Special Educational Needs and Disabilities

Special Educational Needs and Disabilities (SEND)
 
We believe in a fully inclusive approach for pupils with additional needs. This includes working closely with parents and carers to support your child to achieve their full potential. It is important to us that parents and carers are fully involved in all stages that your child may need support. This will be initially through informal discussions at parent's evening through to reviews of Individual interventions, and possible discussions with other professionals from external agencies. If you are at all concerned about your child please speak to your child's class teacher or headteacher. 
 
The Northumberland Local Offer can be found at
http://www.northumberland.gov.uk/SEND-Local-offer.aspx
 

SCHOOL NAME:

Branton Community Primary School and Breamish Valley Community Nursery
Branton
Alnwick
NE66 4JF
01665 578225

Admin@branton.northumberland.sch.uk

 

TYPE OF SCHOOL:

Mainstream

Primary School

Mainstream and Community Powers

Nursery

 

ACCESSIBILITY:

Wheelchair access

Whole site is wheelchair accessible

Adult support

High ratio of staff to pupils

Other facilities

Disabled toilet and changing facilities.

 

CORE OFFER:

Are you currently able to deliver your core offer consistently over all areas of your school?

Yes

A small, family orientated school with a high adult to child ratio, in a quiet and peaceful setting.

The school is at the heart of the local rural community, with regular events and school involvement in the local area.
Provision from 2 to 11 currently.

The Read Write Inc synthetic phonics scheme is used from when children begin to develop their phonic knowledge, so from Reception for as long as the children are working within the range.  It may also be used with nursery children if it is felt appropriate. 1-1 sessions are also available as needed.

Literacy and Language is used for those children working beyond the RWI range.

A variety of maths schemes are used with Abacus used as our main scheme.  These are used to tailor our curriculum to the needs of our children. We are also introducing Numicon from the Early Years and have an intervention scheme '1stClass@number' for children needing additional support. 

School curriculum designed by the local community as a ‘Community Designed School’ initiative, input from children, parents, governors and staff.

School site is fully accessible for wheelchairs.

POLICIES:

Are the school policies available on the website for:

SEN

Yes

SAFEGUARDING

Yes

BEHAVIOUR

Yes

EQUALITY & DIVERSITY

Yes

Are you aware/familiar with the requirements of the Disability Discrimination Act 1995 and the Equality Act 2010?

Yes

RANGE OF PROVISION:

Please indicate what your school has to offer (over and above your core offer) in each of the following areas:

Areas of strength
High adult to child ratio, outdoor learning, quiet and peaceful setting.

Family atmosphere where pupils and parents are well known. 

Strong community support.

Support for children on the autistic spectrum – highly experienced and qualified teaching assistants support children within class. All teaching and support staff have received sensory awareness training.


Talk Boost is delivered in early years to promote the acquisition of age appropriate language skills this intervention is also used to support children with English as a second language.

Two staff members are ‘Team Teach’ trained.

Specialist Facilities/Equipment to support SEND

Accessible site, large outdoor area, experienced staff and high adult to child ratio.

Input from Therapists/Advisory Teachers/other specialist support services

We have access to LIST who provide speech and language, educational psychologists, autism specialists, behaviour specialist and occupational therapists.

Access to and support from the school nurse.

Breakfast and After School support

Not at the moment as there is no demand, but could be available.

INLCUSION:

How do you promote inclusion within the school? Including day and residential trips?

All children are encouraged to participate and the high adult to child ratio enable support as appropriate, so the curriculum is planned around all our children and their individual needs.

Lessons are differentiated by ability and by age. Group work is encouraged to enable pupils to support each other and to work collaboratively.

All pupils are included in educational visits as appropriate to their age and relevance to the school curriculum.

Areas within school are open and accessed by all.  A central shared area can be used by any age group.

What proportion of children currently at the school have an SEND?  15% (Nov 2016)

PARENT SUPPORT

INVOLVEMENT/LIAISON:

How do you involve/support the parents of children/YP with an SEND regarding and meeting their needs. How do you communicate their progress and areas of difficulty?

Due to ratio of adults to children, contact can be daily, and staff communicate regularly with parents.  If appropriate, appointments can be made to speak to the teaching staff around teaching commitments. The school operates an ‘open door’ policy, so parents are very welcome in school.

Parents are invited to take part in regular meetings about their children, their needs and their progress, and able to make more formal appointments as necessary. 

Half termly progress updates are sent home and pupils are given individual short term achievable targets.

Early Years and Key Stage One pupils have online learning Journals through TAPESTRY, that parents can access at home.

How will school prepare children with SEND to join their next setting/college/stage of education or life?

  • strong community links with neighbouring schools,
  • regular visits and participation in activities and sports events
  • transfer meetings with next settings
  • Alnwick Partnership meetings

OTHER INFORMATION:

What else do you think parents carers would like to know about your school?

There are strong links to farming and agriculture, with regular participation in local shows and rural events.

Experienced school team.

The school has a large field, wildlife area and access to Branton Ponds with a wide variety of wildlife, flora and fauna.  

Good use of the outdoor learning environment.

COMPLETED BY:

(Name and position)

 

Zoë Ryan
Headteacher and SENDCo

Branton Community First School and Breamish Valley Nursery
Branton, Alnwick, NE66 4JF

SEND Governor

Janice Woods

DATE UPDATED:

28th September 2016

NEXT REVIEW DUE:

27th September 2017
Different categories of SEND
 
Communication and Interaction
Speech, Language and Communication needs (SLCN) - a learner may have difficulty in communicating with others, either by not being understood or not understanding or using the social rules of communication. 
Autism Spectrum Disorder (ASD) - including Asperger's syndrome and Autism - children may have particular difficulties with social interaction.  They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others. 
 
Cognition and Learning
Support for these learning difficulties may be required when learners learn at a slower pace than their peers, even with appropriate differentiation.
MLD - moderate learning difficulties
SLD - severe learning difficulties
PMLD - profound and multiple learning difficulties
SpLD - specific learning difficulties - affecting one or maore aspects of learning - this includes dyslexia, dyscalculia, dyspraxia. 
 
Social, emotional and health difficulties 
Learners may exprience a wide range of social and emotional difficulties.
 
Sensory or Physical needs
Some Learners require special educational provision because they have a disbility which prevents or hinders them form making use of the educational facilities generally provided. 
VI - vision imparement
HI - hearing imparement
MSI - multi sensory imparement
PD - physical disablity. 
 

Complaints

If you are unhappy in any way please contact the head teacher in the first instance. After that there is a statutory complaints procedure, the details of which are available at the school.