The Library, College Square, Bristol BS1 5TS
0117 353 2052
SPECIAL EDUCATIONAL NEEDS and DISABILITY (SEND) Information Report
Cathedral Primary School (CPS) is committed to providing equal learning opportunities for all our children regardless of race, gender, additional needs and/or disabilities.
Who can I talk to at CPS about any concerns I have about my child’s learning needs?
If you have concerns about your child’s progress, you can initially speak to your child’s class teacher. If you are concerned about how these needs are being managed and your child is still not making progress, you can speak to Mr Gary Scott-Mullen, the school's SENCO. If you still require further support, you can contact the school governor with responsibility for Special Educational Needs and Disability (SEND).
Mr Gary Scott-Mullen (SENDCo): 0117 35 32052 or email@example.com
Dr Will Shield (SEND Governor): firstname.lastname@example.org
Staff at Cathedral Primary School
All staff are committed to professional development opportunities, which will develop our knowledge and expertise in providing excellent education for all children regardless of need. Staff at CPS are knowledgeable about the 2014 SEND Code of Practice and are given regular access to CPD opportunities. Weekly team meetings are held to discuss how we best support individual needs within the school community. Specific training has been planned based on the needs within each year’s cohort of children.
Identification of Additional Needs
Our experienced staff are committed to supporting additional needs as early as possible to ensure that appropriate provision is put in place. Additional needs are identified in the following ways:
We follow the graduated response as outlined in the 2014 SEND Code of Practice and we involve outside agencies where appropriate.
Provision of Support for Additional Needs
All children at CPS receive quality first teaching and will benefit from additional support as necessary. We have developed a Provision Map to outline the different types of support available to children at CPS. This document is available from your child’s class teacher or the SENCO. All teachers are skilled in differentiating the curriculum and the behaviour expectations so that all children can be successful at CPS.
Our positive relationships with parents and carers are key to the success of children at CPS. We involve parents and carers fully at all stages of their child’s education planning. We ensure that the child’s voice is represented in all decision making processes where possible. We work with parents and carers in the following ways:
Review of Provision
Additional support is reviewed through the use of ongoing assessment; Individual Educational Plans (IEPs) monitoring children’s progress towards outcomes; regular feedback from teaching staff; day-to-day observations and ongoing assessment of SEND provision and intervention. CPS also benefits from sharing the expertise at Bristol Cathedral Choir School.
CPS benefits from external support from a range of agencies, including:
Social and Emotional Needs
CPS have an inclusive ethos and are committed to supporting children’s social and emotional development through all areas of the curriculum. We support children’s development in school through:
Induction of children into our school is well planned and supports the child to feel safe and ready to begin school in a new setting. The induction plan includes:
Transitions between classes are carefully planned for and will take into account a child’s individual needs.
Children in Care with Additional Needs
Mrs Yarnold is the designated teacher for children in care. She liaises with external agencies currently involved and carers to discuss progress and monitor learning through:
To read our SEND Policy please click here.
Bristol Local Authority have published their SEND Local Offer and this can be found on the following website:
This Information Report was last updated in November 2017 and will be updated at least annually. Parents and carers are encouraged to contribute to this information during the review processes.