SEN Information Report – Broadfield Community Primary School

  1. The kinds of special educational needs for which provision is made at the school
Broadfield Community Primary School is an inclusive school that welcomes all who wish to attend. We work collaboratively to overcome barriers to attendance, participation and achievement. Please see our Policy for more about our SEND philosophy.
Working together to ensure provision is at its best are the:
*Learning Support Leader – Miss Stephanie Hutton
*Classroom teachers;
*Learning Support Assistants and Teaching Assistants;
*Speech and Language Therapist;
*Family Support Worker;
*Learning Mentors.
We provide for children with a range of additional needs, including:
*COGNITION AND LEARNING: Moderate learning Difficulties, SPLD, Dyscalculia, Dyslexia, Dyspraxia.
*SENSORY, MEDICAL AND PHYSICAL: Downs syndrome, Sickle cell, Albinism, Diabetes, Narcolepsy, Asthma, Epilepsy, Visually Impaired, Hearing Impaired, Physical Impairment, Muscular Dystrophy.
*COMMUNICATION AND INTERACTION: ASD, Asperger Syndrome, Speech and Language.
*SOCIAL, EMOTIONAL AND MENTAL HEALTH: Attachment disorder.
  1. Information, in relation to mainstream schools and maintained nursery school, about the school’s policies for the identification and assessment of pupils with SEN
*The school follows the LA’s current SEND Code of Practice.
*The school’s SEND policy can be found on the school’s website.
  1. Information about the school’s policies for making provision for pupils with SEN whether or not pupils have EHC plans, including
  1. How the school evaluates the effectiveness of its provision for such pupils
*Evaluation of IEP targets 3 x a year with Class Teacher, Learning Support Assistant, child and parents.
*Tracking of pupil’s progress in terms of school’s assessment systems takes place 3 x year.
*Monitoring by the Learning Support Leader through drop ins, pupil progress meetings, TAC meetings.
*Referrals to the Learning Support Leader by Classroom Teachers and Learning Support Assistants.
*Parent/carer meetings between Class Teachers and parents/carers.
  1. The school’s arrangements for assessing and reviewing the progress of pupils with SEN
*IEP termly reviews 3x year.
*Tracking of pupil’s progress using the school’s assessment system.
*The progress of children with SALT is assessed and reviewed regularly throughout the year.
*A cycle of consultation meeting, set targets, review targets takes place regularly throughout the year.
*For children with Statements and/or EHC plans, an annual review takes place once a year (For year 5 pupils, a representative from the LA SEN assessment team in regards to secondary school placement).
*Following an assessment by Rochdale Additional Needs Services, a meeting takes place to discuss the findings and how best to meet their needs.
*When assessing SEN children, consideration is given to their needs e.g. a reader, a scribe, extra time or rest break may be necessary. Generally, whatever support is provided in the classroom is provided as far as is permitted during tests.
*Initial concerns are discussed with the Learning Support Leader, followed by a meeting with parents/carers, observations, followed by referrals to outside agencies or placement on appropriate intervention programmes.
  1. The school’s approach to teaching pupils with SEN
The aim of Broadfield Community Primary School is to enable each child to achieve their potential. Overcoming barriers is the promise and commitment of our school. We work in partnership with families to make high aspirations a reality for every child.
As part of Quality First Teaching in all of our classrooms, all teachers:
*ensure that all pupil’s specific needs are met in the classroom;
*ensure that all pupils can access learning;
*plan effective lessons so all pupils make good or outstanding progress;
*organise additional learning opportunities as needed;
*make their lessons fun and engaging.
  1. How the school adapts the curriculum and learning environment
In the classroom school acts upon advice from all external agencies such as:
*enlarging print for VI pupils;
*sitting at the front for HI pupils and use of radio-aids around school;
*use of specific apps on ipads and laptops;
*personalised visual timetables for pupils with ASD traits;
*dyslexia friendly classrooms: visual timetables, labelled resources, word walls/cards, phonic prompts, number lines, 100 square, numicon, deines, working walls and washing lines with modelled and shared writing on display.
At Broadfield Primary School we enable pupils to understand where they are up to with their learning and what they need to do next to improve further. Our pupils demonstrate an ability to become independent learners, self evaluating their work and making improvements.
  1. Additional support for learning that is available for pupils with SEN
Our Learning Support Assistants are trained to deliver a number of intervention programmes throughout the school. We pride ourselves on our high level of support for all, which maximises learning potential for all children.
We follow the SEN Code of Practice and in addition to our Quality First Teaching we deliver the following intervention programmes:
*For those with Cognition and Learning difficulties –
Plus 1 maths, Power of 2 maths, Toe by Toe, phonics, ALS, ELS, 3LS, FLS.
*For those with Speech and Language difficulties –
BLAST, Pre and Post tutoring, Mind mapping, Talking Partners, Barrier Games, individualised programmes of intervention for specific difficulties.
We are also pleased to welcome our own Speech and Language Therapist who will be working with targeted children for 1.5 days every week from January 2015.
*For those with Social, Emotional and Mental difficulties –
Lego Therapy, Self Esteem programmes, Time to Talk, Social Stories, Anger Management, THINC room groups
