Bourne is a child and family-centred inclusive school. We endeavour to ensure that each pupil is valued as an individual and included in all aspects of learning and school life from the nursery to year 6.
Adopting a needs led and early intervention approach promotes positive progress relative to the individual child/young person’s need(s). Our policies and procedures align with Hillingdon’s Ordinarily Available document and the SEND Code of Practice.
Please click headings below for more information.
The inclusion team
The inclusion team consists of Miss Filson (Deputy Headteacher and SENDCo) and a team of highly motivated and skilled teaching assistants/learning support assistants:
- Mrs Davenport
- Miss Harriot
- Miss Russell
- Miss Philpott
- Miss Kanapah
- Mrs Gavrilescu
- Mrs Largey
- Mr Cavill
- Mrs Scullion
- Mrs Winn
How does Bourne Primary School know if children need extra help?
- Concerns are raised by parents/carers, teachers, TAs, child's previous school or health professionals.
- Expected progress is not achieved in class or in regular assessments.
- Change in pupil's behaviour.
- Liaison with health professionals (e.g. Speech and Language Therapist.)
- Health diagnosis by paediatrician.
What should I do if I think my child has special educational needs?
- Talk to your child's teacher in the first instance and then if you are still worried, make an appointment with Miss Filson, the Deputy Head. We pride ourselves on building positive relationships with parents and carers.
How will Bourne Primary School support my child?
- Pupil progress meetings are held on a termly basis to discuss the progress of all children. These discussions may highlight any problems or potential difficulties in order for further support to be planned.
- The class teacher plans and monitors each child's learning, following the national curriculum and it will be differentiated to suit the pupils' individual needs. This may include general support from the class teacher or the teaching assistant in class.
- If a pupil has needs related to more specific areas of their education, such as; fine motor skills, spelling, handwriting, aspects of numeracy etc, the pupil will be given an intervention on a 1 to 1 or small group basis to address that need. This will be run by a skilled member of the team. The length of the intervention will vary according to need and will normally last for a term, although some (such as speech and language therapy) may be ongoing. Parents and carers are kept informed about any intervention(s) that their child is receiving.
- The Special Educational Needs (SEN) register is a fluid list which is regularly updated to support children with at least one need in the following areas:
- Cognition and learning
- Communication and interaction
- Social, emotional and mental health difficulties
- Sensory and/or physical needs
- Occasionally a pupil may need more expert support from an outside agency such as the Speech and Language Service, the Educational Psychologist, the Educational Welfare Officer or the Team around the Family. Parents and carers are consulted and informed about any assessments from outside agencies and information and suggestions are shared with parents and carers.
- The governors of Bourne Primary School monitor safeguarding and child protection procedures for all pupils who attend.
How will the curriculum be matched to my childs needs?
- In their planning, class teachers ensure that all children can access the curriculum and can make progress.
- If appropriate, specialist equipment may be given to assist a pupil e.g. writing slopes, pencil grips, iPads, laptops with educational programmes to enhance independent learning.
- Provision is made for children with social and emotional needs by implementing small group social interventions such as Talkabout and Attention Hillingdon.
- Provision is made for children with speech and communication problems via the Hillingdon Speech and Language Service and Language Link resources. Members of staff carry out programmes and recommendations provided by this service.
How will I know how my child is doing?
- You can make an appointment to see your child's teacher for a 15 minute slot on a Tuesday morning between 09.00 and 09.30 am.
- You will have the opportunity to discuss your child's progress at parents' evenings which are held each autumn and spring term.
- Children on the SEN register get an individual plan called a Pupil Passport.Targets are set by the teacher and are reviewed termly. Parents will always receive a copy of of these as and when they are updated. Parents are encouraged to contribute their input to be included on the Passport termly.
- If you are concerned about your child you can make an appointment to speak to Miss Filson.
How will you help me to support my childs learning?
The school holds regular curriculum workshops when parents are invited to learn how we deliver different areas of the curriculum and given ideas on how to support your child in that subject.
Your child's class teacher may give you ideas and strategies on how to support your child.
Mrs Edwards may meet with you if there are issues with a child's behavioural/emotional needs.
Miss Filson is also happy to discuss ideas and strategies to help your child and signpost you to further help if appropriate.
If outside agencies have been involved with your child, suggestions are normally provided that can be used at home as well as at school.
What support will there be for my child's overall well being?
- We are an inclusive school: we welcome and celebrate diversity.
- We have a caring ethos and value all members of our school community.
- The class teacher has overall responsibility for the care of every child in their class, the therefore should always be your your first point of contact if you have a concern. If further support is needed, the class teacher will liaise with the SENDCo for further advice or support. This may involve a referral to an outside agency such as the behaviour support team or speech and language therapy.
- Personal Health and Social Education is part of the curriculum.
- Children take part in circle time.
- We liaise with parents using a link book to support the family if a child has behaviour problems.
How will my child be able to contribute their views?
- The student voice is represented by the school council. Each class has two representatives who gather the views of the class and discuss at regular school council meetings.
- Children are actively encouraged to speak with any adult within the school regarding their concerns.
How does the school manage the administration of medicines?
The school has a policy regarding the administration of medicines and the managing of medicines on the school site.
- If a pupil has medical needs, a care plan is drawn up by the child's doctor in collaboration with the school.
- All staff members receive annual asthma and epipen training.
- All teaching assistants attend first aid training.
- Photographs are displayed of any children with a medical concern for example asthma or a food allergy so that all staff are aware of this.
The specialist services and outside agencies used by Bourne Primary School are:
- The educational psychologist
- The speech and language service
- The occupational therapist
- Child and adolescent mental health service
- The behaviour support service
- School nurse
- The Participation Team
- Team around the Family
What training have the staff supporting children with SEN have, or are having?
- All of our TAs have had training in delivering our phonics scheme, Read Write Inc.
- Teaching assistants and LSAs have had training and experience in the interventions we use at Bourne. For example 5 minute box, Nessy, Rapid Maths and others.
- Members of staff are encouraged to further their continual professional development.
- There is an ongoing programme of staff training during the school year.
How will my child be included in activities outside the classroom, including school trips?
Risk assessments are carried out and procedures put in place to enable all children to participate.
If it is felt that a higher level of support is needed, an extra member of staff or a parent or carer will be asked to accompany the child during that activity/trip.
On trips using public transport, where a child is unable to access the transport system, we have arranged for that child to travel in a taxi accompanied by a responsible adult.
We make every effort to ensure that every child is included in out of school activities and trips including residential trips.
How accessible is the school environment?
- The school is on two floors. If any child is unable to access the stairs, we ensure that his or her classroom is on the ground floor.
- We have two disabled toilets available.
- Individual needs are addressed as and when they arise, for example writing slopes, aids for dyslexia, specialist chairs.
- There is a disabled parking space and also parking for mobility scooters.
How will the school prepare and support my child when joining the school and transfering to a new school?
- Bourne Primary School understands what a stressful time moving schools can be and therefore many strategies are in place to enable the pupil's transition to be as smooth as possible.
- Prospective parents are welcome to visit the school. Mrs Edwards will give them a guided tour of the school and answer any questions.
- If the child has SEND, we will liaise with any agency supporting the family and the previous school SENDCo, if appropriate, and put recommended support in place before welcoming the new child to our school.
- Nursery and Reception children receive a home visit from the class teacher so that the child can get to know them in their own environment.
- New reception children have the opportunity to attend a new parents' meeting and meet their child's new teacher and teaching assistant.
- The school has a handover day which gives teachers a chance to give feedback on all the children in his/her class to the receiving teacher. Children take part in a class swap when they meet the teacher they will be having the following September.
- When a child on the SEND support list is transferring to secondary school, Miss Filson will liaise with the secondary school SENDCo to arrange for a member of staff from the secondary school to have a handover meeting at Bourne and to meet the child.
- We have close ties with local secondary schools. Years 5 and 6 have the opportunity to take part in sport, ICT and art projects at Queensmead and Ruislip High School and attend drama productions.
- Secondary staff visit children who will be going to their school to inform and reassure them.
- Relevant paperwork is passed on from Bourne to the secondary school.
How are the school's resources allocated and matched to children's SEN needs?
- The SEN budget is allocated every financial year. This money is used to provide additional support or resources dependant on the child's individual needs.
- The additional provision may be allocated after discussion with the class teacher, head teacher and inclusion manager at pupil progress meetings or if a concern has been raised at another time during the year.
- Individual pupil premiums are used to support that pupil's learning.
- TAs and LSAs are funded from the SEN budget and deliver interventions to meet the pupil's needs either on a 1:1 basis or in small groups.
How is the decision made about what type and how much support my child will receive?
- The class teacher alongside the Phase Leader, Deputy head teacher and Head teacher will discuss the child's needs at pupil progress meetings or parent consultation meetings and decide what level of support would be appropriate.
- Different children will require different levels of support in order to bridge the gap to achieve age expected levels.
- Outside agencies will be asked to assist if necessary.
- Parents are informed termly if their child is receiving an intervention and receive updated copies of IEPs which can be discussed with the inclusion manager. We value parents and carer's input and support.
How do we know if it has an impact?
- By reviewing the children's targets on IEPs.
- The child is making progress against age expected national curriculum levels and the gap is narrowing / they are catching up with their peers or expected age levels.
- Verbal feedback from the teacher, TA, parent and pupil.
- Children may move off the SEN register when they have "caught up" or made sufficient progress.
Who can I contact for further information?
- The first point of contact is your child's class teacher. You can make an appointment to see your child's teacher on a Tuesday 9.00 - 9.15 or 9.15 - 9.30 am.
- At parent consultation evenings.
- Make an appointment to see Miss Filson.
- You may have an opportunity to meet with a professional such as a speech and Language therapist or educational psychologist.
- You can make an appointment to speak to Mrs Edwards if you are considering whether your child should join Bourne Primary School. Contact the administration office to arrange to meet the head teacher and/or the Deputy Head teacher who will willingly discuss how the school could meet your child's needs.
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