Townhouse Road
Nelson
Lancashire
BB9 8BP / Telephone Number / 01282 693 432
Website Address /
Does the school specialise in meeting the needs of children with a particular type of SEN? / No / Yes
Yes / If yes please give details
Hendon Brook is a Pupil Referral Unit and gives places to pupils who have been permanently excluded from mainstream primary schools or who are accessing an intervention placement. We can meet the needs of children who exhibit SEMH.
What age range of pupils does the school cater for? / Age 5 – 11 years old
Name and contact details of your school’s SENCO / Mrs Alex Mellor
We want to ensure that we keep your information up-to-date. To help us to do this,
please provide the name and contact details of the person/role responsible for
maintaining details of the Local Offer for your school/academy.
Acting Deputy Head
Contact Telephone Number / 01282 693 432 / Email address /
Accessibility and Inclusion
Hendon Brook School was built in 1923 originally intended to be an open-air school for children with breathing difficulties. As such it has undergone several additional building works to convert it into a more modern school. There are accessible parking spaces and a ramp to the front door. All ground floor doors are wide enough for a wheel chair. The school hall, two intervention classrooms and two classrooms are on one level and therefore accessible to wheel chair users. There is a disabled toilet opposite the two classrooms which are wheelchair accessible.
Information is available on a daily basis through ‘chat books’ completed by staff in each class and on the school website in addition to regular newsletters.
Furniture is of a suitable height appropriate to the age group of children being taught in that classroom.
The school has a range of ICT programmes for pupils to meet their individual learning needs in addition to IPADs, computers and interactive whiteboards in every classroom.
Any photocopies are on buff paper for dyslexic pupils and coloured overlays are available as needed. Visual timetables are in place for pupils who display ASD traits.
Children who attend Hendon Brook are on SEN support, this means that the mainstream provider has already identified the child’s additional needs. On entry we ensure both school SENCOs share information as well as class teachers. Within the first two weeks assessments are carried out to establish a baseline both academically and for behaviour. This informs the child’s IEP targets as well as the teachers planning to ensure individual learning needs are met.
After a term at Hendon Brook the needs of the child are assessed and if it is felt a diagnosis is appropriate then educational psychology service is requested and their advice shared with both schools and parents then acted upon.
Hendon Brook staff are experienced in teaching and supporting pupils with emotional and behavioural needs and overcoming barriers to learning, however this also encompasses a wide range of additional needs such as ASD, SPLD, attachment disorder and mental health issues. Staff have received training in all these areas and knowledge is updated regularly through CPD and whole staff training.
All staff involved with children are team teach trained to use a range of de-escalation techniques and to be able to ensure everyone is kept safe through physical intervention if necessary.
The majority of staff are first aid trained.
The headteacher attended Edge Hill’s specialist leaders in Dyslexia course and is able to accurately identify dyslexic pupils and devise a programme of support with class staff based around over learning and a multisensory approach. If the mainstream school wish to formalise this diagnosis by an AMDA accredited assessor then support is requested from SEND or an independent assessor known to the school.
The class teacher and the SENCO assess and monitor the children’s progress in line with existing school practices. Parents are involved from the outset and are kept informed through termly IEP’s, pupil progress meetings and TAF meetings.
Arrangements for support during SATs are devised with both schools and the parents on an individual basis, to ensure the child receives appropriate support that meets their individual needs, be this 1:1 or additional time.
Provision maps are in place for Looked after children and shared with the Local Authority virtual school lead.
Our SEN provision maps illustrate the range and level of support needed for individual children and those who qualify for Pupil premium.
In the case of children with HI, VI or medical needs specialist support, equipment and training would be sought from IDSS, NHs (Diabetes Nurse etc.…).
Teaching and Learning
Hendon Brook assesses children’s reading, writing and maths within their first two weeks of attendance in order to set a baseline. From this baseline, a personalised curriculum is developed for each pupil, based on ability so that pupils are able to complete set tasks but also to be challenged and pushed to continue to improve. Our curriculum is based on Lancashire’s Creative Curriculum and an emphasis is placed on behaviour for learning, as well as good progression. Pupils are assessed termly to determine progress being made. As many of our pupils have gaps in their learning we work closely with them and where possible with mainstream schools to close these gaps through smart targets and lessons focussed very much on relevant learning objectives and success criteria. Hendon Brook also buys in specialist support where there are specific learning difficulties such as a dyslexia specialist.
Reviewing and Evaluating Outcomes
For children with a statement or EHCP annual review meetings are held, these involve Hendon brook, the mainstream school, parents, SEND and any other agencies involved.
For all pupils at Hendon Brook review meetings are held with ourselves, mainstream schools and parents. These meetings contribute to action plans for future support.
Pupils’ progress is monitored throughout the school and Pupils with SEN are also monitored on the Provision Map.
The school has an EVC (educational visits co-ordinator) who is trained to support staff with completing risk assessments and the authorisation requests via Lancashire Evolve. This person is fully trained and receives annual updates through courses and email updates as appropriate.
The head teacher authorises all requests for visits and checks risk assessments.
All pupils are transported to school by carers or a taxi with a passenger assistant; the behaviour mentor is responsible for receiving pupils both in the morning and at the end of the day. He liaises with the PA’s to ensure messages or concerns are passed on to the appropriate staff. Each taxi is ‘unloaded’ individually and children are walked into school via a safe route from the drop off point.
