Chelsfield Primary


Special Educational Needs

For the Bromley Council Local Offer

School Local Offer 

Chelsfield Primary School

Meeting the Needs of Pupils with Special Educational Needs and Disabilities

The School Offer


All Bromley Schools are committed to and adopt a similar approach to meeting the needs of all pupils including those with special educational needs. There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community.

Chelsfield Primary School is an inclusive school and may offer the following range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory or physical needs.

The range of support deployed will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote pupils working towards becoming independent and resilient learners and should not be seen in isolation.


Information and Guidance:

Who should I contact to discuss the concerns or needs of my child?

Class teacher




Special Educational Needs Coordinator


Mrs Michaela Foley
























Head teacher:

Mrs Michaela Foley



SEN Governor:

Mrs Gill Chamerette


He / she is responsible for:

Adapting and refining the curriculum to respond to strengths and needs of all pupils. Checking on the progress of your child and identifying, planning and delivery of any additional support.

Contributing to devising personalised learning plans to prioritise and focus on the next steps required for your child to improve learning.

Applying the school’s SEN policy.

If you have concerns about your child you should speak to your child’s class teacher first. You may then be directed to the SENCO.

He / she is responsible for

  • Coordinating provision for children with SEN and developing the school’s SEN policy
  • Ensuring that parents are:
    • Involved in supporting their child’s learning and access
    • Kept informed about the range and level of support offered to their child
    • Included in reviewing how their child is doing
    • Consulted about planning successful movement (transition) to a new class or school
    • Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties
    • Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.


She is responsible for:

  • The day to day management of all aspects of the school, including the provision made for pupils with SEN


She is responsible for:

  • Supporting school to evaluate and develop quality and impact of provision for pupils with SEN across the school.


Assessment, Planning and Review

How can I find out about how well my child is doing?

On-going monitoring takes place by class teachers each half term to identify pupils who are not making progress or who have behaviour needs which are affecting their ability to engage in learning activities.  Pupil progress is reviewed with the head teacher every half term.

After discussions with key staff and parents additional support will be put into place to provide enhanced resources and targeted small group and / or individual support to help overcome any difficulties. The views of the pupil or young person about their support will be given consideration at this stage. 

This additional support is documented in a IEP (Individual Education Plan) which also acts as  a record of discussions between the school and parents, the pupil’s target record, individual targets and plan, or behaviour support plan. In consultation with the SENCO and parents, short term targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties.

In some cases teaching assistant support may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.

Formal review meetings to discuss and update the IEP are held at least termly. Parents, relevant external agencies and when appropriate, pupils are invited to this review and their contribution is valued. The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded.

If your child is continuing to have significant difficulties, further external expertise may be requested. Additional funding is available for children who meet the criteria. This can be accessed using the Local Authority process and the guidance in the Banded Funding Criteria. Where this is agreed, a Pupil Resource Agreement will be drawn up and implemented with the school’s Educational Psychologist and other professionals where appropriate.  Further details about this process will be explained in the LA Local Offer.

Tests and Examinations: Access Arrangements

For some pupils additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. The SENCO will inform you about eligibility and applications for these arrangements. Only tests and assessors authorised by the school and recognised by JCQ can be accepted for access arrangements for public examinations.


Curriculum and Teaching Methods (including groupings and interventions)

How will teaching be adapted to meet the needs of my child?

Teachers are well skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual pupil’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning.  The SENCo provides advice to class teachers for children with SEND.

Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.

Additional adults are used flexibly to help groups and individual pupils with a long term goal of developing independent learning skills. Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support.




Access to learning and the curriculum


Access to  learning support staff

  • Literacy and Numeracy Assistants in each class, the Senco Assistant works in each class on a weekly basis, supporting the learning of children with SEND.


Strategies/programmes to support speech and language

  • The school has a specialist Senco Assistant who liaises with the Speech and Language Therapy Support Service and provides advice and support for teachers and learning assistants in school.


Strategies to support/develop literacy including. reading

·         All Infant staff are trained to teach phonics as well as Senco Assistant.  Volunteer readers are encouraged.  Every opportunity is given to struggling readers to have 1:1 support.  Literacy Assistants work in each class.


Strategies to support/develop numeracy

·          Numeracy Assistants work in each class.  The school tracks pupils learning each half term and sets targets to ensure basic skill are learnt. Numicon is being purchased to support children with additional difficulties.


Provision to facilitate/support access to the curriculum

·         Teaching Assistants work to support children to understand tasks, develop independence and organise their time at school.


Strategies/support to develop independent learning

·         The Teaching Assistants encourage and teach children to collaborate with others, to work on set tasks independently and work together through social skills groups.  There are also lunchtime clubs available to support children.


Pastoral Support


Strategies to support the development of pupils’ social skills and enhance self-esteem

·         The school employs a Senco assistant who supports children in class both individually and in groups.  They also run social skills groups and have a room where children can go to work away for the class when this becomes necessary. Chelsfield is also part of the Forest School scheme with all children having the opportunity to develop confidence, self-esteem and team work whilst being taught outside. .


Mentoring activities

·         The school has a family worker to support families and we can access counselling.


Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)

·         The Senco Assistant and the Physical, Health and Social Education curriculum all promote emotional well-being.  A ‘Listening Ear’ is available every lunchtime for children to share their concerns.


Strategies to support / modify behaviour

·         The key focus for supporting behaviour is the relationships that have built up between the children and staff, the high adult to child ratios and the supportive ethos of the school. Children who need additional support have a key adult to touch base with at key times of the day. Behaviour support sessions are run by the Senco Assistant to support children who have this additional need


Support/supervision at unstructured times of the day including personal care

·         All Midday Supervisors have had training in de-escalating difficult situations.  There are  lunch time clubs available.  A project has just begun to improve the playground and provide a wider range of activities at playtime. 


