At Bridgelea Primary School, the SENCOs are called Caroline Gibson and Rebecca Squires and can be contacted via email on email@example.com.
The SEN Reforms places a statutory requirement on schools from September 2014 to make information available to parents about how the school supports children and young people with SEN. This information will form the main basis for the school’s Local Offer, which has to be published on the school’s website.
SEND code of practice: 0-25 years
The SEND (Special Educational Needs and Disability ) Code of Practice 2014 gives guidance to schools in meeting the needs of pupils with SEND . At Bridgelea Primary School we ensure the team fulfill their role in supporting children with SEND and follow the 2014 statutory guidance.
How does the setting know if young people need extra help and what should I do if I think my child may have special educational needs?
Many of our children have severe and complex difficulties, and after a period of assessment, it is identified that they need a specialist provision to meet these needs. Of ninety six places, forty six are specialist places for children with statements or Education and Health Care Plans for Social, Emotional and Mental Health Needs.
Review meetings are termly and when necessary half termly, to monitor progress in learning and behaviour. Some children may need further assessments or support from specialists if required. Bridgelea is a communication friendly school, ELKLAN approaches are used throughout the classrooms and help children to both understand language and communicate more effectively.
Any further needs can be discussed with the SENCo. Contact information is detailed within this report.
How will staff support my child?
On entry, we liaise with previous providers to share as much information as possible. All children are assessed on entry using baseline assessment tools in reading, writing, maths and social and emotional skills. This allows teachers to identify gaps in learning and plan personalised lessons to help children make progress.
If a child is experiencing barriers which make it difficult to learn or engage with daily life at school; parents, carers and professionals can work together to plan the most appropriate kind of provision. Staff may telephone home on a regular basis to pass on information or simply to talk about the pupil’s day. Staff are trained to support both your child’s learning and social and emotional needs.
Nurturing approaches are central to our approach and curriculum. Each child has a ‘Profile of Need’ where their emotional development is assessed and opportunities are planned to help children develop these skills. Children are they are helped to communicate feelings and needs through nurturing opportunities. Children’s behaviour is seen as a form of communication, staff are trained in how to de escalate and respond to challenging behaviours.
How will the curriculum be matched to my child’s needs?
The curriculum has been updated in line with the new 2014 Curriculum. (Curriculum maps illustrating this have been added onto the website). Our aim is to provide a curriculum that is relevant and broad and helps pupil to become as functionally literate, numerate, communicative and as independent as possible in an environment that promotes positive learning experiences. We value the use of ICT and this is used to support learning throughout the curriculum.
How will I know how my child is doing?
Termly parents/carers are invited to discuss the pupil’s progress along with any integration plans or problems which need to be addressed. Written reports are also supplied. Parents are also welcome to discuss issues by appointment or telephone with individual teachers or senior leaders.
Pupil data is gathered and monitored termly and this is used to identify concerns around progress so that interventions can be implemented if deemed necessary. We have recently invested in a new tracking system called Classroom Monitor which allows staff to track progress against age related expectations.
What support will there be for my child’s overall well-being?
What specialist services and expertise are available at or accessed by the school?
What training have the staff supporting young people had?
How will the young person be included in activities outside the classroom including school trips?
How accessible is the school environment?
How will the school prepare and support my child when joining the school or transferring to a new school or next stage of education and life?
How are the school’s resources allocated and matched to the pupil’s special educational needs?
How is the decision made about what type and how much support my child will need?
How are parents involved in the school in discussions and planning for my child’s education?
Who can I contact for further information?
The first point of contact is normally the Headteacher, Deputy Headteacher, Assistant Headteacher or the Class Teacher. You may also wish to contact one of the SENCos if you wish to discuss anything further.
- Phil Hoyland (Headteacher) email- firstname.lastname@example.org
- Kelly Eyre (Deputy Headteacher) email- email@example.com
- Caroline Cassidy (SENCO) email- firstname.lastname@example.org
- Rebecca Squires (SENCO) email- email@example.com
- Nichala Johansen (Assistant Headteacher) email- nichala.Johansen@bridgelea.manchester.sch.uk
Arrangements for handling complaints from parents with SEN about provision made at the school.
If you would like to share any concerns with us please contact Kelly Eyre or Caroline Gibson/Rebecca Squires (SENCO) who will be happy to help you or signpost you to the right member of the team.
Chair of Management Group – Ed Haygarth
SEND Governor- Steve Wilkinson