SEND Information Report 2025-26

SEND stands for Special Educational Needs and Disabilities.

A child has SEND if they have a learning difficulty or disability which makes it significantly harder for them to learn than most children of the same age, or if their disability makes it difficult for them to access the usual facilities, support and opportunities available in school.

This means they may need special educational provision.  Special educational provision is support that is additional to, or different from, what is normally available for children of the same age. 

Children may need this support for a short time or throughout their school life.

We are an inclusive mainstream primary school and support children with a wide range of needs.

While every child is different, we commonly support pupils with needs relating to communication and interaction, cognition and learning, social, emotional and mental health, and sensory and/or physical needs.

We look carefully at how each child is learning and developing so we can identify any additional needs as early as possible.

Children may be identified as needing extra support through:

•  regular teacher assessment and day-to-day classroom observations
• concerns shared by parents or carers
• information from previous schools, pre-schools or professionals
• tracking of progress, attainment and development over time
• observations of social, emotional, communication or sensory needs

Identification is an ongoing process.  Sometimes a child’s needs become clearer over time and we continue to review and respond to this as they grow.

If you have any concerns about your child, please speak to their class teacher in the first instance.

The class teacher will listen to your concerns, share what they are seeing in school and work with you to decide next steps.  They may also involve the Inclusion Team if further advice or support is needed.

We know that parents know their children best.  We welcome early conversations and encourage you to share any worries as soon as possible.

We build a full picture of each child’s strengths and needs so we can provide the right support.

This may include:

• teacher assessments and daily classroom observations
• information about progress and attainment over time
• behaviour, attendance and wellbeing information
• conversations with parents, carers and the child
• screening or assessment tools, where appropriate
• advice from external professionals, if needed

We use this information to understand how best to support each child and review it regularly to make sure the support remains effective.

If a child needs support beyond what is normally available in the classroom, we will work closely with parents and carers to agree the best next steps.

We will plan support together, put this into place and review it regularly to make sure it is helping your child make progress.  Support may be adjusted over time as your child’s needs change.

If your child is identified as having SEND, we will inform you and involve you fully at every stage.

We use a graduated approach. This means we identify a child’s needs, put support in place, check whether it is helping and adjust support over time.

Universal Support 

All children receive high-quality teaching, inclusive classroom practice and access to our ordinarily available provision.

Targeted Support 

If a child needs a little extra help, the class teacher may put additional support or classroom adaptations in place.

Targeted Plus Support 

Where further support is needed, we may provide targeted interventions or planned additional provision.  This will include support or advice from the Inclusion Team.

Specialist Support 

Some children may need highly personalised support through an Education, Health and Care Plan (EHCP), specialist interventions or involvement from external professionals.

Support may include:

• targeted intervention programmes
• small group or individual support
• pastoral or emotional wellbeing support
• personalised resources or programmes
• support from trained staff within school
• advice or input from external professionals

External professionals may include:

• Educational Psychologists
• Speech and Language Therapists
• Specialist Teachers
• Occupational Therapists
• health or medical professionals

Children may move between different levels of support depending on their needs and progress.  We work closely with parents and carers throughout this process and review support regularly to make sure it continues to meet each child’s needs.

If your child has an Education, Health and Care Plan (EHCP), we will use the provision set out in Section F to plan their support in school.

This does not always mean one adult working with one child all day.  We do not operate a full-time 1:1 support model because children also need opportunities to develop independence, confidence, friendships and relationships with a range of trusted adults.

We regularly review how support is working and whether your child is making progress towards their EHCP outcomes.

If we are concerned that we cannot deliver part of the provision in Section F, we will be open with families and work with the local authority to agree the right next steps.

We regularly review the support in place to make sure it is helping children make progress, access learning and feel confident in school.

This may include:

• looking at progress and attainment over time
• noticing how well a child is engaging, learning and becoming more independent
• gathering feedback from the child, parents and carers and staff
• reviewing progress towards agreed targets or outcomes
• checking whether interventions or additional support are having the intended impact
• making changes to support where needed

If the support is not having the impact we expect, we will review our approach and consider different or additional support to better meet the child’s needs.

High-quality teaching in the classroom is our first priority.

Teachers adapt their teaching so that all children can access learning and take part as fully as possible.  This may include:

• adapting instructions, explanations and tasks
• using visuals, scaffolds and practical resources
• breaking learning into smaller, manageable steps
• giving additional time to process information
• adjusting the pace of learning or level of support
• making reasonable adjustments to routines or expectations where needed

We make reasonable adjustments so that children with SEND can access both the curriculum and the school environment.

This may include:

• adapting learning tasks and expected outcomes where appropriate
• using personalised resources or specialist equipment
• providing visual supports and clear, consistent routines
• creating calm, well-organised and accessible learning spaces
• adapting seating, movement or sensory arrangements
• making adjustments to support physical, sensory or medical needs, for example to the school uniform

We aim to remove barriers to learning wherever we can so that all children feel included and are able to take part fully in school life.

We are committed to making sure disabled pupils are welcomed, included and able to take part in school life.

We do not discriminate against children because of disability or SEND.  We make reasonable adjustments so that children can access learning, the school environment and wider opportunities as fully as possible.

This may include changes to routines, resources, communication, equipment, the physical environment or the way support is organised.

More information can be found in our Accessibility Plan and Admissions Policy.

We recognise that emotional wellbeing is an important part of learning and feeling included at school.

We support children’s social, emotional and mental health through:

• positive relationships with trusted adults
• a consistent and supportive whole-school approach to behaviour and wellbeing
• pastoral support and emotional literacy development
• targeted wellbeing support for children who need additional help
• therapeutic interventions, where appropriate
• support from the Inclusion Team for children with additional emotional needs

Where needed, we also work with families and external professionals to provide more specialised support.

We are committed to making sure children with SEND can take part in all aspects of school life alongside their peers.

We make reasonable adjustments so that children can access:

• educational visits and residentials
• clubs and enrichment activities
• sports and physical education
• performances, events and celebrations
• leadership opportunities and pupil voice activities

We plan ahead wherever possible to identify and reduce barriers, so that all children feel included and are able to participate as fully as possible.

Your child’s class teacher should usually be your first point of contact.  They know your child well and can talk with you about day-to-day support, progress and any concerns.

If further advice is needed, the class teacher will liaise with the Inclusion Team.

Our Inclusion Lead and SENDCo is Jen Gregson.  Miss Gregson works as part of the wider Inclusion Team to support children, families and staff.

The Inclusion Team can support with:

• SEND and general inclusion queries
• behaviour, pastoral or emotional wellbeing support
• attendance or emotionally based school avoidance (EBSA)
• Early Help or wider family support

You can contact the Inclusion Team by emailing:

inclusion@bassingbourn.cambs.sch.uk

Please note that this is a shared inbox monitored by the Inclusion Team.

SEND provision is monitored by school leaders and the governing body.

The governing body has responsibility for making sure the school meets its duties for pupils with SEND and disabilities.  This includes checking that the school is identifying needs, putting appropriate support in place and reviewing the impact of that support.

The SENDCo and school leaders review SEND provision regularly.  This may include looking at pupil progress, attendance, wellbeing, parent and pupil views, staff feedback and the impact of interventions.

A named governor for SEND works with school leaders to help monitor this area of school life.  Our SEND governor is Rachel Butterwoth. 

Our staff receive regular training to help them meet the needs of children with SEND and create inclusive, supportive classrooms.

This may include training in areas such as:

• autism, ADHD and neurodiversity
• speech, language and communication needs
• social, emotional and mental health
• adaptive teaching and inclusive classroom practice
• specific interventions and support strategies
• medical needs and intimate care, where appropriate

We also work closely with external professionals who provide advice, guidance and specialist training to support staff and ensure the best possible provision for children.

We use a range of equipment, resources and adaptations to help children access learning and feel comfortable in school.

This may include:

• communication boards
• adapted resources and assistive technology
• sensory and regulation resources
• specialist seating, writing tools or physical supports
• adjustments to support learning, movement and personal care, where needed

If a child needs more specialised equipment, we work with families and external professionals to identify and access the most appropriate resources.

We believe that parents and carers know their child best and play an important role in supporting them.

We work in partnership with families by:

• listening carefully to parent and carer views when concerns are first raised
• involving parents and carers in planning and reviewing support
• meeting regularly to discuss progress, needs and next steps
• sharing ideas and strategies so support is consistent between home and school
• working together during review meetings and annual reviews
• reviewing whether support is working and deciding together what may need to change

We welcome ongoing communication and encourage parents and carers to contact us at any time if they have questions, concerns or important information to share.

We believe children should be listened to and involved in decisions about their learning and support wherever possible.

We gather pupil voice in a range of ways, including:

• involving children in creating their one-page profiles
• asking for their views during review meetings and annual reviews
• talking regularly with children about what helps them in school
• involving them in setting and reviewing personal targets, where appropriate
• seeking feedback about their experiences of support and school life

Children are also involved, where appropriate, in reviewing the support they receive.  We want children to understand what helps them, share what feels difficult and be part of agreeing next steps in a way that makes sense for them.

We adapt how we gather pupil voice to suit each child’s communication and developmental needs.  This may include using visuals, structured conversations, play-based approaches or support from trusted adults.

We always encourage families to speak with us first so we can work together to resolve concerns quickly and positively.

If you would like independent advice, support or guidance, you can contact your local SEND Information, Advice and Support Service, known as SENDIASS.

SENDIASS provides free, impartial advice to parents and carers about SEND processes, support and rights.

Cambridgeshire SENDIASS

https://send.cambridgeshire.gov.uk/kb5/cambridgeshire/directory/site.page?id=MR9QIFVa_9Q

Hertfordshire SENDIASS

https://www.hertssendiass.org.uk/home.aspx

If concerns cannot be resolved through discussion with the school or the local authority, families can access independent disagreement resolution or mediation services.

These services are free and help families and professionals work together in a positive and constructive way.

Further information about mediation and disagreement resolution can be found through your local authority’s Local Offer or your SENDIASS service.

We understand that change can be worrying for some children and families.  We plan transitions carefully so that children feel safe, prepared and confident.

When children join our school, we may:

• meet with parents and carers to understand the child’s needs
• speak with the child’s previous setting, where appropriate
• arrange visits so the child can become familiar with key adults and learning spaces
• offer enhanced transition, such as extra visits or stay-and-play sessions
• arrange additional home visits for some Early Years children, where appropriate
• use photos, visuals and social stories to support understanding

When children move class or phase, we may:

• hold handover meetings between staff
• share key information about strengths, needs and successful strategies
• introduce the child to new adults and classrooms
• use transition books, photos or social stories, where helpful
• plan extra visits or check-ins where needed

When children move to secondary school or another setting, we may:

• share information with the new school or setting
• attend transition or review meetings where appropriate
• support additional visits if needed
• help the child understand what will stay the same and what will be different
• prepare resources to reduce anxiety and support a positive start

Our aim is always to make transitions feel well planned, personal and manageable.

Every local authority has a Local Offer, which explains what support is available for children with SEND and their families.

As our school is near the county border, families may need information from either Cambridgeshire or Hertfordshire.

Cambridgeshire Local Offer

https://info.cambridgeshire.gov.uk/kb5/cambridgeshire/directory/family.page?camfamilychannel=0

Hertfordshire Local Offer

https://www.hertfordshire.gov.uk/microsites/local-offer/the-hertfordshire-local-offer.aspx

The Local Offer includes information about:

• EHCPs and SEND processes
• education, health and care services
• local support groups and activities
• advice for parents and carers
• preparing for adulthood

If you are unsure which Local Offer applies to your child, or where to find the right information, please contact our Inclusion Team.  We will be happy to help.

You may also find the following school documents helpful:

• SEND Policy
• Accessibility Plan
• Supporting Pupils with Medical Conditions Policy
• Behaviour / Relationships Policy
• Admissions Policy

These documents are available on the school website.  If you need help finding them, please contact the school office.

Review information

This SEN Information Report is reviewed at least once a year.

Last full annual review: September 2025

In-year update: May 2026

Next scheduled annual review: September 2026