Bincombe Valley Primary School

Local Authority School for children aged 4 to 11 years. Bincombe Valley Primary School is situated in the area of Littlemoor in Weymouth.


01305 832329
Fax: 01305 835750


Venue address
Bincombe Valley Primary School
Weymouth & Portland


Opening times
Mon: 08:50-15:00
Tue: 08:50-15:00
Wed: 08:50-15:00
Thu: 08:50-15:00
Fri: 08:50-15:00

Service Details

Additional Information
Headteacher: Leif Pallister. Lunch break: 12.20pm to 1pm. Also on the school site, you will find Bincombe Buds - a nursery unit for 2 to 3 year olds and Bincombe Valley Nursery for children aged 3 to 5 years. There is also Sunrise Breakfast Club for ages 4 years, 9 months to 11 years, 10 months. For further information please call 01305 832329 or email
Related Links
• School admissions, transport, term dates and free school meals
• School performance tables
• Check for school closures
Age Range
4 years 0 months to 11 years 0 months

Ofsted Registered Details

Ofsted inspection result
Date of last inspectionInspection resultOfsted report
10/05/2016 Good View here

SEN & Disabilities Local Offer

Local Offer Description

Bincombe Valley Primary School is a large inclusive mainstream Primary School, with two on-site Nurseries; Bincombe Valley Nursery for children from 3 years old and the newly opened Bincombe Buds, offering funded and non-funded places for 2 year olds.

At Bincombe Valley Primary School all children receive the highest quality education within a fully inclusive, stimulating and safe environment where each child is valued.

In our school we believe that all our children should enjoy school and leave as life-long learners.  We want to identify and break down possible barriers to learning for those children that find learning more challenging.

Currently on role we have children with a wide range of Special Educational Needs and Disabilities (SEND).  We have a designated Special Educational Needs Co-ordinator (SENCO), Mrs Higgins, who works closely with parents/ carers, the children, staff and support services to identify and co-ordinate support that is specifically tailored to meet the needs of our children with SEND. Staff receive regular training to meet the needs of the pupils they are working with.  Alongside our large team of Teaching Assistants (TA), we have a TA specially trained in meeting the needs of our pupils with speech, language and communication difficulties.  We work together to ensure that all pupils, regardless of their SEND,  make the best possible progress in school.   

Contact Name
Vanessa Higgins
Contact Telephone
01305 832329
Contact Email

Local Offer - click to view

Before starting school at Bincombe Valley, we gather information about the additional needs of individual children through:

  • Liaison with parents/carers /pre-school/nursery/previous schools and support services.

Once the children are at school, their progress - academically, socially and emotionally,  is monitored regularly, both formally and informally,  by class/subject teachers and the senior leadership team, including the Special Educational Needs Co-ordinator (SENCO).

  • When a child is not making expected progress or there is a change in their behaviour or well-being, the school will quickly identify the need for additional support.
  • If any concerns are raised the class teacher will contact the parents/carers to discuss the concerns and identify interventions/ support that can be put in place.
  • Should a child continue to have difficulties; showing limited progress, the SENCO , Mrs Higgins, will become involved . With the parent / carer’s permission, outside agencies may be consulted if appropriate.

Any information gained from assessments / observations will be shared with the parents / carers through either a formal report or feedback at a review meeting.

We actively encourage parents and carers to share information with us and to discuss and raise any concerns they may have as early as possible.

  • If you have any concerns about the progress your child is making or about their behaviour and well-being, in the first instance please contact your child’s class teacher.
  • You are also welcome to contact Mrs Higgins (SENCO) directly to discuss your concerns.
 How will early years setting/school/college staff support my child/young person?

The class teacher will take responsibility for the daily provision for all children within their class, including all children with SEND.  Each class is supported by a class based Teaching Assistant.  

The class based Teaching Assistant may support groups or individuals within the classroom.

Alongside class based Teaching Assistants, there is a team of SEND Teaching Assistants who provide a wide range of interventions for groups or individual children with identified areas of need.

To support our children with their emotional and social needs we have WEB club (Well Being Club) which is run after school by four specially trained TAs.  In addition to this we offer a lunchtime club for those children who find lunchtimes a challenge.  Key workers are allocated to those children who need additional emotional support within the school day.

SEND provision across the school is co-ordinated by the designated SENCO, Mrs Higgins. The SENCO will also provide additional support and training to members of staff to ensure the highest possible level of support.

