Brookfields Primary School
2 Hingeston Street
Hockley
Birmingham
West Midlands
B18 6PU
Tel. 0121 675 1897
email enquiry@brookfields.bham.sch.uk

 

Brookfields School Special Educational Needs Information Report

 

 

 

At Brookfields School we are committed to ensuring that all children become independent learners and reach their full potential. We seek early identification of children’s individual and specific areas of need and make provision to meet their needs.

 

 

 

 

1. What kinds of support do we offer for children with Special Educational Needs?

 

 

·     Quality First Teaching

 

·     Small group targeted intervention and personalised learning opportunities

 

·     Individual targeted interventions

 

 

The types of SEN that we support at Brookfields are:

 

 

·     Cognition and Learning

 

-     How your child thinks, learns and understands their world.

 

 

·     Communication and Interaction

 

-     How your child talks to, listens, responds, plays and learns with other children and adults.

 

 

·     Social, Emotional and Mental Health difficulties

 

-     How your child shows their feelings, negotiates and solves problems in different situations and handles changes of routine.

 

 

·     Sensory and/or Physical needs

 

-     How your child responds to their environment and learning using their senses and any diagnosed medical issues.

 

 

 

 

We support children through Quality First Teaching

 

 

This means that:

 

·     The teacher has the highest possible expectations for your child and all pupils in their class.

 

·     All teaching is based on building on what your child already knows, can do and understands.

 

·     Different ways of teaching are used so that your child is fully motivated to be involved in their learning.

 

·     Your child’s progress is constantly checked to ensure that the teaching and any additional resources meets their needs.

 

 

We support children through targeted group work known as personalised learning

 

 

This is where your child works with a smaller group of children, who are at a similar place in their learning, often called an intervention or booster group.

 

 

For your child this would mean:

 

·     Working in small group sessions on specific targets or objectives to support their progress personalised to their needs.

 

·     These sessions are usually led by a teaching assistant or teacher, under the direction of the class teacher, with advice from the Senco/Inclusion Manager.

 

·     Progress is constantly monitored to ensure that this small group work meets the group’s needs.

 

 

We support children through targeted individual work

 

 

For your child this would mean:

 

·     Working 1 to 1 on specific targets to support their progress.

 

·     These sessions are usually led by a trained Teaching Assistant/teacher under the direction of the Class Teacher, with advice from the Senco/Inclusion Manager and any outside agencies involved.

 

·     Progress is constantly monitored to ensure that 1 to 1 interventions are meeting the child’s needs.

 

 

 

 

 

2. How are Special Educational Needs identified?

 

 

How do parents/carers raise concerns?

 

 

Talk to us:

 

·     Firstly contact your child’s class teacher or speak to school’s Parent Support Adviser to discuss your initial concerns.

 

·     Senco( Early Years)

 

·     Inclusion Manager

 

·     Year group leader or

 

·     Assistant Head Teacher for that phase

 

 

 

We pride ourselves on listening to and building positive relationships with our parents/carers.

 

 

How does the school identify a child’s Special Educational Need?

 

 

·     Regular discussions with parents/carers about any concerns with your child’s learning or progress.

 

·     Class Teachers will raise concerns with parents/carers and the Senco/Inclusion Manager following day to day teaching and observations or end of term assessments.

 

·     Class Teachers, Senco and Senior Managers will identify children who are not making expected progress from the schools tracking system. This is carried out at least three times a year.

 

·     Advice is requested from appropriate outside agencies to identify specific needs using specialist assessment.

 

 

3. How will school monitor the progress of children with SEN?

 

 

We:

 

·     Set and review individual targets during the year.

 

·     Check that additional support the child receives is planned and monitored carefully by the class teacher and Senco.

 

·     Have regular meetings between Class Teachers, Senco/Inclusion manager Teaching Assistants and Senior Managers to discuss children’s progress and provision.

 

 

 

Who will explain this to me?

 

·     Class Teachers will meet with parents/carers at least on a termly basis, this could be part of Progress meetings or as a review of termly targets to discuss and review your child’s needs, support and progress.

 

·     The Senco/Inclusion Manager are available for further information and discussion.

 

·     Children with a Statement/EHC plan will have annual reviews.

 

 

4. What extra-curricular activities can a pupil with Special Educational Needs access at school?

 

Brookfields is an inclusive school and all activities are available to pupils with SEN. If appropriate, reasonable adjustments will be made, to meet the needs of the individual child, so they can participate.

 

 

Class teachers or our friendly office staff will be able to tell you what before and after school clubs/activities are available.

 

 

5. Who are the best people to talk to about SEN?

 

 

We always encourage you to speak to your child’s class teacher about any concerns you may have about your child. However, if you have a specific concern about your child’s learning, special educational or additional need then the Senco or the Inclusion Manager can be available to speak to you.

 

 

The Senco and Inclusion Manager are teachers who are responsible for supporting members of staff, parents/carers and pupils in meeting the additional needs of all children. They have training in co-ordinating SEN across the school.

 

 

 

 

 

The name of our Senco (specialising in supporting our Foundation children) is:

 

Ruth Flett

 

 

The name of our Inclusion Manager is:

 

 

Dawn Benton

 

 

 

 

They can be contacted by arranging an appointment through the school office.

