Home Page

Bovington Primary School

Curiosity Growth Resilience.

Thursday 11th July - French Day - French themed mufti Day

SEND & Inclusion

SEND Local Offer

Head teacher Mr Kris Winthorpe

Inclusion Leader/ SENCO Mrs Sharon Reddyhoff

SEND teacher: Mrs Muraro

Principle ELSA: Mrs Stone

Pastoral worker/ ELSA: Mrs Marshall


Age range: Reception age 4 to Year 6 age 11.


At Bovington, we have taken a Threshold approach to our SEND delivery and resourcing. The majority of our pupils have universal provision to ensure that they receive quality first teaching through an inclusive and engaging curriculum that has been carefully designed to meet the needs of all the pupils that attend the school.

Some children are identified as having some additional needs that require targeted support or adaption to ensure that these needs do not become barriers to learning. This may result in specific differentiation or group support or intervention from staff, including and managed by the class teacher.

A small group of children may have specific needs that require personalised learning and an EHCP or assessment towards one, with the result in a provision being made for them at Band A or Band B of the Dorset approach to SEND. Occasionally there are children that may be better placed in Specialist Provision but the school is supporting them at present. 

This approach is described in the SEND policy below.

How does the setting/school/college know if children/young people need extra help and what should I do if I think that my child/young person may have special educational needs?

The school is proactive in identifying any difficulties or barriers which may hamper progress in a child’s learning and the school will contact parents where concerns arise as early as possible. The school has its own staff that are trained and qualified to conduct assessments and these are done in partnership with external professionals.

If parents have any concerns, in the first instance, they should contact the class teacher to discuss these. The class teacher will be able to give more information and insights into the child’s needs. They will explain the SEND process if required or if necessary involve the Inclusion Leader (SENCO) or the Head teacher.


How will the early years setting/school/college staff support my child/young person?

The class teacher is the person responsible for supporting all the children, including those with SEND in the class. They are able to seek advice from the specialist staff within the school. The school employs a full time highly skilled Special Educational Needs Co-ordinator (SENCO) and its own part-time SEND teacher that are able to assess and develop programs for children with SEND. Having assessed the child, the school will identify and address specific areas of difficulty. In the first instance the school will seek to minimise barriers to learning through the development of a provision map or the working toward or implementation of some other detailed plan such as an EHC plan. The school may need to also involve outside agencies in order to do this such as the Dorset SENSS team or the Education Psychology Service. This will enable staff to develop a tailored programme of support which is monitored by the Inclusion Leader/ SENCO who works in a advisory role.

The school will prioritise the support offered by the need that the child displays. This may mean teaching sessions with a specialist teacher or with a trained teaching assistant. This support may be provided within the class setting, in a small group or 1:1 specific teaching.


How will the curriculum be matched to my child’s/young persons need?

As far as possible all children follow the National Curriculum. Children with SEND may need some adjustments to enable them to fully access the learning. This may include:

  • Differentiated tasks and targets
  • Specific resources
  • Additional support from class teaching assistants
  • Changes to the environment

And with more complex needs a more individualised approach can be taken.


How will both you and I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning?

An ongoing system of monitoring is in place for all children. Rates of progress for children with SEND will be carefully monitored and responded to. This may include changes to the support offered.

Parents are kept informed with termly parents consultations and for children with SEND more frequent meetings may need to be arranged alongside other professionals. Bovington Primary School believes that working with parents is essential to a child’s success and so encourages an open and regular dialogue.


How accessible is the setting/school/college environment?

Bovington Primary School will work with parents/carers and young people to identify and address needs within the school, in collaboration with other services as necessary.

The school has physical access to most areas within the building and outside play areas and there are disabled toilet facilities. There is an accessibility audit and plan below.


How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Bovington Primary School has established transition procedures to receive children from pre-school settings and to transfer our older children to secondary school. We have excellent links to The Purbeck School and work closely with two local nurseries.

With high mobility due to the army we have a Pastoral Worker who settles all children into school with an induction process and those with SEND to meet with the SENCO.

This includes visits by staff from our school to other schools, transfer of documentation and any other pertinent information. The school arranges familiarisation visits for all children but for those with SEND further additional opportunities are tailored to the individual child.


How are the setting/schools/colleges resources allocated and matched to the child’s/young person’s special educational needs?

