Telephone:

01454 867799

Email:

enquiries@barrscourtps.org.uk

Address:

Stephens Drive, Longwell Green, Bristol, BS30 7JB

Headteacher:

J Caunter

SEND and Inclusion

Special Educational Needs and Disability & Inclusion

Our SENCo,  Mr A Hopkins, can be contacted via the School Office on 01454 867799

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 child 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.

SEN Complaints

In the first instance, parents are encouraged to speak with their child’s teacher if they have any concerns. If, however, parents feel that their issues have not been resolved, then they can make an appointment with the SENCo, a senior member of staff or the Headteacher. If the complaint remains unresolved then parents should refer to the complaints procedure.

Our SEND Offer – All your SEND and Inclusion questions answeredAll about SEND – FAQs

SEND Report for Parents

2016-17 SEND Report to parents

 

ladybugAble, Gifted and Talented

All schools are required to identify 5 – 10% of Able, Gifted and Talented pupils (our high flyers) in each cohort regardless of the overall ability profile of the school.  These are learners who achieve or have the potential to achieve at a level significantly in advance of their year group at our school.

We believe that we can make a difference in enabling these pupils achieve the greatest possible progress.

We believe that provision is generally most effective when it is made within the classroom, through a stimulating, differentiated curriculum.  We also recognise that in some cases, particularly with pupils talented in PE, sport and music, we need to work with external partners to meet their needs.

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.

Staffing

butterflyBarrs Court Primary School employs  10 full time teachers (including the Head and Deputy), 6 part time teachers, 6 full time support staff (TAs and Admin), 7 part time support staff (TAs and Admin), 9 midday supervisors, 1 caretaker and 4 cleaners. There are male and female employees.

Staff ages range from school leavers to retirement age across all grades, none are registered disabled and all current staff are white British.

All staff are appointed in line with South Gloucestershire Local Authority guidelines and recommended practices. Teaching Staff are subject to the Teachers’ Pay and Conditions document (DfE, Sept 2013). Support Staff are graded and paid in relation to the work undertaken in line with South Gloucestershire Local Authority guidance.

Barrs Court Primary School is an equal opportunities employer and operates policies to ensure that no staff or applicants are discriminated against, directly or indirectly, as a result of age, gender, health, disability, race, sexual orientation, religion or other protected characteristics.

School diversity

The table below shows the diversity of the school population according to nationally published data.

Year Number on Roll % Girls Ethnic Minority
Pupils (BME)
English as an
Additional
Language (EAL)
Special Educational
Needs (SEN)
Free School
Meals (FSM) *
2014 310 46.7% 7.2% 2.2% 7.5% 8.1%
2015 305 45.5% 8.4% 1.9% 7.8% 6.9%
2016 305 43.6% 10.2% 3.6% 5.9% 5.9%

*In 2012 FSM changed to represent pupils eligible to claim at any time in the last 6 years (FSM6)

Our Equality Objective is:

To help children have a greater understanding of the cultural, ethnic and racial diversity locally, nationally and globally by designing a curriculum which includes the opportunity to learn about different religions, cultures and races as well as developing links with contrasting schools in the UK, Europe and the wider world.