Local SEN report 2015-2016
Special Educational Needs at Brumby aims to support all children in their learning and help them to build a strong, aspirational vision for their future. We cater for, and strive to provide, a range of activities for all our pupils, including those with Special Educational Needs and Disabilities.
Special Educational provision and support made within school
We offer a range of support interventions, which include:
How our school will identify children and young people with SEN and address their
At Brumby we recognise the need for all children to excel and be at their best. Identification methods include:
Experience has taught us that many children, at some point during their time with us, may require additional support. This includes children whose attainment is very high, as well as those who have fallen behind. We offer specialist interventions led by our trained teaching assistants and teachers to support that child with a particular area of learning difficulty. These ‘booster sessions’ and 1-to-1 tutoring take place during as well as after school, to give our pupils the best chance of success!
To ensure we are providing the highest level of support programme, additionally the relevant outside agency/agencies will be contacted for an assessment with a young person if we feel more specialist support or training is required to ensure the child’s needs are paramount to ensure they progress further.
Our school’s arrangements for assessing and reviewing the progress of pupils with special education needs
Following the latest S.E.N.D code of practice 0-25 years July 2014, children with a current SEN statement will continue an annual review assessment with the child’s parents/carers, their current teacher, the SENCO and any outside agencies involved and set next step targets and share current achievements within the past year.
By 2016 all our current statements children on role will transfer to an Educational Health and Care Plan (EHCP), which the young person, their parents/carers, teaching staff, outside agencies will be actively involved in and a part of.
How the school adapts the curriculum and learning environment for pupils with special educational needs
At Brumby Juniors, we adopt a whole school approach to teaching pupils with special educational needs and disabilities, and personalise learning by adapting a ‘broad and balanced’ curriculum to cater, engage and ignite all children, including those with special educational needs. We develop our curriculum to ensure it is interesting and teaches key life skills in a safe and nurturing environment. Our teaching and learning environment for children and young people with SEN provides access to ancillary aids and assistive technology.
Differentiated activities are easily accessible and personalised to ensure they are readily available for all pupils with special educational needs in accordance with the curriculum and support that is available for improving the emotional and social development of pupils with special educational needs.
How will school support my child?
Our Year Group Leaders, with support from the Head and the SENco, oversee all support and progress of any child requiring additional help across the school.
The class teachers and teaching assistants will oversee, plan and work with each child with special educational needs or disabilities in their class to ensure that progress in every area is made.
There may be a teaching assistant working with your child either individually or as part of a group, if the class teacher sees this as necessary.
Some of the teaching assistants in school specialise in a specific area, these staff may work with the class teacher to plan a specific intervention to meet a child’s needs or they may work with the child themselves.
How do teachers match the curriculum to an individual child’s needs?
Class work is pitched at an appropriate level so that all children are able to access it according to their specific needs.
The arrangements for consulting parents of children with special educational needs and/or disabilities, and involving such parents in, the education of their child.
The SENCO and teaching staff will contact and consult with parents on a continual basis about the needs and/or disabilities of their child as well as invite parents in for celebration days throughout the year, including reading, maths and creative workshop mornings, sports day, the Christmas and Summer fair to highlight the process and achievements of their child.
For further information the Head or Deputy Head, Year Group Leaders, Learning Mentors or SENco are available to discuss support in more detail.
Mr Foster – Headteacher
Mr Tait – Deputy Headteacher
Mrs Nicholson, Mr Wood, Mrs Hargraves, MrsBenson - Year Group Leaders
Mrs Cutillo – Learning Mentor
Mrs Power – Learning Mentor
Miss Cumberlidge - SENco
How is the decision made about what type and how much support my child will receive?
The class teacher and the YGLs and SENco will discuss the child’s needs and what support would be appropriate.
Different children will require different levels of support in order to help them make progress and achieve their potential.
How the school assesses and evaluates the effectiveness of the provision they make for children and young people with SEN
The SENCO and Senior Leadership Team will regularly assess and evaluate the effectiveness of provision for all children’s progress, including those with Special Educational Needs. All staff will alter and personalise provision in accordance with each young person’s need to ensure they aspire and grow.
How do you measure my child’s progress?
How our school provides available support to improve emotional and social
development, including the provision of any additional pastoral support arrangements for listening to the views of children and young people, and through specific measures to prevent bullying:
We have a caring, understanding ethos and are an inclusive school; we welcome and celebrate diversity, and believe that high self-esteem is crucial to children’s well-being.
As a nurturing school, all our vulnerable pupils are known to staff.
The school entrances are staffed with adults who greet and welcome pupils and their families each morning. This ensures a smooth transition between home and school each day.
The school has a team of Learning Mentors, who work under the direction of the Head and Deputy Headteacher with children who need social, emotional and wellbeing support.
Our learning mentors support and improve the emotional and social development of all our children, including any child suffering trauma or loss, including a child with Special Educational Needs and disabilities (S.E.N.D.) We also provide additional pastoral support arrangements for listening to the views of all our children and young people.
What opportunities will there be for me to discuss my child’s progress?
We believe that your child’s education should be a partnership between parents and teachers therefore we aim to communicate with you regularly.
You will be able to discuss your child’s progress at parent’s evenings.
You are also welcome to make an appointment at any time to meet with either the class teacher or SENco and discuss how your child is getting on.
How will you help me to support my child’s learning?
Recommendations from external agencies e.g. a speech and language therapist, will be shared with you so that strategies can be implemented at home and school.
If a class teacher needs to discuss an issue with you, it will be done privately and strategies to support your child will be offered.
• There are homework clubs in school at lunch times to support any pupils who have been unable to complete their home learning.
• We also invite parents to ‘Learning Events’ in school, where we explain how we teach certain areas of the curriculum.
How are the Governors involved and what are their responsibilities?
What support is there for behaviour, avoiding exclusion and increasing attendance?
Good class attendance is rewarded through a special mention in weekly achievement assemblies.
How will my child be able to contribute their views?
We value and celebrate each child’s views on all aspects of school life. This is usually carried out through the School Council.
If your child has a Statement of Special Educational Needs or an Education, Health Care Plan their views will be sought at the review stage, if appropriate.
What specialist services and expertise are available at or accessed by the school?
We work closely with any external agencies that we feel are relevant to individual children’s needs within our school. These may include: GP, School Nurse, Clinical Psychologist, Paediatrician, Speech & Language Therapist, Occupational Therapist, Educational Psychologist, the Behaviour Support Service, the Child and Adolescent Mental Health Service (CAMHS) and Social Services
What training have the staff supporting children with special educational needs, had or are currently having?
How will my child be included in activities outside the classroom including day and residential trips?
How accessible is the school environment?
The current school is fully accessible, and the new build will be too – a lift will be incorporated to allow access to the upper floor.
There is 1 disabled toilet, which is large enough to accommodate changing and personal hygiene. The new build will also have a shower room.
How will the school prepare and support my child when joining the school or transferring to a new school?
We encourage all new children to visit the school prior to starting with us.
How are parents involved in school life?
Who can I contact for further information or to discuss a concern?
Who should I contact if I am considering whether my child should join the school?
Contact details of the Special Educational Needs Co-ordinator (SENCo)
If you have any questions, interests or queries regarding Special Educational Needs and Disabilities please do not hesitate to get in touch with one of us:
Miss L Cumberlidge (SENCO)
Mr Tait (Deputy Head teacher)
Mr P. Foster (Head teacher)
Please leave a contact telephone number and name, and your email will be answered as quickly as possible by the SENCO or admin staff. Alternatively you can ask your child’s class teacher to make an appointment with the SENCo.