Special Educational Needs & Disabilities

Our Special Educational Needs Coordinators are Mrs Cartwright and Mrs Davey.

They can be contacted by phoning 01302 874536 or by emailing admin.

SEND - Our Intent

The intent of Special Educational Needs and Disability (SEND) provision at Bentley High Street is that all pupils with SEND experience success; achieve well and develop as confident individuals. It is our intention that these pupils will receive a high-quality, stimulating, engaging and ambitious curriculum irrespective of need or disability. We believe in the importance of removing barriers, taking practical steps so that our environment, facilities, curriculum and practises are accessible to all. We pride ourselves on early identification and intervention for SEND, ensuring that progress is tracked regularly and adjustments made in provision in light of ongoing monitoring. Our aims include ensuring that the whole community including pupils, parents and staff have a firm belief that all pupils, including those with SEND are capable of achieving and are equip with the tools needed for this. We want to ensure our SEND children become life-long learners that are creative, curious and independent both in school and the wider community. We are responsive and think outside the box when it comes to solutions to meet our children with SEND’s needs. The children are given the opportunity to voice their wishes as we work in partnership with our children and of course draw upon the knowledge and expertise of parents and carers in relation to their child. Furthermore, we work closely with a range of other agencies to ensure a well-thought out approach is enlisted. We provide an accessible learning environment with reasonable adjustments made to allow all children to access learning including a broad and balanced curriculum that’s differentiated to meet need. Children are supported to reach their full potential despite difficulty or disability. They are provided with opportunities to develop confidence, self-esteem and resilience with their learning. Additionally, we offer relevant training for all staff that is of a high quality to ensure consistency with supporting children with SEND as well as regularly reviewing policy and practise to ensure we achieve the best outcomes for all pupils.

At all times we comply with the SEND Code of practice (2014) and Equalities Act (2010) to ensure that we meet the needs of our children. 


The teaching of SEND pupils is a whole-school responsibility. Assessing, planning and teaching is a continuous cycle that all teachers are involved in. It is during this time that teachers consider the different abilities, aptitudes and interests of the pupils and who might require increased levels of support and provision. 

SEND pupils are included in all school activities and aspects of the school day. Reasonable adjustments will then be made when needed. All stakeholders have high aspirations for children with SEND and their contributions are valued and acknowledged. Children with SEND will be provided with quality first teaching whilst being encouraged to work independently and make progress at their level.

At Bentley High Street we aim for early identification before following a graduated response:

  • Identification of need including observation and evidence gathering. Concerns raised with the SENCo
  • Make reasonable adjustments in the classroom to meet need
  • Initiating a support plan to include target setting and regular review.
  • Involvement of outside professionals (CAHMS, ASCETS, Ed Psychologist, BOSS, SALT, OT, Physio, GDA assessment)
  • Top-up funding consideration
  • Application for Statutory assessment

We follow the cycle of assess, plan, do, review and make necessary adjustments in line with this to ensure our pupils with SEND can access our curriculum. Pre-teaching is given to pupils who require it to ensure that they can be successful when whole class learning takes place.

Children with SEND may have 1:1 or small group interventions and/or support. We use a range of targeted intervention programmes such as:

  • Precision teaching
  • Wellcomm
  • NELI
  • Rapid maths
  • Fluency project
  • Rapid reading
  • Reciprocal Reading

Additionally, we have a creative intervention group that come together in the afternoons to receive curriculum provision at their level using a bespoke approach for a group of up to 15 children. The children's learning is all completely personalised and the environment completely adapted to suit their needs.

Children will be supported with their social and emotional skills. We have a pastoral team including a family support worker, learning mentor and mental health lead professional. Children may be offered mentoring on a 1:1 basis or within a small group dependant on need.

Some of our SEND children might carry out some of their learning in the ‘Enrichment group’ in the afternoons. This offers a smaller class size with a multi-sensory approach to learning. 

We ensure that all our teachers have the knowledge and expertise to support and teach children with SEND ensuring that staff training is provided.

Parents are involved at every stage when deciding the best approach for their child. We encourage parents to share their concerns and signpost them to outside support or information they may need.



  • Our children with SEND feel safe, valued and happy.
  • Differences and diversity is celebrated and acknowledged as a positive
  • Children are engaged in their learning and show good progress no matter what form this takes place in.
  • Children make good progress based on their starting points.
  • Children have developed their independence and life skills.

SEND parent information leaflet

SEND Documents 2020/21

SEN Report 2020-2021

Menu of Interventions

Colourful Semantics Intervention Explained
Intervention - Doncaster Fluency Project
Intervention - Precision
Intervention - Rapid Reading
Intervention - Reciprocal Reading
NELI - Intervention Explained
Rapid Maths Intervention Explained
RWI Intervention Explained
RWI Intervention Flowchart
Welcome Explained