Special Educational Needs

Burford School

Special Educational Needs (Information)

Regulation Annual Report – May 2018

Burford School, like all mainstream primary schools, is required by law to produce this Special Educational Needs (SEN) Report on an annual basis.

Burford School believes that all pupils should receive a broad and balanced curriculum, relevant to their individual needs as established in law. To achieve this we use different methods and tools to present learning opportunities to children and carefully differentiate tasks and outcomes to match individual needs. Whilst we aim to reduce the need for specialist support, Burford School recognises that there will still be some children that need additional or different provision.

Pupils with medical needs

If a pupil has an additional medical need a detailed Health Care Plan will be compiled in consultation with parents/carers. These are discussed with all staff who are involved with the pupil and appropriate support is put in place.

Identification, Assessment and Review

Burford School follows the guidance of the SEN Code of Practice 2014 and Buckinghamshire Guidelines which uses a graduated approach to the identification, assessment and provision for pupils with Special Educational Needs and Disabilities.

The school carefully monitors the progress and attainment of all pupils and quickly identifies those not making adequate progress in line with expectations via the following methods:
• Changes in Progress or Behaviour
• Concerns raised by parent/carers of the child
• Feedback from Classroom Teachers
• Information from feeder Nurseries and Pre-schools passed on prior to transfer into Reception
• Year 1 Phonics Screening Test
• Regular formative Teacher assessments
• Summative teacher assessments and tests, Analysis of End of KS1 SATs results and Teacher assessments
• Termly pupil progress meetings with Key Stage Co-ordinators and Class Teachers to analyse all year groups’ data
• Referrals from outside agencies
• Where relevant, liaison with outside agencies e.g. Educational Psychologists, Speech and Language Therapists, Occupational Therapists, Specialist Teaching Service.

All interventions and support offered to pupils is regularly monitored and evaluated by the Assessment Co-ordinator and the SENCo. Adjustments are then made accordingly. When a child does not make adequate progress in spite of Quality First Teaching and appropriate intervention, a Record of Concern is raised by the teacher and discussed with the SENCO. This enables closer monitoring to take place to aid the decision to seek professional advice in order to determine whether a child has a Special Educational Need.

Effectiveness of provision for pupils with SEN is evaluated in the following ways:
• Observations of pupils, Teachers and TAs
• Pre and post intervention testing and analysis of the data collected
• Analysis of pupil progress data
• Comparing value-add data for pupils on the SEN register
• Liaison with parents/carers
• Liaison with outside professionals (where relevant)
• Monitoring of procedures and practice
• The number of children identified on the SEN register
• School self-evaluation processes
• Monitoring of procedures and practice by the SEN Governor

Approaches to Teaching

a) In Class Support
All pupils identified as having a SEN or disability are treated equally and given access to an appropriate curriculum. Within lessons it is the Teacher’s responsibility to differentiate learning.
Pupils with Educational, Health and Care Plans (EHCPs) are supported in class according to the requirements of their EHCP. Any additional adult support is carefully managed to ensure that it is not unduly intrusive. Support hours on a child’s Statement or EHCP does not necessarily mean that the child is automatically entitled to 1:1 support in all lessons.
For those pupils who do not have an EHCP, individual in-class support is not routinely offered, but when deemed necessary, this can be considered and provided. If appropriate, pupils are included in relevant intervention groups. Strategies to support pupils identified with SEN are included on their SEN Support Plan.

b) Interventions
Burford School has established a wide variety of additional interventions which can be used to support pupils. These include: Handwriting Groups, Brain Gain Club, Spellabrate, Speech and Language Groups, Occupational Therapy Groups, Auditory Memory Groups, Social Groups, Read Write Inc Phonics Groups, Letters and Sounds Phonics Groups, Mindfulness, Lego Therapy, Writing Intervention Groups, Reading Comprehension Groups, ELSA Support (Emotional Literacy),Playground Games Groups and Precision Spelling Monitoring.
Where necessary, this additional support is provided through small group or 1:1 interventions where pupils will be withdrawn from non-core lessons for the period of the intervention, usually by a fully trained Teacher, Teaching Assistant, a Specialist Teacher or an outside agency.
Pupils are identified for interventions according to: the assessments discussed above, the progress they have made, recommendations by Teachers/TAs and concerns raised by parents or outside agencies.

Burford School also utilises a wide range of specialist software to support SEN children. These include Clicker, Write on Line, Word Shark, Espresso Phonics, Clicker Phonics and My Maths. Some of these programs can also be accessed on line at home to provide additional support.

Access Arrangements (Exam Support)

When a pupil reaches Year 6, their data is analysed by the SENCo and Assessment Coordinator and if necessary they are assessed for extra support in their End of Key Stage SATs examinations. Examples of support are: a reader, extra time, movement breaks and/or a scribe. Applications for access arrangements have to be submitted to the Department for Education and the support a pupil may receive is dependent on the scores they receive in specified tests alongside a history of need. Where a pupil requires arrangements to be made, they will usually need to be examined in a separate room from the other candidates.

