and positive way.

What is SEND?

A child or young person has Special Educational Needs and Disabilities (SEND) if they have a learning difficulty or disability which calls for special educational provision to be made for them.

Children may need support in one or more of the following areas:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Sensory and/or Physical Needs

How We Support Pupils with SEND

Support is tailored to meet the individual needs of each child and may include:

  • quality first teaching and adaptive classroom practice
  • targeted interventions and small group support
  • personalised strategies and resources
  • social and emotional support
  • sensory or physical adaptations
  • additional adult support where appropriate
  • advbice and involvement from external professionals 

We follow the graduated approach of:
 Assess → Plan → Do → Review

This allows us to carefully monitor progress and ensure support remains appropriate and effective.

The Role of the SENCO

The SENCO coordinates SEND provision across the school and works closely with staff, families and outside agencies to ensure children receive the support they need to succeed.

Our SENCO and Inclusion Lead is  Natasha Cox

Our Inclusive Ethos

Our school promotes a culture of belonging where differences are understood, respected and celebrated.

We understand that behaviour is a form of communication and that children may require support to regulate their emotions, develop social understanding or access learning successfully. Our approach is underpinned by nurture, consistency and positive relationships.

In line with our Behaviour Policy, we aim to:

  • build strong and trusting relationships

  • provide clear routines and predictable environments

  • recognise and celebrate success

  • support emotional wellbeing and self-esteem

  • teach children strategies to manage emotions and behaviour

  • remove barriers to learning wherever possible

We believe that all children should feel safe, listened to and included within our school community.

Our Relational Approach

We recognise that behaviour is a form of communication and that children may sometimes need support to manage emotions, anxiety, sensory needs or social situations. Within The Burrow, staff work closely with children to build trusting relationships and provide consistent, compassionate support.

Our approach focuses on:

  • connection before correction

  • understanding the needs behind behaviour

  • helping children feel emotionally safe and regulated

  • supporting children to develop self-esteem and confidence

  • encouraging positive relationships and communication

  • helping children successfully return to learning

We believe that children thrive when they feel secure, respected and understood.

 

SEND Policy

SEND Information Report

Behaviour and Emotional Support

The Burrow

Collaboration with Professionals

Working in Partnership with Families

Hampshire's Local Area Partnership Strategy

Hampshire SEND Local Offer

Other Useful Information