SEND
Bamford Academy provides high-quality support for children with Special Educational Needs and Disabilities (SEND). Most children learn successfully in their mainstream classroom through high-quality teaching and the graduated approach. For a small number of children, we also offer The Orchard, our internal inclusive provision. Our SENDCo is Mr J Shepherd.
At Bamford Academy we have high aspirations for every child, including those with Special Educational Needs and Disabilities (SEND). We believe that every child should feel valued, included and supported to achieve their potential. We identify needs early, work closely with families, and make sure staff have the knowledge, strategies and resources to help children succeed.
Most children with SEND learn successfully alongside their peers in their mainstream classroom through high-quality teaching, appropriate adjustments and additional provision where needed. Our approach is personalised and regularly reviewed. For a small number of children whose needs require a more specialist approach, we also offer The Orchard, our internal inclusive provision.
Who is the SENDCo at Bamford Academy and how do I contact them?
Our Special Educational Needs Coordinator (SENDCo) is Mr J Shepherd. He coordinates SEND provision across the school and works with children, families, teachers and external professionals.
- Telephone: 01706 631496
- Email: office@bamfordacademy.co.uk (please mark your message “For the attention of the SENDCo”)
- Address: Bamford Academy, Belgium Street, Bamford, OL11 5PS
- Appointments can be arranged to discuss any SEND questions or concerns.
If you are concerned about your child’s learning, communication, development or wellbeing, please speak to their class teacher or the SENDCo as early as possible.
How does Bamford Academy identify children with SEND?
Class teachers monitor children’s learning, development, communication and emotional wellbeing. When a concern is identified, teachers work with the SENDCo, the child and their family to understand what may be making learning difficult and what support could help.
We use classroom observations, discussions with families, assessment information and, where appropriate, specific tools to explore children’s strengths and needs. These may include speech and language assessments, reading assessments and other developmental or academic assessments. Specialist advice may also be requested where appropriate.
A medical diagnosis is not required for a child to receive SEN Support. Decisions about support are based on the child’s individual needs.
How does Bamford Academy support children with SEND?
We follow the graduated approach: Assess → Plan → Do → Review. This means understanding a child’s needs, agreeing appropriate support, putting it into practice and reviewing its impact. Parents and children are involved throughout.
High-quality teaching and classroom adaptations
- Clear instructions broken into manageable steps
- Visual supports, including timetables, pictures and now-and-next boards
- Practical, multi-sensory teaching and scaffolding that supports growing independence
- Thoughtful use of technology and accessible learning resources
- Individual adaptations such as movement breaks, seating arrangements or sensory equipment where helpful
Targeted support
Some children benefit from additional small-group or individual work, for example in literacy, mathematics, communication, social interaction or emotional regulation. Support is planned to complement classroom teaching and is reviewed regularly. Teaching assistants work alongside teachers to support learning and independence.
The four broad areas of SEND
- Communication and Interaction – understanding language, expressing needs and developing social communication
- Cognition and Learning - learning new skills, remembering information and accessing the curriculum
- Social, Emotional and Mental Health - emotional regulation, relationships and wellbeing
- Sensory and/or Physical Needs - sensory processing, mobility, physical access and specialist equipment
Children may have needs in more than one area. We consider the whole child rather than relying on labels alone.
How do we plan and review individual support?
Children receiving SEN Support have individual SEND Support Plans that identify priority needs, achievable targets and the strategies or provision needed. We review these plans through the Assess–Plan–Do–Review cycle, taking account of assessment evidence and the views of children, parents and staff.
Bamford Academy uses Provision Map, a digital system that helps us record support, monitor interventions, review progress towards targets and evaluate whether provision is working. Where support is not having the intended impact, we consider what needs to change.
What is The Orchard at Bamford Academy?
The Orchard is Bamford Academy’s internal inclusive provision for a small number of children whose needs require a more personalised approach than can be provided through ordinarily available classroom provision alone.
It offers a structured, nurturing environment with personalised learning focused on communication, personal development, physical development and cognition. Learning is linked to each child’s individual needs, interests and outcomes. Children remain part of the wider Bamford Academy community, with opportunities for mainstream class inclusion planned according to their needs.
The Orchard uses individual assessment and monitoring approaches, including Cherry Garden Branch Maps, to help staff identify next steps and celebrate progress. Families of children attending The Orchard may receive learning updates through Tapestry, in line with consent and safeguarding arrangements.
The Orchard: “Where roots grow, Potential blossoms, Futures flourish.”
Which specialist professionals do we work with?
When a child needs additional specialist advice, we work with families and relevant services. Depending on individual needs, these may include:
- Educational psychologists
- Speech and language therapists
- Rochdale Additional Needs Service (RANS)
- Occupational therapists
- Health professionals
- Emotional wellbeing services
We also work with One Education for specialist advice, including speech and language and educational psychology support. Recommendations from professionals help inform classroom strategies, support plans and targeted provision. Any referral is considered with families as appropriate.
How do we involve parents and children?
Parents and carers know their children best. We value the information families share about what works at home, what their child enjoys and where they may need help. Children’s views are also sought in ways that suit their age and communication needs.
We communicate through discussions with class teachers and the SENDCo, SEND Support Plan reviews, meetings about specialist advice and updates about progress. For children accessing The Orchard, Tapestry may also be used to share achievements and learning experiences.
What is Bamford SEND Connect?
Bamford SEND Connect is our welcoming parent and carer group. It offers opportunities to meet other families, share experiences, ask questions and access information about SEND. Sessions take place throughout the school year and may explore themes such as routines, school holidays, accessing support, peer support, EHCPs and transition.
Families are welcome whether they are seeking information, want to connect with other parents, or would simply appreciate a chance to talk. Details of forthcoming sessions are shared by the school.
What happens if my child may need an EHCP?
Many children with SEND make good progress with SEN Support. A smaller number may require an Education, Health and Care (EHC) needs assessment to consider whether an Education, Health and Care Plan (EHCP) is necessary.
An EHC needs assessment is a statutory process carried out by the local authority. Parents and young people can request an assessment directly, and the school can also make a request. A diagnosis is not a prerequisite for requesting an assessment. Where appropriate, we work with families and professionals to provide evidence of needs, support already tried and progress over time.
For children with an EHCP, the school works to deliver the special educational provision specified in the plan and contributes to the statutory annual review process.
How do we support transitions?
We plan transitions carefully, whether a child is starting school, moving to a new class or preparing for secondary school. Depending on individual needs, support may include additional visits, visual information, conversations between staff and families, and a personalised transition plan.
What can I do as a parent or carer?
- Speak to your child’s class teacher or the SENDCo if you have concerns
- Share information about your child’s strengths, interests and what helps at home
- Provide relevant professional reports or recommendations, if you wish
- Ask about your child’s SEND Support Plan, progress and the next review
- Let us know if you have questions or feel that an approach is not working
Useful documents and further information
Our SEND Information Report below contains further detail about the arrangements for identifying, supporting and reviewing the needs of children with SEND, including accessibility, staff expertise, family involvement and other statutory information.
Would you prefer a paper copy? We are happy to provide a free printed copy of any of these documents – please ask at the school office, call 01706 631496 or email office@bamfordacademy.co.uk
Bamford Academy SEND Information Report September 2026-27
How does the school support children with SEND?
We identify needs early and work in partnership with families. Staff receive the information and strategies they need so that pupils with SEND can succeed in lessons. See our SEND page and the Rochdale Local Offer for more information.
Who is the SENDCo and how do I contact them?
Our SENDCo can be contacted via the school office. Contact details are on the Contact page. We encourage parents to get in touch as early as possible if they have concerns.