At Bardwell CofE Primary School, the person responsible for leading and managing SEND provision is Mrs Gill Watson (SENDCo). She can be contacted via the school office or by email at: gwatson@tilian.org

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We are proud to be an inclusive school. Our children have a wide range of interests, strengths, abilities and aspirations, and we value the individuality of every pupil. We believe that difference is something to be recognised, understood and celebrated. Every child is met where they are, and supported to make meaningful progress in a nurturing and caring environment.

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All pupils are entitled to a broad and balanced curriculum that is adapted to meet their needs. Learning is carefully adapted so that children can understand the purpose of activities, experience success and develop confidence in their abilities.

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At Bardwell, every teacher is a teacher of SEND. It is the responsibility of all staff to ensure that each child in our care receives the support they need to thrive academically, socially and emotionally.

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Areas of Need We Support

In line with the SEND Code of Practice, we support children across four broad areas of need:

Communication and Interaction

This may include support for pupils with speech, language and communication needs, including those with Autism Spectrum Disorder (ASD). Support may focus on developing expressive and receptive language, social communication skills and understanding routines.

Cognition and Learning

Some pupils may require additional support with literacy, numeracy, memory, processing or organisational skills. Support is designed to break learning into manageable steps and provide structured, scaffolded teaching approaches.

Social, Emotional and Mental Health (SEMH)

Children may need support with emotional regulation, anxiety, confidence, attachment, behaviour or self-esteem. We provide nurturing approaches and safe spaces to help pupils feel secure and understood.

Sensory and/or Physical Needs

This may include support for pupils with hearing or visual impairments, fine or gross motor difficulties, or sensory processing needs. Adaptations ensure that children can access learning comfortably and safely.

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Our Graduated Approach: The Four Waves of Support

We follow a graduated approach to SEND, ensuring that support is carefully matched to individual need. This is often described as four “waves” of provision.

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Wave 1: Quality First Teaching (Universal Support)

All pupils receive high-quality, inclusive classroom teaching.

This may include:​

• Visual supports and clear routines

• Flexible grouping

• Scaffolding and modelling

• Adapted resources

• Movement breaks

• Use of assistive technology

• Positive behaviour strategies

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Wave 1 support ensures that the majority of children’s needs are met within the classroom through excellent teaching and inclusive practice.

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Wave 2: Targeted SEND Support

Some pupils may need additional support that is “additional to and different from” the universal provision.

This may include:​

• Speech and language programmes

• Social skills groups

• Emotional regulation support

• Targeted phonics or reading interventions

• Pre-teaching or overlearning of key concepts

• Individual support plans with specific targets

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At this stage, children are monitored closely, and support is reviewed regularly in partnership with parents and carers.

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Wave 3: SEND Register and Education, Health and Care Plans (EHCP) 

Pupils with the highest level of need may be placed on the SEND Register and, in some cases, may have an Education, Health and Care Plan (EHCP).

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At this level, support may include:

• Highly personalised learning programmes

• Increased adult support

• Specialist equipment or resources

• Bespoke timetables

• Multi-agency planning and review meetings

• Clearly defined long-term outcomes

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Provision is carefully planned, regularly reviewed and centred around the child’s strengths, aspirations and individual needs.

ed-up approach.

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Wave 4: SEND Support with External Agencies

Where needs are more complex or persistent, we may seek advice from specialist external professionals to ensure the right support is in place.

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External agencies may include:

• Educational Psychologists

• Speech and Language Therapists

• Occupational Therapists

• Mental Health Support Team (MHST)

• Specialist teachers for specific learning or physical needs

• Paediatric or medical professionals

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Support at this level may involve:

• Personalised intervention plans

• Specialist programmes

• Staff training to meet specific needs

• Environmental adaptations

• Individual risk assessments

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We work collaboratively with families and professionals to ensure a join

Working in Partnership with Families

Strong relationships with families are central to our SEND provision. We believe that parents and carers are experts in their own children, and we value open, honest and regular communication.

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We are committed to:

• Early identification of need

• Clear communication about support in place

• Collaborative planning and review meetings

• Signposting families to further support where needed

• Celebrating progress and success together

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Our aim is to ensure that every child feels understood, supported and valued — and that every family feels confident that their child’s needs are being met with care, expertise and compassion.

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Please click here to view the SEND Policy.

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Please click here to view the SEND Information Report 2025.

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Please click on the icon images below to find out more about SEN support services.​