School Vision
Home Page
  • Translate
  • Search


Welcome to our SEND area! 

At Greasley Beauval Primary School we strive to provide every child with access to a broad and balanced education. This includes the National Curriculum in line with the Special Educational Needs & Disability Code of Practice.


Our aims are:

  • to consider the views of children and their families;
  • to enable children and their parents to participate in decision making;
  • to collaborate with partners in education, health and social care to provide support;
  • to identify the needs of all children;
  • to provide first quality teaching to meet the needs of all children;
  • to focus on inclusive practices and removing barriers to learning;
  • to help children prepare for adulthood.


In order to achieve these aims, we will:

  • identify the needs of children with SEND as early as possible. We will gather information from children, parents, education, health and care services and early years settings prior to the child’s entry into the school as well as whilst they are a member of our school;
  • monitor the progress of all children in order to aid the identification of children with SEND. Continuous monitoring of those children with SEND by their teachers and the SENDCo will help to ensure that they are able to reach their full potential. The close monitoring of all children will also form part of the identification process;
  • make appropriate provision to overcome all barriers to learning and ensure children with SEND have full access to the National Curriculum. This will be co-ordinated by the SENDCo with the support of the Inclusion Team and will be carefully monitored and regularly reviewed by teachers in conjunction with parents and children, in order to ensure that individual targets are being met and all children’ needs are catered for;
  • Work with parents to gain a better understanding of their child, and involve them in all stages of their child’s education. This includes supporting them in understanding SEND procedures and practices, providing termly reports on their child’s progress and provision and seek the views of parents when establishing and reviewing support for their child;
  • Work with, and in support of, outside agencies. Children’ needs are best met by a multiagency approach;
  • Work with the local family of schools to share resources and training opportunities ensuring children receive the highest standard of support, lead by the family SENDCo;
  • Create a school environment where children feel safe to voice their opinions of their own needs. This means class teachers and the SENDCo seeking the views of children when reviewing their progress and targets and will be made easier by carefully monitoring the progress of all children. Child participation is a right.



The impact of the support and interventions we use to ensure all children access a wide curriculum is measured using data analysis – either using NFER, Boxall Profiles, intervention specific assessments, phonic assessments, teacher assessments as well as soft data such as taking into account children’s confidence levels, level of independence, engagement and curiosity. We see these in equal measure of a child’s achievements.

We will know we have achieved our intentions when all children, regardless of need, are engaged and are making progress in a wide range of curriculum and learning areas suitable for their need and they feel supported and valued as a member of the school. Parents will see themselves as having a vital role to play in their child’s education and school as a support network for them to access other services when necessary.

Miss T Manson