SEND Information Report 2025-26
At Bassingbourn Community Primary School, we are committed to creating an inclusive environment where every child feels safe, valued and supported to succeed.
We understand that children may need additional support to thrive. We work closely with children, families and professionals to:
• identify needs early
• remove barriers to learning
• provide support based on each child’s strengths and needs
This report explains how we support children with special educational needs and disabilities (SEND) in our school.
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.
Not always.
Many children’s needs can be met through high-quality teaching, inclusive classroom practice and reasonable adjustments within the classroom. This means they may not need special educational provision.
Some children have a diagnosis, disability or medical need but do not have SEN. Other children may not have a diagnosis but may still need SEN support.
If a child has medical needs, we will work with families and health professionals to make sure the right support is in place. This may be through a medical care plan, reasonable adjustments, SEN support, or a combination of these, depending on the child’s individual needs.
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.
| Broad Area of Need | Examples |
| Communication and Interaction | Speech and language difficulties, autism, social communication differences, difficulties understanding or using language |
| Cognition and Learning | General learning difficulties, difficulties with literacy or numeracy, memory and processing difficulties, specific learning differences such as dyslexia |
| Social, Emotional and Mental Health | Difficulties with emotional regulation, anxiety, attention and concentration needs, challenges with behaviour linked to underlying needs |
| Sensory and/or Physical Needs | Sensory processing differences, hearing or visual impairment, physical disabilities, medical needs that affect access to learning |
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
