SEND

Introduction to SEND at Bursted Wood

Belonging, ambition and opportunity for all

At our school, we believe every child deserves the opportunity to thrive, feel valued, and achieve their full potential. We recognise that children learn in different ways and may need additional support at various points in their school journey. Our approach to Special Educational Needs and Disabilities (SEND) is rooted in inclusion, early identification, and strong partnerships with families.

We follow the statutory SEND Code of Practice (2015) and are committed to providing high‑quality teaching, personalised support, and a nurturing environment where all pupils can succeed. Whether a child needs short‑term help or long‑term, specialist provision, we work closely with parents, pupils, and external professionals to ensure support is tailored, effective, and responsive.

Our SEND provision is built around the four broad areas of need

• Communication and Interaction,
• Cognition and Learning,
• Social, Emotional and Mental Health, 
• Sensory and/or Physical Needs

Valuing the whole child

We take a holistic approach to child development, placing equal importance on academic progress, communication, independence and social‑emotional growth. Our curriculum and wider provision emphasise oracy, collaboration and self‑regulation, enabling children to develop the confidence and skills they need to succeed both in school and beyond.

Ambition and Inclusivity

At Bursted Wood, we work hard to create lessons that are inclusive from the start, using approaches that are flexible, responsive, and designed to meet a wide range of learning needs. When teaching is well‑planned, differentiated, and accessible, all pupils benefit.

High‑quality, adaptive teaching is our first and most important response to pupils who have, or may have, special educational needs.

Additional interventions can be helpful, but they can never replace the impact of strong, inclusive classroom practice. That’s why we prioritise thoughtful lesson design, varied teaching strategies, and supportive learning environments that enable every child to take part and succeed.

Removing Barriers, Raising Achievement

Our curriculum is designed to be ambitious for every learner. We think carefully about how knowledge builds over time and how to remove barriers so that all children, including those with SEND, can make meaningful progress. Adaptations are planned thoughtfully, ensuring pupils remain part of the full curriculum rather than being narrowed or separated from it.

By creating learning experiences that are flexible, accessible, and responsive, we ensure every child has the opportunity to engage, achieve, and feel proud of their progress.

Early Identification

Early identification is central to our SEND provision. We aim to recognise emerging needs as soon as possible so that children can access the right support quickly and effectively. Identification is never based on a single test or observation; instead, we build a full picture of the child by considering their learning, development, wellbeing, and the views of those who know them best.

We work hard to identify needs early and accurately. Teachers, support staff, parents, and pupils all contribute to this process, and we use the graduated approach to plan, deliver, and review support. When specialist advice is needed, we work closely with external professionals to ensure pupils receive the right help at the right time.

A Graduated Approach

The graduated approach sits at the heart of how we support children with SEND. It is a continuous cycle of Assess, Plan, Do, Review, allowing us to respond flexibly and thoughtfully to each child’s needs. We begin by assessing what a child needs in order to learn well, then plan targeted strategies and adaptations. These are put into practice in the classroom and reviewed regularly to understand what is working and what may need to change. This ongoing cycle ensures support remains personalised, effective, and responsive as children grow and their needs evolve.

A Whole‑School Commitment to SEND

Strong leadership underpins our SEND provision and ensures that inclusion is woven through every aspect of school life. Our Inclusion team and SENDco play a central role in shaping high‑quality practice, working closely with teachers, support staff, and senior leaders to make sure children’s needs are understood and met.

Leaders monitor the impact of support carefully, using what they learn to refine approaches and strengthen provision across the school. We believe that SEND is everyone’s responsibility, not the job of one person or team, and this belief guides how we work. All staff receive ongoing training so they feel confident, knowledgeable, and equipped to support a wide range of needs. By building a shared understanding and a consistent approach, we create a school environment where every child is valued, included, and able to succeed.

Interventions that Strengthen Classroom Learning

Our interventions are purposeful, evidence‑based, and closely monitored to ensure they make a meaningful difference. We use targeted support that complements, rather than replaces, high‑quality classroom teaching, helping pupils build on what they are learning every day. The impact of each intervention is reviewed regularly so we can refine or adjust support where needed. We are also careful to ensure that pupils do not miss essential curriculum learning when they take part in additional sessions, keeping them fully included in the breadth and richness of school life.

Key Interventions

Feeling safe, included and valued

We want every pupil with SEND to feel safe, included, and fully part of school life. Positive relationships and strong pastoral support help pupils feel understood and cared for, while high levels of attendance and engagement show that they feel confident in their learning. We make sure pupils with SEND can take part in the full life of the school, from clubs and trips to leadership opportunities, so they experience the same richness of opportunity as their peers. Above all, we foster a culture where pupils with SEND are respected, valued, and recognised for their strengths, ensuring they feel a genuine sense of belonging.

Working in partnership with children and families

We believe that parents and children are genuine partners in shaping the support we provide. Families know their children best, and we are here to listen, to their insights, their concerns, and the strategies that help their child feel confident and understood.

Because we know our children well too, we take time to bring together everyone’s knowledge, creating a shared picture of each child’s strengths, needs, and aspirations. This partnership is built through regular, meaningful communication and the co‑production of plans that truly reflect the child at the centre.

Children’s voices are equally important; they help guide decisions, review progress, and shape the support they receive. This collaborative, empowering approach builds trust and ensures every child feels heard, valued, and actively involved in their own learning journey.

A joined-up approach with the Bexley Local Offer

We are proud to be part of a strong local area partnership in Bexley, where education, health, and social care work closely together to support children with SEND. This joined up approach ensures that families experience clear pathways of support and know who to turn to at each stage of their journey. By collaborating effectively with Bexley’s local services, we help create positive, consistent experiences for children and their families, ensuring that support is timely, coordinated, and focused on achieving the best possible outcomes. This shared commitment across the local area strengthens the provision we offer in school and reinforces our belief that every child deserves the right help, at the right time, from the right people.

Working together

We know that families understand their children better than anyone, and we are always here to listen when concerns arise. If a parent feels something isn’t quite right, or simply wants to talk through a worry, we encourage them to speak with us so we can work together to understand what their child needs.

Alongside these conversations, we make sure families are signposted to clear, reliable information and support. This includes guidance on Bexley’s Local Offer, local and national SEND services, and community organisations that can provide additional help. Whether a family is seeking practical advice, assessment pathways, wellbeing support, or opportunities within the local area, we guide them towards trusted sources so they feel informed, empowered, and supported throughout their journey.

Where can I find out more?

Staff names

Link to SEND policies

Link to local offer

Link to parent padlet