Grammar Schools and the Transfer Tests

It is the parents’ responsibility to notify the school that they request reasonable adjustments to the Transfer Tests to be considered for their child. Where parents advise a teaching member of staff at their school that they believe their child is disabled, then the school is responsible for notifying the LA (as the Secondary Testing Administrator), of that assertion.

As the Secondary Transfer Tests are not compulsory, parents together with their child’s Headteacher should consider whether a child’s specific Special Educational Needs would make him/her suitable to be placed in a grammar school and hence whether it would be appropriate for that child to take part in the secondary transfer testing process.

All SEN children are supported through the transfer process according to their individual needs. Advice is also provided by the SENCo regarding suitable secondary schools and the organisation of visits for the parents/carers and the child. Transition days can also be arranged when appropriate.

Activities outside the Classroom Including School Trips

Burford School offers pupils a wide variety of extra-curricular activities including day and residential trips off site. We aim to support all pupils so that they have an equal opportunity which enables them to attend trips, visits and take part in extra activities. A risk assessment will be completed for each trip and the needs of individual pupils are considered as part of this process. Reasonable Adjustments will be made where necessary and a decision will then be reached by the SENCo, in collaboration with parents and Class Teachers, to decide whether or not it is possible for the pupil to attend. The safety and well-being of all concerned has to be considered as part of this process.

Support Available for Improving the Emotional and Social Development of Pupils with SEN

Burford School is committed to supporting all aspects of a child’s well-being, including emotional wellbeing and resilience. The SENCo and SEN Assistant have courses run by CAMHS (Child and Adolescent Mental Health Service) to ensure that the school is able to provide appropriate support as required for children and their parents. In addition, the school offers a variety of interventions to assist with this. These include: Social Skills Groups, Speech and Language Groups and Mindfulness.

A Student Council, comprising of representatives from each class meets on a termly basis to discuss pupil issues and needs. House representatives are also appointed in Years 2 and 6. Although not specific to SEN, pupils with these roles which encourage responsibility and the development of self-esteem, are open to any pupil who wishes to be considered.

Facilities and Equipment

Burford School has adapted its buildings to incorporate ramps, accessible toilets and a stair lift and is therefore usable by children with physical disability and those using wheelchairs.
Personal Emergency Evacuation Plans (PEEPS) are put in place for every child with a physical disability to ensure their safety in the event of a fire or other emergency.
Specialist resources and equipment are purchased to support children with SEN when identified by staff or when recommended by specialist agencies.


Staff at Burford School are highly trained and have a wide range of qualifications to enable them to support all pupils. They are supported by experienced TAs who also have expertise in a range of areas including; literacy, numeracy, speech and language, occupational therapy, visual impairment, Attachment Disorder, Emotional Literacy and Autistic Spectrum Disorders.
Through the monitoring and evaluation of SEN provision, the SENCo and Senior Leadership Team identify the professional development needs of staff. Continued Professional Development (CPD), where appropriate, is closely linked to the School Development Plan and Appraisal Objectives and can either be school based or delivered through specialist agencies externally. Whole school in-service training sessions are arranged, as appropriate, in response to particular needs within the school.

Examples of training that has taken place within the last year include:
• Annual Safeguarding Training
• Designated Lead Safeguarding Training
• Half termly meetings, delivered by the SENCo for TAs
• TA training in supporting children in maths, reading, writing and phonics
• Occupational Therapy training in handwriting, gross motor skills and sensory processing
• Speech and Language courses
• Monitoring and Evaluating SEND Provision
• Attachment Disorder
• Supporting children with Anxiety
• Use of Write On Line
• Lego Therapy
• Simple Strategies that Work

Where necessary, specialist training has been accessed through the Specialist Teaching Service. Individual staff have also had further, or more specific training on how to support pupils with individual needs from specialists or through external training courses.

In September 2009 it became law for every new SENCo in a mainstream school to gain the Master’s level National Award for Special Educational Needs Co-ordinator. Burford’s SENCo, Mrs Tracey Marshall, started in September 2018 with a view to begin this qualification in September 2019.


Parents are important partners in their child’s education. All parents are encouraged to discuss any concerns, issues or successes by arranging a meeting with the Teacher at the earliest opportunity. The Teacher may observe the child further and/or consult with other Teachers and the SENCo before feeding back to parents about their concerns and next steps. If, after consulting with the Teacher, parents are still concerned then they are welcome to contact the SENCo.

When a child transfers from one year to the next, records and plans are also transferred to the new Teacher so that continuity is maintained. Parents of children with SEN are encouraged to arrange an appointment with the new Teacher to assist in the handover. However, in the primary setting, when children can develop or mature quite considerably over the summer, it is often preferable to wait until the new school year and give the child a chance to settle in the new environment and the Teacher to have some observations to suggest or comment upon.