When a child receives a programme of support from an outside agency, e.g. SENSS/ OT/Speech and Language/Educational Psychologist, we invite these professionals to school to train/explain how to implement/track these programmes to the Teacher/Teaching Assistant to ensure we are fully supporting your child.

 How will the curriculum be matched to my child's or young person's needs?

All teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all pupils are able to make progress.

Differentiation is planned for groups and individuals according to need. The SENCO is available to provide support to teachers when planning and differentiating for children with specific learning difficulties as and when needed.

 How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

At Bincombe Valley Primary School, we will know how your child is doing on a daily basis by observations within the classroom and tracking using our assessment systems. We measure all children’s progress in learning against National expectations; this is monitored by the class teacher regularly.  

We strongly believe that parental / carer involvement and close communication between home and school is central to supporting children’s development, especially children with identified SEND.

We are in regular contact with parents/ carers throughout the school year. We have:

  • Meet the teacher in September (Foundation Stage )
  • Parent / Carer evenings
  • SEND parent/ carer drop in sessions(Daily)
  • Open door policy to book an appointment with either the class teacher / SENCO / Senior Leadership Team
  • Communication/home link books on request
  • E-mail contact with key staff supporting your child
  • School report (Summer Term)

If your child has an IEP, termly review meetings are arranged for you to discuss the targets on the IEP.  Children that have a Statement or EHC will have an annual review where all adults involved are invited to attend.  

Parents and carers will be offered help and advice to support their child’s development and learning through working with the class teacher, SENCO and outside agencies.

 What support will there be for my child's/young person's overall well being?

We have a caring and dedicated team who look after all our children at Bincombe Valley Primary School; your child’s well-being is our primary concern. Children are supported with their social and emotional development throughout the school day, through the curriculum and extra-curricular activities.

Additional support from specialist staff is arranged as needed for individual children, both in and out of the classroom; a tailored personal plan may be put in place for children with the highest need. Lunchtime Club, Web Club and Narrative Therapy are all provided to support the emotional well being of our pupils when needed.

The school has a system of sanctions and rewards for behaviour management for all children. Additional behaviour management plans or risk assessments may be used where needed, to support individual children who are experiencing particular difficulties.

We regularly monitor attendance, support pupils returning to school after absence and put in place the necessary support and actions to prevent prolonged unauthorised absence.

Relevant staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.

We work closely with outside agencies to support the wellbeing of children at Bincombe Valley Primary School and their families.

Bincombe Valley primary school now hosts a TEZ (Thrive in Education Zone)  which provides support for children with very specific social, emotional or mental health needs who may be struggling to thrive in their own school setting.  The Thrive approach is also used as part of our school support for all pupils with social, emotional and mental health difficulties.

 What specialist services and expertise are available at or accessed by the setting/school/college?

We work with a number of specialist services to provide additional support. They are identified below:

  • Educational Psychologist - Jackie Pennick
  • Chesil Emotional Health and Behaviour Support - Claire Williams
  • SENSS (Special Educational Needs Support Service) - Teresa Toillington
  • Speech and Language Service - Felicity Llewellyn
  • Occupational Therapy
  • Hearing and Vision Support
  • CAMHS (Child Adolescent Mental Health Service )
  • Early Interventions Team
  • School Nurse / Health Visitors
  • Paediatricians
  • Child in Care Team
  • Outreach support from Specialist Schools

Alongside these services , we will link with any family support/parenting services to provide additional support to the children and their families.

 What training are the staff supporting children and young people with SEND have had or are having?

We have a rolling programme of training and support for staff, based on the needs of the pupils within school.

All staff have received basic training on supporting pupils with :

  • An Autistic Spectrum Diagnosis (ASD).  
  • ADHD
  • Attachment disorder 

We have a full time Speech and Language Teaching Assistant,  who receives regular training from the school’s Speech and Language therapist.

Key staff have had training to support targeted children with:

  • Literacy/Numeracy needs
  • Dyslexia
  • OT needs
  • ELSA (emotional needs)
  • Attachment Disorder
  • First Aid
  • Medical training to support pupils with medical care plans is organised as needed.

When a child with SEND arrives in our school we ensure all training is put in place, as soon as possible, to address the needs of that child in a safe, effective way.

 How will my child/young person be included in activities outside this classroom including school trips?