Children are supervised at break times by teaching staff and support staff, ensuring the staff pupil ratio is adhered to. Staff are also available to assist with any behaviour issues. At lunch time the Head Teacher, Deputy Head and three TAs are always on duty in the dining room, TAs supervise lunch clubs. Staff in the dining hall remain seated with the children modelling desired behaviours and appropriate conversations. Each club is supervised by a minimum of 2 staff.
There is a teacher and TA 3 in every class with twobehaviour support workers supporting throughout school. Staff supervision is high at all times.
Anti-bullying events are held and parents are encouraged to attend. The school’s anti-bullying policy can be found on the school’s website.
E-safety events are also held with parents being invited to join. School has signed up to receive Vodaphone Digital magazine which we distribute to parents along with E- safety advice links on our website.
Staff receive safeguarding training in accordance with legal guidance and, as good practice, policies and practices are reviewed annually.
Keeping Children Safe
The Head Teacher carries out Risk Assessments where necessary and teachers complete risk assessments before going on educational trips.
Pupils are handed over by the behaviour support and a member of SLT to the appropriate parent/carer or taxi passenger assistant.
There are 4 members of staff on duty during break time for three classes and a fourth class has a separate break time supervised by two members of staff.
The Head Teacher and Deputy Head Teacher supervise the indoor lunch break with three to four Teaching Assistants. For the playtime, the school splits into three clubs, each of which has at least two staff, with the Head and Deputy providing additional support where needed.
There is a teacher and a TA in each classroom, with additional staff if required due to individual pupil needs.
The majority of staff have Team Teach training for de-escalation and positive handling. The school has two Peace Places for children to access at points of crisis. All pupils have an IBP which includes a Positive Handling Plan where necessitated and all pupils have a risk assessment for behaviour.
The school employs two behaviour mentors to support with managing challenging behaviour.
Parents can access the Anti-Bullying Policy on the school website.
Health (including Emotional Health and Wellbeing)
All medication is kept in a locked medical cabinet that is hung in the staffroom. This room is not accessible to non-staff members or pupils. Any medication administered is done once the appropriate consent form have been received. All medication has to have a pharmacy dispensing label on clearly stating the child’s name, date and dosage.
Care plans are devised with the school SENCO and relevant medical agencies and will be passed on to the relevant staff with a copy in the child’s file and school SEN records.
School ensures appropriate staff are kept regularly up to date with First Aid Training to ensure staff are familiar with what action to take in the event of an emergency.
Any individual needs that school staff are not familiar with will be met through requesting training from NHS practitioners as appropriate.
Pupil premium can pay for a more individualised therapeutic approach in school if it is deemed necessary following progress meeting or statement/ EHCP reviews.
All staff are trained to support pupils with emotional and behavioural needs and have received attachment disorder training and ASD awareness training.
Communication with Parents
Parents, the child and a representative from the mainstream school are invited to attend a NPV (non-prejudicial visit) before the child attends school. During this visit with either the headteacher or deputy the parents and child are introduced to their class staff as well as other key staff in school.
The school has an open door policy but as children are mainly taxied in parents telephone if they wish to speak to school staff.
Every child has a home- school ‘chat book’ which is written in daily to keep parents and carers informed regarding their child’s day.
6 weekly progress reports are held and each child has a termly IEP that is shared with parents.
The school has enrolled in Lancashire’s Parent questionnaire scheme.
Parents are invited in to school for special events and assemblies.
Information on the school website is kept up to date.
Working Together
At Hendon Brook we place great important on pupil voice and the school council meet on a regular basis. They provide ideas for lunch clubs, fundraising and suggest improvements to school life in general. The school council benefits from governor support.
We have 2 representatives on Pendle Pupil Parliament, giving pupil voice a wider forum.
Parents can have their say about their child’s education during progress reviews, Parent Evenings and Annual Reviews and through the chat book.
The Management Committee are representative of a wide range of current and retired professionals; bringing with them a wealth of experience that benefits school and pupils alike. The Management Committee have a strong presence in school and children invite them to any events.
The Management Committee receive regular reports on the progress of our pupils with SEN and are there to consider any complaints which may be made by parents about the provision made at school. The school endeavours to work with a range of professionals in ascertaining and meeting the needs of our children.
Elections to the Management Committee are held in the event a vacancy arises.
What help and support is available for the family?
School has a lead professional who works supporting our families with a range of needs. Parents are introduced to her on the initial meeting and given information how to contact her. School may identify a family’s need and contact them directly to offer support. The lead professional has access to all early support agencies and a wide range of other support networks.
Transport is requested by school but provided by Lancashire travel services. School provides parents with numbers of appropriate contacts.
Transition to Secondary School
We provide the children with a social story to aid transition to secondary school and support visits by parents and children.
Each case is dealt with on an individual basis and planned with parents to ensure the child is supported to meet their individual needs.
Where appropriate we can provide outreach support from our Early Intervention Team to secondary schools in the Autumn Term.
Extra-Curricular Activities
As children are transported to school in taxis it is not possible to offer before or after school clubs.
All classes begin the school day with breakfast.
Lunchtime clubs are provided for each pupil and at no cost to parents. The clubs offered are based on suggestions from school council and so change termly. Each class has a turn at choosing which club they wish to go to first once a week and this works on a rotation basis.
PSHE and school monthly values ensure children are encouraged to think of others and become friends. Targeted friendship activities may be used as required.
Feedback
Please contact school if you have any comments about our Local Offer either by telephone on 01282 693 432 or by email to
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