We are a dementia friendly school.
Find out more by clicking on the Alzheimer's Society logo.
Read our most recent report
175 a year and counting - see where we've been recently
Choose from a wide variety of clubs and after school activities
Download Lexia Reading for home access
Bernard Gilpin Primary School
Tyne & Wear
Tel: 0191 5536523
Click here for further contact details and a map.
Come and join us...
You are visitor number...
Read the latest edition of our newsletter
Find out how to become a Dementia Friend
All Sunderland Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
The Children and Families Bill will become enacted in 2014. From this date Local Authorities (LA) and schools are required to publish and keep under review information about services they expect to be available for children and young people with special educational needs (SEN) aged 0-25. This is the 'Local Offer'.
The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.
Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or disability (SEND)?
The Class teacher
> Checking on the progress of your child and identifying, planning and delivering any additional help your
child may need (this could be targeted work or additional support) and letting the Special Education
Needs/Disabilities Coordinator (SENDCo) know as necessary.
> Writing Pupil Progress targets /Individual Education Plans (IEPs), based on the smaller steps outlined in
PIVATs (Performance Indicators for Value Added Target Setting), and sharing and reviewing these with
parents at least once each term and planning for the next term.
> Personalised teaching and learning for your child as identified on school’s provision map.
> Ensuring that the school’s SEND Policy is followed in their classroom, and for all the pupils they teach with
The SENDCo - Mrs G O'Mara
> Developing and reviewing the school’s SEND policy
> Coordinating all the support for children with special educational needs or disabilities (SEND)
> Ensuring that you are
i) involved in supporting your child’s learning
ii) kept informed about the support your child is getting
iii) involved in reviewing how they are doing.
> Liaising with all the other people who may be coming into to school to help support your child’s learning
e.g. Speech and Language Therapy, Educational Psychology etc.
> Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this
school are known) and making sure that records of you child’s progress and needs are kept.
> Providing specialist support for teachers and support staff in the school, so that they can help children
with SEND in the school to achieve the best progress possible.
The Headteacher – Mr A Bainbridge
> The day to day management of all aspects of the school, this includes the support for children with SEND.
> The Headteacher will give responsibility to the SENDCo and class teachers, but is still responsible for
ensuring that your child’s needs are met.
> The Headteacher must make sure that the Governing Body is kept up to date about issues relating to
The SEND Governor – Cllr R Heron
> Making sure that the necessary support is given for any child who attends the school, who has SEND.
School contact telephone number 0191 5536523
What are the different types of support available for children with SEND in our school?
a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).
For your child this would mean:
> That the teacher has the highest possible expectations for your child and all pupils in their class.
> That all teaching is built on what your child already knows, can do and can understand.
> Different ways of teaching are in place so that your child is fully involved in learning in class. This
may involve things like using more practical learning.
> Specific strategies (which may be suggested by the SENDCo) are in place to support your child to learn.
> Your child’s teacher will have carefully checked on your child’s progress and will have decided that
your child has a gap or gaps in their understanding/learning and needs some extra support to help
them make the best possible progress.
Specific group work
Intervention which may be:
> Run in the classroom.
> Run by a teacher or a Teaching Assistant (TA).
b) Specialist groups run by outside agencies e.g .Speech and Language therapy
SEN Code of Practice 2014: School Support (SS)
This means they have been identified by the SENDCo / class teacher as needing some extra specialist support in school from a professional outside the school. This may be from:
> Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students
with a hearing or visual need)
> Outside agencies such as the Education Psychology Service (EPS).
What could happen:
You may be asked to give your permission for the school to refer your child to a specialist professional e.g . a Speech and Language Therapist or Educational Psychologist. This will help the school, and yourself, understand your child’s particular needs better and be able to support them more effectively in school.
The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.
c) Specified Individual support
This type of support is available for children whose learning needs are, severe, complex and lifelong.
This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small group teaching.
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups (“Including All Children” documentation from LA).
Your child will also need specialist support in school from a professional outside the school. This may be from:
> Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students
with a hearing or visual need)
> Outside agencies such as the Speech and Language therapy (SALT) Service
For your child this would mean:
> The school (or you) can request that Local Authority Services carry out a statutory assessment of
your child’s needs. This is a legal process which sets out the amount of support that will be provided
for your child.
> After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your
child, including some from you), they will decide whether they think your child’s needs (as described
in the paperwork provided), seem complex enough to need a statutory assessment. If this is the
case they will ask you and all professionals involved with your child to write a report outlining your
child’s needs. If they do not think your child needs this, they will ask the school to continue with the
current support .
> After the reports have all been sent in, the ‘Panel of Professionals’ will decide if your child’s needs
are severe, complex and lifelong. If this is the case they will write a Statement of Special Educational
Needs or an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to
continue with the current level of support and also set up a meeting in school to ensure a plan is in
place to ensure your child makes as much progress as possible.
> The Statement or EHC Plan will outline the number of hours of individual/small group support your
child will receive from the LA and how the support should be used, and what strategies must be put in
place. It will also have long and short term goals for your child.
> The additional adult may be used to support your child with whole class learning, run individual
programmes or run small groups including your child.
How can I let the school know I am concerned about my child’s progress in school?
If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
> If you continue to be concerned that your child is not making progress, you may speak to the Special
Education Needs/ Disabilities Coordinator (SENDCo).
> The school SEND Governor can also be contacted for support.
How will the school let me know if they have any concerns about my child’s learning in school?
If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to:
> listen to any concerns you may have
> plan any additional support your child may need
> discuss with you any referrals to outside professionals to support your child’s learning
How is extra support allocated to children and how do they progress in their learning?
The school budget, received from Sunderland LA, includes money for supporting children with SEND.
> The Head Teacher decides on the deployment of resources for Special Educational Needs and
Disabilities, in consultation with the school governors, on the basis of needs in the school.
