Special Educational Needs & Disabilities (SEND) Information Report, September 2018. 

Our school’s offer for children with special educational needs or disabilities. 

Interpreters are available in school to support your understanding of our offer. 

How does Evergreen Primary Academy know if my child needs extra help? 
  • When a child starts at Evergreen Primary Academy, we ask parents if they feel their child has any additional needs. 
  • We take information from nursery settings or previous schools and use this to inform our knowledge of the pupil. 
  • Teachers get to know children through building positive relationships and by working closely with them. In addition they use on-going assessments in reading, writing and maths. This information helps to identify which children may need additional support to ensure they are reaching the expectations for their year.  
  • The Academy uses the Assess, Plan, Do, Review model to give us further information if we are concerned about needs. 


What should I do if I think my child has extra needs? 
  • If you think your child has extra needs, talk to their class teacher first. They may then refer the child to the SENDCo, Deborah Barkham. Or you can speak to our SENDCo directly. 
  • We use the Code of Practice 2014  categories of special needs: Cognition and Learning; Communication and Interaction; Social, Emotional and Mental Health; Physical and Sensory Needs. 
  • In line with the Code of Practice, 2014, a child has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them: 

If they have a significantly greater difficulty in learning than the majority of others of the same age. 


Have a disability which prevents or hinders them from making use of the schools’ facilities. 





How will the academy support my child’s special educational needs? How will other staff know about my child’s needs? 
  • It is the class teacher’s responsibility to plan inclusively for all children in the class in order to meet their needs, and to provide learning opportunities that are accessible, meaningful, provide challenge and promote independence. 
  • Children with special needs may have a 1 page profile that explains their needs and states the strategies that will support progress. These have been written by school staff and the child, where appropriate, and with the help of parents. This is shared with all staff who work with your child. 
  • Some children have an individual provision map that details the daily support that they receive. 
  • In class support will be provided by the class teacher and/or LSA. This may involve additional resources and differentiated learning objectives. 
  • Additional 1:1 or small group interventions may be set up, and these will be carefully monitored to ensure they are appropriate and that children are making progress. 
  • 1 page profiles are reviewed 3 times a year with SENDCo, class teacher and LSA. 
  • Progress of all pupils is tracked regularly, and class teachers meet 3 times a year with the principal to review progress, in addition to shorter fortnightly reviews with the vice principal and SENDCo. 
  • Training is offered to teachers or support staff to help them to meet the needs of individual pupils. 
  • The SENDCo may refer your child for additional support from health, speech and language or psychology services. This will always be done with your permission, and in partnership with you. 
  • For some children it may be necessary to apply for additional funding (Top Up Funding) or for an Educational Health and Care Plan (EHCP). These applications will be done in partnership with parents/carers. 


How will the curriculum and learning be matched to my child’s need? 
  • Inclusive quality first teaching will enable all children to access the curriculum. 
  • Class teachers are responsible for the overall learning of each child in the class, including for pupils with special educational needs and disabilities.  
  • They will plan additional and/or different learning to ensure every child at every level makes progress. 
  • Some children with special needs may need a more personalised curriculum and timetable. This will be agreed with parents and carers. 




Who will explain this support to me? 
  • Your child’s teacher will explain the support that your child is given and will let you know what extra sessions your child is having.  



How will school and parents know how well my child is doing? 
  • Teachers and LSAs will assess children’s progress continuously through observations and assessments. They will review their progress and set new targets. (This is the assess, plan, do, review model). 
  • Parent meetings are held 3 times a year and children with additional needs will have a longer session with the class teacher, and this can involve the SENDCo also. 
  • Additional meetings may be held to discuss support and progress. We encourage parents to contact the Academy and ask for meetings with the class teacher and SENDCo if they have any worries. 
  • If your child gets extra Top Up funding, or has an EHCP, you will be invited to an Annual Review every year. This is where parents/carers, school staff and outside agency professionals all share information on the progress of your child and set targets for the following year. 



