Communication & Interaction

At Brough Primary School we make provision for children with Special Educational Needs and/or Disability within each of the four categories defined in the 2015 SEND Code of Practice (para 6.28 – 6.35):

• Communication and Interaction

• Cognition and Learning

• Social, Emotional and Mental Health

• Sensory and/or Physical

It is not uncommon that children may have SEND that falls into one or more of the above categories

Communication and Interaction needs

Children with SEND may need extra help due to a range of different needs. The purpose of identifying the area of need(s) of the child is not to fit them into a category but rather to consider the child’s needs as a whole and help ensure that the school can plan adequate provision.

Children with speech, language and communication needs may have difficulty making sense of language or in communicating their needs and wants to others. Some children may need support developing fluency or forming sounds, words and sentences. They may also have difficulties in social situations as they do not understand the social rules of communication. These needs can change over time and a child may have difficulty with one, some or all of the different aspects of speech, language and social communication.

Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to 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.

How does Brough Primary School support children with Communication and Interaction needs?

The school has a successful Speech and Language support program. Where 1-1 development of speech and language skills is led by teaching assistants who have additional training in Speech and Language and Social Communication. The school has a positive and effective working partnership with our NHS Mainstream Speech Therapists to successfully deliver specific programs of work. If children require it, sign language is taught, and the school encourages all children to learn basic signing. If a child is in need of an assessment by the Speech Therapist, it will be discussed with parents or carers.

Children who have been diagnosed with ASD or diagnosed with social and communication difficulties are supported through our SENCO, Speech and Language Learning Support Assistants and through quality first teaching within the classroom.

At Brough Primary School we have a sensory room and quiet rooms which can be used by all children to develop a variety of skills, but which ultimately enriches the provision for children with sensory impairment such as Autism, ADHD, and EBD.

The rooms have a variety of uses and benefits for all children. They provide relaxation activities, visual, tactile and auditory stimulation through the use of a bubble tubes/ projectors. Language development, anger management, speech therapy, hand/eye co-ordination and gross/fine motor skills can all be developed using the room.

We work closely with our attached Educational Psychologist and other agencies to identify and support children’s learning. Please refer to out SEN Information report for more information.

For more information, please see the SEND Policy and the SEND Information report.

Useful websites

Link to National Autistic Society – www.autism.org.uk – The National Autistic Society website, the main UK charity for supporting people with ASD and their families (contains lots of useful advice and resources)

www.communication4all.co.uk/ – Resources to support Inclusion, EYFS and Visuals

www.attentionautism.com – For more information on Attention Autism and how you can support your child to develop attention and turn-taking skills.

www.widgit.com/resources – Symbolled resources for different topics and areas of life, including resources for fire safety and about visiting the doctors/dentists.

www.autismuk.com – Lots of information on ASD

www.autismspeaks.org – A comprehensive site, with a useful resource library

www.downs-syndrome.org.uk – Advice and support, including booklets to help with independent toileting, sleeping and managing behaviour.

www.oneplaceforspecialneeds.com/main/library_social_stories.html – A useful set of social stories to share with children, covering topics ranging from coping with a new baby in the family to getting a haircut to making friends. The National Autistic Society website also provides guidance on writing your own personalised social stories.

‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’

OFSTED comments

‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’

OFSTED comments

‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’

OFSTED comments

‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

OFSTED comments

‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’

OFSTED comments

‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’

OFSTED comments

‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’

OFSTED comments

‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

OFSTED comments

‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’

OFSTED comments

‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’

OFSTED comments

‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’

OFSTED comments

‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’

OFSTED comments

‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’

OFSTED comments

‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’

OFSTED comments

‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’

OFSTED comments

‘Inclusive Support for SEND Pupils: The school provides tailored support for pupils with special educational needs and/or disabilities (SEND), particularly through its “The Bridge” provision. Pupils with complex needs are encouraged to manage their emotions, which positively impacts their learning.’

OFSTED comments

‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’

OFSTED comments

‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’

OFSTED comments