Brookhurst Primary School
A place to think and grow

School SEN information report

All schools in Warwickshire have the same special educational needs and disabilities duties, and are expected to provide support for children and young people who have additional needs.

These duties come from the SEND code of practice: 0 to 25. You can find more information about Warwickshire’s Local Offer on the website:  www.warwickshire.gov.uk/SEN

The Children and Families Act 2014 has required that all local authorities make significant changes to their special educational needs and disability (SEND) services by September 2014.

Through the act the government is transforming the system so that services can consistently support the best outcomes for these children and young people.

The act extends availability of SEND support from 0 to 25, giving young people and their families greater control and choice in decision making to ensure their needs are properly met. The changes include:

Local authorities are currently working with other health and social care services to review the support available and how it can be accessed through the development of ‘Local Offers’.

Warwickshire’s Local Offer will bring together all information relating to all services and support available across education, health, social care and the voluntary sector with the aim of making the information more accessible to families and the professionals who work with them.

The majority of children and young people with special educational needs and disabilities attend mainstream schools.

Supporting Children at Brookhurst through our Local Offer

Brookurst is a fully inclusive mainstream school that welcomes and celebrates the diversity of our children.

The Headteacher, staff and governors will do their best to secure appropriate provision for any pupil who has an identified SEN.

Our ethos is aimed at enabling children with any SEN to maximise their potential, be included fully in our school community and make a successful transition to Secondary school and into adult life. Our whole school has a shared responsibility for identifying, assessing and meeting the individual pupil needs.

We strive to ensure that each pupil is fully integrated into the life of the school and be given every opportunity to develop self-confidence, self-esteem and independence. By focusing on all that is positive, progressive and creative our overall aim is to provide a high quality, structured and individualised learning programme, which ensures that each child is given the opportunity to enjoy success during their time at school.

www.warwickshire.gov.uk/SEN

Frequently Asked Questions

How does the school know if my child needs extra help?

Children in need of specific support may be identified prior to joining Brookhurst via a number of routes including:

  • Results of pre-school assessments or observations
  • Informal indications from parents
  • Information from their previous school/nursery setting if applicable
  • Social Services, The Educational Psychologist (EP), Medical Agencies, The Child Development Centre
  • Concerns raised by parents.

This information will be used to ensure that we meet any additional needs your child may have. Once your child is in school we will monitor their progress and development. If we have concerns we may ask other professionals to give advice and support with your permission.

However we understand that it is important to acknowledge that any child admitted to school may have, as yet, unidentified special needs.

What should I do if I think my child may have special educational needs?

If you have any concerns about your child please do talk to your child’s class-teacher in the first instance. The class teacher has responsibility for the overall well-being of every child in their class so if you have any worries speak to the class teacher. You can either drop into the school office to make an appointment, leave a note requesting a chat in the home-school liaison book or contact the class teacher direct via e-mail. All class teachers at Brookhurst will endeavor to get back to our parents at the earliest available opportunity as we are committed to working together as a team to meet needs.If further support is needed the class-teacher will speak to the Inclusion Manager.The Inclusion manager, Lisa Anderson-Kirby (anderson-kirby.l@welearn365.com), is usually available all day on a Monday and Wednesday for parents to make an appointment to speak to or for a more informal discussion about your child and/or their needs.Please do feel free to contact her whenever you feel the need to discuss any issues related to your child’s learning and/or emotional well-being. She will get back to you as soon as possible either via e-mail or a phone call.

We promise that your concerns will always be taken seriously, as your views are very important to us.

How will school staff support my child?

  • Your child’s needs will be met within the class wherever possible, supported by first class quality teaching; including lesson planning that takes account of the needs of each child.
  • The progress of all children is reviewed on a regular basis in conjunction with the Assessment lead in school.
  • The class teacher may develop a plan for your child alongside you and the Inclusion Manager, setting appropriate targets. This plan will be reviewed at least three times a year to ensure that the support in place remains appropriate.
  • Where necessary an individual programme of support will be used and progress monitored.
  • Where necessary the school may seek support from a variety of outside services. This will be discussed with you and a referral only made with your full permission.
  • Children may also receive pre or post-teaching 1:1 sessions. Pre-teaching sessions can build confidence and self-esteem prior to the lesson and post-teaching sessions gives children the opportunities to consolidate their learning.
  • The governing body is responsible for ensuring that funding is used appropriately, and for monitoring teaching and accessibility. There is a designated SEN governor who works with the Inclusion Manager.

How will the curriculum be matched to my child’s needs?

  • Lessons are pitched appropriately so that all children can learn and progress.
  • Teachers take account of the needs of the individual child and plan different tasks and materials appropriately.
  • Tracking and assessment enables each class teacher to analyse the progress of the child.
  • Pupil progress meetings are held three times a year with the Headteacher, relevant curriculum leader and class teacher to discuss suitable teaching programmes or interventions that may support your child.
  • Targets are set to support children’s individual needs and are regularly updated.
  • Children work in a variety of groupings, such as small supported groups, 1:1, mixed ability and similar ability groups.

