Special Educational Needs

At Brough Primary School we support all our children to enable them to achieve at school.

Excellent teaching is vital and high-quality learning experiences provide children with the opportunity to learn new skills, acquire knowledge, develop their independence and a love of learning. We pride ourselves on our inclusive ethos where the needs of individual learners are at the centre of their provision. We 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. Our skilled teachers and Teaching Assistants aim to meet the needs of all children in the classroom through Quality First Teaching.

We recognise that there are occasions where further additional support may be needed to enable our children to reach their goals. 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. We work in close partnership with parents/carers and other agencies to provide the most appropriate support.

We maintain a register of children with Special Educational Needs which helps to ensure children receive the appropriate level of support.

The categories on our SEN register are:

School Support (K) – Children who need additional support that involves seeking advice from external agencies outside the school for example: Speech and Language Therapists, Educational Psychologists, Sensory and Physical Therapists, Behaviour Support Team.

Education Health Care Plan (EHCP) – Some children will have special needs which require a higher level of support or adult expertise to manage and it may be necessary to apply for an Education Health Care Plan. This would ensure that we are meeting the child’s specific needs and that all agencies involved with the child have an input.

The process of identifying that a child might need additional support within school or specialist advice from an outside agency will involve a conversation between school and parents/carers at the earliest opportunity. This makes sure that parents and carers are always consulted at every step and kept fully informed about the help their child is given and the results of that help given.

If your child is on the Special Needs Register, you will be informed and will be invited into school to discuss your child’s learning needs. Each child will have a One Page Profile and a Support Plan. These give details of specific targets your child is working towards and how we can work in partnership, to help your child achieve these targets. You will also be invited to talk about how your child is doing – what is working and what we might need to do differently. This meeting is in addition to our Parents’ Evenings. Having these review meetings gives parents/carers an opportunity to talk in greater detail about the support that is in place for their child and to ask questions to give us information in a friendly, unhurried situation.

At Brough Primary School we know that all parents and carers want the best for their children and hope they will be happy and achieve their potential at school. We believe that success in education for our children depends, at least in some part, on how parents, carers and school work together and this is particularly important when the child has an additional need. Parents and carers know their children best and we want to take into account their views and experience to increase the effectiveness of any provision put in place for their child.

Who can I contact for further information?

If you would like to discuss your child’s special educational needs, please contact the school office: 01482 667352 or email – brough.primary@eastriding.gov.uk or email our Special Educational Needs Co-ordinator Mrs Rozenbroek- arozenbroek@broughprimaryschool.co.uk

If you are considering sending your child to Brough Primary School please make an appointment to arrange a visit to our school, you will have the opportunity to discuss your child’s specific needs and to ask any questions relating to your child’s education.

For EYFS/Early years SEND information please contact our Early Years SEND leader- Mrs Skilleter via the school office: 01482 667352, email brough.primary@eastriding.gov.uk

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

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

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

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

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

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

OFSTED comments

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

OFSTED comments

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

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

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

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

‘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

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

OFSTED comments

‘Pupils engage effectively in learning and enjoy school.’

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

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

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

OFSTED comments

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

OFSTED comments

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

OFSTED comments

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

‘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

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

OFSTED comments

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

OFSTED comments

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

OFSTED comments

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

OFSTED comments

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

OFSTED comments

‘The curriculum offers many exciting opportunities for learning.’

OFSTED comments