Parent/Teacher Consultation Evenings

In addition to the autumn and spring termly parents’ evenings, parents of children with an SEN Support Plan are also invited to meet with Teachers 3 times a year to discuss in more detail their child’s learning and progress including areas in which they need extra support or additional challenge. A further opportunity to meet formally with Teachers is available after publication of the End of Year Report in July.

SEN Support Plans

Children who have been identified as having a SEN will have a SEN Support Plan which outlines any special educational needs a pupil may have, strategies to support them in class and individual targets which have been set by their Teachers. Children have the opportunity to share their views by completing the section ‘All About Me’. SEN Support Plans are reviewed at least three times a year and parents are invited to attend additional meetings, as previously detailed. Updated SEN Support Plans are sent home to parents after each review.


If a pupil has complex needs they may have an EHCP. A formal review will take place each academic year at a Person Centred Annual Review. Parents and any agencies involved with the pupil will be invited to this meeting to discuss progress and the provision which is in place. Pupils with an EHCP may also have a Multi-Agency Provision Plan (MAPP) to monitor short term targets which is reviewed regularly and shared with parents/carers. Some pupils being supported individually by a TA may require more frequent communication with the parent/carer and it may be appropriate to use a communication diary.

Pupil Involvement

All children at Burford School are encouraged to be involved in their learning. By completing the ‘All about me’ section in their SEN Support Plan/EHC Plan, they have the opportunity to:
a) Share what they feel is important to them
b) State how they would like to be supported
c) Identify their strengths and qualities that are admired by others
In addition, as Burford School recognises the need for Person Centred Annual Reviews, increased participation by those children who have a statement is being encouraged and children are invited to attend their Annual Review.


a) Links with Other Schools
Good links exist between Burford School, its feeder pre-schools and nurseries, other local primary schools and secondary schools. Class Teachers and TAs are encouraged to visit these, especially during the summer term, to meet and assess children who will transfer to the school in September. Staff from the pre-schools and nurseries are also invited to visit the Reception department. Where necessary, the SENCo will also attend visits for children who are already known to have special educational needs or disabilities.
We also welcome the Teacher and SENCos from the Secondary Schools, to which its Year 6 pupils are transferring, to meet children and Year 6 Teachers to discuss pupils’ achievements and needs. Observations may be made on request. SEN records and other relevant documents are passed on to pupils’ new schools before September. For children with EHCPs, transition arrangements are agreed at the pupil’s Year 6 Annual Review which is held in the spring term.

b) Links with Other Professionals
Close links are maintained with Support Services to ensure that the school makes appropriate provision for pupils with special educational needs. Where it is necessary to contact external agencies, the SENCo will make arrangements and consult with parents/carers accordingly. These agencies include, but are not limited to:
• Educational Psychologists
• Specialist Teaching Service (Downs Syndrome Team, ASD Team, Cognition and Learning Team)
• Speech and Language Service
• Occupational Therapy Service
• Social Care
• Pupil Referral Unit
• NHS Services e.g. Physiotherapists, Paediatricians
• The Virtual School

Key Contacts:

a) School

Burford School, Marlow Bottom, Bucks SL7 3PQ
Telephone: 01628 486655
Fax: 01628 898103
Email: office@burfordschool.co.uk

Headteacher: Mr Ian Garner
SENCo: Mrs Tracey Marshall
SEN Governor: Mr Gary Regan
Chair of Governors: Mrs Sarah Cooper

b) Bucks County Specialist Teachers currently working with our school
Speech and Language Therapy : Tanya Son
Specialist Teaching Service (ASD) : To be advised.
Cognition and Learning: Annika Williams/Amanda Urquart
Occupational Therapy: Fiona Phillips
CAMHS : Grace Fooks

Arrangements for Complaints

It is in everybody’s interest to try and resolve concerns informally without invoking formal complaints procedures. So, if parents are unhappy with any aspect of provision they should, in the first instance, discuss the problem with the Class Teacher.

If the parent is not satisfied with the Teacher’s comments or the situation does not improve then they should arrange an appointment with the SENCo stating clearly what they are unhappy about and what they would like to see happen regarding their concern.

Careful consideration will be given to all concerns and complaints and will be dealt with as swiftly as possible. The SENCo will consult with the Headteacher before reaching a final decision on the matter.

Should the matter still not be addressed satisfactorily then the parent should refer to the school’s Complaints Procedure Policy (found in our Policy Section on the website).

Information on Where the Local Authority’s Offer is published

Buckinghamshire County Council, along with all other local authorities, are required to publish information about services they expect to be available in their area for children and young people from birth to 25 who have Special Education Needs and/or Disabilities.

This is known as the ‘Local Offer’. The Local Offer outlines all services and support available across health, education, social care and leisure services and will improve choice and transparency for families. For further information about the Buckinghamshire Local Offer please visit: