Inclusion, Special Educational Needs and Disability (SEND)
As a school we endeavour to achieve maximum inclusion of all children, whilst meeting their individual needs. Teachers provide differentiated learning opportunities for all the children within the school and provide materials and activities appropriate to children’s interests and abilities.
This ensures that all children have a full access to the school curriculum. We focus on individual progress and make every effort to ensure that pupils with special educational needs have the maximum opportunity to attain and make progress in line with their peers. This is done through accurate assessment of need and carefully planned support groups or individual education programmes which address identified barriers to learning.
Bishopsteignton School inclusion policy and practice aims
- To provide curriculum access for all.
- To secure high levels of achievement for all.
- To meet individual needs through a wide range of provision.
- To attain high levels of satisfaction and participation from pupils, parents and carers.
- To carefully map provision for all vulnerable learners to ensure that staffing deployment, resources allocation and choice of intervention is leading to good learning outcomes.
- To ensure a high level of staff expertise to meet pupil need, through well targeted continuing professional development.
- To work in cooperative and productive partnership with the Local Authority and other outside agencies, to ensure there is a multi-professional approach to meeting the needs of all vulnerable learners.
- To promote children's self-esteem and emotional well-being and help them to form and maintain worthwhile relationships based on respect for themselves and others.
Links to useful documents:
Bishopsteignton SEN Information Report 2022
There are a range of services available to support children and young people in Devon. The Devon SEND Local Offer website will help you to find out about the support services available in Devon and how to access them. Follow the link below:
What does Bishopsteignton School have to offer?
Communication and interaction
Individual social stories
‘Time to Talk’ scheme
Lunchtime Clubs in small friendship groups (Thrive)
Speech and Language Link Programme
Whole class and individual visual timetables
PECS (Picture Exchange Communication System)
Total Communication and Makaton training
Social, emotional, and mental health
Individual Education Programmes, reviewed once a term minimum or sooner when required
Planning for transition times:
Individual Transition books when necessary for when beginning new classes
Enhanced transition days with Teignmouth Community School
Calm/quiet areas for children
Timetabled, but flexible, access to the Rainbow Room (Thrive)
Cognition and learning
Toe by Toe (individual phonics)
Phonics setting and intervention where necessary
Resources and staff training to support children with dyslexia
Early Morning Maths Booster groups
Setting of maths groups and intervention where necessary
Sensory and/or physical
Main building fully accessible
Rubberised soft surface area on parts of playground
Thrive (The Rainbow Room)
At Bishopsteignton School we are very fortunate to run a Thrive Programme, managed by a fully trained Thrive practitioner. Thrive is a specific way of working with all children that helps to develop their social and emotional well-being, enabling them to engage with life and learning. It supports them in becoming more self-assured, capable and adaptable. It can also address any troubled, or troubling, behaviours providing a firm foundation for academic attainment.
The school has links with a range of outside agencies e.g. Speech and Language Therapist, Educational Psychologist, Occupational Therapists, Outreach/Inreach support and advisory teachers. If the class teacher feels that your child would benefit from support from any of these professionals, we will discuss this with you to gain parental consent. Recommendations and appropriate support will be arranged.
Education, Health and Care Plans
If we identify that a child needs a more intensive level of specialist help that cannot be met from the resources available to school we could consider asking the local authority for an Education, Health and Care (EHC) needs assessment for your child. This assessment could lead to your child getting an EHC plan. Some children and young people will have needs that clearly require an EHC needs assessment and plan and once the local authority is aware of them it should start this process without delay. An EHC plan brings your child’s education, health and social care needs into a single, legal document. Your child must have special educational needs to be eligible for a plan.
Every local authority must identify education, health and social care services in their local area provided for children, young people and families who have SEN or disabilities and include them in an information directory called the Local Offer. The Local Offer also needs to include information about services provided outside your local area that local people are likely to use.
Local services should reflect what local people need. Your local authority must ask children, parents and young people what they think the Local Offer should include, and how they think people should be able to access it, and most authorities will have worked with their local Parent Carer Forum to develop this. They must publish what children, young people and parents tell them about their Local Offer and say clearly what they will do about the comments they receive.
Your local authority also needs local schools, colleges, health services and other service providers to contribute to the Local Offer. This Local Offer needs to be kept up-to-date, and so your local authority will need to seek feedback from children, young people and parents as part of that process. A new SEND system began on the 1st September 2014. The government have published a guide for parents and carers entitled ‘Special educational needs and disability’.
Access for the disabled
The Bishopsteignton School building is on two levels. There is easy access from our main entrance for the disabled to the reception area, toilets, library and hall. In order to access the lower part of the building, entry would be via our playground gate which is locked during school hours as a security measure. There is a parking space in the front of the school but again for security reasons the gates are closed during the school day. If you wish to visit us please call in advance so we can ensure the easiest access for you.