SEND information


Welcome to our SEND information page. Hopefully you will find everything that you need. Should you require any additional information or have any questions please contact Sophie Barlow (acting SENCO) in the first instance, then Joss Hayes (Principal) if you have further questions.

What is SEND?

SEND stands for Special Educational Needs and Disability. Children have additional educational needs if they have a learning difficulty that calls for additional educational provision to be made for them. ‘Children have a learning difficulty if they:

  • Have a significantly greater difficulty in learning than the majority of children of the same age. 
  • Have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local authority.
  • Are under compulsory school age and fall within the definitions above or would so do if special educational provision was not made for them.’ (Code of Practice September 2014)

There are now four broad areas of SEND, these are:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory and/or Physical Difficulties

Some children may have needs in one or more of these areas.


Where do I find information and support? 

Parents and families can access the Local Authority local offers below, and read our Steiner Academy Bristol School Report on the school website_____________________ or Bristol City Council Local Offer here:  or South Gloucester Local Offer: There is also a School SEN Information Report available on the school website. A paper copy can be requested from the Principal. 

Outside agencies that may be able to support children and their families further can be contacted via the main school reception. These agencies can include LA specific support teams that may include Educational Psychology, LA SEND and Social Care.

The Local Authorities also provide local support for families which can be found on the website: In addition, please check the website for useful local links for parents at: or or and also

Important Documents

SEN_policy_and_information_report 2018.pdf


Steiner Academy Bristol Accessibility Statement and Plan 2016 - 2019


What changes have been made in line with the new Code of Practice 2014?

The Department for Education have changed the way disabled people and those with special educational needs are supported. They have introduced a number of changes to the Special Educational Needs statementing process which became law in September 2014 through the Children and Families Act. 

All staff in our school have been informed of these changes through training and we have made changes to the way in which we identify, monitor and record SEND information. For example, we have moved away from IEP's and we now use 'Additional Educational Needs Support Plans'. These plans contain all the information that we have within school so please ensure that the information you provide about your child that is held in the office is up to date. Statements will continue to be held in this form up until the next Annual Review. Following the review, we will report the outcomes back to the relevant Local Authority and they will transfer them across onto a 'Education and Health Care Plan'. If your child is currently on a Statement you should have received additional guidance from the authority. If this is not the case, please contact Sophie Barlow


How do we identify, assess and monitor additional needs?

At Steiner Academy Bristol we follow a graduated support procedure. This consists of:

1. Assess

2. Plan

3. Do

4. Review


What happens if the school feel that my child has additional needs?

First of all any concerns and/or issues that have become apparent to school staff will be discussed with the parent/guardian. Should these concerns remain then guidance will be sought from the SENCO. Together we will formulate a plan of action, with timescales for review. These plans usually follow the following steps.


Many pupils experience delay in their learning and may not be making expected progress for a variety of reasons. Should a child be flagged up then we will endeavour to find out if there are any external factors that need to be considered. At this stage the class teacher, in conjunction with the SENCO, will complete a ‘Cause for Concern’ form where triggers, information and action points are noted. A clear timescale will be set as to the next decision.

At this stage the child may have differentiated work prepared for them by their class teacher in conjunction with the support staff. Parents will be kept fully informed.


Following a ‘Cause for Concern Review’ a decision will be made as to the next steps that need to be taken. This will be done in conjunction with the child, parents, class teacher and SENCO. Either the child will be taken off of the register and continue with class differentiation or they will be added to the Additional SEND Support register. Once a potential additional need is identified, action will be taken to put further targeted and effective support in place. An ‘Additional SEND Support Plan’ will be completed, with specific targets set and progress monitored at least three times per term. In addition, planned reviews will take place with the pupil and family member termly, with informal updates completed more frequently.


Should class teachers and/or the SENCO have evidence that certain children are still not making good progress then the SENCO will arrange intensive additional SEND support in any or all of the four areas. This may include directing staff towards one-to-one support for certain lessons or activities. It may also include referrals to external specialist services and teachers with additional specialist qualifications may be called upon to provide guidance, assessment, support and/or provision.