The school has a designated SEND budget which is used at the discretion of the Headteacher and Governors to provide quality first teaching and interventions which are tailored by need. The school has chosen to allocate a proportion of its own budget to employ a part time qualified SEND teacher, in addition to the SENCO, to assess, develop programs and work with groups of children and individuals. If a child has a requirement for additional adult support as part of their plan then this Teaching Assistant will be drawn from or added to the resourcing of the phase team of staff for that child's year group.


What support will there be for my child/young person’s overall well being?

Bovington Primary School has a holistic approach to learning and believes that all children should have a happy and successful time at our school. Physical health and emotional wellbeing are strengths of the approach that has been developed by the school to support all pupils and particularly those with social emotional and mental health and well being needs. All pupils are fully included in all experiences in school life. Children may sometimes need additional emotional support to continue making progress in their learning. At Bovington we have two highly trained Emotional Literacy Support Assistants (ELSA) who can support children alongside the full time dedicated SEND teacher and our non-class based Inclusion Leader/ SENCO. This team work very closely with parents.


What specialist services and expertise are available to/accessed at the school/setting/college?

Bovington Primary employs a full time non-class based Inclusion Leaser/ SENCO and additionally a dedicated and qualified SEND teacher who is able to provide specialist assessment and provision to staff, parents and pupils. The school has developed very good links and works in partnership with the County Team of professionals to further access a range of specialist services such as the Dorset County Psychological Service, the Children Therapy Service, SENSS and Speech and Language Therapy Service. We also work on occasions with the Locality Team which enables us to signpost parents to support groups and courses. As a school we work closely with Health and Care professionals when required. All staff have had extensive and ongoing specialist training and professional development.


What training are the staff supporting the children and young people with SEND having or have had?

The school is proactive with developing all its staff, both teachers and TAs through a  considerable and ongoing programme of professional development to help them to meet the needs of and to include all pupils.

The school employs its own specialist teacher (SEND) for specific learning difficulties to assess children’s needs and who delivers individual education programmes as well as working with targeted intervention groups. This is overseen through partnership work with DCC SENNS service.

One of our ELSA practitioners also works as a SEND teaching assistant with small groups to deliver nurture and motor groups as well as sensory and ELSA support.

A number of teaching assistants have undertaken additional specialist training to be able to support children with speech and language difficulties, physical needs and maths and literacy through intervention and/ or one to one work.

Only staff of the highest calibre are recruited to work as 1:1 TA support for individual children. These staff are part of the extensive SEND team and have dedicated continuing training and development as well as being part of the phase team that the child they are supporting belongs to.


How will my child/young person be included in activities outside the classroom including school trips?

At Bovington Primary School all children are included in all that we do. Our approach ensures a tight focus upon the basic skills of personal, social and emotional development, communication and language, reading, writing and maths alongside an exciting and engaging wider curriculum. Sport and physical activity form a big part of the school's distinctive curriculum and we work hard to ensure that all children are included and have access to this. Risk assessments are completed for all off site activities and this highlights any adjustments we need to make for specific children. Parents are kept informed and their knowledge of their children is very much welcomed.


How is a decision made about what type and how much support my child/young person will receive?

If the child is identified as having a SEND need, this will be discussed with parents in relation to the Thresholds tool and bands described above. Following this there may be an informal and/ or formal set of assessments to pinpoint areas of specific need. Parents will be informed of the outcome and staff will develop a Provision Map or an Individual Education Plan which sets out areas of need, targets to be worked towards and the support that will be provided.

This is then shared with parents at termly parent’s consultations or a meeting will be arranged at another time. It is continually developed and adjusted in the light of regular monitoring and review.

For children with EHC plans an Annual Review is arranged to discuss the child’s progress and provision and whether the EHC plan will continue to accurately address the child’s needs.


How are the parents involved in the setting/school/college? How could I be involved?

Bovington Primary School seeks to build positive working relationships with all parents as the school recognises the importance and impact of parental involvement. Communication is vital to success.

The school warmly welcomes the active participation of parents in supporting learning; attending events and consultations and keeping the school informed of developments.


Updated September 2016

Equality Objectives.

Bovington Primary School is a public body, and is covered by the public sector equality duty in the Equality Act 2010 and Equality Act 2010 (Specific Duties) Regulations 2011.

The Single Equality Policy for the school is below and it details how we comply with our public sector equality duty. This has been updated during summer 2018 and is currently pending approval at the first Governing Board meeting in September 2018.


Single Equality Policy 2018