Student Support (SEND)

You can contact our Acting SENDco, Miss Michelle Tipper, by emailing brooklands@cbc.beds.sch.uk or telephoning 01525 372018. 
 
If she is unavailable you can leave a message with her assistant Mrs Debbie Cripps.

Brooklands Local Offer

What can I expect if I send my child to Brooklands School?

You can expect a personalised approach to learning with relevant support and adjustments that will maximise your child’s learning.

Who are the best people to talk to in Brooklands, about my child’s difficulties with learning/ special educational needs and/ or disability (SEND)?

-Our Director of Student Support (SENDCo) oversees all support and progress of any child requiring additional support across the school. Our Assistant SENDCo supports the SENDCo.

- The class teacher will oversee, plan and work with SEND in their class to ensure progress is made.

- There may be a Learning Support Assistant (LSA) working with your child either individually or as part of a group. The regularity of these sessions will be explained to parents when the support starts.

- In addition to this The head teacher of the school is responsible for ensuring the SENCo, teaching and support staff meet your child’s needs.

- Finally the SEND governor is responsible for making sure that the necessary support is made for any child who has SEND.

What are the different types of support available for children with SEND in Brooklands?

There are 3 waves of interventions these are listed within our provision map.

 It is the responsibility of the class teacher to ensure quality first teaching. This is wave 1 intervention which all children are entitled to.

For your child this means:

  • That the class teacher has the highest possible expectations for your child and all the pupils in the class.

  • That all teaching is based on building on what your child already knows and understand.

  • The teacher may provide targeted support with one of our learning assistants as part of normal practice.

  • Different approaches to learning are in place so that your child can be fully involved in learning within the classroom. This may involve things like using a practical approach to learning.

  • Specific strategies (which may be suggested by SENDCo or external professionals) are in place to support learning.

  • Your child’s teacher will have carefully checked on your child’s progress and will have identified the gaps in their learning and decided on the best strategies or support to help your child makes the best possible progress.

All children should receive this as part of excellent classroom practice.

 

Identifying children’s additional needs – How will the school know if my child needs additional help and how will the school share information with me?

Should your child have needs additional to this, we have other interventions. Pupils are identified as needing additional support through our teacher assessment and provision mapping process. Parents may also express concerns and these will be responded to and support provided as appropriate to the individual needs and concerns raised.

We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs. We operate a home/school link book which your child can bring home so comments from parents and teachers can be shared and responded to.

Stage of SEN Code of practice: stage 1

  • Your child would receive more formal group work to help him/her make progress

  • Your child would receive targeted support within the classroom to ensure they had full access to opportunities in the class.

  • You will meet with form tutors termly to review your child’s SEND profile. You will meet with the SENDCo or Assistant SENDCo at least once a year to review the SEND profile.

In a situation where a child has made good progress and caught up with their peers we may remove them from stage 1 and for a time monitor their progress on a shorter term intervention to ensure they maintain their learning potential.

Stage of SEN Code of practice: stage 2

This means that your child has been identified as needing some extra specialist support in school from a professional outside of the school.

The school is in contact with a range of external agencies to support your child when required.

For your child this would mean:

  • Your child has been identified by the class teacher or SENDCo, or you may have raised concerns that your child needs more specialist help in addition to first quality teaching and intervention groups.

  • You may be asked permission and asked to meet with the SENDCo for us to refer your child to an external agency. For example speech and language therapist, educational psychologist, paediatrician. This will help the school gain a better understanding of your child’s specific needs. This in turn can help us work together to provide the best support that your child needs.

  • You will meet with form tutors termly to review your child’s SEND profile. You will meet with the SENDCo or Assistant SENDCo at least twice a year to review the SEND profile.

Stage of SEN Code of practice: stage 3 (Statutory assessment – EHCP/Statement)

This process begins following a period of time when intervention and support has been provided at stage 1 and 2 and children continue to face significant barriers to learning.

For your child this would mean:

 

  • You may be asked permission and asked to meet with the SENDCo for us to refer your child to an external agency. For example speech and language therapist, educational psychologist, paediatrician. This will help the school gain a better understanding of your child’s specific needs. This in turn can help us work together to provide the best support that your child needs.

  • A formal review will be carried out once a year where professionals from outside agencies will meet co productively with parents to dicuss and amend your child’s EHCP or statement.

  • You will meet with form tutors termly to review your child’s SEND profile. You will meet with the SENDCo at least once a year for a formal review of your child’s EHCP/Statement. In addition you may wish to meet the SENDCo termly to review the SEND profile.

 

What support will there be for my child’s overall well-being?

  • All staff believe that children having a high self- esteem is crucial to a child’s well- being. We have a caring, understanding team looking after our children.

  • The class teacher has overall responsibility for pastoral care of every child in their class. However for children that need extra support our director of student well-being provides extra pastoral care. The director of student well-being may also involve external agencies.

  • In addition to this we have a school nurse on sight who over sees the administration of medicines. The director of student well- being, SENDCo and school nurse all work very closely together to ensure the best outcomes for our young people.

What specialist services and expertise are available at or accessed by the school

  • Our SENCo is fully qualified and accredited.

  • We have disabled toilets and lifts to access the upstairs classrooms.

  • We work closely with outside agencies including, Behaviour intervention; health including GPs, school nurse, clinical paediatricians, speech and language therapists, occupational therapists; social services including locality teams, social workers and educational psychologists.

 

Who can I contact for further information?

  • First point of contact would be your child’s class teacher.

  • You could also arrange a visit to meet Miss Cadden the SENDCo or the Assistant SENDCo Miss Tipper.

  • Look at the SEND policy on our website.

  • For pastoral needs and admissions you could contact the schools Director of Student Well-Being Kim Bailey.

Schools number – 01525 372018

Email address for Director of Student Support (SENDCo) – caddenl@bf8.md.e2bn.net

 

 

 

Listed below are some links to Central Befordshire sites that you might find useful.