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Special Educational Needs

What is the Local Offer?


In response to the Government Green Paper on Special educational needs and disability Local Education Authorities will be required, from September 2014, to publish their Local Offer of provision and services available for children and families in their schools. The offer will include provision from birth to 25 years, across education, health and social care. Taking this further it is best practice that each individual school also publishes the provision they will make for children with SEND.


The potential outcomes of the Local Offer are:


  • To provide clarity and confidence for parents
  • To support earlier intervention
  • To reduce the need for statutory assessment
  • To identify need and gaps in provision and seek to remedy this at the earliest


  • To provide an evidence base for improving progress and securing better outcomes at school and at local level
  • To provide a supportive and inclusive environment in which young people will

develop and thrive regardless of their individual needs and/or disabilities


Our mission statement


‘Through shared values we support everyone to achieve their best’

Templefield Lower School understands that all pupils are unique and values the abilities and achievements of every child. We want to provide an inclusive environment, where all barriers to learning are broken down to help the child to achieve the best they can.


We believe our 6 values will help every child, including those with SEN, to achieve the best academically and socially.


What Special Educational Needs do we cater for at Templefield?


Definition of Special Educational Needs

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:


(a) have a significantly greater difficulty in learning than the majority of others of the same age; or

(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.


(DFE Code of Practice 2014)


There are 4 areas of need covered in the SEN code of practice (2014) and which are catered for at Templefield Lower School.


These are:


  • Communication and interaction
  • Cognition and Learning
  • Social, Emotion and Mental Health difficulties
  • Sensory and/or physical needs.


How do we identify and assess Children with Special Educational Needs?


Our Special Educational Needs Coordinator is Miss Walter.

Liaisons between class teachers and the SENCoidentify children with SEN on an informal basis and during provision mapping meetings.


At these meetings we will discuss the strengths of the child, the progress the child has made and areas of development. We discuss how we address these in school. This could be specific interventions and differentiation in class, which may be detailed on an Individual Education Plan (IEP).


The needs of children already receiving support will be determined and reviewed on a regular basis though:


IEP and IBP meetings with parents

Updates in provision mapping meetings


Internal team around the child meetings and in cases where the child’s needs are more profound,  meetings with the Head Teacher and SEN Governor.


The progress of children receiving support through the use of intervention groups is monitored and the strategies evaluated on a half-termly basis through the use of intervention monitoring and evaluation forms.


How do we consult with parents of children with Special Educational Needs and the pupils themselves?


At Templefield Lower School we seek and value involving parents in each stage of providing extra provision for their child with SEND.


At the initial stage, class teachers feedback to parents through parent consultations, reports and informal meetings of the progress of their child. These are opportunities to express any concerns with regard to the child’s progress or behaviour at school. If required, the class teacher will agree with the parents of children with SEN a set of strategies to support their child. These strategies will seek to ensure continuity between school and home and any IEPs or IBPs will detail how the parents of children with SEN can provide support. The type of support provided will not only be influenced by the observations of the class teacher or SENCo, but also by any concerns or suggestions provided by the parents of the child.


Similarly, the review of a child’s progress is in liaison with all stakeholders in the child’s education, including their parents. Should the need arise, parents will also provide their permission and information to the school to support referrals to external agencies for additional support or assessment.


We also feel it is important to ensure the pupil’s voice is heard.


We do this through


  • Teacher-pupil class discussions.
  • Child friendly IEP/IBP formats.
  • Meetings with outside agencies.


What support is offered to children with SEND?


The Code of Practice (DFE 2014) states SEND support should come in the form of the graduated approach.


The graduated approach emphasises three tiers of support:


  1. Tier one- Quality First Teaching
  2. Tier two- More specified interventions.
  3. Tier three- specialist support.


Quality First Teaching (Tier one)


High quality teaching, differentiated for individual pupils, is the first step into responding to pupils who may or may not have SEN.

Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.


For the child this means:

  • That the class teacher has the highest possible expectations for the child and allpupils in their class.
  • That all teaching is based on building on what your child already knows, can do andunderstand.
  • The teacher may provide targeted support with one of our Learning Support Assistants as part of normal practice.
  • Different approaches to learning are in place so that the child can be fully involved in learning in class, this may involve things like using a practical approach to learning.
  • Specific strategies (which may be suggested by the SENCo or external professionals) are in place to support the child in learning.
  • The child’s teacher will have carefully reviewed child’s progress and will have identified any gaps in their learning and decided on the best strategies or support to help them to make the best possible progress.


Tier two- targeted interventions.


This means that a child has either come into school on entry with identified needs or we have identified them through our provision mapping as a child who has not made expected progress despite quality first teaching. Discussions between the class teacher, parents and the SENCo will take place at this stage.


In such cases this means that:

  • The child would receive more formal group work with specific targets to help

him/her make progress.

  • The child may also receive some 1:1 sessions to help them to become confident and acquire basic skills.
  • The child would receive targeted support within the classroom to ensure they had full access to the learning opportunities in class.


The support provided could be detailed on an Individual Education Plan (IEP) and

reviewed at least once each term in partnership with parents and the child, and newtargets set.


