Bungay Primary School is an inclusive provision that believes every child has the right to a high quality education, which will allow them to meet their full potential. 

Who is the SENCo and what is their role?

A SENCo (Special Educational Needs Coordinator) is a qualified teacher that has been selected to coordinate special needs support in the school. However, it is the class teachers’ responsibility to ensure that interventions are delivered and monitored on a day to day basis. 

Ms Julia Gooderham is the SENCo at Bungay Primary School - senco@bungayprimary.co.uk 

The 4 Broad Areas of SEND need

The Department for Education has identified four broad areas which cover a range of needs.  These are defined in the Special Educational Needs and Disability Code of Practice – 0-25 years, January 2015.

Communication and interaction

Where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others.

Children and young people with an Autistic Spectrum Disorder, including Asperger’s Syndrome, are likely to have particular difficulties with social interaction.

Cognition and learning

Where children and young people learn at a slower pace than others their age, they may:

• have difficulty in understanding parts of the curriculum

• have difficulties with organisation and memory skills

• have a specific difficulty affecting one particular part of their learning such as in literacy or numeracy

The term ‘learning difficulties’ covers a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple difficulties (PMLD). Specific learning difficulties (SpLD) such as dyslexia, dyspraxia and dyscalculia come under this term.

Social, emotional and mental health difficulties

Children and young people may experience a wide range of social and emotional difficulties which present themselves in many ways. They may:

•  have difficulty in managing their relationships with other people

•  be withdrawn

•  behave in ways that may hinder their and other children’s learning or that have an impact on their health and wellbeing

This broad area includes attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD) or attachment disorder. It also includes behaviours that may reflect underlying mental health difficulties such as anxiety, depression, self-harming and eating disorders.

 Sensory and/or physical needs

Where children and young people have visual and/or hearing impairments, or a physical need that means they must have additional on-going support and equipment.

(Please note - some children will have needs that fall into more than one category)

The Graduated Approach at Bungay Primary School

At Bungay Primary, we work closely as a team to remove barriers to learning and put in place effective provision. 

This support takes the form of the graduated approach- broken down into Assess, Plan, Do & Review (APDR).  

Universal: All children

Most children's special educational needs will be met through high quality teaching, in the classroom with the class teacher. The school has a universal provision document specifying how needs can be and barriers overcome for each broad area of need. 

Targeted: Some children

During ADPR and pupil progress meetings pupils that require additional support will be identified and appropriate provision discussed. This may take the form of catch-up programmes, focused intervention (with impact measured) and  pastoral support.

Specialist: Few children

Children who are making limited progress or who are identified as having complex special educational needs will access bespoke or individualised program with the support of external agencies and professionals. 

Pupil Profiles (PP)

As part of the graduated approach each child identified as having SEND will have a 'Pupil Profile (PP)', written in collaboration with the child, parents/carers and school staff. The PP gives an overview of needs and how best to support the child.

Along with all schools in Asset Trust we are using Judith Carter’s 7 C's approach which provides a framework that encourages dialogue between the teacher, learner and parent/carer, intended to inform and evaluate the child as a 'whole' learner.  

As the name suggests, the 7C's consists of seven areas of learning, each beginning with the letter C, these include:

Cognition - working memory, speed of processing, inference, anticipation, reflection, evaluation and analysis.

Communication - expressive vocabulary, articulation, language and comprehension, collaborative conversation, listening, social communication and social interaction.

Creativity - generation of ideas, problem-solving, attention, motivation, making things, courage and determination and trust.

Control - self-regulation, behaviour for learning, anxiety management, confidence, resilience, language of emotion and  independence.

Compassion - friendships, turn-taking, empathy, sense of justice, self-esteem, self-efficacy and support for others.

Co-ordination - fine and gross motor skills, sensory, mobility, stability and balance, posture and sensory processing.

Curriculum - All subjects