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At the centre of every class there is a cycle of planning, teaching and assessment. This features the wide range of abilities, interests and aptitude of our pupils. The majority of our children will learn and progress within our system. However, some children may fall outside the expected range and may need extra support because of Special Educational Needs (S.E.N.). At Brooklands Primary School we have created a broad, balanced curriculum which aims to recognise the individual and: 1.) Set suitable learning challenges for all. 2.) Respond to different learning needs & styles. 3.) Overcome possible barriers to learning. Pupils have a learning difficulty if they have greater difficulty in learning than other children of their age. This could be due to communication/interaction needs, cognition/learning, social development, behavioural/emotional development or sensory/physical needs. Our Special Education Needs and Disabilities (S.E.N.D.) policy reflects how we provide educational support. We have an inclusive ethos and strive to work in partnership with children, parents, and other agencies to provide the best possible educational outcomes. For Brooklands SEN policy check the Policies and Procedures page. For further details please see below.
Children have a learning difficulty if they:
- have a significantly greater difficulty in learning than the majority of children of the same age;
- have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age. This may relate to impairments in communication and interaction, cognition and learning, behavioural, emotional and social development, or sensory or physical needs.
Special educational provision is that which is additional to or different from the educational provision made generally for children of their age. Our SEN Policy details how we aim to ensure that the necessary provision is made for any pupil who has SEN and those needs are made known to all staff who are likely to work with them.
SEN Information ReportBrooklands Primary School is a mainstream school that aims to be inclusive and support children, regardless of their specific needs, to achieve their potential. There are a wide range of special educational needs for which children may need extra support. Sometimes these needs are only short term, others may continue throughout a child’s school life and some children may have a specific diagnosis. The needs generally fall into one or more of the following categories:
- Cognition and Learning
- Communication and Interaction
- Social, Mental and Emotional Health
- Sensory and/or Physical
A new SEN code of practice came into force on September 1st 2014. A requirement of the new code is that the Local Authority must publish information about provision they expect to be available in their area for children and young people, from ages 0-25, who have SEN. This is the Local Offer and Derbyshire County Council’s Local Offer can be found by clicking here. Brooklands Primary School’s SEN Information Report can be found below and this will be updated as our practice changes in the light of the new code.
SEN Information Report
How will we know if your child has an additional need? How will we contact you about this? Initially concerns may be raised during a termly progress review meeting or as a result of observations the class teacher has made in the classroom or playground around social, mental and emotional health. Or concerns may be raised by you the parent/carer of the child. Initially the class teacher, in consultation with senior staff, will consider ways to amend how the curriculum is delivered, plus what additional resources may help. If, after adaptations to teaching and learning approaches and provision, concerns remain, the class teacher will consult with the SENCO and invite the child’s parents into school for a discussion about the child’s needs. This will be an opportunity for parents to provide any information they feel is relevant, and to be involved in any target-setting. If you have concerns about your child please contact your child’s teacher or the SENCO.
What support do we give pupils in the classroom? Please click here for details.
What interventions do we use to support children? Click here for Provision Map.
Who is the school’s special educational needs co-ordinator (SENCO) and what are their contact details? The school SENCO is Ms Shepherd. She can be contacted at school on 0115 9732846, or ask for an appointment at the school reception.
What is Derbyshire’s ‘Local Offer’? Click here for Derbyshire’s local offer.
How do we know if your child is making progress towards their targets? How do we ensure that you and your child are involved in this? Progress towards learning objectives in numeracy, writing and reading is continually monitored and recorded for all pupils. Class teachers and the senior leadership team look at this data on at least a termly basis to ensure that children who are making less than expected progress are identified. If a child is not making progress towards their targets, a discussion would be had between the class teacher and a member of the senior team to consider additional adaptations to teaching and learning approaches and provision.
Any additional support that a child receives will be recorded on a Provision Map. This Provision Map records interventions provided in that class/year group for each term. This might include, for example, 1:1 reading, additional mathematics or Nurture Group.
Where a pupil is receiving SEN support, we will talk to parents on a regular basis to review progress and discuss the next steps.
How will we secure additional services and expertise to work with us? Most identified needs can be catered for within school using school resources. However, the school has access to additional services if required. Derbyshire County Council and the local health authority provide a number of specialist support services and facilities for a range of learning and behavioural problems and for physical and sensory impairments. Where a pupil makes little or no progress over a sustained period, despite additional support and interventions through IEPs, the school will seek expert advice. In some cases, for example where a child has speech or considerable emotional difficulties, specialist services may be sought straight away. These include:
- The County Behaviour Support Service
- The Educational Psychologist Service
- The Local Inclusion Officer Service
- The Support Service for Special Educational Needs
- Autism Outreach Service
- The Support Service for Deaf and Hearing Impaired Children
- The Support Service for Children with Physical Impairment
- The Support Service for Children with Visual Impairment
- Speech and Language Therapy Services
- School Nurse
- Family Resource Worker – part of the Multi-agency Team (MAT)
- Voluntary Organisations
The SENCO is able to seek advice informally from many of these services. However, if assessments, observations or consultations are required, the SENCO, Family Resource Worker or School Nurse will put in a referral.
How will we ensure that your child has a successful transition from one school to another? If a child with special educational needs moves to our school, parents are encouraged to meet the SENCO and discuss previous provision. We would expect assessments, IEPs and records kept by the previous school to be forwarded promptly and will chase up any missing documents. The level of provision and adjustments needed can then be discussed and organised in a timely manner. If your child is moving from a pre-school setting to our school, and has an identified special educational need, the Support Service for Pre-school Children with Special Educational Needs (SSPSCSEN) will arrange meetings with our staff to facilitate a successful transition. If your child is moving from our school to another we will pass on all the SEN records promptly and the class teacher or SENCO will be available to talk to the new teacher about current provision. Please click here to find out about Transition arrangements to Long Eaton School. In addition to these arrangements, Long Eaton School arranges for our SENCO to meet with the multi-agency team to discuss the additional needs of children on the SEN list, in more detail. Long Eaton School also runs a nurture group during the summer term for selected children. If your child is going to a different secondary school, the SENCO will liaise with the SENCO of that school to pass on relevant information and ascertain if there is additional transition time for those who may need it.
What training is provided for staff supporting children with SEN? All staff have received training related to SEN. Most recently we have had whole school training on supporting children with a diagnosis of Autism and supporting children’s emotional and social needs through Positive Play and Nurture Group. In addition three members of staff have received more comprehensive training in the area of speech and language. The SENCO has an additional qualification in Literacy and Dyslexia.
How will my child be included in activities outside the classroom including school trips? Risk assessments are carried out, and adaptations put in place, to ensure all children can participate in extra-curricular activities and trips. Where a child requires a high level of supervision a teaching assistant or volunteer adult will accompany the child. Occasionally the parent/carer may be required to accompany their child
Who can I contact for further information? The first point of contact is the class teacher. If further support is needed, the SENCO can be contacted via the school office. If you are still unhappy with the provision being provided for your child, further advice can be sought from the headteacher.