Beckfoot Trust is an organisation that links a group of local Bradford schools together so that they can collectively improve the life chances for young people within their schools. Our aim is to create a group of truly remarkable schools each with a genuine comprehensive intake. They will be wonderful places for young people to learn and grow up in. We want to make a difference. We want to create something special.




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Children & Learning

SEND Guide for Parents and Carers


The following questions and answers provide a guide for parents and carers to the general provision made at Beckfoot Heaton Primary School & Nursery for children with SEND.

Parents and carers are always welcome to contact Davina Blanshard-Jones, our SENDCO, on 01274 363070 for more specific information relating to individual needs.

This information below was last reviewed and updated in October 2022.

Beckfoot Heaton Primary School and Nursery - SEND Intent and Implementation

At Beckfoot Heaton Primary School, our main aim is to promote high expectations and raise standards of achievement across all areas of the school, delivering equality of opportunity and inclusion to every child, in a happy, purposeful, caring environment, ensuring that no child is left behind.

 SEND Intent



Four Areas of SEND

Areas of Need Special Educational Needs are broadly grouped into four primary areas, within these areas there are many different descriptors of need and a wide range of provision which may be needed. At Beckfoot Heaton Primary School every child is considered as an individual and provision is arranged on this basis.

  • Communication & Interaction
  • Cognition & Learning
  • Social, Emotional and Mental Health
  • Sensory and Physical needs

The Bradford Local Offer gives further elaboration.


We achieve these aims by:

Implementing the Assess, Plan, Do Review cycle:

  • Assess a child’s level of need using a range of tools.
  • Plan any adaptations or changes and/or additional or different provision necessary to meet the identified need/s and remove barriers to a child’s learning and participation.
  • Do – the teacher working closely with teaching assistants and/or SENDCO, Inclusion Support Leaders, Quality of Education Leaders, Specialist Teachers, this planning is applied in the classroom.
  • Review the effectiveness of these planned strategies and provisions at removing identified barriers to the child’s learning and participation through continuous monitoring, by the teacher, with teaching assistant, SENDCO, Inclusion Support Leaders, Quality of Education Leaders and Specialist Teachers.

Children with SEND follow the same process, adapted to their additional needs and the increased level of advice and support they may need to meet their outcomes. Provision is based on the SEND Guidance from Bradford MDC Department of Children’s Services – The matrix of need.


Children with SEND, assessed beyond SEND Support, may have a My Support Plan, an Education Health Care Plan, or be allocated to specialist provision/setting.

Our SEND implementation document on the following page details how we support children with identified SEND needs.


SEND Implementation

Will my child get a place at Beckfoot Heaton Primary School if they have special needs?

The school is bound by the Bradford admission process which allocates places and offers advice regarding all admission and appeal related enquiries. School admissions follow the Fair Access Protocol and gives equal rights to all potential applications. For more information, visit The Admissions Team | Bradford Schools Online.

Contact the School Admissions team by email at Or telephone 01274 439200 for information or to book an appointment with Bradford Admissions staff – Monday to Thursday 8.30am to 5pm, and Fridays 8.30am to 4.30pm.



How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

The SEND Code of Practice: January 2015 states:

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

has a significantly greater difficulty in learning than the majority of others of the same age, or

has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

The needs of children with SEND may be long standing and have been identified by parents, health or education practitioners prior to admission to Beckfoot Heaton Primary School.

Special Educational Needs and Disabilities may also become evident to teachers and other members of school staff who recognise that, despite receiving differentiated learning opportunities, bespoke provisions or nurture support, levels of attainment are very low and/or little or no progress has been achieved. Class teachers and/or members of the Inclusion Team will then ask parents/carers and any other agencies involved to meet, share information and plan any needed support.

 Parents are always welcome ask for an appointment to discuss any concerns about their child with the class teacher and/or a member of the Inclusion Team.

The SEND Code of Practice categorises SEND needs in the following four areas: Cognition and Learning, Communication and Interaction, Social, Emotional and Mental Health and Sensory and/or Physical.

How will school staff support my child and their progress?

The Class Teacher is the first point of contact for parents and is responsible for quality first teaching, day to day differentiated planning and delivery of the appropriate curriculum to meet the needs of all the children in the class. A Teaching Assistant is allocated to each class for at least part of each day.

 Additional support may be short term, for a few weeks to overcome a particular issue, or longer term for more complex needs.  Provision in this area is continually reviewed and developed to meet the needs of our SEND children; support could be a visual timetable, access to a timetabled

individual workstation in the classroom, small group work, an individualised programme such as additional phonics, Special Educational Needs Teaching Assistant led interventions such as pre-teaching, Individual Support Plan (ISP) targeted learning or Lego Therapy, in-school Speech Therapy, child counsellor support, ‘in-house’ SEND assessments and advice and support from the external agencies we maintain close links with, or specialised furniture/equipment.

Children who have needs identified as ‘SEND Support’ needs or above from the Bradford Matrix of Needs, or have an Education, Health and Care Plan, may be supported in small group or one to one work by a range of school staff including Teachers, Teaching Assistants, Inclusion Support Leaders, Special Educational Needs Teaching Assistants, Learning Mentors and accredited volunteers. The children may access provision in the Elm Class, Forest school or 4D area to support achieving their outcomes.

