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Welcome To

Broadwater Down Primary School

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  1. Our Curriculum
  2. Special Educational Needs (SEND)

Special Educational Needs

At Broadwater Down we firmly believe in inclusive learning and catering for the needs of all individuals as best we can. Our dedicated staff work hard to tailor and adapt experiences in school to allow every child to make progress from their starting points.

Who can I speak to about my child in school?

Mrs Fenton is our Special Educational Needs Co-ordinator (SENCo). She is responsible for children with Special Educational Needs and works with the children, the staff and parents to ensure their needs are being supported within our school. The parents of children with Special Educational Needs are invited to contact the SENCo at any time if they wish to discuss any aspect of their child’s education and/or welfare. You can contact Mrs Fenton by calling the school office on: 01892 527588 or by emailing her on: senco@broadwater-down.kent.sch.uk 

What does SEND provision look like at Broadwater?

First and foremost, pupils with SEND participate in the same lessons as all of the other pupils, with adaptations to the task or extra resources to help them be successful. However, we also have a range of interventions that are used to help develop specific areas of need for individuals or small groups. These short, focused sessions might be delivered by the class teacher, a teaching assistant or a specialist teacher depending on the pupil and the intervention itself. All are monitored and measured carefully with the aim of ensuring that pupils with SEND are able to "keep up" with the curriculum of their peers.

Interventions may include:


  • Pre Teaching
  • Phonics/early reading group
  • Lego sentences
  • Plus 1 Maths
  • Power of 2 Maths
  • Memory Magic
  • Communicate: InPrint 3
  • Numicon Maths
  • Social Skills group
  • Play Therapy
  • ELSA sessions
  • Time To Talk sessions
  • Socially Speaking
  • Talkabout for Children
  • Speech/Language Link
  • Black Sheep – Pupil Language Profile
  • Sensory Circuits
  • Lego therapy
  • A Volcano in my Tummy
  • Circle of Friends
  • Write dance (early years /ks1)
  • Clever Fingers / Funky Fingers


What are the Zones of Regulation?

As part of our curriculum for all children, we teach the Zones of Regulations. We encourage the use of them in everyday life. The zones provide a framework for our children to develop self-regulation and emotional self-awareness.

The Zones of Regulation are a self-regulation system that is defined as the best state of alertness of both the body and our emotions for the specific situation. For example, when your child plays in a basketball game, it is beneficial to have a higher state of alertness. However that same state would not be appropriate in the library.

Children learn to identify emotions, recognise events that might make them move to a different zone and use the tools they have learnt to help them remain or move to a particular zone to help them regulate how they are feeling.

It is important to note that we all experience all of the zones at different times. The Red and Yellow zones are not the ‘bad’ or ‘naughty’ zones. All of the zones are expected at one time or another.

To find out more visit: https://www.zonesofregulation.com/learn-more-about-the-zones.html

The Four Zones Explained:

The Red Zone is used to describe extremely heightened states of alertness and intense emotions.  A person may be elated or experiencing anger, rage, devastation, or terror when in the Red Zone. 

The Yellow Zone is also used to describe a heightened state of alertness and elevated emotions, however one has more control when they are in the Yellow Zone.  A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone.  

 Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone.  This is the zone where optimal learning occurs.  

 Blue Zone is used to describe low states of alertness and down feelings such as when one feels sad, tired, sick, or bored.  

What should I do if I am not happy with the SEND support for my child?

The usual arrangements for the treatment of complaints at Broadwater Down Primary School are used for complaints about provision made for special educational needs. We encourage parents to discuss their concerns initially with the class teacher, SENCo or Headteacher to resolve the issue, before making the complaint formal to the Chair of the Governing Body. (See Complaints Policy) If the complaint is not resolved after it has been considered by the Governing Body, then a disagreement resolution service or mediation service can be contracted. If it remains unresolved after this, the complainant can appeal to the First–tier Tribunal (Special Educational Needs and Disability), if the case refers to disability discrimination, or to the Secretary of State for all other cases. There are some circumstances, usually for children who have an Education, Health and Care Plan, where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the school.