Knowle Park Primary School

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Queenshill Road, Knowle Park, Bristol BS4 2XG


Knowle Park Primary School

  1. Information
  2. SEND

 Special Educational Needs and Disability (SEND) Information


At Knowle Park Primary School we recognise that our pupils have a variety of needs and aspirations. We are committed to the inclusion of all pupils in a broad and balanced curriculum which is made accessible through differentiated activities. 

Some children and young people who have a Special Education Need may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities.’

The Special Education Needs Coordinator (SENCO) has day-to-day responsibility for the operation of our SEND policy and coordination of specific provision made to support individual pupils with SEND, including those who have an Education, Health and Care Plan (EHCP). The SENCO is supported by our pastoral deputy head who is the designated teacher for Children in Care, Special Guardianship and Adopted Children. Our SENCO are Rosie Soulsby and Kate Langley, and our pastoral deputy is Tim Jones. 


For further information please refer to the links below:


Statutory guidance SEND code of practice: 0 to 25 years can be found HERE

 Information on Bristol City Council's SEND Local Offer can be found HERE

KPPS SEND Funding and Impact Review 22-23 can be found HERE


 At Knowle Park we believe that all children should be taught and supported to become inquisitive, resilient, lifelong learners who are motivated, independent and able to achieve their personal best. We believe every teacher is a teacher of SEND who sets high expectations, regardless of the child’s background while being an approachable, inspirational role model who creates safe nurturing environments.

To ensure that all pupils have access to a broad and balanced curriculum, at Knowle Park we aim:

  • To provide an adapted curriculum appropriate to the individual’s needs and ability
  • To implement a Graduated Approach to meeting the needs of pupils using APDR (Assess, Plan, Do and Review)
  • To ensure the identification of all pupils requiring SEND provision as early as possible in their school career
  • To ensure that SEND pupils take as full a part as possible in all school activities and to ensure positive outcomes
  • To ensure that parents of SEND pupils work in partnership with the school and are kept informed of their child’s progress and attainment
  • To ensure that SEND pupils are involved, where practicable, in decisions affecting their future SEND provision, raising aspirations and expectations
  • To ensure SEND learners have the best start to each school year, we aim to plan thorough, individualised transitions, including those to other settings.


At Knowle Park we consider SEMH support as a key part of our provision, providing a range of tailored responses to meet children’s individual needs. We work closely with external agencies to ensure there is a collaborative approach to supporting children with SEND. We ensure our provision considers the protected characteristics set out in the Equality Act 2010 and does not discriminate against pupils because of any need or disability.


Teachers deliver Ordinarily Available Provision to all learners, then depending on the level of need, our SEND provision takes many forms, always following the assess/plan/do/review cycle. It includes working closely with outside agencies and professionals where appropriate. SEND provision at Knowle Park can include:


  • Adapted activities planned within the main curriculum.
  • An individualised learning programme.
  • Evidence based interventions e.g. precision teaching, SALT sessions & dyslexia support.
  • Extra help from a teacher or a Teaching Assistant 1-1 or in small groups.
  • Helping other children to work with a child, or play with them at break.
  • Supporting a child with physical or personal care difficulties, such as seating, getting around school safely, toileting or dressing.
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc and adapting the learning environment.


We Offer support for parent/carers at all stages of the process through meetings with class teacher, SENDCo, Home School Link worker and outside agencies as appropriate.

We look at each child’s needs and draw up a detailed transition plan to new classes, new Key Stages and secondary school. We take special care in the transition from nursery to EYFS.


We make sure there are no barriers preventing our SEND learners enjoying the same activities as other pupils in our school. All of our extra-curricular activities and school visits are available to all our pupils, including our before and after-school clubs. At Knowle Park our Amazing Acorns class provides for children with a high level of needs with high staff ratios. It provides a personalised curriculum. When the school receives an application from a new a child with a disability, a meeting is arranged with the parents and other professionals who are involved in their care.


At Knowle Park our SEMH support includes:


  • Access to the Nurture Group that provides a range of small group and 1-1 evidence-based interventions
  • A school counsellor, who provides bespoke 1-1 therapy
  • Our Family Support Worker also gives well being support and is a specialist in supporting those going through bereavement.



The impact of SEND provision on progress and outcomes is measured through:


  • SENDCo meetings with teachers three times a year
  • Analysis of pupil tracking data and test results at SEND meetings
  • Measuring progress against national data and based on their age and starting points
  • Progress against individual targets
  • Holding annual reviews for pupils with EHCP plans.


As a result of the provision above, the children at Knowle Park School will:


  • Make progress from their starting points.
  • Feel safe, secure and cared for
  • Show confidence and resilience in class
  • Demonstrate high levels of engagement in activities
  • Work collaboratively with their peers on a shared task
  • Develop independence and skills to support them in secondary school and throughout life