At Bincombe Valley Primary School we aim to plan trips and activities that allow all children to participate as fully , as is safely possible.

The member of staff organising a trip / activity out of school will complete a risk assessment and reasonable adjustments will be made where required. Where needed parents/ carers  of children with SEND/ specific medical needs may be invited to school to discuss, with the class teacher and SENCO, support and adjustments identified for the trip.  

If deemed necessary we will provide additional adult support and on occasion, if required, parents / carers of children with SEND/ Medical needs will be invited on the trip.

A qualified member of staff in First Aid attends every trip

After school clubs are available to all pupils. Vulnerable pupils are given priority and reasonable adjustments will be made to support their participation.

 How accessible is the setting/school/college environment?

Key areas of the building and grounds are fully accessible.

An accessibility audit has taken place and the school is working to ensure improved accessibility for all. 

 How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

We recognise that transitions can be difficult for some children, especially those children with SEND and take steps to ensure that any transition is as smooth as possible.

If your child is joining our school :

From Nursery -

  • Reception teachers and the SENCO will meet with Nursery staff so that needs and targets can be discussed, ensuring that a support plan is in place before starting school.
  • There are induction events during the summer term for all children who are joining the  Foundation Stage in September.
  • The reception class teacher/teaching assistants will arrange individual home visits.
  • The SENCO may arrange additional visits for children identified as having SEN and additional meetings will be arranged with parents/carers and any other agencies who have been involved with your child, such as Portage.

From another school : The SENCO will contact your child’s previous school for information and all reports and support plans will be transferred. Information will then be shared with all staff.  A meeting will be arranged with the class teacher and SENCO to discuss support.

Moving classes within the school: Information will be passed on to the new class teacher and in most cases, a planning meeting will take place with the new teacher to discuss your child’s strengths and difficulties and the strategies that have been successful. IEP’s, Statement objectives/ Education Health Care Plans , where appropriate, will be shared with the new teacher.

Moving schools before the end of Year 6 : We will contact the new school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child. We will make sure that all records about your child are passed on as soon as possible.

Transferring to Secondary School In Year 6: The Year 6 teacher and/or SENCO will discuss the specific needs of your child with the SENCO/Inclusion Manager of their secondary school.


The new school are invited to attend any reviews that we hold before your child transfers to them.

Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.

A range of strategies, suitable for your child, may be used to support them at the time of transition. For example, if your child would be helped by a book/social story to support them understand moving on, then it will be made for them.

 How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The school budget received from the Local Authority includes money for supporting pupils with SEND. The Headteacher and Bursar then decide on the budget for SEND in consultation with school governors and based on the needs of pupils in the school.

The school will use its SEND funding in the most appropriate way to support your child. This support may include some individual or small group teaching assistant support. The funding may also be used to put in place a range of support strategies. SEND funding may also be used to purchase specialist equipment/ resources or support from other specialist support services etc.

There are regular meetings to monitor the impact of interventions and SEND provision.  The SENCO will meet with parents/ carers to review targets and support in place to ensure that children continue to make good progress academically and emotionally.

 How is the decision made about what type and how much support my child/young person will receive?

At Bincombe Valley Primary School, decisions are made as a result of meetings involving Parents/Carers Class Teacher and SENCO. If we all feel that the support can be met in school then we decide on the provision and set targets. We then set a mutually convenient review date.

However, if we all feel your child has a higher level of need, additional assessments from outside services, such as an Educational Psychologist, SENSS and a Speech and Language Therapist will be arranged to help us decide what type of support and resources are needed.

Signed parent/carer permission is needed before any assessment / observation can take place. A meeting will then be held with all involved with your child to discuss the best way to support their need.

Pupils with a Statement or EHCP will have an annual person centred review to review progress made towards targets , review provision in place and to set new short and longer term goals.

 How are parents involved in the setting/school/college? How can I be involved?

At Bincombe Valley Primary School, it is our aim that the school works in close partnership with parents and carers. Children with SEND are best supported when we all work together to achieve the best possible short and long term outcomes.

We value and respect positive input from parents and carers and welcome your involvement in all aspects of your child’s education and school life:

  • hearing your child read and supporting them to meet their targets
  • helping in school and on school trips
  • joining and supporting the PTA events
  • attending parent/progress meetings to celebrate successes and set targets
  • chatting with your child about what they have learned at school

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Address: Bincombe Valley Primary School  Weymouth  Dorset

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