Welcome to

Little Stoke Primary School

dream - plan - achieve

T: 01454 866522

Little Stoke Lane
Little Stoke, Bristol, BS34 6HY
Headteacher: Scott Howes


OPEN DAYS FOR CHILDREN STARTING SCHOOL IN SEPTEMBER 2018 – please join us at one of our forthcoming Open Days to have a tour of the school and meet the staff. The dates are Wednesday 20th September at 9.30am and Tuesday 21st November at 9.30am. We look forward to meeting you soon!

SEND Support at LSPS


We provide a range of support types for children with additional learning needs.  Our Special Educational Needs Coordinator – Sue Anstey – is available on Tuesdays and Thursdays to meet with you.  Please contact the office on 01454866522 to arrange a meeting.  Please read the school offer document below that is designed to answer any questions you may have.

Special Educational Needs and Disabilities

Special Educational Needs and Disabilities Information

On 1st September 2014, the Children and Families Act 2010 introduced a new framework for children with special educational needs and disabilities (SEND).  This framework is published by the Department for Education and Health and is entitled: Special educational needs and disability code of practice: 0-25 years.  July 2014.  It can be accessed at:


All Local Authorities are required to publish information on ‘the Local Offer’ about SEND services, along with details of any eligibility for specialist services and a signpost to support for those who not meet thresholds.  Further information on the Essex Local Offer can be accessed at:

South Gloucestershire Local Offer



Parents can seek advice or information through the Supportive Parents organisation.  Click Here 

Admission arrangements for SEND children

Children with statements of SEN or with EHC plans that name the school on the statement or EHC plan are required to be admitted to school. Close liaison takes place with parents/carers and previous educational settings if appropriate.

Schools Ethos for SEND

At Little Stoke Primary School we recognise the individuality of pupils’ social and academic needs.  Many pupils will require specific intervention for a short period of time, whereas others may require more substantive longer-term support. All children and young people are entitled to an education that enables them to make progress so that they:

  • Achieve their best
  • Become confident individuals living fulfilling lives
  • Make a successful transition into adulthood

The policy for Special Educational Needs and Disabilities (SEND) is available to all parents through the school website.  Our ethos is based on caring and respect for all and our three core values are: respect, integrity and responsibility.


Arrangements for consulting parents of pupils with special educational needs

We work closely with parents and carers as we recognise this leads to the best outcomes for learners.

  • Parents are kept informed about their child’s learning and well-being and should their child need SEN support, parents are informed
  • Meetings are arranged with parents to update targets
  • The SENCO will contact parents to keep them updated with any issues on new strategies.  Parents can contact or make an appointment to see the SENCO at any convenient time if they have a concern or need advice
  • Parents of children who have a Statement for Special Educational Needs or the new EHC plan are invited to discuss their child’s progress at the annual review
  • The designated governors for SEND (Steve Wells/Idara Udoh) can be contacted through the school office

Arrangements for consulting young people with Special Educational Needs about, and involving them in, their education

  • Children on any stage of the SEN register are made aware of their targets
  • Annual review meetings are held for children who have an Statement of Educational Needs or an EHC plan to analyse goals and set new targets.  Pupils are invited to the end of this meeting
  • Pupils with SEN have additional visits to support preparation for transition to secondary school

The name and contact details of the Special Educational Needs Co-ordinator

Sue Anstey – Little Stoke Primary School

Information about the schools’ policies for the identification, assessment and provision for pupils with Special Educational Needs, whether or not pupils have an EHC Plan, including how the school evaluates the effectiveness of its provision for such pupils.  This should also include what additional learning support is available, activities and emotional support which is additional to those available for all pupils

Little Stoke Primary School recognises that a child or young person has SEN if they have a learning difficulty or disability which calls for special education provision to be made for them, and as defined in the Code of Practice 0-25 years 2014, the school accepts that a young person has a learning difficulty of disability if they:

  • Have a significantly greater difficulty in learning than the majority of others of the same age
  • Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools

The class teacher is usually the first person to identify a learning issue.  Sometimes parents may pass on a concern which leads to further investigation.

The School SENCO will liaise with Pre-School provision to ensure a smooth transition for pupils with a Special Educational Need

The school uses both formal assessments and observation to identify children’s needs and aim to address these through adjustment of “quality first teaching”, intervention strategies, individual and group support.

The method of identification and provision follows the recommended graduated response:

  1. Quality First Teaching (QFT) for all pupils taking into account individual learning styles and personal preferences
  2. QFT plus additional, time limited intervention support programmes, weather individually or in groups, designed to accelerate learning and enable a pupil to catch – up to expected levels
  3. Additional school intervention – QFT plus increasing individualised programmes of intervention sometimes with recommendations from outside agencies

If evidence shows that progress has not been made, despite provision of concentrated support, the School or parent may apply for a statutory assessment which may lead to an Education Health Care Plan.

Information on the kinds of special educational provision made in schools

  • The delivery of the provision for children with learning difficulties can take place in the normal classroom setting and is the responsibility of the class teacher.  Teacher planning includes differentiated activities for pupils with SEND
  • We have access to a local authority Educational Psychologist and Specialist Teachers
  • We ensure we purchase quality resources to support learning

How the governing body involves health and social care bodies, local authority support services and other bodies in meeting the needs of pupils with SEN


  • The Governing Body demonstrates good financial management
  • Mrs Anstey signposts, recommend and refer to services to meet identified needs

The contact details of support services for the parents of pupils with Special Educational Needs

Services include the following: