Bridgtown Primary School
Local Offer
Identifying children who need extra help.
When a classteacher is concerned about a child’s progress with
their learning, behaviour, communication, speech or social
development we can;
 Discuss the child with senior teachers or SENCO (special
educational needs co-ordinator) at half-termly pupil progress
meetings.
 Provide additional help and support for the child
 Discuss the child’s progress and ways school are supporting the
child with parents and carers
 Liaise with external agencies to provide additional support (eg:
Special needs support team SENSS, Educational psychologists,
Child and Adolescent Mental Health Service CAMHS, health
service, social workers, parent support workers etc)
Supporting children who need extra help.
After consulting with parents, senior teachers and external
agencies (if appropriate) we will provide support tailored to the
individual child’s needs. Currently we offer;
Learning support
 Differentiated high quality teaching in all classes
 Teaching assistant support in all literacy and numeracy groups
 Teaching assistant intervention programmes such as; Better
reading, Freshstart (literacy catch up programme), Fischer
Family Trust wave 3 intervention (FFT), springboard (numeracy
catch up programme)
 Termly IEP (Individual Education Plan) targets for children with
identified Special Educational Needs.
 Teaching assistant led ‘Booster groups’ for reading, writing,
spelling and numeracy
 1:1 teaching programmes such as Ruth Miskin, Better reading
and FFT
 Speech and Language Therapy support
 Teacher led booster groups for literacy and numeracy
Social, emotional and behaviour needs
 Social skills groups
 Social stories groups (linked to autistic children’s needs)
 Behaviour support groups
 Positive play
 Nurture
 Assertive mentoring
Physical and sensory needs
 Speech and language therapy programmes
 Physiotherapy
 ‘Aiming high’ activities
Parent to teacher feedback
We are always happy to speak to you about your child and teachers
are generally available for informal discussions before or after
school when the need arises. The SENCo is usually available for
parent discussions on a weekly basis. In addition we provide
various opportunities throughout the year to find out how your
child is progressing. These may be;
 Parents evenings (twice a year)
 Open mornings
 Parent drop-in
 Coffee mornings
 Multi-agency meetings
 IEP review meetings
 Annual statement review meetings
 Transition meetings (high school transition)
Monitoring Progress
The progress of all children in school is monitored each half term.
Members of the senior leadership team, including the SENCo, meet
with each teacher and discuss the progress of the children in their
class. If any children are not making the required amount of
progress then the school follows the graduated stages of support,
as set out in the Code of Practise.
1) Child identified as needing additional support.
2) Class teacher plans level of support matched to the child’s need.
Informal discussions with parents will happen at this stage.
3) Teacher or teaching assistant delivers the support. This may be
set out in the form of an IEP (individual Education Plan) or a
provision plan. Progress of the child and impact of the support is
reviewed after half a term.
4) Decisions are made to continue the support, change the support
or cease depending on the progress made.
5) If appropriate, the SENCo may feel the support of an external
agency is necessary and will refer to the relevant service for
advice or support. The consent of parents will be requested at
this stage.
6) Class teacher will arrange the implementation of any advice from
external agencies and the impact of this will be reviewed after
half a term.
7) SENCo will monitor the progress and along with classteacher will
decide to maintain, change or cease the support provided
depending on the progress made.
Parent Support
We also offer support for parents who may need help. This may
be;
 Family SEAL group
 Parent support workers
 LST 15 referral (Local support from social services)




Parent partnership information
Social services referral
Parent workshops
School nurse drop-ins
Medical Needs
If your child is in need of medical support we provide;
 Qualified first aiders in several areas of the school
 Frequent liaison with the school nurse
 Care plans (written alongside health professional)
 Administration of medicine (in line with advice from medical
professional)
Specialist Services
There are many external agencies and specialist services available
to us. These include;
 SENSS (Special Needs Support Service)
 Educational Psychologists
 BST (Behaviour Support team)
 Hearing Impaired service
 Vision Impaired service
 Occupational Therapy
 Physiotherapy
 Autism Outreach Team
 Ethnic Minority service
 Traveller services
 Social services
 Parent support workers
 Women’s Aid
Staff Training
Staff are trained to teach and support children with a range of
Special Educational Needs. Recent training includes;
 Autism Awareness















Dyslexia Friendly
FFT literacy intervention
Better Reading Partners
Precision teaching
Direct Instruction
Inference Training (reading)
Every Child Counts (numeracy)
Numeracy interventions
Asthma
Epipen
Independent learning
Talk for writing
Grammar for writing
Raising boys achievement
New SEN Code of Practice
Extra-curricular activities
All children are included in a variety of educational visits and
extracurricular activities during the school year depending on the
age of the child. Parents are often invited to spectate these events
but when parents are unable to do so, transport is sometimes
provided but school staff. These activities include;
 Week residential at an outdoor education centre (year 6)
 Termly visits linked to the curriculum eg: RAF Cosford, Warwick
Castle, Shugborough Hall amongst others.
 Sporting events such as tag rugby, cricket, football
tournaments, horse riding, ice skating, sports day, sports week,
cheerleading, gymnastics club, multiskills.
Accessibility Plan
Bridgtown Primary School has various facilities to assist children
with disabilities. Such as;
 Wheelchair ramps to allow access all mobile classrooms and
the main school building.
 Wheelchair access to the M.U.G.A (multi-use games area on
the playground)
 Wide spaced corridors to allow wheelchair access
 Disabled toilet
Note: The full version of the accessibility plan is available on
request.
English as an Additional Language
Children whose first language is not English are fully included in life
at Bridgtown Primary School. We can offer;
 Referral to the Ethnic Minority service
 Speech and Language therapy support
 English as an additional language support service advice
 Books and resources in a variety of languages
 Expertise of our lead teacher for Modern Foreign Languages
 International School status
Special Educational Needs Resources and Funding
The school allocates the notional SEN budget depending on the
need of the children and school each year. The school is also in
receipt of Pupil Premium Funding for children eligible for Free
school meals, Looked After Children and Armed Forces children.
The budget has recently been used to fund;
 Teaching Assistant salaries
 Ruth Miskin literacy resources
 Teacher salaries to provide ‘booster groups’
 SEN resources (games, handwriting scheme, fine motor skills
resources, behaviour support resources)
 TA training (FFT wave 3 literacy intervention plus resources)
 Funded extracurricular activities
 Assertive mentoring resources
 ‘Bug Club’ online reading scheme
 ‘Raising Boys Achievement’ project resources
Note: See the link on the website for more detailed information
regarding the impact of Pupil Premium funding provided on pupil
progress. Hard copy available on request.
Transition to new classes/schools
Moving to a new class, Key Stage or school can be a daunting
experience for many children. We endeavour to make this change
as smooth as possible . We provide;
 Year 6 transition groups during the Summer term to prepare for
the change to High School
 Autism Outreach Team lead additional transition groups for
autistic children
 Additional visits to High Schools are arranged for children with
additional needs.
 Frequent visits to local High Schools for children in all classes
during the year (linked to rewards, science, sport etc)
 Transition meetings for teachers during the summer term to
pass on relevant information about every child to their new
class teacher
 Transition meetings with Year 6 teachers and High school
Tutors and SENCo
 Transition morning in the summer term when all children
spend a morning with their new class teacher.
 New class teacher visits children in their old classes to build
relationships.
 ‘Meet the teacher’ parent meetings prior to the children
moving classes each year.
 ‘Open mornings’ and ‘Inspire sessions’ where parents can meet
new classteacher.
 Transition sessions for new children arriving at school to get to
know their new teacher and class
Contact
If you have any concerns regarding your child, the first point of
contact should always be the child’s class teacher. If you require
additional information then the following members of staff should
be able to help you.
Deputy Headteacher – Mrs Russell
Key Stage 2 Manager – Mrs Buzzard
Key Stage 1 Manager – Mrs Bickley
Early Years Manager – Mrs Clifford
Special Educational Needs Co-ordinator – Mrs Parsons
First Aiders – Mrs Beard, Mrs Andrews
Staffordshire Educational Authority Local Offer
On the Entrust website are details of the Education Authority’s
local offer. This will provide information regarding support services
available to children and young people and contact telephone
numbers and emails.
https://www.entrust-ed.co.uk/Services/EducationServices/Pages/default.aspx