Bromham CofE Primary School

Mission Statement

Bromham CofE Primary School is committed to providing an appropriate and high quality education to all pupils. We believe that all children, including those identified as having 'special educational needs' have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.
We believe that all children should be equally valued in school. We strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.


How we support your child's learning

o Open door policy. As a school, we believe in working in strong partnership with parents and encourage parents to approach staff to discuss any matters regarding their child's education.
o Parent Consultation Meetings are held in the Autumn and Spring terms. Parents and teachers are encouraged to request more frequent meetings if they have any concerns.
o Additional termly reviews are held with parents who have a child with SEND.
o Through information provided by the school, our parents are kept up to date with what progress the children should be expected to make.
o Home/School Reading Diaries are used as a form of communication.
o Curriculum overviews are sent home and are accessible on the website so parents are aware of the topics being covered and approaches being used.
o Termly Parent Surgeries are held to offer parents an opportunity to 'drop in' and ask any questions regarding the curriculum, further support that they can provide at home, clarification on the strategies that the school uses, especially in Mathematics.


Accessibility of our service

o There is wheelchair access to the ground floor only and there are toilets for the wheelchair-bound on both sites.
o The school actively seeks the support of translators to communicate with parents whose first language is not English.
o There is a classroom on each site that is wired for sound for partially hearing pupils.
o Planning reflects the principle that pupils with disabilities are given the opportunity to develop skills in practical aspects of the curriculum. Teachers ensure that the work for these pupils will; take account of their pace of learning and the equipment that they use, take account of the effort and concentration needed in oral work, or when using, for example, visual aids, adapt or offer alternative activities in those subjects where pupils are unable to manipulate tools or equipment, or use certain types of materials, allow opportunities for them to take part in educational visits and other activities linked to their studies.


How we identify SEN

Where possible, the school tries to meet every pupils' needs within the classroom through ensuring that the planning, teaching and approaches used cater for all needs. However, where it is identified that a pupil is not making satisfactory progress, the class teacher will consult the SENDCO. If this leads to the conclusion that the pupil needs help over and above what is normally available within the class, the pupil will receive help through SEN Support and an IEP will be drawn up by the class teacher.

The trigger for initial assessment will be when a teacher, social or health worker identifies a child who has special educational needs, or when a concern is raised by the parent. Parents can raise concerns directly with the class teacher, or may request a meeting with another member of staff, e.g. the Head or the SENDCO. The concern may be raised as part of a conversation, or in writing.

The class teacher will consult with the SENDCO to discuss the difficulties encountered. Following the identification and assessment of need, an Individual Education Programme (IEP) will be drawn up by the class teacher with a planned programme of work for the child. The class teacher and SENDCO will meet with parents and provide a copy of the IEP.

The IEP will be written using 'child-friendly' language and shared with the child as appropriate for his/her age. A close record of progress will be kept and the child's progress towards set targets will be reviewed termly with parents.

Targets will be specific, manageable, achievable, realistic and time related (SMART) so that progress can be measured.


How we support your child/young person

The class teacher and SENDCO work closely to plan for a specific individual provision that meets the needs of the child. The school works closely with outside agencies and acts upon the advice and guidance given for specific needs.

The Link Governor meets at least termly with the SENDCO. The SENDCO reports to the Governing Body with regards to Inclusion, including SEND, during Governors meetings.

We believe that a child's success at school depends to a large extent on the relationship the school establishes with parents. We therefore ensure that parents are informed and involved at all stages and in all decisions. Informal and formal meetings are held throughout the time the child is identified as having special needs.


How we match the curriculum to your child's needs

The needs of the majority of pupils are met in the classroom through:
o High quality differentiation in planning and delivery.
o Flexible teaching styles.
o Appropriate grouping of children.
o Collaborative working.
For some pupils it is necessary for them to spend time in small group work or being withdrawn from the classroom for specific activities related to the needs identified in their IEP. This may be delivered by the teacher or teaching assistant and complements classroom work so that the skills, knowledge and understanding is transferred to the classroom.


The support we give to your child's well being

As a school we maintain and practice an inclusive policy which highlights the school's promotion of an environment in which all staff and outside agencies work together to support each child to reach their full potential. We work with a variety of outside agencies and specialists which include the School Nursing team, CACHE, SALT, Occupational Therapists, Psychology team, Autism Advisory team and Early Advisory team.

We take a holistic view of the child, within the school, we have small social skills groups, School Council and PSHE in which children are encouraged to have a voice, become independent and build relationships appropriate to the age and ability of individual children. Social skills groups and individual plans support the behaviour of some children; issues of behaviour are discussed with parents and a joint approach is used in supporting the development of the child.

Attendance is monitored by the Head, the Head's PA and by the governor with responsibility for attendance. Concerns are dealt with proactively, with support offered to families at an early stage.

We ensure that staff at each of our two sites are trained to administer medicines and support children with personal care.


The expertise we have access to

In the school, we have very skilled staff who have accessed both in-house and external courses to build up their skills to support individual children. We have a qualified SENCO and an Early Years SEND specialist. A number of our Teaching Assistants are Sounds-Write trained.

We have staff that are First Aid trained and some of these adults have also been trained to administer medicine and specialised medication such as Epipens and Epilepsy medication. As part of CPD, we look at our present children and their needs and train staff accordingly to ensure effective practice.



How we include your child in extra curricular activities

As part of our inclusive policy, all children are supported and encouraged to access school trips and outside clubs. Therefore, we adapt care plans, have trained staff to support the children on the trips and try as much as possible to accommodate every child, with Health and Safety being a very high priority.


How we prepare your child to join us or transfer to another setting

o Staff from each setting hold a transition meeting to discuss individual needs. Other professionals who have been closely involved with the individual are also invited to contribute to the transition process.
o Dependant on individual needs, a transition plan is put together to ensure that there is a smooth transition. The plan may include additional visits to the new setting.
o All SEND documentation is passed on to the new school.


How we match our resources to your child

As part of the decision making process, we, as a school, actively involve staff, parents and outside agencies with their viewpoints. Following careful consideration of the viewpoints, written reports and observations of the individual, a decision will be made by the SLT. The school makes a judgement of whether the support has had an impact through the progress the child has made with their individual needs e.g. socially, physically, academically. THE SEND budget is allocated to resources including human resources.


How we involve parents

We believe that a child's success at school depends to a large extent on the relationship the school establishes with parents. We therefore ensure that parents are informed and involved at all stages and in all decisions. Informal and formal meetings will be held throughout the time the child is identified as having special needs.
Dependant on the child's needs, a home/school communication book may be kept and staff will do their utmost to communicate to parents/carers at the start and end of the school day. We encourage parents to keep school fully informed of changes to the child's needs or amendments in strategies so that there is a consistent approach with meeting the individual's needs.


How we include your child in the planning of their support

Children have began to play a more active part in their IEP review meetings. Discussing in a child friendly way, what went well and even better if. This is encouraged from as early an age as possible, and in with a child-friendly approach.


General Contact Information

With regards to SEND at Bromham CofE Primary, the first point of contact is Mrs Sarah Tysoe (SENDCO). If you have a worry or a concern about your child at school, you are encouraged to discuss this with the class teacher in the first instance.


Contact for more information

Name:
Sarah Tysoe
Role:
SENDCo
Address:
Grange Lane, Bromham, Beds, MK43 8NR
Telephone:
01234 822784
Fax:
01234 826395
Email:
stysoe@bromhamlower.bedssch.co.uk
Website:
http://www.bromham.beds.sch.uk

Record Last Reviewed On: 12/05/2017