Provision for Pupils with Special Educational Needs

SEND Provision

Provision for Pupils with Special Educational Needs and Disabilities (SEND)

Our SEND Provision Vision

At Burhill Primary School, inclusion is at the heart of everything we do. As an inclusive school, we are committed to ensuring that every child feels a sense of belonging, is valued as an individual and is supported to participate fully in all aspects of school life. We recognise and celebrate the strengths, interests and aspirations of every pupil and believe that all children, including those with Special Educational Needs and Disabilities (SEND), have the right to access a broad, balanced and ambitious curriculum and achieve the very best outcomes from their individual starting points.

In line with Surrey's Ordinarily Available Provision, we believe that the needs of the majority of pupils can be met through high-quality, inclusive teaching, adaptive practice and reasonable adjustments within the classroom. Every teacher is a teacher of pupils with SEND and shares responsibility for creating an environment where barriers to learning, participation and achievement are identified and reduced. Through ambitious expectations, effective teaching and a commitment to equity, we ensure that all pupils are supported to engage, participate and succeed alongside their peers.

We are committed to early identification and a graduated response to meeting need. Working in partnership with pupils, families and professionals, we use the Assess, Plan, Do, Review cycle to understand strengths and needs, monitor progress and adapt provision to secure the best possible outcomes. We recognise that parents and carers are key partners in their child's education and value the importance of co-production, ensuring that decisions are made collaboratively and that children's voices, views and aspirations remain central to planning and review.

Our provision is outcomes-focused and designed to support not only academic achievement but also emotional wellbeing, personal development, communication, independence and preparation for the next stage of education and future life. Where additional support is required, targeted interventions and specialist advice are carefully planned, monitored and reviewed to ensure they complement high-quality classroom teaching and have a positive impact on pupil outcomes.

At Burhill, we endeavour to:

Create a culture of belonging where every child feels welcomed, valued and included.

Identify and respond to needs at the earliest opportunity.

Deliver high-quality, inclusive and adaptive teaching for all learners.

Make reasonable adjustments and provide appropriate support to remove barriers to learning and participation.

Promote pupil voice and encourage children to be active participants in decisions about their education.

Work in partnership with parents, carers and external agencies through a co-produced approach.

Use the Assess, Plan, Do, Review process to inform, monitor and evaluate provision.

Set ambitious, outcomes-focused targets that reflect each child's strengths, needs and aspirations.

Support pupils to develop confidence, resilience, self-advocacy and independence.

Ensure successful transitions between year groups, key stages and future destinations.

Invest in high-quality professional development so staff remain skilled in delivering inclusive practice.

Through our shared commitment to inclusion, we strive to ensure that every child is known, understood, supported and challenged. We believe that with the right provision, opportunities and encouragement, every pupil can flourish, achieve meaningful outcomes and develop the knowledge, skills and confidence needed to contribute successfully to their community and future adult life.

A parent carer guide to ordinarily available provision in schools