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In keeping with our church school vision and Christian core values, we recognise that every individual is different but equally important in the eyes of God.  We therefore strive to support each and every child so they can reach their full potential.

Definition of SEND;

“A child or young person has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.  A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than the majority of children 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 children of the same age in mainstream schools or mainstream post 16 institutions” SEND Code of Practice January 2015  p15

All children have the right to a broad and balanced curriculum including extra-curricular activities. All of the children at Broad Chalke are valued and we have high aspirations and expectations for all of our pupils including whose with SEND. We aim to work in close partnership with parents/carers who play an active and valued role in their child’s education.


As recommended in the Code of Practice, we follow a graduated response to SEND.

All teachers are teachers of SEND and aim to meet the needs of all the pupils in their class through Quality First TeachingIf a teacher has a concern about a pupil’s progress, ability to access the curriculum, emotional well-being or social skills, then they will share their concerns with the parent/carer and at times the SENCO may be involved too. In the first instance, additional support within the classroom as part of Quality First Teaching will be implemented or a targeted intervention programme may be drawn up and targets and outcomes recorded on a Class Provision Map. If the pupil continues to make progress which is less than expected, then the class teacher and the SENCO will meet with parents / carers and discuss adding the pupil onto the school’s SEND Register as requiring SEND Support. At this point, a one-page profile will be completed with the pupil highlighting their strengths and ways to support needs. A ‘pupil passport’ with SMART targets will also be drawn up and progress towards these targets will be reviewed regularly and parents will be kept informed. Pupils will be able to share their voice at regular opportunities. At any point, with the consent of parents/carer, further support, advice and guidance may be sought from external agencies. 

Education Health Care Plan (EHCP)

Where, despite considered provision and support including from outside agencies, the child still makes less than expected progress or there are complex additional needs, we will discuss with the parents/carers the option of approaching the LA to request an Educational Health Care Needs Assessment.  The LA will review all documents submitted within this process and then decide whether to issue an EHCP.  When an EHCP is issued, the SEND Lead Worker, in collaboration with the child, parents/carers and all other professionals working with the child, will draw up a Statutory My Plan. The class teacher, supported by the SENCO will oversee the implementation ofthe My Plan. 


The provision for our pupils with SEND is closely monitored and evaluated by the class teacher, SENCO and Headteacher.  When reviewing Pupil Passports, progress towards a child’s individual outcomes is reviewed. Annual Reviews only apply to EHCPs and the progress towards outcomes is monitored and provision is reviewed and planned.  It is the class teacher’s responsibility to keep all records up to date and keep parents informed about their child’s progress towards outcomes.

Supporting pupils and families;

Parents/carers are important partners in the effective working relationship with the school in supporting their child and raising their child’s attainment. Parents/carers’ contribution to their child’s education is valued highly by the staff of the school. 

We guide parents towards the LA Local Offer; 

We show sensitivity, honesty and mutual respect in encouraging children with SEND to celebrate their strengths, share concerns, discuss strategies and support that will help them.  All children are involved in making decisions, where possible, as soon as they start school.  The ways in which we encourage them to participate reflects their emerging maturity.  Confident young children, who know that their opinions will be valued and who can practise making choices, will be more secure and effective during their school years. For children with SEND there is additional encouragement to discuss the strategies for their success.  We encourage them to take an active role in reviewing their progress and in setting new goals and challenges.