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.
Social, Emotional, Mental Health (SEMH)
Social, emotional, and mental health needs can manifest in many different ways and can look different for all children. They could find managing their relationships with other people difficult and may display behaviour that can hinder theirs and other’s learning that can negatively impact on their health, well-being and their quality of life. Some children may have disorders such as Attention, Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), or attachment disorder.
How does Brough Primary School support children with Social, Emotional, Mental Health (SEMH) needs?
Every child is treated as an individual and pastoral arrangements can be made discreetly as required.
Across the school the children use Zones of Regulation (ZOR) which is delivered through our PSHCE curriculum. It develops awareness of feelings, energy and alertness levels, while exploring a variety of tools and strategies for regulation, prosocial skills, self-care and overall wellness.
We have two staff members who are ELSA (Emotional Literacy Support Assistant) trained. They work with individual children on activities tailored to suit their emotional need and work closely with parents to provide support.
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.
The school closely monitors and analyses both classroom and playground behaviour to ensure that the necessary support is provided where needed. The school runs targeted interventions to help support children develop their behaviour and ensure there is limited interruption to learning. We communicate with parents and outside agencies to ensure a positive learning experience for every child, praising and rewarding good behaviour, which sets a high expectation across the school.
We work closely with our attached Educational Psychologist and the Behaviour Support Team to identify and support children’s learning.
Please refer to out SEN Information report for more information.
https://www.minded.org.uk/ – This is an online resource for families with specific support in how to talk to your child about key worries.
If you are looking to develop relaxation for your child, have a look at this website: https://www.relaxkids.com/
For advice and support for concerns around bullying, cyberbullying, depression, anxiety and many more, please visit the NSPCC website: https://www.nspcc.org.uk/keeping-children-safe/childrens-mental-health/
Try yoga to help with self-regulation and well-being. Cosmic kids: https://www.cosmickids.com/
Or if you are looking for something a little bit different, have a go at Laughter yoga: https://www.youtube.com/watch?v=wtoXb6_oxck
‘Teachers ask supplementary questions to make sure that pupils have a full understanding of the work they are doing and are making good progress. ‘
‘Pupils study a wide range of subjects and have a good range of additional activities to
broaden their experiences.’
‘The special educational needs coordinator identifies the needs of pupils very accurately and makes sure strong provision is in place to meet pupils’ needs.’
‘All pupils spoken to say they are safe in school and they enjoy school.’
‘Children settle quickly into Reception and make good progress because of good leadership and
‘The extra funding for those pupils who have SEN and/or disabilities is used highly
‘Governors make a strong contribution to the development of the school.’
‘Pupils are pleasant,
polite and respectful. Attendance is above
‘The headteacher and governors have high expectations of staff and pupils.’
‘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.’
‘Teachers assess pupils’ work accurately and use their good subject knowledge to plan
interesting tasks that engage pupils well.’
‘The school promotes spiritual, moral, social and cultural education very well.’
‘Currently, pupils, including disadvantaged pupils, develop good skills and knowledge in reading,
mathematics and a wide range of subjects. ’
‘Pupils make a good contribution to their learning.’
‘The primary school physical education and sports funding is used very well.’
‘Pupils participate in competitive sports, such as cross-country, squash and football, as well as winning local dance competitions.’
‘Pupils engage effectively in learning and enjoy school.’
‘Pupils take part in
visits to places of interest that then contribute
very well to their learning.’
‘Parents and carers have a very high level of confidence in the work of the school.’
‘An analysis of pupils’ work by inspectors showed good gains in knowledge, skills and
understanding in reading, mathematics and a wide range of subjects.’
and governors are passionate about pupils’ achievement and personal development. ‘
‘The enhanced provision, The Bridge, is making a significantly positive contribution to pupils’ ability to self-manage their needs.’
‘Staff morale is high and there is a shared sense of purpose and a desire for all pupils to
achieve their full potential.’
‘The curriculum offers many exciting opportunities for learning.’
‘The headteacher has made sure that senior leaders, and middle leaders, have had very
‘Teachers’ skilful questioning is used well, especially in guided reading and in mathematics to deepen pupils’ learning.’
‘There is full engagement by the school in a local sports partnership. Pupils say that they
‘Astute use of professional development and support for staff has resulted in good teaching.’
‘The local authority has a clear picture of the development of the school and has supported this school securely on its journey of improvement.’
‘The school’s enhanced provision for those pupils who have special educational needs (SEN) and/or disabilities is a strength of the school,’