How will we support the social and emotional development of your child?

In order to fulfil their potential, we believe that a child needs to feel safe and happy at school.  At Bessemer Grange Primary School our staff pride themselves on getting to know all the children well. Our pupils are very welcoming and accepting. We encourage and celebrate this.

If your child has a long or short term medical illness then please refer to the Supporting Children with Medical Needs Policy which outlines the level of care and support provided at our school.

  • Our school has a Behaviour policy which outlines a firm but fair approach for all children. Rewards and sanctions can also be personalised to suit a child’s particular needs.
  • We have key support staff on playground duty to focus on and support identified pupils with emotional and social difficulties
  • There are lunchtime clubs for children who need support with emotional and social issues.
  • There is TA support during breaks for children with current Statements of Educational Needs or Health, Education and Care Plans or for vulnerable children, This is part of the weekly timetabled support for more vulnerable children who are unable to cope independently in the playground. This can be organised in a small group or a pair of children where the targeted child can develop their interaction and social skills.
  • We have a Learning Mentor who can work 1:1 or with small groups in  weekly sessions  to work on issues.
  • Children can be included in social skills and friendship groups.
  • We also have Pupil Development Centre where a holistic approach is taken to support children with social, emotional and mental difficulties.
  • As a school we have created a positive culture to prevent bullying and to tackle it when it occurs. All forms of bullying and harassment are dealt with promptly, firmly and consistently.

Please see our Anti-bullying policy.

Anti-bullying Policy

How we consult and involve our pupils with SEND in their education?

We consult and involve pupils in their learning by:

  • Explaining carefully and sensitively why they are receiving support and determining what they themselves would like to improve and achieve in their learning.
  • The class teacher, Inclusion Manager and support staff running interventions discuss targets with the pupils
  • Pupils are invited to their annual reviews where appropriate and are asked for their contribution as to how they think they are doing and what else they think would help them.