Should children still not be making appropriate progress then the formal assessment procedures for an Education Health and Care Plan will be started by the SENCO in conjunction with the Parents, Principal and other Specialist Services. The legal assessment procedures outlined by Bristol Local Authority will be followed. We will then respond accordingly to the feedback and allocation of funds (if given).


So what provision is available at Steiner Academy Bristol?

The following table shows our core offer to children with special educational needs and/or disabilities:

School name

Steiner Academy Bristol


Mrs Joss Hayes


Ms Sophie Barlow (Acting)

SEND Governor

Mr Paul Beckley

Contact details address

Steiner Academy Bristol

St Matthias Campus

Oldbury Court Road


BS16 2JP

Telephone number

0117 965 9150

Email (admin)

Email (SENCo- acting)

Age range




How do we make sure that all children reach their potential?

  • Access to a broad, balanced Waldorf curriculum which is well differentiated and takes account of different learning styles and the children’s interest.
  • Detailed planned lessons that follow the National Curriculum statutory requirements, enhanced with our long-term curriculum plans.
  • Rigorous tracking system in place to monitor progress and set targets.
  • Higher staff:pupil ratio (class size average 26)
  • Dedicated full time SENCO
  • A well qualified and dedicated team of staff. 
  • Effective liaison methods with a range of external agencies who provide support and advice to staff and families, observe children in the school setting and signpost other support services and programmes. 
  • Detailed programmes of reviews with parents and professionals including 3 progress meetings per year for children on the SEN register and, where required, Common Assessment Framework (CAF) meetings and Team Around the Child (TAC) meetings.
  • Staff updates on changes in SEND and the management of SEND within school.
  • A celebrated ethos of inclusion and equality.


What do we do if we believe that children have additional educational needs?

  1. Inform parents.
  2. Record concerns on the academy MIS
  3. Class Teacher and parent meet to discuss options to create support plan, where required.
  4. Review of a support plan (3x per annum)
  5. If the plan is not supporting improvement SENCO advised.
  6. SENCO considers plans in place, can observe the child and offer amendments to the plan
  7. SENCO, class teacher and parents hold a meeting to decide on whether to add to the SEND register or monitor.
  8. If action is to monitor, class teacher monitors for specified length of time and feeds back to SENCO and parents. If interventions are put in place, action is to add to the ‘Additional SEN Register’, 
  9. Review targets termly.
  10. If the concern is addressed the child can be taken off of the Additional Needs Register and monitored. If concerns remain, review next steps.


How do we help a child with physical needs?

  • Our full site has been refurbished. This work was completed under the provisions of the Disability Discrimination Act.
  • All specialist teaching spaces will be fully accessible for wheelchair users.
  • At least one of the two home classrooms for every year group will be fully accessible for wheelchair users.
  • Disabled toilets will be available across the site with specialist adaptations to facilitate independent toileting where possible
  • Shower facilities are available in various areas on site.
  • Use of differentiated sports equipment, including specialist balls and balance boards.
  • Individualised Fire Evacuation Plans

How do we help a child with speech and language needs?

  • The academy refers to specialist advisors, including parental drop in sessions. 


How do we help a child with sensory impairments?

  • 2 well equiped well being rooms
  • Home rooms for each class
  • Clear signage


How do we help a child with social and emotional difficulties?

  • Wellbeing rooms and coordinator
  • Referal to external counselling services
  • Dedicated safequarding team
  • CPOMs logging system
  • CAMHS link service

How do we help a child with behavioural difficulties?

  • Established behaviour ethos
  • Established school rules, presented in a child-friendly format. These are reinforced verbally regularly.
  • Class expectations
  • Behaviour policy
  • Class Behaviour and Rewards System
  • Access to the school’s Wellbeing room and resources


How do we help a child who needs support with literacy?

Nessy programme

Read, Write Inc catch up

Small group interventions led by literacy specialist teacher

How do we help a child who needs support with numeracy?

Hegary Maths

Small group intervention led by a maths specialist teacher

How do we support a child who has medical needs?

  • Individualised medical/health plans
  • Risk assessments
  • Team of 5 trained first-aiders.
  • Access to medical room

How do we help a child who has English as an Additional Language (EAL)?

  • Intervention support