SEND and Inclusion at Blisworth Community Primary School
Every child belongs, participates and succeeds
An ambitious and inclusive school for every child
At Blisworth Community Primary School, inclusion is not an additional provision. It is a shared responsibility woven through leadership, teaching, relationships and the wider life of our school. We welcome and celebrate diversity, identify barriers early and provide carefully planned support so that every child is known, understood, challenged, supported and celebrated.
Our commitment to SEND and inclusion
We are ambitious for all pupils, including those with Special Educational Needs and Disabilities (SEND) and other additional needs. We maintain high expectations, provide access to a broad, balanced and enriching curriculum, and ensure that a difficulty in one area does not limit a child’s confidence, identity, participation or ambition.
Our inclusive practice is rooted in high-quality adaptive teaching, early intervention, reasonable adjustments and the graduated approach. We use assessment evidence, professional knowledge, pupil voice, family partnership and advice from wider services to understand each child as an individual and remove barriers to learning, participation, wellbeing and belonging.
What do we mean by SEND?
A child or young person has special educational needs when they have a learning difficulty or disability that calls for special educational provision to be made. At Blisworth, provision may address needs across four broad areas:
- Communication and interaction: Support for speech, language, communication, social understanding and interaction.
- Cognition and learning: Support for learning, memory, processing, literacy, numeracy and specific learning difficulties.
- Social, emotional and mental health: Support for emotional wellbeing, regulation, relationships, resilience, engagement and participation.
- Sensory and/or physical needs: Reasonable adjustments, resources and support for sensory, medical, mobility or physical access needs.
How we identify and support need
Children may be identified as needing additional help through information from previous settings, concerns raised by parents or staff, assessment and progress information, changes in wellbeing or presentation, medical information, or advice from external professionals.
Most needs are met first through our ordinarily available inclusive provision. This includes high-quality adaptive teaching, carefully planned scaffolds, reasonable adjustments, classroom strategies and accessible resources that enable pupils to learn alongside their peers.
Where a pupil continues to experience barriers, or where needs are more complex, we use the graduated approach:
- Assess: Build a clear picture of strengths, needs, barriers and starting points.
- Plan: Agree outcomes, adjustments, strategies and provision with the pupil and family.
- Do: Implement the agreed support consistently through teaching and targeted provision.
- Review: Evaluate impact, listen to pupil and family views, and refine the plan.
What inclusive provision looks like
- Adaptive teaching that adjusts explanations, pace, grouping, resources, scaffolds and methods of recording.
- Reasonable adjustments and accessible resources that promote participation and independence.
- Targeted individual or small-group support where assessment shows that this is needed.
- SEND Support Plans that record strengths, barriers, agreed strategies, measurable outcomes and pupil and family views.
- Specialist advice, assessment or intervention where appropriate.
- Support for communication, literacy, numeracy, emotional regulation, wellbeing, sensory needs and independence.
- Inclusive access to trips, enrichment, clubs, events and the wider life of the school.
Pupil voice and partnership with families
Children are involved in decisions about their learning in ways that are appropriate to their age and needs. They are supported to recognise their strengths, understand the progress they are making and identify the strategies that help them succeed.
Parents and carers are essential partners. Families can contact school at any point to discuss strengths, concerns, provision or progress. SEND Support Plans are reviewed and shared at least termly, and pupil and family views are used to shape targets, adaptations and next steps.
If you think your child may have SEND
Please speak to your child’s class teacher in the first instance. You may also contact the SENDCo or a member of the senior leadership team. Early conversations help us understand concerns, review evidence and agree appropriate next steps.
Our SEND leadership
Our Special Educational Needs and Disabilities Coordinator (SENDCo) is:
Miss Danielle Warren
Deputy Headteacher for Pupil Achievement, Designated Safeguarding Lead and SENDCo
- Telephone: 01604 858414
- Email: admin@blisworth.northants.sch.uk
The SENDCo works with senior leaders, teachers, support staff, families, governors and external professionals to coordinate provision, oversee support plans, support staff development, monitor impact and strengthen transitions.
Wellbeing, belonging and transition
We want every child to feel safe, respected and proud to belong. Our values, PSHE curriculum, trusted-adult relationships and personalised support strengthen wellbeing, resilience, positive relationships and participation. Where required, support may include planned check-ins, emotional literacy or regulation work, playtime support, individual plans and partnership with specialist services.
Transitions are planned carefully when children join Blisworth, move between classes or transfer to another school. Arrangements may include information sharing, additional visits, transition meetings, personalised plans, photographic booklets or social stories. For pupils with an Education, Health and Care Plan, transition is considered through the annual review process.
Working with partner services
We work with the Local Authority, health services and wider professionals where advice, assessment or additional provision will help remove barriers. Support is matched to individual need and may include educational psychology, specialist teaching, speech and language therapy, occupational therapy, physiotherapy, community paediatrics, mental-health services and social care.
West Northamptonshire SEND Local Offer
Information about education, health, social care, activities, support and services for children and young people aged 0 to 25 with SEND and their families.
Visit the West Northamptonshire SEND Local Offer website
SEND Information, Advice and Support Service (IASS)
Information and advice for children and young people with SEND and for their parents and carers.
Visit the SEND Information, Advice and Support Service (IASS) website
Northamptonshire Healthcare NHS Foundation Trust specialist children’s services
Specialist community health services for children and young people, including relevant therapy, paediatric and mental-health pathways.
Visit the Northamptonshire Healthcare NHS Foundation Trust specialist children’s services website
Towcester Family Hub
A local access point where families can find information, advice and practical support relating to parenting, early development, health and wellbeing, SEND, relationships, community activities and wider family needs.
Visit the Towcester Family Hub website
Service Six
A local charity offering wellbeing and support services for children, young people and families.
CAMHS
Specialist mental-health assessment and support for children and young people with significant emotional, behavioural or mental-health needs.
Key SEND and inclusion documents
Our SEND Information Report, Inclusion Policy, Inclusion Strategy and Accessibility Plan provide further detail about identification, provision, partnership, accessibility, resources, monitoring and review. These documents should be read together to understand the school’s inclusive offer.
Visit the Blisworth Community Primary School website
At Blisworth, every child is recognised for their strengths, supported to overcome barriers and encouraged to be the best they can be.