 

 

6. What training have staff to support children with Special Educational Needs?

 

 

 

To ensure our staff have the skills and knowledge to support children with SEN there is a programme of on-going training, both in school and off-site.

 

Recent training has included:

 

·     Lead teacher in Autism

 

·     Precision teaching

 

·     Direct Instruction

 

·     A reading recovery intervention called ‘Better Reading’

 

·     All staff have level 1 Autism training.

 

 

 

 

 

 

7. How does the school get more specialist help?

 

 

At Brookfields, if we feel a child needs more specialist help we can work with a range of outside agencies. We may need your permission before some specialists will become involved with your child.

 

 

 

 

 

Agency or Service

Who they work with

Educational Psychology Service

Children with more significant and complex learning needs.

Provide school staff with advice on teaching strategies, resources, individual and whole school training

Pupil and School Support (PSS)

Provide school staff with advice on teaching strategies and resources, individual and whole school training to support pupils with difficulties in language, English and Maths.

Individual assessments of pupils who are not making progress in language, English and Maths and advice on next steps.

Speech and Language Therapy Service (SaLT)

Children who are referred by the GP or school who have specific speech or language needs. Provide school with advice on work that can be carried out in school as well as providing specific programmes in clinic.

School has a visiting SaLT, weekly, to support children.

Communication and Autism Team

Children with social and communication difficulties or a diagnosis of Autism.

Provide individual and whole school training for staff with advice on teaching strategies, resources for pupils with Autism.

Sensory Support Service

Children with visual or hearing impairments. Provide school with advice regarding resources and strategies to support children with sensory impairments

Wilson Stuart Outreach

Children with gross motor skill difficulties.

Provide school with advice regarding resources and strategies to support children with physical difficulties.

City of Birmingham School

(Behaviour support)

Children with challenging behaviours as part of a SEMH (social emotional or mental health) need.

Provide school staff with advice on teaching strategies, resources, individual and whole school training

Health professionals

Provide advice and support for staff working with individual children with health needs.

School Nurse

Occupational therapist

Physiotherapist

Child Development Centre

Children and Mental Health Services(CAMHS)

Now known as FTB (Forward thinking Birmingham)

Children with specific mental health issues e.g. anxiety/ depression.

 

 

8. How are the parents of children involved in the education of pupils with Special Educational Needs?

 

 

 

·     Regular review meetings

 

·     Progress meetings with class teacher and other relevant inclusion staff.

 

·     Annual reviews for children with statements/EHC plan

 

·     Inspire workshops, class assemblies, some specific class workshops or coffee mornings.

 

 

 

 

9. How are pupils with Special Educational Needs involved in their own education?

 

 

All pupils are involved and encouraged to take part in their own learning journey, for example:

 

·       Developing and achieving targets

 

·       Attending Progress meetings with parents

 

·       Self-assessment and evaluation

 

·       All children are encouraged to speak to members of staff if they have a concern or worried about anything.

 

·       Learning mentors

 

·       Pupil Voice/School Council

 

 

Children identified with SEN additional needs are also involved in:

 

·       Annual Review Meetings

 

·       Child friendly personalised target setting

 

 

 

10. How is the governing body involved in supporting families of children with Special Educational Needs?

 

 

At Brookfields we have a designated governor with responsibility for SEN who liaises with the Senco and Inclusion Manager to ensure that the Governors are informed about provision, progress and well-being of our children with SEN. To ensure confidentiality any feedback or reports do not name individual children.

 

 

If you have concerns about how school deals with your child regarding any SEN issues you can discuss these with the Head Teacher or the Governing body.

 

 

The name of our SEN Governor is:

 

 

                           Sue Twells.

 

 

If you want to discuss any issues with our SEN Governor, she can be contacted by arranging an appointment through the school office.

 

 

11. What support services are available to help Parents/carers with children with Special Educational Needs?

 

 

Our school Parent Support Advisor or Inclusion Manager will be able to advise you on the support services available to you, both locally and nationally.

 

 

It is recommended that you contact your GP to discuss any concerns you may have about your child’s needs and to seek medical support, guidance and assessments if appropriate.

 

 

Parent Partnership Services are a support service we also recommend to you. They can offer independent and unbiased advice and information about the assessment procedures and educational provision for your child. 

 

 

 

 

 

12. How will we support your child through transitions?

 

 

Before your child starts at our school:

 

·       Visit to existing school or home visit where relevant.

 

·       Transition days – staggered at times of the day to meet the needs of the child e.g. after school, during class time.

 

 

When they are moving to a new school:

 

·       Additional visits to the new school for children with specific needs

 

·       Contacting key personnel at receiving school.

 

·       Reviews centred on the needs of your child involving yourself, staff and relevant agencies when appropriate (Person Centred Review).

 

·       All relevant documentation about your child shared with new setting.

 

 

When children are moving into the next class:

 

·       Your child’s new teacher will be informed of your child’s likes, dislikes and what works best for them.

 

 

 

 

13. How can parents/carers find the Birmingham Local Authority’s Local Offer for SEN?

 

 

You can find the Birmingham Local Authority’s local offer on the Authority’s website at www.mycareinbirmingham.org.uk/

 

 

 

 

 

 

 

 

 

 

 

 

 

Click here to access the Birmingham City Council's Assessment and Education Health Care Plan website.

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