Every child belongs at Forest View

At Forest View, children are at the heart of every decision we make. We are ambitious for every child and believe that a child's starting point, background or additional needs should never place a limit on what we believe they can achieve.

We are proud to be an inclusive school. Children with special educational needs and disabilities (SEND) are supported to learn alongside their peers, access an ambitious curriculum and participate fully in the wider life of the school.

Our approach reflects our values of kindness and resilience and our ambition for every child to become a Forest Venturer: to Try, Learn and Lead the Way. Your current SEND Policy makes this same commitment through ambitious expectations, inclusive practice, removing barriers and enabling children with SEND to access the curriculum alongside their peers.

Our approach to SEND

All teachers at Forest View are responsible for the progress and development of children with SEND. High-quality, inclusive teaching is our first response when a child is experiencing difficulty.

We recognise that children have different strengths, starting points and needs. Teachers set high expectations and adapt their teaching to enable children to access ambitious learning. Where a child requires support that is additional to or different from that ordinarily available, we work with the child and their family to understand their needs and decide what provision is appropriate.

We follow the graduated approach:

Assess • Plan • Do • Review

This helps us understand a child's strengths and barriers, plan appropriate support, put that support into place and evaluate the difference it makes. Provision is then adapted as our understanding of the child develops.

Working with families

We believe that parents and carers are essential partners in supporting children with SEND.

If you have concerns about your child's learning, development, communication, wellbeing or progress, please speak to their class teacher in the first instance. The class teacher can then involve our Assistant Headteacher (Inclusion) where appropriate. This reflects the process established within your current policy and Information Report.

Where children receive SEND support, families are involved in agreeing outcomes and reviewing progress. Children's views are also sought in a way appropriate to their age and communication needs.  

Inclusion beyond the classroom

Inclusion at Forest View is about much more than accessing lessons.

We want children with SEND to participate fully in the entire Forest View experience, including educational visits, enrichment, sport, performances, outdoor learning, clubs, leadership opportunities and community activities.

Where necessary, we make reasonable adjustments and provide appropriate support so that children can participate safely and successfully. Your current SEND arrangements explicitly support children with SEND to engage in school activities alongside their peers.

A child's background, circumstances or additional needs should not determine the experiences available to them.

Supporting wellbeing and belonging

We want every child to feel safe, valued and that they belong at Forest View.

Some children may require additional support with communication, emotional regulation, relationships, confidence, sensory needs or mental health. Support is matched to individual need and may include adaptations to everyday teaching, targeted support from appropriately trained staff or involvement from external professionals.

When appropriate, the school works with specialist services including Educational Psychology, Speech and Language Therapy, Occupational Therapy, the Advisory Teaching Service, Early Help and relevant health professionals.

Who should I contact about SEND?

Our SEND provision is coordinated by:

Gemma Lyons
Assistant Headteacher (Inclusion)
Email: glyons@forestview.gloucs.sch.uk
Telephone: 01594 822241

If you have a concern about your child, we recommend speaking to their class teacher first. They can work with you and involve the Assistant Headteacher (Inclusion) as appropriate.