Bringhurst Primary School is a mainstream school in a rural location.
Bringhurst is committed to delivering a fully inclusive curriculum which ensures all pupils achieve their potential.
Our staff are committed to the principle that ‘every teacher is a teacher of every pupil whether or not they have Special Educational Needs and that all teachers, therefore, have the responsibility for identifying and supporting young people with SEND.’ (Code of Practice 2014)
At various times many children require additional help and support to meet their needs or improve their learning for a short period of time. If however a pupil presents with a SEN or Disability, provision is made to overcome as successfully as possible any barriers to learning that are identified.
Our staff have experience of teaching pupils with a range of Special educational Needs that fall into the following areas:
Communicating and Interacting
Children can sometimes have speech, language and communication difficulties that make it difficult for them to make sense of language or to understand how to communicate well with others.
Cognition and Learning
Sometimes children learn at a slower pace than their peers. They may have difficulty understanding parts of the curriculum, have problems with organization and/or memory skills or have a specific literacy or numeracy difficulty.
Social, emotional and mental health difficulties
Developing effective social skills can sometimes be difficult for young people. They may need extra support and teaching to develop behaviors that help them to make good relationships, develop independent learning or emotional understanding and well being.
Sensory and / or physical needs
Some children have may have sensory processing difficulties, visual and/or hearing impairments or a physical need that means they need additional ongoing support and equipment.
Information about policies for the identification and assessment of pupils with special educational needs.
- Where there are pre-existing identified difficulties children joining school in the Foundation Stage, information is shared between pre-school settings, the EYFS Teacher and the school’s SENCO. For children joining school at any other point, information is shared between the schools’ SENCOs.
- Teachers in all year groups carry out regular assessments and observations of children’s progress and learning behaviors. As recommended by the Code of Practice 2014, if they observe that a child is making less than expected progress given their age and individual circumstances, further action will be taken. This action will involve raising an initial concern to parents or carers and to the school’s SENCO. Working together with all parties, as much information as possible is collected by the SENCO to establish what the child’s needs are. This will usually include talking to the child, observing them in class and may involve the completion by the SENCO of further diagnostic assessments around particular aspects of their learning.
- At all stages concerns and next steps will be communicated with parents either by the class Teacher or SENCO. Parents may approach the school to raise an initial concern which will be investigated further. Often parental concerns can be addressed by Quality First Teaching from the class Teacher or parental support.
- SENCO may advise specific leaning strategies to support learning in class. This might include additional adult support from one of the Learning Support Team, a particular resource or type of equipment or different approaches in teaching.
- Teachers will continue to monitor you child’s progress and assess the impact of the changes they have made.
- If this level of intervention is not enough to enable your child to catch up, they may have a special educational need. The teacher and SENCO will discuss other forms of support with you, and may seek advice from or referrals to other outside health care agencies or education professionals.
- When a child is identified as having a special educational need, four actions for SEN Support will be put into place known as the Graduated Response – Assess, Plan, Do, Review
- Assess – identify what the difficulty is and plan an appropriate strategy
- Plan – plan appropriate intervention and support with consideration about personal learning styles. This may include establishing an IEP (Individual Educational Plan) which identifies key learning targets or skills for your child to work on, the support that they will be given and how their progress will be monitored. These targets will be presented in a child friendly ‘I can ‘ bulls-eye target board form for the child and will also include ideas and advise about how you can help at home.
Do – deliver support.Support might include:-
- individual or small group support to develop specific skills or areas of learning
- commercial intervention programmes of work which staff have been trained to deliver
- specialist equipment or resources
- programmes of work delivered in school on the advise of other professionals such as speech therapist or occupational therapist. Review – meet and discuss progress with child, parents, class teacher and SENCO three times a year.
Information about policies for making provision for pupils with special educational needs whether or not pupils have Education Health and Care (EHC) Plans, including:
How Bringhurst Primary School evaluates effectiveness of provision for pupils with special educational needs
v Pupil progress data is reviewed each term and the effectiveness of additional support or intervention is evaluated. The views of the pupils and parents or carers are also taken into account.
v Small steps progress against pupils’ targets (PIVATS) are recorded and reviewed. This is supported by observations of work and learning made by staff working with the pupil.
v Learning walks and class observations carried out by curriculum leaders also look at progress of all pupils.
The review feeds back into the analysis of the pupil’s needs and next step target setting.
To view the full local offer for Bringhurst Primary School please download the document on the left-hand side of the page.
SENco- Angela Watson
Available in school every day. To make an appointment, please telephone the school office or email firstname.lastname@example.org