Bolton-le-Sands Church of England Primary School Mission Statement:
“With God at the centre, we reach out to support each other in learning, growth and community.”
At Bolton-le-Sands, we are committed to ensuring that every child, including those with special educational needs and disabilities (SEND), can reach their full potential. We aim to provide all the necessary support to make this possible. creating an inclusive culture where every child is able to succeed in their own way.
Our SIAMS inspection of April 2026 stated, “Consequently, strategic decisions are closely aligned with the school’s vision. This enables staff to prioritise inclusion and work effectively to meet pupils’ diverse needs.”
“Leaders and staff are deeply committed to inclusion. They demonstrate understanding of pupils’ diverse needs and skilfully tailor and adapt teaching. This is to ensure that pupils, including those who have special educational needs and/or disabilities (SEND), access the curriculum successfully.”
In line with statutory requirements, the following key documents are available:
- SEND Policy and Information Report: Details our approach to identifying and supporting children with SEND.
- Lancashire’s Local Offer: A resource hub for SEND children, young people, and their families.
Our approach to SEND
At Bolton-le-Sands C of E Primary School, we want every child to feel understood, included and able to take part in the full life of school.
We understand SEND in terms of the barriers a child may experience in accessing learning, routines, relationships, communication, regulation or wider school life. We take a whole-child approach, looking carefully at each child’s strengths, needs and the support that may help them to engage, learn and participate successfully.
Support in school is based on assessed need. A child does not need a diagnosis before concerns are taken seriously or support is considered.
If you are concerned about your child
If you are worried about your child’s learning, communication, wellbeing, behaviour, friendships or access to school life, please speak to your child’s class teacher in the first instance.
The class teacher knows your child’s day-to-day learning and routines best. Where needed, the class teacher may work with the SENCO to build a fuller understanding of your child’s strengths, needs and any barriers they may be experiencing. Parents’ views are an important part of this process.
How support works in school
We use a graduated approach to support children with additional needs. This means we assess, plan, put support in place, and review how well it is working. This is an ongoing process rather than a one-off meeting or form.
Some children may need extra help at different points in their school journey. This does not always mean they have SEND. A child is usually recorded as receiving SEND Support when assessment shows that they have persistent barriers to learning or access, and that their provision needs to be carefully planned, coordinated and reviewed over time.
Children who are recorded as receiving SEND Support have a SEND Support Plan. This is a practical document that summarises our current understanding of the child’s needs, the priorities we are focusing on, and the provision or adaptations in place. SEND Support Plans are shared with parents and reviewed over time.
Support may include adaptations to teaching, routines, adult responses, classroom organisation, pastoral support, targeted intervention, visual supports, specialist equipment or advice from external professionals where appropriate.
Referrals, autism, ADHD and external advice
Parents sometimes ask about referrals for autism, ADHD, speech and language, emotional wellbeing or other areas of need. We are always happy to talk with families about concerns and what we are seeing in school.
School does not diagnose medical or neurodevelopmental conditions. However, we can help by sharing observations, gathering educational information, contributing to referral paperwork where appropriate, and working with external professionals with parent consent.
Pathways for autism, ADHD and other assessments can vary and may change over time. We will signpost families to the most up-to-date local information and support wherever we can.
While families are waiting for advice, assessment or diagnosis, school support continues to be based on the child’s assessed needs and barriers to access. A diagnosis is not required before we consider what may help in school.
Education, Health and Care Plans (EHCPs)
An Education, Health and Care Plan, often called an EHCP, is a statutory plan for children and young people whose special educational needs require provision beyond what is ordinarily available through SEND Support.
Parents and carers can request an Education, Health and Care needs assessment from the Local Authority. School can also request an assessment where this is appropriate. The Local Authority is responsible for deciding whether to carry out an assessment and whether to issue an EHCP.
If an EHC needs assessment is requested, school contributes educational information about the child’s strengths, needs, provision and response to support.
Where a child has an EHCP, school works with parents, the Local Authority and relevant professionals to implement the educational provision set out in the plan and to contribute to annual reviews.