How will both you and I and my child know how well they are doing… and how will you help me to support my child’s learning?

  • Lessons are pitched appropriately so that all children can learn and progress.
  • Teachers take account of the needs of the individual child and plan different tasks and provide adapted materials and/or resources appropriately.
  • Tracking and assessment enables each class teachers to analyse the progress of the child.
  • Pupil progress meetings are held three times a year with the Head Teacher, Inclusion Manager and class teacher to discuss suitable teaching programmes for each child.
  • Reviews of learning targets for your child are carried out three times a year with the Inclusion Manager and class teacher and new programmes or support is organised as necessary, leading to more enhanced and personalised learning.
  • Targets are set to support children’s individual needs and are regularly updated.
  • Children work in a variety of groupings, such as small supported groups, 1:1, mixed ability and similar ability groups.
  • We discuss every aspect of your child’s support with your child and we positively encourage them to share their opinions and thoughts about the support they receive. Wherever possible we will adapt the timings of any support they receive to ensure it meets their wishes.
  • Through our Marking Policy all children are encouraged to give feedback on the comments they have received from the teachers as a way of improving their learning.
  • Peer marking can also support children to improve their learning with a friend and gives opportunities for children to up-level their own work.

What support will there be for my child’s overall well-being?

Support we can provide in school may include:

  • nurture groups
  • 1:1 counselling
  • occupational therapy support
  • music therapy
  • social skills and friendship groups
  • encouraging the ‘pupil voice’
  • appropriate behaviour programmes including rewards and sanctions.
  • a nurture blanket (Lego, books) at lunchtime to offer a safe space for children to retreat to if feeling anxious or in need of support .
  • play therapy
  • Medicines can be administered in school with signed parental permission. There are nominated first aiders in school and several members of staff have paediatric first aid qualifications. As a staff we have yearly, refresher updates and training on the use of Epi-pens.
  • If your child has significant medical needs including severe allergies you will need to speak to the Inclusion Manager and to discuss how we can best support you and your child. This might include drawing up a Health Care Plan in conjunction with a member of the School Health Team.

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

We currently have teachers and teaching assistants who have had specific training in the following areas:

  • Speech and Language
  • Dyslexia
  • Autistic Spectrum Disorder
  • Hearing Impairments
  • Nurture
  • Sensory processing
  • Lego Therapy
  • Drawing and Talking Therapy
  • Attachment Disorders

We may also access support from a variety of other services, including:

  • Educational Psychology Service (EPs)
  • Round Oak Learning Support Service
  • Speech and Language Therapy
  • School Health Advisors
  • CAF Officers (Common Assessment Framework to support the whole family)
  • Autistic Spectrum Disorder services
  • Integrated Disability Services (IDS)
  • Early years services
  • Education Support, Behaviour and Attendance Service
  • Occupational Therapy (including supporting dyspraxia, fine motor, gross motor needs and those sensory issues linked to an Autistic Spectrum Disorder)
  • Child and Adolescent Mental Health Service (CAMHS)
  • COMPASS
  • Counselling services
  • Services for Children with Sensory Needs
  • Children’s Services – Social Care
  • EMTAS (Ethnic Minority and Traveller Achievement Service)
  • Early Intervention Service.
  • Attention Deficit Hyperactivity Disorder
  • Play Therapists

What training have staff had, or are undertaking, to support children with special needs?

  • The Head Teacher is the Continuing Professional Development (CPD) Co-Ordinator for class teachers, and the Inclusion Manager and a Higher Level Teaching Assistant is the CPD for teaching assistants. Both roles ensure that all staff have the skills they require to support pupils.
  • Skills audits are carried out and a rolling programme of training is sourced by the Inclusion Manager using relevant outside services in conjunction with identified needs.
  • Shadowing/peer observation regularly takes place.
  • Medical training to support pupils with medical care plans such as Epi-pen training.

How will my child be included in activities outside the classroom, including school trips?

  • We make sure that activities outside the classroom and school trips are available to all.
  • Risk assessments are carried out for each trip and a suitable number of adults are made available to accompany the pupils, with 1:1 support wherever necessary.
  • Parents/carers are invited to accompany their child on a school trip if this ensures access
  • After school clubs are available to all pupils. Vulnerable pupils are given priority and adjustments will be made to support their participation.
  • Health and safety audits will be conducted as and when appropriate.

How accessible is the school environment?

  • The school site is wheelchair accessible including access to the playgrounds.
  • We have a disabled toilet that is large enough to accommodate full changing and is suitable for wheelchair users.
  • A shower and a hoist are situated in the disabled toilet.
  • Visual timetables are used in all classrooms.
  • We have an accessibility policy and plan, which is available to view.

