Special Educational Needs

We, at Brough Primary School, are committed to meeting the needs of every child and have experience of successfully catering for pupils with a wide range of special educational needs or disabilities.

We believe we are an effective, inclusive school and adapt to meet the learning needs of all children and strive for all children to reach their potential by working in close partnership with parents and other agencies to provide the most appropriate support.

Some children find that they need additional support at some point in their school career. We work hard to identify children with difficulties from an early stage in their education believing that initial difficulties may be quickly addressed. We believe that the younger a child is identified, the better the outcome for that child as it enables some children to catch up with their classmates and gives support early to those who have greater difficulties.

Therefore, children needing intervention are identified at the earliest possible opportunity and individual programmes are established after consultation with parents, pupils, class teachers, the Special Needs Co-ordinator and any relevant agencies, including the Psychological Service.

Mrs Rozenbroek is our Special Needs Co-ordinator and can be contacted via the school or via email: arozenbroek@broughprimaryschool.co.uk

Additional Provision at Brough Primary School

What do we offer?

Enhanced Resource Provision Nurture Unit – “The Bridge”

The Bridge is a place for individuals to access support for their learning and development in a nurturing environment where they can learn through a variety of practical approaches.

Sensory Room

At Brough Primary we have created a multi- sensory room (MSR) 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 room has a variety of uses and benefits for all children. It provides relaxation activities, visual, tactile and auditory stimulation through the use of a bubble tube and projector. Language development, anger management, speech therapy, hand/eye co-ordination and gross/fine motor skills can all be developed using the room.

Phonic/Dyslexia Support

The school is aware that there may be at least 10% of children in the school with additional needs in the form of Dyslexia. This is in addition to those with other Literacy difficulties. There are specific teaching assistants in the school who have additional qualifications which allows them to deliver multi-sensory programs of work beneficial to those with phonic difficulties and Dyslexia. Children will work on a 1-1 program 2 or 3 times weekly and concentrate on phonics, spelling and reading. Throughout the sessions the children will develop their memory skills, which is another significant difficulty for some children.  The school also used computer programs such as Wordshark to aid spelling and reading.

The school is happy to make initial assessments for children with Literacy difficulties which may or may not be related to Dyslexia. Advice as to ways parents can help at home will be given and teaching assistants are happy to demonstrate the work they do with their child in school. Additional assessments and 1-1 support is discussed with the parents and progress is monitored and shared.

Maths Support

For some children in the school additional needs focus on Maths. The school provides additional 1-1 and small group support for Maths These intervention groups will run outside of maths allocation time and allow children the time to fully understand maths concepts.The younger children follow the Numicon Intervention Program as they require the more visual, practical approach that it offers.

Fine Motor Skills 

There are children in the school who require an individualised program of work which develops fine motor and handwriting skills. The school uses 2 programs to develop handwriting for specific children. They are ‘Write from the Start’, ‘Speed Up’ and ‘Pegs to Paper’.  Children will also have the opportunity to work on keyboard skills through the use of the BBC Dance Mat program.

Outdoor, active learning 

All children throughout the school benefit from learning outdoors. This is particularly so for children with additional needs where the classroom environment can be too restrictive particularly if they are very active, practical and visual learners. It is believed that children who learn outdoors know more, understand more, feel better, behave better, work more cooperatively and are physically healthier.

Speech and Language Development 

The school has a successful Speech and Language support program. Where 1-1 development of speech and language skills is led by a teaching assistant who has additional qualifications in Speech and Language. The teaching assistant works closely with the Speech and Language Therapist in order to successfully deliver a specific program 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.

Further information:

SEND Local Offer and SEN Information report

The local offer and the SEND information report provides information for children and young people with special educational needs (SEND) and their parents or carers in a single place.

What is a local offer?

The local authority offer provides information on what services children, young people and their families can expect from a range of local agencies, including education, health and social care. Knowing what is out there gives you more choice and therefore more control over what support is right for your child.

The local authority provides information on a number of things, including:

  • special educational provision;
  • health provision;
  • social care provision;
  • other educational provision;
  • training provision;
  • travel arrangements for children and young people to schools, colleges and early years education; and
  • preparing for adulthood, including housing, employment and leisure opportunity

‘Governors make a strong contribution to the development of the school.’

OFSTED comments

‘Pupils are pleasant,
polite and respectful. Attendance is above
average.’

OFSTED comments

‘The special educational needs coordinator identifies the needs of pupils very accurately and makes sure strong provision is in place to meet pupils’ needs.’

OFSTED comments

‘Pupils participate in competitive sports, such as cross-country, squash and football, as well as winning local dance competitions.’

OFSTED comments

‘The enhanced provision, The Bridge, is making a significantly positive contribution to pupils’ ability to self-manage their needs.’

OFSTED comments

‘The school’s enhanced provision for those pupils who have special educational needs
(SEN) and/or disabilities is a strength of the
school,’

OFSTED comments

‘Staff morale is high and there is a shared sense of purpose and a desire for all pupils to
achieve their full potential.’

OFSTED comments

‘All pupils spoken to say they are safe in school and they enjoy school.’

OFSTED comments

‘Currently, pupils, including disadvantaged pupils, develop good skills and knowledge in reading,
mathematics and a wide range of subjects. ’

OFSTED comments

‘Teachers ask supplementary questions to make sure that pupils have a full understanding of the work they are doing and are making good progress. ‘

OFSTED comments

‘The curriculum offers many exciting opportunities for learning.’

OFSTED comments

‘The school promotes spiritual, moral, social and cultural education very well.’

OFSTED comments

‘An analysis of pupils’ work by inspectors showed good gains in knowledge, skills and
understanding in reading, mathematics and a wide range of subjects.’

OFSTED comments

‘The extra funding for those pupils who have SEN and/or disabilities is used highly
effectively.’

OFSTED comments

‘Parents value the school’s work highly. They believe the school is well led and indicate that the new headteacher has improved the school and that staff are supporting their children well.’

OFSTED comments

‘The local authority has a clear picture of the development of the school and has supported this school securely on its journey of improvement.’

OFSTED comments

‘Pupils take part in
visits to places of interest that then contribute
very well to their learning.’

OFSTED comments

‘Pupils study a wide range of subjects and have a good range of additional activities to
broaden their experiences.’

OFSTED comments

‘Teachers assess pupils’ work accurately and use their good subject knowledge to plan
interesting tasks that engage pupils well.’

OFSTED comments

‘There is full engagement by the school in a local sports partnership. Pupils say that they
enjoy sport.’

OFSTED comments

‘Parents and carers have a very high level of confidence in the work of the school.’

OFSTED comments

‘The headteacher and governors have high expectations of staff and pupils.’

OFSTED comments

‘Teachers’ skilful questioning is used well, especially in guided reading and in mathematics to deepen pupils’ learning.’

OFSTED comments

‘Children settle quickly into Reception and make good progress because of good leadership and
good teaching.’

OFSTED comments

‘The headteacher has made sure that senior leaders, and middle leaders, have had very
effective training’

OFSTED comments

‘The primary school physical education and sports funding is used very well.’

OFSTED comments

‘Pupils engage effectively in learning and enjoy school.’

OFSTED comments

‘School leaders
and governors are passionate about pupils’ achievement and personal development. ‘

OFSTED comments

‘Pupils make a good contribution to their learning.’

OFSTED comments

‘Astute use of professional development and support for staff has resulted in good teaching.’

OFSTED comments