How will the school help me to support my child’s learning? 
  • This can be done by talking to your child’s class teacher, LSA or the SENDCo. 
  • We offer parent classes to support parents in Maths and English. 
  • We offer parent meetings to consider strategies to support emotions and behaviour. 



What support will there be for my child’s overall well-being? 
  • At Evergreen Primary Academy we understand the importance of nurturing the whole child. Happiness and self -confidence are crucial factors for success. 
  • The Academy uses the Gems system to promote positive learning and relational behaviours for all children. 
  • Dedicated weekly PSHE lessons using the Jigsaw scheme encourage self-esteem and self-confidence as well as strategies for managing difficult feelings. 
  • Social, emotional and behavioural support is offered through links with our counselling service, The Bridge Foundation. This service offers integrated support for parents/carers and children, and advice to school staff to support needs in the classroom. We also offer a parent counselling service. 
  • We have a dedicated first aid team to help with any medical needs. 
  • Our Parent Support Advisor, Julie Vincent, supports family needs that may impact on your child’s wellbeing. Please contact Julie Vincent for information on housing, benefits or any other additional support needs. 



What specialist services are available? 
We work closely with the following services: 

  • School Nurse 
  • Bridge Foundation for social and emotional support 
  • Educational Psychologists  
  • Speech and Language Therapy Service 
  • Paediatrician 
  • Bristol Autism Team 



What training have staff had to support children with SEND? 
  • Teachers and LSAs have regular training to support all children, including those with special educational needs and disabilities.  


If my child has SEND, how will they be included in clubs or school trips? 
  • Clubs are open to children of all abilities and teachers may specifically target SEND children for certain clubs.  Some SEND children may need adult support to attend clubs – please speak to your child’s teacher in the first instance. 
  • Our inclusive ethos means that all children are included on all trips as an entitlement, and we will provide additional staff to ensure this. Sometimes this may mean that we will ask parents to support us on some trips, either in planning or in joining us on the trip.  


How will the school prepare my child to join, or when it is time to move on, to another school? 
  • We work closely with our link nursery schools and with secondary schools in the local area. 
  • We have an induction procedure to help new pupils settle in to school 
  • Inclusion leaders and teachers from both settings talk together, and meetings are arranged to share information. This will include parents/carers and pupils. 
  • Extra visits are organised to prepare the child for the new setting. Sometimes these happen weekly before a child is due to move to secondary school. 
  • Staff will also prepare children by working with timetables, maps, photos and plans of the new school. 



How is the decision made about what type and how much support is given? 
  • The school has a graduated response to children’s needs. On- going discussion will take place with parents, class teachers and inclusion leader to decide on the most appropriate support for a child. 
  • We will at first put in additional reading/writing/maths support, speech and language or behaviour for learning support, depending on the needs of the child. 
  • If your child is still not making enough progress, we may refer your child to another agency (such as Educational Psychology, Speech and Language Therapists, School Nurse or paediatrician). 
  • If we are still concerned about progress we may apply for additional money to help finance the extra support needed through Top Up funds. 
  • Finally we may apply for an Education Health and Care Plan (EHCP) for more complex needs.   
  • Sometimes we may consider that a child’s needs are best met at an Alternative Learning Provision for a limited period, in agreement with parents/carers. Children would remain on-roll at Evergreen Primary Academy.  Occasionally parents/carers may feel that their child’s needs are best met more permanently in a special school, and support will be given to parents/carers to work through this process with school and the Local Education Authority. 
  • Please see our ‘Graduated Response’ document for more information.  




How are parents involved in the school? How can I be involved? 
  • We know how important it is to have good home school communication, and teachers will always be happy to speak to you, although it is usually best to make an appointment.  
  • Parents are encouraged to attend our parent classes, and regular parent meetings.  



Who can I contact for further information? 
  • Speak to your class teacher first, or see Deborah Barkham, SENDCo, Julie Vincent or Safia Duale, parent support advisors. We can also sign post you to other support services for parents, such as Supportive Parents: http://www.supportiveparents.org.uk/ 



  • Interpreters are available in school to support your understanding of our offer.