Bradley Stoke Community School


Special Educational Needs and Disabilities

At our school we strive to create an inclusive teaching environment that offers all students, no matter their needs and abilities, a broad, balanced and challenging curriculum. We are committed to offering all our students the chance to thrive and fulfil their aspirations.

We will achieve this by making reasonable adjustments to teaching, the curriculum and the school environment to make sure that students with SEND are included in all aspects of school life.


What are Special Educational Needs and Disabilities (SEND)?

A student has SEND if they have a learning difficulty or disability that requires special educational provision to be made for them.

They have a learning difficulty or disability if they have:

  • A significantly greater difficulty in learning than most others of the same age, or
  • A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools


Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age in the school

Students are considered to have a disability if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to do normal daily activities.

The school will make reasonable adjustments for students with disabilities, so that they are not at a substantial disadvantage compared with their peers.


The 4 areas of need

The needs of students with SEND are grouped into 4 broad areas. Students can have needs that cut across more than 1 area, and their needs may change over time.

Interventions will be selected that are appropriate for the student’s particular area(s) of need, at the relevant time.


Area of need



Communication and interaction

Students with needs in this area have difficulty communicating with others. They may have difficulty understanding what is being said to them, have trouble expressing themselves, or do not understand or use the social rules of communication.

Students who are on the autism spectrum often have needs that fall in this category.


Cognition and learning

Students with learning difficulties usually learn at a slower pace than their peers.
A wide range of needs are grouped in this area, including:

  • Specific learning difficulties, which impact 1 or more specific aspects of learning, such as: dyslexia, dyscalculia and dyspraxia
  • Moderate learning difficulties
  • Severe learning difficulties
  • Profound and multiple learning difficulties, which is where students are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment


Social, emotional and mental health

These needs may reflect a wide range of underlying difficulties or disorders. Students may have:

  • Mental health difficulties such as anxiety, depression or an eating disorder
  • Attention deficit disorder, attention deficit hyperactive disorder or attachment disorder
  • Suffered adverse childhood experiences

These needs can manifest in many ways, for example as challenging, disruptive or disturbing behaviour, or by the student becoming withdrawn or isolated.


Sensory and/or physical

Students with these needs have a disability that hinders them from accessing the educational facilities generally provided.

Students may have:

  • A sensory impairment such as vision impairment, hearing impairment or multi-sensory impairment
  • A physical impairment

These students may need ongoing additional support and equipment to access all the opportunities available to their peers.



Class teachers

Each class teacher is responsible for:

  • Planning and providing high-quality teaching that is differentiated to meet student needs through a graduated approach
  • The progress and development of every student in their class
  • Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions, and consider how they can be linked to classroom teaching
  • Working with the SENCO to review each students progress and development, and decide on any changes to provision


SEN information report

The school publishes a SEN information report which sets out how we deliver our SEND provision. This can be found here.

Our SEND policy can be found here.

Our Accessibility Policy can be found here.

The information report will be updated annually and as soon as possible after any changes to the information it contains.


Learning Support Team

We strive to work in partnership with parents and carers at every stage and would urge any parent who is concerned about their child’s learning and progress to discuss this initially with their class teacher or by contacting a member of the Learning Support Team.

Key staff names and roles, who can be contacted using the main school number 01454 868840.

The SEN governor link is Michael Fry

Learning Support Team (ID 1052)


Special Educational Needs BSCS Offer

BSCS tracks all students identified as having additional needs and monitors the impact of interventions. This includes students who have medical needs, learning needs, disabilities, looked after children, young carers, behavioural and emotional issues which impact on learning and children in need. Students with a statement or Education, Health and Care Plan and those as identified as SEN support are included on our Inclusion Register. 


Support and Guidance

If you would like any external support, the following organisations may be helpful for you:


Supportive Parents 0117 9897725 or

IPSEA Who we are | (IPSEA) Independent Provider of Special Education Advice

 South Gloucestershire Services - SEND and You 


If you want to view videos with information from our students please scroll down to the section further down on the page. 

How does BSCS know if my child needs extra help?

What should I do if I think my child has SEN?

How will BSCS communicate to all staff that my child has SEN or a disability and the support that he or she will need?

How will BSCS staff support my child’s SEND?

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

How will staff at BSCS know how my child is doing?

How will I know how my child is doing?

How will you help me to support my child’s learning?

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

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

How does BSCS work together with outside agencies?

What training have the staff at BSCS had regarding supporting students with SEND?

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

How accessible is BSCS school?

How will BSCS prepare and support my child for transition in secondary school?

How will BSCS prepare and support my child for transition from KS3 (7-9) to KS4 (10 and 11)?

How will BSCS prepare and support my child for Post 16 transition, both within BSCS and outside of BSCS?

How are BSCS resources allocated and matched to a student’s SEN?

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

How will I be involved in BSCS as the parent of a child with SEND?

Who can I contact for further information?



Local offer information for students in BSCS

What help can I get if I am worried about starting at BSCS?

How will BSCS prepare me for Post 16 or going to college?

What is it like being a student at BSCS?