Stanton Bridge Primary School

SEN Information for Parents


How will the school support my child?



Stanton Bridge provides as much support for pupils with Special Education Needs as possible, these strategies are targeted towards pupils individual needs and are regularly discussed with the pupil’s class teacher.

  1. Support from the Teaching Assistant
  2. SEN HLTA- non-class based
  3. Precision teaching
  4. Speech link
  5. Confidence club
  6. Interventions
  7. Pre- teach
  8. Clicker 6
  9. Mentoring support
  10. Times Tables Rock Stars
  11. Read Write Inc programme
  12. Spark

There may be times when a child needs more expert support from an outside agency such as Educational Psychology, School Nurse, Speech and Language Therapy. Referrals for such support are discussed with parents and forwarded to the most appropriate agency. Occasionally, the outside agency will complete a programme of work with the child in school but more often they provide targets and activities for the child to work on in school and at home.

Sometimes, a child may need a significant amount of support in order to meet their complex needs. This will often be provided in the form of 1:1 support from a teaching assistant for at least part of the day. Usually, children who need this level of support will have or be applying for an Education, Health and Care Plan.

Support for children’s overall wellbeing

The school offers a wide variety of pastoral support for pupils who are encountering emotional, social and behavioural difficulties. We have a Inclusion and Pastoral team including a Pastoral Leader, Learning Mentors, SEN HLTA and sports coaches. All these members of staff are available for children who wish to discuss issues and concerns.

The Senior Learning Mentor run a variety of wellbeing groups targeting social skills, self-esteem, emotional wellbeing and anger management. Children who find lunchtime a struggle are support through the playground pals’ scheme and they are monitored by the Senior Learning Mentor.

Staff training

All staff have received training related to SEND. These have included sessions on: 

  • Their responsibilities under the 2015 SEN Code of Practice
  • Differentiating and ensuring provision is accessible
  • Developing SEN pupil’s independence
  • Assessing the language competency of children with EAL
  • How to support pupils on the autistic spectrum- Lego therapy
  • How to support pupils with behavioural difficulties- Behaviour manager bespoke support
  • How to support children with sensory issues 
  • The school also has some teaching assistants who have received training enabling them to deliver more specialised support. This includes, Precision teaching, Speech Link, Clicker 6 and speech and language


The school curriculum is designed to be inclusive and personalised activities are designed to support the individual needs of children. In line with the SEN Code of Practice the class teacher leads on SEN for their teaching group and will take advice from the SENDCO and from other agencies. There may be some amendments to lesson planning to which will consider the individual needs of the child, and this will usually be recorded in the lesson plan. Support may be offered by the class teacher, by a teaching assistant or by a HLTA. Accessible resources that support individual needs are made available when needed.


p As a school we are happy to discuss individual access requirements. Facilities we have at present include: 

  • Toilets adapted for disabled users. 
  • All one level flooring.
  • Double doors in most parts of the building. 
  • Automatic doors where appropriate.
  • Hygiene suite
  • Staff members who speak most community languages.

For more information please look at our Accessibility Policy. 


Before your child starts at our school, we may arrange to visit your child in their existing setting at home if they are not attending school or pre-school depending on their level of need. In addition, we will arrange transition visits that are staggered at times of the day to meet the needs of the child e.g. after school, during class time.  When your child starts at our school, if it would support their needs and parents are in agreement, we will start them on a part time timetable for as long as is appropriate. 

When they are moving to a new school where possible, we will liaise with the new school to arrange transition visits to the new school, with a familiar member of staff if appropriate. The Inclusion Manager will also share all information with key personnel at receiving school which includes transferring your child’s file securely.

When your child moves into the next class their new teacher will be informed of your child’s likes, dislikes and what works best for them using the transition Performa. Children with complex needs or global delays, an enhanced transition program will be available. This includes:

  • Visits to their new class before the summer holidays.
  • Meet and greet with their new class teacher before the summer holidays.
  • Transition booklet which includes, photos of the new class teacher, classroom environment and key areas. This is sent home with the child so they can become familiar with their surrounding before the new academic year. 

Pupils Voice

All pupils are involved and encouraged to take part in their own learning journey, this may be through:

  • Developing and achieving their targets
  • Self- assessment
  • Pupils voice box
  • Student Council
  • Attending parents evening.
  • Pupil questionnaire
  • Working with the learning mentor