The Inclusion Team work with teaching staff to ensure the provision for all children with SEND, in or out of the classroom, meets their individual needs.  They are responsible for liaising with other involved agencies, advising school staff and overseeing the support and progress of children with SEND across the school.

Specific support plans for children are shared with appropriate staff to ensure children are well supported and their needs met.

The Deputy Head for Outcomes and Standards liaises with the Local Schools Committee on matters relating to provision for children with SEND.


How will the curriculum be matched to my child’s needs?

Within all lessons, the learning tasks are differentiated and structured to ensure that children make good progress whatever their needs or ability. Children with SEND may use enhanced resources and scaffolds or have additional adult support in small groups or one to one, to enable them to achieve their specific outcomes.

Children identified as ‘SEND Support’ and above on the Bradford Matrix of Need have an Individual Support Plan (ISP), outlining the overview of the child’s SEND needs, external support over time, current external agency involvement and information regarding provisions in place to meet their needs including targets for Speech and Language if appropriate.

The outcomes for children with an Education, Health and Care Plan are set through the formal process of Statutory Assessment and Annual Review. Children with an Education Health Care Plan also have a Learning Pathway to support the end of key stage outcomes outlined within the plan. Advice and support from other health and educational professionals involved are incorporated into the ISPs and Learning Pathways. Some children with an Education, Health and Care plan may access alternative provisions to meet their specific needs such as the Elm Class and specific provisions led by our Health Care Support Worker such as Physiotherapy.

How will I know how my child is doing? How will you help me to support my child’s learning?

At Beckfoot Heaton Primary School, parents are always welcome to make an appointment to discuss their child’s progress with the class teacher and/or a member of the Inclusion Team. Effective partnership with parents is paramount to ensure the continuing development of each child.

The progress of every child is tracked at 3 points across the year, parents/carers and children are involved in every stage of reviewing progress and outcome setting, through written reports and learning conversations. Identified children with an Individual Support Plan for Cognition and Learning are tracked using a specific SEND tool called B-Squared.

Parents of children who are not making expected progress are invited to meet class teachers, sometimes alongside Leaders or members of the Inclusion Team, to discuss the areas of challenge and agree on how home and school can work together to achieve the outcomes set.

Additional reviews of progress and ISP outcomes for children with SEND are planned by the class teacher in consultation with the child, parents, members of the Inclusion Team and any other agencies involved.

The Inclusion Team are responsible for organising the Annual Review of the Education Health and Care Plans and meetings to involve other agencies in supporting children and their families.

What support will there be for my child’s overall well being?

At Beckfoot Heaton Primary School, we aim to provide an emotionally secure environment to help and support all the children and their families. Strategies to develop the emotional and social well-being of the children are integrated into all aspects school life and the curriculum and all staff are involved in identifying signs of anxiety or social, emotional and behavioural needs. Out of school hours activities such as Sports, Music and Homework clubs are adapted for children with Special Educational Needs and Disabilities (SEND) to ensure they can participate fully and are supported by Inclusion staff if necessary. SEND children may have extra provision to help achieve outcomes, for example Nurture time in the woodland or time in the 4D space to develop language skills.

Staff support families in understanding children’s needs and putting strategies in place to make a difference and meet agreed outcomes. Each child with identified Special Educational Needs and/or Disabilities at SEND Support and above, have an Individual Support Plan detailing the provisions that will be accessed to support the child’s development. Where appropriate, the school works with external agencies to seek advice and support for what actions we should take. At other times we may make referrals to these agencies so that additional support can be put in place. We are also able to offer Counselling for identified children in school when necessary.

What specialist services and expertise are available at or accessed by the school?

The facilities and expertise of these agencies/services are available to meet the needs of our children and families:

Specialist school staff for Inclusion comprise of: Deputy Head for Outcomes and standards, Assistant Head for Safeguarding and Families, Assistant Head & SENDCo, Inclusion Support Leaders, Health Care Support Worker, Clinical Lead Practitioner for the Trust, Special Educational Needs Teaching Assistants (SENTAs), Learning Mentor, Forest School practitioner, Family Administration Officer and Child Protection Officer.

The Inclusion Team work with a wide range of education, health and care services including:

  • Weekly input from a commissioned Speech and Language Therapist.
  • Educational Psychologist.
  • City of Bradford Department of Children’s Services Learning Support Services –Social Communication, Interaction and Learning Team (SCIL): Autism Team, Cognition and Learning Team, Early Years Team and Social, Emotional and Mental Health Team. Low incidence Teams: Hearing Impairment Team, Visual Impairment Team and Physical and Medical Team
  • Portage Team
  • Community Paediatricians
  • Child Development Centre
  • Community Nursing Team
  • Continuing Care Team
  • School Nursing Team
  • Specialist Nurses
  • Occupational Therapists
  • Physiotherapists
  • Children’s Therapy Services
  • School Counsellor
  • Children’s Social Care
  • Families First

What training have the staff supporting children and young people with SEND had or are having?