How will the school prepare and support my child to join the school, transfer to a new school… or into the next stage of education and life?

  • Induction events take place during the summer term for all children who are joining the Foundation Stage in September.
  • The class teacher and teaching assistant conduct home visits of all children beginning Foundation.
  • We develop close links between the Inclusion Manager, teachers in Early Years and nursery settings, Key Stage 3 and dual placement settings. This may involve multi-agency meetings to support the transition.
  • We aim for a good transfer of all SEN information, including paper reports when children transfer to new schools.
  • Previous schools are contacted for information sharing purposes.
  • Flexible transition plans and timetables from Nursery into the EYFS are developed to take account of an individual child’s needs and parental views.
  • Transition to new classes are facilitated by sessions during the summer term with the new class teachers, teaching assistants (including 1:1) and the classroom environment.
  • Transition sessions for Year 6 pupils during the summer term or earlier if necessary.
  • A child’s new school is always invited to attend any reviews prior to transition.
  • We encourage the pupil voice (children are asked their views on an issue either individually or in small groups)
  • We run counselling workshops with our trained counsellor specifically aimed at discussing concerns your child may have surrounding their transition to secondary school.
  • If your child would be helped by a photograph book/passport to support them in understanding their moving on, then one will be made for them.

How are the school’s resources allocated and matched to children’s special educational needs?

  • The special educational needs (SEN) budget is managed by the Head Teacher, Inclusion Manager, SEN Governor and Bursar.
  • Resources (including support from external professionals) are requested and ordered as necessary to support each pupil’s individual learning.
  • Regular meetings are held to monitor impact of extra support.
  • The governing body is kept informed of funding decisions.

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

  • Each child is assessed individually according to the SEN Code of Practice and LEA guidance, and a personalised or group learning support programme(s) will be developed dependent on the individual need.
  • Additional assessments from other outside services, such as educational psychologists, language and learning support units and speech and language therapists will help to inform the types of support and/or resources needed.
  • Regular review meetings with appropriate staff are carried out to discuss your child’s progress and any additional needs that require support.
  • Pupil progress meetings are held with the Head Teacher and class teacher to track progress and decide upon further support.
  • School based plans are discussed with parents and staff up to three times a year (if appropriate).

If your child’s needs are more complex or require a greater level of support than the school can offer from their resources we may request a statutory assessment (only with your permission) via the local authority in order to ensure we can secure further support.

This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher and the Inclusion manager as needing a particularly high level of individual or small group teaching (more than 20 hours a week), which cannot be provided from the budget available to the school.

Usually your child will also need specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the ASD Team or Sensory Service (for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service.

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
  • After the school have sent in the request to the Local Authority (containing detailed  information about your child, including your views), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the support.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more than 20 hours of support in school to make good progress. If this is the case they will write a Statement of Special Educational Needs or an EHC Plan. If this is not the case, they will ask the school to continue with the support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The Statement or EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

This type of support is available for children whose learning needs are:

  • Severe, complex and lifelong
  • Need more than 20 hours of support in school

How are parents involved in the school? How can I be involved?

  • All parents are actively encouraged to take part in the school community. This may include visits to assemblies, open afternoons, sharing your parental skills with our children and supporting on school trips.
  • We also run a variety of workshops aimed at supporting parents to support their children at home (phonic workshops, calculation workshops, reading support workshops).

How will you support my child emotionally and socially and what measures do you have in place to prevent bullying?

We recognise that some children may have extra emotional and social needs that will need to be supported, developed and nurtured. These needs can manifest themselves in a number of ways, including enhanced behavioural difficulties, heightened anxiety levels and children who may have difficulties in communicating with their peer group and other adults.For children with social and emotional needs we run interventions such as friendship groups and the ‘Me’ club. We will also support children on a 1:1 basis including developing emotional literacy, self-esteem and confidence, stranger awareness, conflict resolution, bereavement and bullying. We aim to empower children and build up their skill base to enable them to solve problems.We are also able buy in other resources such as LEGO therapy and Play therapy when needed to ensure all our children feel safe and have access to required provision needed.We provide lunchtime and playtime support through planned activities and group activities (co-operative play and ‘Huff and Puff’), peer support, the nurture blanket and ‘Buddy Benches’.If your child still needs extra support, with your permission the Inclusion Manager will access further support through the Common Assessment Framework process.

Who can I contact for further information?

  • Class teacher
  • Inclusion Manager
  • Head Teacher
  • School website

If you have a question, want to look around or perhaps you feel that your child’s needs are hard to meet and you want to discuss the matter in more depth, please do not hesitate to contact us.

Brookhurst Primary School

Ullswater Avenue

Leamington Spa

CV32 6NH

(01926) 420051

Email: admin2330@we-learn.com

Web site: www.brookhurstprimary.com

This offer is accurate now, but services are regularly reviewed and could change. All information will be updated as soon as possible to reflect any new service offer.