Support for Children with Special Educational Needs and/or Disabilities at Bristol Steiner School

    At Bristol Steiner School the Headteacher currently holds the role of Special Educational Needs Coordinator (SENCO). This allows a joined-up approach to the oversight of the day-to-day operation of the school’s SEND policy.

    Where a pupil is identified as having SEN, the Bristol Steiner School will take action to remove barriers to learning. This SEN support takes the form of a graduated approach which consists of a four-part cycle of:

    1. Assess
    2. Plan
    3. Do
    4. Review

    As part of our graduated response, this four-part cycle of ‘Assess, Plan, Do, Review’ should always be in evidence. In the first instance pupils are supported through in-class provision for all when teachers consider the individual needs of children using the cycle described above. The benchmark for determining the need for additional or different support will be the child’s progress relative to that of their peers and will consider the need to:

    • close the attainment gap between the child and their peers
    • prevent the attainment gap growing wider
    • ensure access to the full curriculum
    • demonstrate an improvement in self-help, social or personal skills
    • demonstrate improvements in children’s behaviour

    If the pupil makes less progress than expected, they may receive in-class support. This may include literacy, numeracy, physical, anthroposophical and social inclusion initiatives to raise their achievement. The SENCO would be increasingly involved, consulting with the teachers and parents and the process may culminate with the child’s name being placed on the SEN register. An ‘Individual Development Plan’ may be implemented.


    This can take many forms, for example: extra movement breaks, teacher-based small group work for literacy or numeracy support, individual learning support intervention, extra gross motor support that is delivered as part of a games lesson. Teachers use ‘Individual Development Plans’ or ‘Individual Behaviour Plans’ to record and monitor progress against specific, measurable, achievable, realistic and time bound (SMART) targets. Teachers review targets every half term and liaise closely with parents about their child’s progress.


    The school also employs an experienced SEN teacher to give 1 to 1 tuition to children who are recorded on the SEND register and are in need of specific intervention work outside of their usual class group. The SEN teacher works closely with teachers to deliver bespoke 1 to 1 lessons to maximise their time out of class and to narrow the gap in attainment rapidly.


    Following Steiner principles, BSS may consider carrying out a ‘Child Study’. This is a review of a child who needs special consideration because of learning/behavioural difficulties, special qualities, or to characterise a particular age or stage of development. This takes place in Teachers’ and Staff Meetings to build a shared picture of the child.


    The Local Offer website is a hub of information and support for children and young people with special educational needs and/or disability (SEND), their families and professionals in the field.


    Here is a link to their website:



  • Special Educational Needs & Disability (SEND) Policy

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