Bradfield Dungworth Primary School is committed to inclusion. Part of the school’s strategic planning for improvement is to develop cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.
This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.
We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners.
Every child is different and needs different things to help them succeed, and this means that the things we put in place need to be different for each child, including those with Special Educational Needs and Disabilities.
All children at Bradfield Dungworth Primary School benefit from high quality teaching which includes an appropriate curriculum which is differentiated to meet the needs of all learners, including those who need support or extension. Teachers use a variety of teaching styles and a wide range of materials, and are highly aware of the needs of each student in their class. Assessment methods and materials are tailored to the needs of individual pupils so teachers are able to monitor the progress of all of our children very carefully.
Sometimes children need additional support to make good progress. There are lots of ways to do this. Additional support might include:
Sometimes, a child may need specialist support as well. We work with lots of other agencies and professionals to provide the best support possible for each child. This can include:
At Bradfield Dungworth we know that all parents and carers want the best for their children and hope they will be happy and achieve their potential at school. We believe that success in the education of our children depends, at least in some part, on how parents, carers and school work together and this is particularly so when a child has additional needs.
Parents and carers know their children best and we want to take into account your views and experience to increase the effectiveness of any provision put in place for the child.
The process of identifying that a child might need additional support or assessment will involve a conversation between school and parents or carers at the earliest opportunity. This makes sure that parents and carers are always consulted at every step and kept fully informed about the help their child is given, and the results of that help.
If your child is receiving additional support because of a Special Educational Need or disability, you will receive a copy of your child's Support Plan each time it is reviewed. This gives details of the specific targets your child is working towards and how we can work, in partnership, to help your child achieve these targets.
You will also be invited into school to talk about how your child is doing - what is working and what we might need to do differently. This meeting is in addition to our Parents' Evenings. Coming to these review conversations gives you an opportunity to talk in greater detail about the support that is in place for your child and to ask questions or give us information in a friendly, unhurried situation.
If you have any questions about what is possible, please come and talk to us.
Our Special Educational Needs Coordinator is Mrs C Dawson. She can be contacted via the school office or by email: