Our SEN Offer
We want the children who attend Bonner Primary school to leave us in Year 6 with the skills and positive thinking needed to achieve their ambitions and to lead happy, successful lives. We want all children to meet their potential and to exceed their own expectations. We hold this as true for every child who attends our school, regardless of background or special need.
We are a mainstream primary school which operates on two sites: Bonner Bethnal Green, which admits children from age 4 (Reception) until Year 6, and Bonner Mile End, which admits children from age 3 (Nursery).
Current Ofsted Rating
Our most recent Oftsed was in 2007. We achieved an Outstanding rating. The full report is available from a link on the home page.
Giving children and parents a voice
We believe that it is important that children and parents are listened to and have a part in understanding and forming the provision at our school. We have been part of several key projects from the pilot stage to enable children with SEN to be fully involved in the meetings and planning of their provision. Children attend the majority of their own Annual Review and are responsible for producing a presentation for it (with support) and ensuring all the necessary people are invited. Our Annual reviews are conducted in child-friendly and child-centred language and the paperwork produced has a child-friendly version. Children help to form their own targets. Likewise, our IEPs (Individual Education Plan) are produced and reviewed with the children and in child-friendly format. The children help to form two of their targets with teacher support, and can pick a third entirely of their own choice.
In addition, we have a School Council, with representatives from each class. The school council meets regularly and their views are taken seriously by the school management.
Parents have open-door access to the headteacher, our Home/School worker and our SENCo. We listen carefully to parents’ views
Identification of children with Special Educational Needs
If a parent has a concern about their child, they can raise it with their child’s teacher, with our Home/School worker or directly with the SENCo.
We aim to identify any difficulties a child is having as early as possible. In many cases, addressing difficulties early helps children to overcome them and to then be able to access the curriculum in the same way as their peers. Sometimes, a child may have a specific need which will need ongoing special provision. This needs to be fully identified and understood as early as possible so that provision can be tailored to the child and no time, learning opportunities or confidence is lost. Our Early Years staff are very experienced and capable in this area. We also have additional Speech and Language provision in the Autumn term which usually includes speech and language groups for the younger children and assessments of any children we have continued concern about. We also have staff expereinced and trained in speech and language difficulties who identify and work with children all year round.
We have a Dyslexia specialist who works to identify and train staff to help children with specific reading difficulties. If needed, formal assessments for dyslexia-type difficulties can take place from Year 3, although special provision is put into place long before that. We have am individual curriculum tailored to each child, and this includes many ‘safety nets’, throughout the school to help ensure children meet their full potential (see below).
In addition, we work closely with our Educational Psychologist and the Tower Hamlets Learning Support Team to ensure Special Needs are identified early and suitable provision is put into place.
We have several teachers and TAs who are able to read and type in Braille, including a fully qualified Braillist.
What do we do to help children with SEN?
Our first priority is staff training. We have a rolling programme of SEN training for all staff and we also ensure that specific members of staff attend tailored training where necessary. We have members of staff trained to work with children with Autism, with language difficulties, with motor difficulties and with vision and hearing difficulties and we ensure that this is updated as needed. We make full use of advice and training offered to us.
We aim to help children with SEN achieve independence and so we do not always simply place a child with SEN with an adult in lessons. We carefully consider their provision and build in times of scaffolded independent learning for either part of the day or part of each lesson. Where a child does need 1:1 support, we ensure that this is with a teacher for part of each day.
We have a school provision map which details the individual and group provision available at our school. The provision is planned by the class teacher in consultation with parents, the SENCo, the child and other involved adults such as the Support For Learning Service or Phoenix Outreach. It is checked and overseen by the SENCo. This provision includes reading (including 1:1 and group reading, inference training, Reading Recovery, 10-minute tutoring and phonics), handwriting, motor skills, language groups, learning mentor sessions, maths catch-up and pre-learning and more. However, our aim is almost always to include children more and to push them onward toward their potential and we prefer our additional provision to take place in short, effective bursts.
We expect our teachers to differentiate all their planning and for SEN children to be carefully considered and catered for in all lessons. We make use of some assistive technology such as Braille machines and computer software.
How we adapt our curriculum and resources for children with SEN
We make planning and resource decisions based on a child’s personal targets and on ongoing specialist advice. Our staff are experienced and we also trust their own judgement. It is the classteacher’s (and subject teachers’) responsibility to plan and resources lessons effectively for all children. This is overseen by the SENCo. The progress of all children is carefully monitored by the headteacher.
How we include children on activities and school trips
For every trip we create a detailed risk assessment, plan and site visit to judge how accessible certain activities are. In most cases activities can be accessed by all children with some modifications, such as reconsidering the route, adapting/differentiating the activity or bringing a specialised member of staff along. In some extreme cases, such as if a child demonstrates certain behaviours which put him/herself or others at risk, we may ask a parent to accompany their child or may assess the risk as too great until the behaviour is better managed.
Our School Environment
Our school is fully wheelchair accesible. We have disabled toilet facilities but we do not have disabled changing facilities. We have had no special auditory or visual modifications made to our building but are willing to make certain modifications based on advice should a child need it.
How we prepare children joining our school and leaving our school
Transitions are important and we take them seriously. We liaise closely with staff at other schools and with parents. All children entering our school have at least one morning spent in the school. We invite the local nursery school to events so that the children can become familiar with the school. Children with special needs receive additional visits to the school and to their new teacher. We make use of social stories and visual calendars to help children make sense of the change ahead. We use similar strategies for children leaving us.
How parents are involved in school life
Our PTA, Friends of Bonner, is very active and welcomes new members. We run groups for parents including phonics, reading and English language courses. Parents are invited to special assemblies and shows. Parents are welcome to speak to their child’s teachers should they wish, though they may be asked to make an appointment (for example, if the teacher is teaching). Parents are involved in SEN Annual Reviews and help to form targets for their children.
We communicate with parents verbally, via letter, weekly newsletter (The Bonner Bulletin) and text. We usually provide translators at meetings and in the school office for parents who do not speak English.
For further information or to discuss a concern, there are several points of contact. Parents can contact their child’s class teacher, the phase leader for the year group or the SENCo. They can also contact the Home/School worker or the headteacher. Please visit the Staff pages for names and contact information.