Staff at Beckfoot Heaton Primary School undertake continuous professional development based on the requirements within their role, whole school outcomes or specific needs of individual children or groups of children. Examples of recent training focused on the needs of children with SEND are:

  • Training to support children with Autism and Social Communication difficulties
  • Precision teaching to support children with learning needs
  • Alphabet Arc to support children with learning needs
  • Blank Level questioning
  • Colour Coding to support language development and learning needs
  • Ongoing professional dialogue with external agencies
  • Lego therapy to support children with communication or social, emotional or behavioural needs
  • Team Teach training to support children with social, emotional or behavioural needs
  • Manual handling training to support children with physical difficulties
  • Hoisting training
  • Catheter training
  • Tracheostomy awareness and training
  • Speech and Language training to support learning for all children with additional needs such as Blank Levels and Makaton
  • Specific training from the nursing team to meet the needs of children with medical needs
  • Mental Health Champion
  • The sharing of good practise and expertise across the TRUST schools for example SEND support from Special Schools

How will my child be included in activities outside of the classroom including school trips?

All school activities on site and school visits are planned with consideration to the need of the specific group of children involved. Provision at clubs such as homework, film, sports, music is adjusted to enable all to children to participate.

Risk assessments are carried out and procedures put in place to enable all children to participate safely. The needs of individual children may be covered by a separate risk assessment prepared in consultation with parents, the Inclusion Team and appropriate advisory agencies.

My child has mobility and or health issues. How do the facilities support them accessing learning?

Beckfoot Heaton Primary School is built on a mainly flat site, with level access from the outside on all main doors. There are two short flights of stairs between Key Stage 1 and 2, one of which provides access for wheelchairs by means of a ramp. A small mezzanine area is not accessible by those who are unable to climb stairs.

Outside spaces have ramped paths enabling ease of access to all areas. Our Forest School woodland has a DDA (Disability Discrimination Act) compliant pathway enabling access to much of the area, even in wet weather. We may make further reasonable adjustments to ensure school is accessible for children and parents and carers.

We have a hygiene room with a shower, adjustable changing bed and ceiling hoist and two disabled toilets. Children are supported in their use of these facilities by key adults, to minimise the child’s dignity or discomfort. A Health Care Support Worker and school health carer and several first aiders are available throughout the day. We also have a mobile hoist which is used to support children in different areas of school.

Children with SEND may have additional access to facilities for example in the woods for Nurture provision or the 4D space to help develop language skills.

How will the school prepare and support my child to join the school or to transfer to a new school or the next stage of education?

Parents and all pre-school children are invited to visit school several times prior to admission to familiarise themselves with the building, facilities and staff. Admission plans are made with parents and involved agencies for children who have previously been identified as having SEND.

In the summer term, all children in school participate in transition events when they visit their new classrooms to work with their new teacher and teaching assistant. Transition conversations are held between appropriate teachers and leaders so more detailed information about the specific needs of the children can be passed on; the Inclusion Team are part of these professional dialogues when necessary. Children with SEND may require additional transition support and this will be planned in consultation with staff, parents and other agencies involved.

Throughout Year 6, all pupils participate in a range of transition preparation activities and opportunities are available for members of staff to provide support to parents and carers when needed. We have firmly established links with local secondary schools: during the Summer Term they are invited to come into school to meet their new Year 7 pupils prior to the Local Authority Transition Day. The SENDCO also meets with all receiving secondary school SENDCOs to discuss individual needs to ensure a successful transition into Year 7. Additional support, visits and transition meetings, are planned for children with SEND as and when necessary.

How are the school’s resources allocated and matched to children’s special educational needs?

Every term, teachers in the school review the progress of children in their class. Following these progress meetings teachers and senior leaders identify how resources should be allocated to improve the progress of certain groups or individuals. The school receives funding through the Pupil Premium Grant for children who are eligible, and this funding is allocated in a responsive way to purchase resources, staffing and additional provision to help children make progress.

If a child has an Education, Health and Care Plan then additional money is allocated to ensure that strategies listed in the EHCP are put in place. For example, this may be to fund additional staff time to deliver daily speech and language programmes or to buy equipment for children with physical needs.

How is the decision made about what type and how much support my child will receive?

The type and level of support for children with SEND will be determined by the level of need, rate of progress and resources required to enable appropriate outcomes to be met. This will be reviewed regularly with parents and carers and other agencies ensuring that we are meeting the needs of the child, enabling them to make progress.

Provision and support for children with SEND who have an Education Health and Care Plan is specified through the Local Authority, offering an assessment and advice process and is reviewed annually.

Who can I contact for further information?

Davina Blanshard-Jones – Assistant Head/SENDCo – 01274 363070

Louisa Sugden– Assistant Head for Safeguarding and Families – 01274 363070

Laura Burgin – Deputy Head Outcomes and Standards – 01274 363070



Bradford SENDIASS | Barnardo's (


Bradford Local Offer

Bradford Local Offer | SEND Provision in Bradford