Filton Hill School

Inclusion and SEND

Inclusion and SEND

At Filton Hill, we have worked hard to develop provision for all learners. We are committed to developing inclusive cultures, policies and practices to ensure our learners receive the quality education they deserve. We actively seek to remove barriers to learning that might hinder or exclude individual learners or groups of learners. We believe in EQUITY for all.


We recognise that all learners have different needs. Through our planning and assessment procedures we meet those varied needs within the classroom by careful scaffolding of work. Our broad and balanced curriculum is designed to inspire all learners and encourage them to stay curious. It has a strong focus on the skills required combined with the knowledge and understanding that reflects what our learners need to believe in themselves, achieve beyond their expectations and succeed and enjoy life. We use our curriculum as part of our strategy for improving engagement and attendance, particularly for learners with SEND and disadvantaged pupils. Our teachers take risks to challenge learners and provide opportunities that make them want to know more.


Our SENCo is Mrs Sharon Clark - email 


Our Aims

At Filton Hill we:

  • Work within the guidance provided in the SEND Code of Practice 2014.
  • Ensure the SEN and Disability Act and relevant statutory guidance are implemented effectively across the school.
  • Identify and provide for learners who have special educational needs and additional needs.
  • Ensure equality of opportunity for by eliminating prejudice and discrimination.
  • Continually monitor the progress of all learners, to identify needs as they arise and to provide support as early as possible.
  • Provide full access to the curriculum through differentiated planning by class teachers, our Inclusion Lead and support staff as appropriate.
  • Provide specific input, matched to individual needs, in addition to differentiated classroom provision, for learners recorded as having SEND Support.
  • Ensure that learners with SEND are perceived positively by all members of the school community, and that SEND and inclusion provision is positively valued and accessed by staff and parents/carers.
  • Provide support and advice for all staff working with SEND children.
  • Involve parents/carers at every stage in plans to meet their child’s additional needs.
  • Involve learners themselves in planning and in any decision making that affects them.
  • Ensure access to the curriculum for all learners including those with SEND.

The Graduated Approach & Quality First Teaching

The role of the class teacher is fundamental. Our teachers are supported by the Leadership Team to provide Quality First Teaching. Our class teachers are responsible for personalising learning ensuring that any additional needs are identified and met.

During lessons, class teachers and support staff often lead guided groups to focus on a specific skill linked to the learning. Guided groups may not last the whole lesson, teachers and support staff may work with more than one group. Guided groups can be identified during the lesson using Assessment for Learning strategies (e.g. hinge questions) or pre-planned after feedback given.

If the class teacher or parent raises concerns that a learner is not making sufficient progress, an individual Pupil Passport is discussed and agreed with the learner, parent/carer, class teacher, Inclusion Lead or a member of the Leadership Team. Concerns may be raised by the class teacher at a Raising Standards Meeting (Pupil Progress), discussed following a drop-in by members of the Leadership Team, using the QLA following a summative assessment (PiXL paper) or may be noted by the parent. Pupil Passports are regularly reviewed and meetings are held between school and parents/carers to review targets and share progress.


Those children with Special Educational Needs and Disabilities (SEND) are supported by our Inclusion Lead.

The school works with a variety of external agencies in order to meet the needs of our learners. These range from statutory organisations such as Social Services, Educational Psychologist, Speech Therapist and the Health Service to voluntary organisations such as the Southern Brooks Partnership. The Trust has two Speech and Language Therapists who work across the schools, supporting individual learners, groups, class teachers and parents/carers.

All learners are treated as equals regardless of their gender, disability or ethnicity.  We value the different experiences all our children bring to Filton Hill.

View our SEND policy here.

view our SEND Information Report here.

Here is the South Glos SEND Local Offer, click here to read