Broadmead Lower School

Mission Statement

To be a school that:

•Fosters a sense of belonging by providing opportunities for participation by every child
•Provides high quality teaching and learning through a broad, balanced curriculum that is both stimulating and challenging
• Helps everyone to succeed and do their best

This can be summarised in our slogan: Belonging, Learning, Succeeding

Values and Aims

We promote high achievement and a love of learning for all children in our school by:

•Creating a safe, happy and welcoming learning environment that is calm, caring, motivating, nurturing and supportive for everyone in the community

•Ensuring that children have a sense of pride in themselves and their achievements

•Encouraging and instilling a sense of confidence, leading to an ability to think and act independently

•Being a school where success is striven for and celebrated. Where there are high expectations and an element of challenge for all

•Promoting respect and equal opportunities for all

•Creating a sense of unity within the school and the wider community

•Ensuring that children develop key skills so that they are able to work towards achieving their full potential in all areas of learning

•Preparing children for the future by providing opportunities, responsibilities and experiences which can be built upon

•Educating and encouraging the whole school community to develop a healthy lifestyle

•Being a place where there is a genuine team spirit and positive morale


How we support your child's learning

The class teacher is available to discuss the child’s progress or any concerns the parents/carers may have and to share information about what is working well at home and school, so that similar strategies can be used. This needs uninterrupted time to be of use, so parents should make an appointment. Working together is very important.

The SENCo is available to meet with the parents to discuss their child’s progress and any concerns they may have.

All information/reports from outside professionals will be shared with the parents.

If the child is on the SEN register they will have an Individual Education Plan (IEP) which will have individual targets. This is discussed on at least a termly basis and parents are given a copy of the IEP. The targets set are SMART ( Specific, Measureable, Achievable, Realistic,Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed.

A home/school contact book may be used to support communication with parents when it is agreed this will be useful to them and their child.

School will inform the parents of any courses, information or support they are aware of that may help them support their child.


Accessibility of our service

The school is on one level with wheelchair access through all external doors. It has a new large medical room containing a bed that can be raised and lowered electronically, a toilet and a shower area.

There is also a large disabled toilet available with enough room to accommodate changing.

When children with specific needs of specialist equipment join the school there is a multi-agency meeting to discuss their requirements and the relevant changes to the school building are carried out and equipment installed.


How we identify SEN

All staff believe that children having high self-esteem is crucial to their well-being. We pride ourselves on having a caring, understanding team looking after our children and we live out our Aims.

The school has a counsellor to support children with emotional and social needs. This can be accessed by speaking to the teacher or the SENCo.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class. Therefore they should be the first point of contact.

If further support is required the class teacher confers with the SENCo for further advice and support.


How we support your child/young person

The teacher has the highest possible expectations for your child and all the pupils in their class and will provide Quality First Teaching.

All teaching is based on what your child already knows, can do and can understand.

Different learning strategies will be used so that your child is fully involved in learning in class. This may involve using more practical learning strategies.

The teacher will have checked on the child’s progress and will have decided that the child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress.

Class teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that the child’s needs are met with appropriate differentiation.

Specific strategies (which may have been suggested by the SENCo or outside agencies) are put in place to support your child to learn.

In addition your child may take part in ‘Catch Up’ sessions that take place outside of the classroom. These target specific gaps to enable your child to make progress and may be for phonics, reading, maths or social/emotional support.

Progress will be tracked carefully.

At all points, parents will be kept informed and involved. Parents and young people will have involvement in reviewing and deciding upon next steps.


How we match the curriculum to your child's needs

Individual targets on a child’s IEP will be being met.

The child is making progress against national/age expected levels and they are catching up to their peers or age expected levels.

Children may move off of the SEN register when they have made sufficient progress.


The support we give to your child's well being

All staff believe that children having high self-esteem is crucial to their well-being. We pride ourselves on having a caring, understanding team looking after our children and we live out our Aims.

The school has a counsellor to support children with emotional and social needs. This can be accessed by speaking to the teacher or the SENCo.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class. Therefore they should be the first point of contact.

If further support is required the class teacher confers with the SENCo for further advice and support.


The expertise we have access to

The school does not have staff with specialist expertise, but has access to a number of services including:
Speech and Language Therapy
Emotional Health and Well Being
Autistic Spectrum Advisory Teacher
Educational Psychologist (and ‘drop in’ advice services)
Bedfordshire Young Carers
Access to services at the CDC


How we include your child in extra curricular activities

The school field is fully accessible, as are all play areas. Some woodland may need to be adapted if there was a specific need.

All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will ensure the necessary support to ensure that this is successful e.g. if a child with ASD find something distressing, preparation and support would be put into place.

A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety is not compromised.

In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which cover the same curriculum areas will be provided.

Parents are involved in discussions to ensure all issues regarding their child’s participation are shared.


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

Additional transfer arrangements are made for all SEND children transferring to local middle schools. Individual needs are discussed before transfer.

The SENCo liaises with her counterpart at Marston Vale/Holywell to ensure the relevant paperwork is passed on and all needs are discussed and understood.

The Year 4 and 5 teachers also meet to discuss the needs of the children in detail.

When transferring to other settings we are happy to accommodate their transfer arrangements.

Transferring into Broadmead
The Foundation Stage teacher advises the SENCo of SEND children transferring from the pre-school or nursery setting into school.

The Foundation Stage teacher and the SENCo visit and observe the children in their Early Years setting and discuss the needs being met by their current provide.r

Transfer meetings are attended by the SENCo and class teacher to ensure a detailed exchange of information for a smooth transition. The parents have an opportunity to voice their feelings at this meeting.

Provision to meet the needs of any SEND child is discussed and where additional adult support is required this is put in place before the child starts school.


How we match our resources to your child

We ensure that the needs of children who have SEND are met to the best of the school’s ability with the funds available. A notional 5% of the budget is allocated to meet SEND

There is a team of teaching assistants who give individual support to children where the needs are most complex.

There is a team of teaching assistants who deliver programmes designed to meet the needs of groups of children.

The SENCo meets with individual teachers each half term to discuss the progress of individual children and how we can support them to ensure they make progress.


How we involve parents

It is important that good relationships are fostered between home and school to ensure the best for the child. We 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.

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.

The school has regular Parent Evenings, Parent Information Evenings, ‘Meet the Teacher’ sessions. We also have a genuine ‘Open Door’ policy.


How we include your child in the planning of their support

Children have always been involved in setting targets, but the aim is now to ensure that children have more of a voice and have their hopes and aspirations recorded in detail.

Children will have a ‘passport’, which is all about them. This will be reviewed half termly.

Children are also supported through the School Council, Circle Time and the Pupil Questionnaires.


General Contact Information

The first point of contact is the child’s teacher or you can arrange to meet Mrs Hewlett, the school’s SENCo.


Contact for more information

Name:
Kim Hewlett
Role:
Headteacher
Address:
Park Crescent, Stewartby, Bedfordshire, MK43 9NN
Telephone:
01234 768318
Email:
office@broadmeadlowerschool.co.uk
Website:
http://www.broadmeadlower.beds.sch.uk/

Record Last Reviewed On: 05/10/2016