Planning, assessment, evaluation and next steps

·         Teachers plan on a weekly basis.  Plans are sent to the Head Teacher each week. Plans are also evaluated and these evaluated plans are also seen each week by the Head Teacher.  All children are set targets each term which are reviewed at the end of each half term.  Pupil Progress is discussed with the Head Teacher and Class teacher each Term.  Literacy and Numeracy subject Leaders work with the Headteacher to monitor progress in those subjects and also identify children who are not making progress.




Increasing accessibility  - getting about


Access to strategies/programmes to support occupational /physiotherapy needs

  • The school works closely with both the Occupational Therapy and Physiotherapy Departments at the Phoenix Children’s Resource Centre.  It has bought and provided specialist equipment to support the advice received. Many of our Teaching assistants carry out physiotherapy regimes with children that require this additional support


Access to modified equipment and ITC

  • All children have access to a range of Information Technology which is also used to support the learning of children with SEND. 


Partnerships  with External Agencies

What support from outside does the school use to support my child?

The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:


Access to Medical Interventions

  • The school works with parents either through their General Practitioner or through direct referral to appropriate medical agencies.  Children who require medication are also supported, with school office staff maintaining records of medication and supervising children who take medication each day.  Care Plans are in place, written with the School Nursing service, where necessary.  The school has experience of supporting children with a wide range of medical needs.  A register of children’s medical needs is maintained.


Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports

·                     Regular meetings are held with outside agencies when required.  The school works closely with the Common Assessment Framework team and the SENCo is the lead Professional working with a number of families.   This process is also supported by the Family Worker.  The SENCo has worked closely with a number of external agencies and specialist advisors for a number of years.




Description of Support


Inclusion Support Service

  • Educational Psychology Service

Our attached Educational Psychologist is: Mr Tom Richardson

  • Social Communication Team
  • SEN Team
  • Sensory Support Service

Chelsfield Primary School has strong links with outside agencies providing advice and support.  A number of children are seen each year by an Educational Psychologist.

There is a programme of visits each half term from the Advisory Teacher for Social Communication Difficulties

The school supports and works with the advisory services for sensory difficulties



Speech and Language Therapy

School may refer as required and implement recommendations following specialist assessment

The school employs a Speech Therapist to work with individual children on a half termly basis


School Nurse


Occupational / physiotherapy


Paediatric Services


CAMHS (Child and Adolescent Mental Health Service)


Parent Partnership Service:


Bromley Parent Partnership & Choice Service Local Offer

We offer impartial, confidential information advice and support for parents/carers of children with SEN. We offer independent, impartial, confidential advice for all parents/carers with the move from pre-school to primary school and from primary to secondary school.



Educational Professional responsible  for children who are looked after.

This oversees and monitors provision for children who are in the care of the Local Authority.


The school has experience of working with Looked After Children and has worked closely with the appropriate support agencies supporting children successfully up to and including transition to secondary school




Voluntary agencies

  • Bromley Parent Voice

Tel: 01689 881 024


The school has experience of working closely with both of these organisations.




How will the school help my child move to a new class / year group or to a different school?

Children and young people with SEND can become particularly anxious about “moving on” so we seek to support successful transition by:

When moving to another school:

We will contact the School SENCO and share information about special arrangements and support that has been made to help your child achieve their learning goals

We will ensure that all records are passed on as soon as possible

When moving classes in school:

An information sharing meeting will take place with the new teacher.  A record of children’s needs is maintained and updated for transfer to the receiving teacher.

Opportunities to visit the new class teacher are provided at the end of each year. If children have difficulty with transitions then they are provided with a small group support to discuss and resolve issues’.

In year 6-7 transition

The SENCO attends the primary/Secondary Transition day meeting to discuss specific need of your child and the nature and level of support which has had the most impact. For some individual children specific arrangements are made between Chelsfield and the receiving secondary school.

On some cases additional multi-agency meetings may be arranged to create a more detailed “transition” plan which may include more visits to the new school and/or additional visits from the new school.  The school encourages parents to join the Burgess Autistic Trust ‘Step Up’ programme where appropriate.


Staffing Expertise

How skilled are staff in meeting the needs of my child?

An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of children with SEND. Recent training has covered :

  • Phonics
  • Funky fingers
  • Philosophy for children
  • Elite literacy
  • Forest Schools


Our SENCO actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with SEND.


The school also seeks advice and guidance from local special schools to review, evaluate and develop provision for pupils who have the most complex needs.


We also have staff with specialised expertise and qualifications in school including:


Accredited Training for Pupils with Autism

Accredited Training for Pupils with Speech, Language and Communication Needs

Specialist dyslexic teaching

Literacy and Numeracy Support such as Elite

Funky Fingers

Qualifications in childcare




Who do I talk to if I am unhappy with my child’s support or progress?

In the first instance you should always talk to the child’s class teacher.  The Senco can also be involved in these discussions.  The school also recommends parents seek support from the Bromley Parent Partnership. The Borough also has Specialist SEND advisors who can provide advice to the school and parents. If the matter is still not resolved then it can be referred to the Head Teacher and then on to the school complaints procedure.


FURTHER INFORMATION about support and services for pupils and their families can be found in: Web link to Bromley local offer:               

Bromley Parent Partnership

Email:    Telephone: 01689 881024

Address: Blenheim Children and Family Centre, Blenheim Road, Orpington, BR6 9BH

Web link to the DfE Code of Practice