Special Educational Needs and Disability (SEND)

At Bursted Wood we pride ourselves on being an inclusive school for all pupils. All staff have high expectations of the outcomes for all pupils, which is reflected in our Learning Philosophy ( CLICK HERE ) .

We currently hold the Inclusion Quality Mark (2016-2019) (to view report CLICK HERE) and the British Dyslexia Association’s Dyslexia Friendly Schools Quality Mark (2016-2019).


We follow the guidance provided the Special Educational Needs Code of Practice to support our pupils. Please see our Inclusion Policy CLICK HERE and SEN Information Report 2018 CLICK HERE for further details.

Key members of staff responsible for inclusion and SEND are:


       Mrs G Smith                                        Mrs J Stubbs                                     Mrs L Harborne

   Inclusion Manager/SENCO                  Deputy SENCO                               Child Welfare Manager  

If you have any concerns about your child or need to speak to someone in school, please contact the school office to arrange an appointment with the relevant person, or speak to your child’s class teacher who will be happy to help you.

For information on Dyslexia and Autistic Spectrum Disorder (ASD) please select the buttons below:








Dyslexia is a Specific Learning Difficulty (SpLD). There is no one agreed upon definition of dyslexia, however at Bursted Wood we use the definition given below, used by the British Dyslexia Association, which was developed from the definition by Sir Jim Rose in his 2009 report ‘Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties.

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.

Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.

Dyslexia occurs across the range of intellectual abilities.

It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.

Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.

A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.'


In addition to these characteristics, the BDA acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process.  Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.


At Bursted Wood we are proud to have held the British Dyslexia Association’s Dyslexia Friendly Schools Quality Mark since 2010 (current quality mark valid from 2016-2019).


Our Inclusion Manager, Mrs Smith, is a specialist dyslexia teacher, holding a current Level 7 Qualification and Practising Certificate from PATOSS, and carries out dyslexia assessments for our pupils within school.


If you have concerns regarding dyslexia or your child’s progress, please speak to their class teacher or contact Mrs Smith, Inclusion Manager, via the school office.


The following websites may contain useful information:


British Dyslexia Association: http://www.bdadyslexia.org.uk/

Dyslexia Action: http://www.dyslexiaaction.org.uk/

Local dyslexia association: http://www.dyslexiawise.co.uk/

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Autism Spectrum Disorder (ASD)

The NHS provides the following definition of ASD: “Autism spectrum disorder (ASD) is a condition that affects social interaction, communication, interests and behaviour.

In children with ASD, the symptoms are present before three years of age, although a diagnosis can sometimes be made after the age of three. It's estimated that about 1 in every 100 people in the UK has ASD. More boys are diagnosed with the condition than girls. There's no "cure" for ASD, but speech and language therapy, occupational therapy, educational support, plus a number of other interventions are available to help children and parents.”

An alternative definition is provided by the National Autistic Society, who say: 

“Autism is a lifelong developmental disability that affects how people perceive the world and interact with others. Autistic people see, hear and feel the world differently to other people. If you are autistic, you are autistic for life; autism is not an illness or disease and cannot be 'cured'. Often people feel being autistic is a fundamental aspect of their identity. Autism is a spectrum condition. All autistic people share certain difficulties, but being autistic will affect them in different ways. Some autistic people also have learning disabilities, mental health issues or other conditions, meaning people need different levels of support. All people on the autism spectrum learn and develop. With the right sort of support, all can be helped to live a more fulfilling life of their own choosing."

ASD is a medical diagnosis and as such can only be made by a paediatrician or CAMHS (Children and Adolescent Mental Health Service). If you are concerned that your child may be displaying signs of ASD, please speak to Miss Day, Deputy SENCO.

There are a wide range of strategies which can be put into place to support pupils on the Autism Spectrum, which can be implemented as soon as any concerns are raised, whilst a pupil is going through the assessment process. These will be individual for each child, as no child will present with the same needs.

If your child receives a diagnosis of ASD, specialist support can be accessed via Bexley’s Autism Advisory Teaching Service, who provide educational advice for supporting children on the Autism Spectrum.

The following websites may contain useful information:

The National Autistic Society: http://www.autism.org.uk/

Bexley Autism Advisory Teaching Service:


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Learning Philosophy

At Bursted Wood, we know that all children have already arrived at school with the ability and power to learn. Our job is not to simply impart knowledge to children but, instead, allow them to discover and be curious.

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  1. Rt. Hon David Laws MP
  2. Parent & Carer Dyslexia Questionnaire
  3. Youth Action Diversity Trust Parent Support