In many cases this more targeted provision enables children to make good progress and over time they are able to move forward in their learning without any further need for intervention.


In a situation where a child has made good progress and caught up with their peers we may remove them from Tier two and monitor them using Quality First Teaching.


Tier Three- Specialist Support


This means that a child has been identified as needing some extra specialist support in school from a professional outside the school.


This may be from:


  • Local Authority services such as ASD specialist teacher, Hearing or visual impairment teachers, behaviour support, long term therapy for emotional difficulties e.g. trauma and loss or speech and language therapy.

For the child this would mean:

  • The child has been identified by their class teacher, the SENCo, or you may haveraised concerns that your child needs more specialist help in addition to quality first teaching and intervention groups.
  • Parents will be invited to come to a meeting to discuss your child’s progress and help to plan the best way forward for your child.
  • Parents may be asked for permission for us to refer your child to an external agency at this stage e.g. speech and language therapist, Educational Psychologist,paediatrician. This will help the school to gain a better understanding of the child’sspecific needs and so enable us to provide effective support.
  • The specialist professional will work with the child in order to understand theirneeds and make recommendations which may include; making changes to the waysupport is provided for your child in class, support to set more specific targets andstrategies to meet them, a group run by school staff to develop specific skills skills group.
  • The school may identify specific support that the child needs and we will be able to explain how the support will be put into place and which strategies will be used.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.


Education Health Care Plans


This process begins following a period of time when intervention and support have been provided at Tier one, two and three and your child continues to face significant barriers to learning. This is rare, but in such cases we seek to request a statutory assessment of children’s needs which enables us to access funding for additional support for your child as they progress through school. This is accessed through an Education Health Care Plan (EHCP) and is provided for children whose needs are identified as complex, severe and lifelong.


For the child this would mean:


  • The school (or a parent) can request that the Local Authority 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.
  • The school will collate evidence about your child’s progress, attainment and specific needs. This will include reports from other professionals who have already worked with your child, class teacher, SENCo and parental views. We will also send IEP’s with reviews and targets detailed on them, samples of your child’s work and information relating to their level of attainment.

Once the Local Authority receives the request this is then taken to a panel who

scrutinise the paperwork and evidence provided. They then decide if the request fulfils the criteria for an EHC plan.


If they decide that at this time there is not enough evidence to support a statutory assessment they will contact the school and parents and support will continue at tier two and three. A further submission for an EHC plan can be made at a later date if concerns and evidence from the child’s learning support this. At this point parents will be invited to a meeting in school to plan the next steps for your child’s learning and support in school.


If the panel agree to move forward with an EHC plan then they will determine in partnership with the professionals involved and parents what specificsupport is needed for your child to make progress in school.


The ECHP will be written following these discussions and will detail the long term targets, hours of support to be funded and how that support should be used and the strategies that should be put into place.


The additional adult may also be used to support the child with learning in class,

run individual sessions or small groups involving your child, specifically geared

towards their identified needs.


A new IEP (Individual Education Plan) will be written detailing the support to be provided linked to short term goals. This will be reviewed regularly and at least once each term, with the staff working with your child, yourself, your child where this is appropriate and the SENCo.


How do we teach children with SEND? How is our curriculum adapted to meet the needs of children with Special Educational Needs?


As an all-inclusive school, all children’s needs are valued and addressed through planning and evaluation of progress.  Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs. There are a number of in school support systems including intervention groups for Numeracy and Literacy. .  Differentiation is planned for in numerous ways for example – through the use of different resources, adult support, adapted expectations and different learning environments, including quiet spaces and outdoors. 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.


How is our environment adapted to meet the needs of children with special educational needs?


  • The school is fully compliant with DDA requirements.
  • The school is on one floor with easy access.
  • 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 needs.
  • After-school provision is accessible to all children, including those with SEND.
  • Extra-curricular activities are accessible for children with SEND.
  • In key stage 2, there is a T system for hearing impaired children including a portable system.
  • All equipment in school is asset registers and audited yearly. Locked cupboards are also available.


How are the teachers in school helped to work with children with SEND and what training do teachers have?


SEN is funded through the allocated SEN budget and individual pupil statementing funding. This funding is used to ensure children with SEN needs are met. This could be in the form of staff training or specific resources needed.


In order to maintain the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development. This could be in the form of internal training from qualified staff, Professional Study Groups (PSGs), visiting professionals and courses held off-site.


We have local links with lower schools and middle schools in the area. This enables us to keep up to date and consistent regarding SEND.


Previous training staff have attended is:


  • Autism Awareness Training
  • Dyslexia
  • Child protection for disabled children
  • SEN PE resources


How do we monitor and evaluate SEND in our school?


As stated above, liaisons between class teachers and the SENCo identify children with SEN on an informal basis and during provision mapping meetings.


The needs of children already receiving support will be determined and reviewed on a regular basis though


  • IEP and IBP meetings with parents
  • Termly updates in provision mapping meetings
  •  In cases where the child’s needs are more profound, during meetings with the Head Teacher and SEN Governor.


The progress of children receiving support through the use of intervention groups is monitored and the strategies evaluated on a half-termly basis through the use of intervention monitoring and evaluation forms. This are shared with Senior management and all staff working closely with the pupils.


To ensure accountability in the practice of SEN at Templefield Lower School, both the Head Teacher and SENCo feed back to the governing body and liaise closely with the SEN Governor to monitor and develop the provision made by the school for children with SEN. This takes place at regular governing body meetings and through SEN Governor visits and meetings with the SENCo. On a termly basis, the SENCo meets with the SEN Governor and discusses current priorities and proposed actions to monitor and evaluate the SEN provision and develop practice. Objectives from the SEN Action Plan are included in the School Development Plan and pertinent information about current practice and priorities are included in the Head Teacher’s report to the governing body.


How do pupils with SEN engage in the activities at Templefield Lower School together with pupils who do not have SEN?


In differentiated groupings and mixed ability groups, it is possible to deliver specific targeted teaching at the level of need for a group of children. All children access the topic work that each class studies, although some at a more heavily differentiated level than others. In this work, and other activities that children with SEN complete alongside their peers, the children’s teamwork and co-operation are encouraged and children with SEN work with their peers to meet desired outcomes.


How will we support your child’s emotional and social development?


We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative.


  • All classes follow a Value Based education. We use our six values to base dedicated PSHE sessions around, but also strongly encourage them in day to day life in the school.
  • We have a child information board in the centre of the school which holds contact numbers for support agencies such as Child Line, NSPCC, Young carers and what to do if upset or concerned about bullying, including cyber bullying.
  • If any issues arise the children will be supported to discuss their feelings and share their thoughts.
  • There is a student council and designated playleaders. These are all children known to the pupils who can be approached for support. The leaders and members of the group will then relay information to the relevant staff member to help solve any concerns.
  • We offer children a learning mentor to offer small group or 1:1 support for emotional needs.
  • All staff receive behaviour training and support.
  • Behaviour plans are drawn up with SENCO and all staff who deal with the child.
  • The school works hard with all parties to try and prevent the exclusion of any child.
  • There are staff dedicated to the administration of medicines and the policies and procedures are updated to reflect current expectations, including the new DFE guidance on medical needs.
  • All children are involved in IEPs, behaviour plans and medical needs decisions and supported to understand the processes. Their input is also sought before major decisions are made and agreed with them, ie: for the request for a statement or external agency support.


What external support services for SEN are used at Templefield Lower School?


At Templefield we maintain close links with professionals from external agencies. Agencies with regular involvement at Templefield Lower School include:


  • Assessment and monitoring
  • Educational Psychologist
  • Speech and Language Therapy
  • Jigsaw
  • Autism Outreach


The support provided by these agencies includes the assessment of pupils’ needs, providing intervention for children with SEN, providing support and advice for the school and assisting in the further referral of children with more significant SEN.


How can we help your child move to our school, another school or a new year group?


We recognise that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.


If your child is joining us from another school:

  • The SENCo will visit schools and pre-schools with the class teacher when appropriate.
  • Parents and any involved professionals will be invited to meet and discuss the child’s needs, to ensure the school can accommodate the requirements.
  • Your child will be able to visit our school and stay for a taster session, if this is appropriate.


If your child is moving to another school:

  • We will contact the school SENCo and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCo from the new school.
  • 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.
  • Transition between all year groups takes place with staff sharing information, opportunities for the parents to meet new staff and understand the next expectations.


In Year 4:

  • The SENCo will discuss the specific needs of your child with the SENCo of the child’s middle school.
  • 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.
  • Discussions between the settings will take place to ensure all records are transferred and information shared, any queries will be raised and discussed with necessary parties.
  • Throughout all processes the SENCO will assist with changes and ensure the child’s needs are being met.


What can I do if I am unhappy with provision being made for my child?


To ensure that all parents of pupils with SEN feel that their child is supported at Templefield Lower School, class teachers work in collaboration with them and keep them informed of any strategies that will be used with their child.


Should parents have concerns about the provision made for their child, a joint meeting with the parents, class teacher and SENCo is arranged to ensure that the school is providing all that they can, within reason, for the child in question. Should parents continue to feel unsatisfied, contact can be initiated with the Head Teacher and subsequently the Chair of the Governing Body through letters or meetings. If necessary, the Governing Body deals with and evaluates each case of complaint on a case by case basis, during Governing Body meetings.


Some useful links


Central Bedfordshires Local Offer

If you want advice from professionals outside school you may find the following numbers helpful:
Parent Partnership: CBC SEND Parent and Young Person Partnership Service 0300 300 8088
School admissions:  0300 3008037
School Nurse Service: 01525 631199
CHUMS: 01525 863924
Carers in Bedfordshire: 0300 111 1919
Autism Bedfordshire: 01234 214871
Outside 01462 813282
Child Development Centre: 01234 310275
Parenting Programmes in Central Bedfordshire:

Please click on the link to download a copy

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Templefield Lower School Open Days Friday 5th Oct 2018 at 9.30am and Wednesday 7th Nov 2018 at 1.30pm for children due to start school September 2019

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