"Mrs Brewer, Mrs Martin, Mrs Kidner and anyone who has been involved in helping my children over the past 15 years. As        our journey with the school comes to an end after 15 years, I want to express my deepest thanks to each and every one of        you who has supported and nurtured my children along the way.

   Your kindness, patience, and dedication have made a world of difference—especially for xxxxx with his autism. You’ve not     only helped them grow academically but have shown true understanding, compassion, and belief in their potential. That         support has meant more than words can say. 

   From classroom teachers to support staff, SENCOs, and beyond—thank you for being part of our children’s lives. You’ve             helped shape their futures, and for that, I will always be grateful."

We are an inclusive community that recognises and welcomes differences. Our relational practice is based on Trauma Informed strategies. We have several qualified and registered trauma-informed key practitioners.  Mutual respect and tolerance are important to our school community.   

The Source, our Specialist Provision for children aged 5 to 11 with autism and/or speech, language & communication delays, is a vital part of our inclusive school community. It sits alongside our mainstream provision, creating a unique environment where specialist and mainstream education work in harmony to support every child’s development. 

We are two schools within one site. We are a busy, active mainstream primary school alongside a  specialist provision for pupils with significant autism. Being two schools within one strengthens our pupils’ opportunities to understand differences, having a specialist provision on site gives pupils the opportunities to develop an understanding and tolerance. I am Headteacher of these two settings within one inclusive site. 

Pupils in the specialist ASC SEN UNIT are allocated places in the same way as Special Schools through the Somerset LA SEND Panel. Admission to the mainstream school is through the school directly. 

As an inclusive school, we make provision for a variety of pupils with barriers to learning alongside children without barriers. 

Sue Brewer