Special Educational Needs and Disabilities

Our SENCo, Sam Balch, can be contacted on sendco@barrscourtps.org.uk or the School Office on 01454 867799.

Our Inclusion Vision

At Barrs Court , we believe that every child has a unique and evolving profile of strengths, interests and needs. We are committed to creating an inclusive school community where every child feels valued, understood and supported to achieve their potential.

Through an ambitious curriculum, inclusive teaching, enabling learning environments, adaptive practice and meaningful partnerships with families, we work to remove barriers and create a culture where every child can access learning, participate fully in school life, develop increasing independence and experience a genuine sense of belonging.

Inclusion is not a bolt-on. It is at the heart of everything we do. It is woven throughout our curriculum, classrooms, relationships and everyday practice, shaping the way we teach, support and celebrate every learner. Through high-quality teaching, enabling learning environments, adaptive practice and meaningful partnerships with families, we aim to ensure that every child can participate, belong and thrive.

Our Inclusive Curriculum

We believe that inclusion begins with an ambitious curriculum and high-quality teaching for all.

Our curriculum is designed to:

• Promote participation, achievement and belonging.

• Develop knowledge, skills and understanding over time.

• Celebrate diversity and value difference.

• Build confidence, resilience and independence.

• Provide appropriate challenge and opportunities for success.

• Prepare children for future learning and life beyond school.

We recognise that children may access learning in different ways and that some may require adaptations and additional support to achieve success.

Universal Inclusive Teaching

High-quality teaching is the foundation of our inclusive approach.

At Mosaic, inclusion is not something additional to teaching. It is how teaching is designed. Universal Inclusive Teaching provides the foundation for all learners and helps remove barriers before they arise.

Across our classrooms you will see:

• Clear explanations and modelling.

• Carefully sequenced learning.

• Explicit teaching of vocabulary and concepts.

• Regular opportunities for practice and retrieval.

• Positive relationships and high expectations.

• Flexible approaches that support different ways of learning.

• Scaffolds that help children experience success whilst developing independence.

Enabling Learning Environments

We know that children's ability to learn, participate and succeed is influenced not only by what is taught but by the environment in which they learn. Our environments are designed to promote accessibility, participation, wellbeing, independence and belonging for all learners. We recognise that children are more likely to thrive when they feel safe, understood, represented and connected to their school community. Through clear routines, positive relationships, communication-friendly approaches and thoughtfully organised learning spaces, we create the conditions in which all children can participate, engage and thrive.

Adaptive Practice

Our Mosaic Adaptive Practice Framework helps staff understand and respond to barriers that children may experience. Adaptations are not about lowering expectations; they are about removing barriers so that every child can access learning, participate fully and experience success. Staff use a combination of planned and responsive adaptations to ensure teaching remains flexible and inclusive.

Planned Adaptations

Planned adaptations are identified in advance through assessment, observation, pupil voice, family partnerships and professional knowledge of the child. They are thoughtfully incorporated into teaching, learning environments and routines to reduce barriers before they arise.

Responsive Adaptations

Responsive adaptations are made in the moment as staff respond to children's understanding, participation, confidence and wellbeing.

The Importance of Independence

A key principle of our approach is helping children become increasingly independent.

The purpose of adaptations is not to create dependence on adult support. Instead, we aim to equip children with the knowledge, skills, strategies and confidence they need to access learning, solve problems, communicate effectively and participate successfully in school life. Through carefully planned support, we help children develop the independence they need to thrive both now and in the future.

Partnership with Families

We believe that meaningful inclusion is built through strong relationships, shared understanding and genuine partnership. Children thrive when the adults around them work together to understand their strengths, aspirations and experiences, creating a consistent and supportive approach across home and school.

We value the knowledge, perspectives and lived experiences of children and their families and recognise the important role they play in shaping inclusive practice. Through open communication, collaboration and shared decision-making, we aim to ensure that children and families feel heard, respected and actively involved in decisions about support, provision and school life

We work alongside families to:

• Understand children's strengths, interests, aspirations and support needs.

• Share successes, achievements and progress.

• Identify and reduce barriers to learning, participation and wellbeing.

• Review support and evaluate its impact together.

• Listen to and act upon the views of children and their families.

• Co-produce approaches that help children thrive both in school and beyond.

Participation, Belonging and Thriving

Participation

Ensuring every child can engage meaningfully in learning, relationships and the wider life of the school.

Belonging

Creating an inclusive culture where every child and family feels welcomed, valued, understood and connected. We believe belonging is fundamental to learning, wellbeing and participation. It is developed through positive relationships, strengths-based practice, inclusive environments, meaningful family partnerships and a culture that celebrates diversity and values difference.

Thriving

Supporting every child to achieve, grow in confidence, develop independence and flourish as a learner and individual.

 

Further information can be found:

• SEND Information Report
• SEND policy

Barrs Court SEND Report

Mr Balch has recorded our SEND report in the videos below. Each section of the report has its own video and a corresponding slide in the downloadable file below. If you have any questions about the report, please contact the school using the SENCo email address: sendco@barrscourtps.org.uk

Click here to download - SEND Report slides

Section 1 - Welcome

Section 2 - Areas of Need

Section 3 - Identification of Need

Section 4 - Universal Offer 

Section 5 - Targeted Support

Section 6 - Specialist Support

Section 7 - Working in Partnership with Parents/Carers

Section 8 - Transition arrangements

Section 9 - Raising Concerns 

Section 10 - Further information

Barrs Court Primary School has ongoing identification procedures for SEN as part of continuous assessment. We also establish as much information regarding a child’s individual needs when we meet with parents/carers when their child is starting at our school.

Definition of Special Educational Needs or Disability (SEND)

A child has a learning difficulty or disability if he or she:

• Has a significantly greater difficulty in learning than the majority of others of the same age, or

• Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools. Code of Practice (April 2014)

Within classes, children often need some extra support and/or challenge to consolidate their learning and to enable them to access the curriculum at an appropriate level. At Barrs Court, teachers use their professional judgements to effectively plan and provide for each individual child. This could be providing slightly different tasks for children and adapting teaching and learning styles to meet the needs of the children. Sometimes this is not enough and a child may need additional help on top of this. Within classes children often need some extra support and/or challenge to consolidate their learning and to enable them to access the curriculum at an appropriate level.

If our experience and expertise indicates that a child has special educational needs we will always discuss this with parents/carers, either initially with the class teacher and/or the school’s Special Educational Needs Co-ordinator (SENCO).

If a child’s name is placed on the school’s SEN register then an appropriate programme of school action is devised and reviewed at regular intervals. If a child is not responding sufficiently to any additional support we are able to provide, and after discussion with parents/carers, we may refer to the Educational Psychologist or other outside agencies for advice (this is called School Action Plus). In certain circumstances it may be necessary for a child to be given a Statement of Special Needs.

We have a strong commitment towards inclusive education for all children, and in line with the revised Code of Practice, take steps to provide appropriate curriculum opportunities, teaching and learning approaches, organisation of environment and resources in order to meet a wide range of individual needs, including more able pupils.

 

 

SEND Local Offer

SEND Local Offer – your source of information on help and support for families and children 0-25 with special educational needs and disabilities.

Find out more about the SEND Local Offer here.

 

Equalities

Barrs Court Primary School has published the following information in line with the Public Sector Equality Duty which requires all public bodies to take action over equality in the workplace.