> The Head Teacher and the SENDCo discuss all the information they have about SEND in the school,
the children getting extra support already
the children needing extra support
the children who have been identified as not making as much progress as would be expected
From this information they decide what resources/training and support is needed.
> The school identifies the needs of SEND pupils on a provision map. This identifies all support given
within school, and is reviewed regularly and changes made as needed, so that needs of children are
met, and resources are deployed as effectively as possible.
Who are the other people providing services to children with SEND in this school?
> Teachers responsible for teaching SEND groups/individuals on a part-time basis.
> Teaching Assistants mainly working with individual children or small groups.
> ICT support in the form of writing and maths programmes and Lexia, a phonic reading programme, is
delivered by a specialist ICT teacher and teaching assistants, during specified ICT lessons and small
group or individual sessions, according to need.
Local Authority Provision delivered in school
> Autism Outreach Service
> Educational Psychology Service
> Sensory Service for children with visual or hearing needs
> Parent Partnership Service
> SALT (Speech and Language Therapy)
Health Provision delivered in school
> Additional Speech and Language Therapy input to provide a higher level of service to the school.
> School Nurse
> Occupational Therapy
How are the teachers in school helped to work with children a SEND and what training do they have?
The SENDCO’S job is to support the class teacher in planning for children with SEND.
> The school provides training and support to enable all staff to improve the teaching and learning of
children, including those with SEND. This includes whole school training on SEND issues such as
Autism Spectrum Disorder (ASD) and Speech and language difficulties.
> Individual teachers and support staff attend training courses run by outside agencies that are relevant
to the needs of specific children in their class e.g. from the Autism Outreach Team (AoT) service.
How will the teaching be adapted for my child with SEND?
Class Teachers plan lessons according to the specific needs of all groups of children in their class (including using PIVAT targets), and will ensure that your child’s needs are met.
> Support staff, under the direction of the class teacher, can adapt planning to support the needs of your
child where necessary.
> Specific resources and strategies will be used to support your child individually and in groups.
> Planning (including that for specific PIVAT targets)and teaching will be adapted on a daily basis, if
needed, to meet your child’s learning needs.
How will we measure the progress of your child in school?
> Your child’s progress will be continually monitored by his/her class teacher.
> His/her progress will be reviewed formally every term in reading, writing and numeracy.
> If your child is in Year 1 or above, a more sensitive assessment tool can be used, which shows their
attainment in more detail - breaking learning down into smaller steps (PIVATS - Performance Indicators
for Value Added Target Setting).
> At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally
assessed using Standard Assessment Tests (SATS). This is something the government requires all
schools to do and are the results that are published nationally.
> Where necessary children will have an IEP based on PIVATS (Performance Indicators for Value
Added Target Setting). Targets will be set, using these PIVAT levels, designed to accelerate learning
and close the gap. Progress against these targets will be reviewed regularly, evidence for judgements
assessed, and a future plan made.
> The progress of children with a statement of SEND/ EHC Plan will be formally reviewed at an Annual
Review, with all adults involved with the child’s education.
> The SENDCo will also check that your child is making good progress within any individual work and
in any group that they take part in.
> Regular book scrutinies and lesson observations will be carried out by the SENDCo, and other members
of the Senior Management Team, to ensure that the needs of all children are met, and that the quality
of teaching and learning is high.
What support do we have for you as a parent of a child with a SEND?
The class teacher is regularly available to discuss your child’s progress, or any concerns you may have, and to share information about what is working well at home and school, so similar strategies can be used.
> The SENDCo is available to meet with you to discuss your child’s progress or any concerns/worries
you may have.
> All information from outside professionals will be discussed with you with the person involved directly,
or where this is not possible, in a report.
> Personal progress targets/IEP’s may be reviewed with your involvement.
> Homework will be adjusted, as needed, to your child’s individual requirements.
> A home/school contact book may be used to support communication with you, when this has been
agreed to be useful for you and your child.
How is Bernard Gilpin Primary School accessible to children with SEND?
> The school is fully compliant with DDA requirements.
> The school is on one level with easy access and double doors and ramps.
> The front desk has a wheel chair height section.
> There is a disabled toilet, shower area and changing facilities.
> We ensure, where ever possible, that equipment used is accessible to all children regardless of their
> After school provision is accessible to all children including those with SEND.
> Extra-curricular activities are accessible for children with SEND.
How will we support your child when they are leaving this school? OR moving on to another class?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.
If your child is moving child to another school:
> We will contact the school SENDCO and ensure he/she knows about any special arrangements or
support that need to be made for your child.
> We will make sure that all records about your child are passed on as soon as possible.
When moving classes in school:
> Information will be passed on to the new class teacher in advance and in most cases, a planning
meeting will take place with the new teacher. IEP s will be shared with the new teacher.
> If your child would be helped by a book to support them understand moving on then it will be made for
In Year 6:
> The SENDCo will discuss the specific needs of your child with the SENDCo of their secondary school.
> Your child will do focused learning about aspects of transition, to support their understanding of the
> Where possible your child will visit their new school on several occasions, and in some cases staff from
the new school will visit your child in this school.
What Emotional and Social Development support do we have for a child with SEND?
We recognise that pupils with SEND may well have Emotional and Social Development needs that will require support in school.
> The Emotional Health and Wellbeing of all our pupils is very important to us.
> We have a robust Safeguarding Policy in place, following National and LA Guidelines.
> We have a robust Behaviour Policy in place.
> The Head Teacher, Deputy Head Teachers and all staff continually monitor the Emotional Health and
Wellbeing of all our pupils.
> We have a robust Anti-bullying Policy, and procedures, in place
> Provision is made, within our Booster Room, for any child who may need additional emotional support.