Our Commitment to Neurodiversity, Inclusion & Special Educational Needs and Disability (SEND)

At Beech Hill, we celebrate the uniqueness of every child. We recognise neurodiversity as a natural and valuable part of human difference, and we are committed to creating an inclusive environment where all children, including those with Special Educational Needs and Disabilities (SEND), feel respected, supported, and empowered to thrive.

We believe that every child has strengths to share and potential to achieve. By providing high-quality teaching and support, personalised learning and intimate support, and a nurturing community, we ensure that reasonable adjustment are made for children with a wide range of needs so that they can access learning, develop their confidence, and participate fully in school.

Our values are rooted in empathy, equality, equity, and respect. We work in partnership with parents, carers NHS, Local Authority specialists to break down barriers to learning and to foster a culture of acceptance and belonging, no matter pupils’ diagnosis and medical conditions

If you have been working with the SENCO, or any member of our inclusion team they will be available to meet with you to discuss your child’s progress or any concerns/worries you may have. The SENCO Mrs Knight-Davis and Mrs Fairweather (Attendance, Admissions & Inclusion Officer) meet and greet every morning in the playground.

All information from outside professionals will be discussed with parents/ carers involved directly, or where this is not possible, in a report, structured conversation meeting with the assistant SENCO or SENCO will be arranged.

The school follows the Graduated Approach of assess, plan, do, and review process. Therefore, an individual education plan may be written – and if this is the case- it will be discussed at parent consultation meeting and reviewed with your involvement each term.

Homework will be adjusted and personalised as needed to your child’s individual needs. Some pupils may have access to extra-curricular activities at breakfast and after school clubs. A home-school communication or contact book may be used to support pupils with significant needs such as pupils in the ‘Sunflower Room’.

SEND information report

Who are the best people to talk to in this school about my child’s difficulties with learning/Special Educational Needs or disability (SEND)?

Your first contact for any concerns will be our child’s class teacher – they then may decide to refer you to the Special Educational Needs Coordinator (SENCO). In some cases a member of the team may contact you directly.