We also have 2 Learning Mentors who work 1:1 or small group with targeted children with specific programmes of support tailored to their needs.
*Sensory and Physical Difficulties –
Access to sensory room, DCD physical movement programmes.
  1. Activities that are available for pupils with SEN in addition to those available in accordance with the curriculum
*All extra curricular activities
*After school clubs
*Residential trips
*Educational visits
  1. Support that is available for improving the emotional and social development of pupils with SEN
*2 Learning mentors
*Family Support worker (to work with families, not just pupils)
*Friendship groups
*Lego Therapy
*Socially Speaking Intervention
*Educational Psychology advice
*CAMSH advice
*Counsellor 1 day a week
  1. In relation to mainstream schools and maintained nursery schools, the name and contact details of the SENCO
Stephanie Hutton 01706 647580,
  1. Information about how the expertise and training of staff in relation to CYP with SEN and about how specialist expertise will be secured
Our school has an experienced Learning Support Leader who holds the NASENCO qualification. She has 2.5 days release to manage SEND in the school. If you wish to speak with the LSL about any issues with your child, please make an appointment with the office.
Various members of staff have specific training in the following areas related to meeting the needs of pupils with Special Educational Needs:
*Dyslexia and Dyscalculia;
*Speech, Language and Communication (BLAST, A Chance to Talk, Language for Life, etc.);
*Autism;
*Moving and handling.
All our staff also are regularly trained during whole school INSET training to help their pupils overcome all barriers to learning and delivering high Quality First Teaching.
  1. Information about how equipment and facilities to support CYP with SEN will be secured
*Regular review meeting with parents/carers and class teachers
*Regular discussion with any agencies involved with a pupil
*Regular discussions with the Headteacher and the school’s Leadership Team
*Equipment/facilities to support pupils with SEN are non-negotiables in our school. Whatever a pupil requires, within reason, they get, e.g. VI boards, a toilet frame for a pupil with physical difficulties to access toileting.
  1. The arrangements for consulting parents of children with SEN about, and involving such parents in, the education of their child
*At the start of the school year, there is a general meeting with all parents of pupils identified as having Special Educational Needs.
*Throughout the year there are 2 parent’s evenings and there is an end of year annual report to parents.
*IEP review meetings are held at the end of every term. During these meetings, IEPs are evaluated with parents and recommendations for new targets are discussed.
*Progress and outcomes are discussed during consultation meetings with the outside agencies such as the Educational Psychologist, RANS Specialist teachers etc.
*The progress of pupils with statements is discussed at their annual reviews. At their Year 5 annual review, transition to Secondary school is discussed with parents and the LA.
*Parents are welcome to make an appointment with the class teacher or Learning Support Leader at any time to discuss their child’s progress.
*Parents may be invited into school to discuss their child’s progress at any time.
*SEND and Early Help drop ins are held termly so that parents can discuss concerns with the Learning Support Leader, Speech and Language Therapist and Family Support Worker.
  1. The arrangements for consulting young people with SEN about, and involving them in, their education
IEP targets are reviewed with the children. Self-evaluation is actively encouraged where appropriate. Children are supported where necessary to think of areas for development and how to develop in these areas at school and at home. Pupils are encouraged to create their own target prompt cards Pupils are aware of their progress and challenging targets have been set for them.
  1. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with SEN concerning the provision made at the school
In the event that a complaint cannot be resolved, then the matter will be referred to the Chair of Governors.
  1. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations in meeting the needs of pupils with SEN and in supporting the families of such children
Regular planning meetings are held between external agencies and the Learning Support Leader (e.g. half termly with the Educational Psychologist). Where concerns are raised regarding a pupil at our school whose needs cannot be met through Quality First Teaching or intervention, a referral will be made by the LSL, Class Teacher and parents to the relevant agency.
The Learning Support Leader is also the Early Help Lead and manages the CAF process for families and pupils who have SEND. Either the LSL or Family Support Worker will lead these meetings with the view to create a multi-agency approach to support pupils and families.
Due to new legislation, Education, Health and Care plans will be applied for and reviewed by the Learning Support Leader and other relevant agencies.
  1. The contact details of support services for the parents of pupils with SEN, including those for arrangements made in accordance with clause 32
Contact details for support services are available through the LA website:

  1. The contact details of support services for supporting pupils with SEN in transferring between phases of education or in preparing for adulthood and independent living
Contact details for support services are available through the LA website:

  1. Information on where the local authority’s local offer is published
This is available via the school’s website.

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