SEND Department

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How does the school know if children/young people need extra help and what should I do if I think my child may have special educational needs?

The school has a robust system of tracking that supports all learners to achieve their potential. The tracking is monitored by the Senior Leadership Team, school leaders and class teachers.

If young people are identified as needing support to meet their aspirational targets a meeting of key professionals is arranged to discuss how their needs are best met.

We value partnership with parents and carers and actively encourage parents to come into school regarding your child's learning.

How will the school team support my child?

All teachers at Broadstone Middle school are teachers of SEND. Class teachers have overall responsibility for the SEND learners in their classes and work in liaison with the Inclusion Leader to provide support. We ask specialist teachers and outside agencies to offer guidance and support when needed.

Our focus is on high quality differentiated teaching that allows all children to be effective learners. The school governors are proactive in creating equity of opportunity.

We encourage parents to enter into partnership with class and subject teachers in the first instance. Our teaching staff will ensure that the appropriate next steps are taken to support all identified children and intervention is put in place to ensure positive outcomes for the learner.

How will the curriculum be matched to my child's needs?

High quality teaching and adjusted plans and resources for individual pupils is the first step in responding to children who may have special needs. For example, a child will be given the opportunity to record information in different ways. This type of teaching is known as differentiation and will enable your child to access a broad, balanced and relevant curriculum. If your child is not making the expected progress and has specific gaps in their understanding they may work within a smaller group of children. These sessions will be led by a teacher or a Learning Support Assistant, who has been trained to run these groups, or by a specialist from outside the school such as a Speech and Language Therapist.

Further specific support may also be provided through an Education Health and Care Plan (EHCP). This means your child will have been identified by the Form tutor and Inclusion Leader as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.

At Broadstone Middle school we have fully implemented the new 2014 National Curriculum through careful planning and collaboration with all stakeholders. The curriculum is personalised to meet the needs of individuals.

For children with specific learning needs interventions include:

Reinforcement and pre teaching in small groups or 1:1

Booster sessions for Reading, Writing and Mathematics.

Precision catch up for phonics.

How will both you and the school know how your child is doing and how will you help me to support my child's learning?

We regularly review progress to ensure that children continue to make rapid and sustained progress.

For children with additional educational or medical needs an emphasis is placed upon the involvement of parents and learners at all stages in our decision making process.

We aim to communicate with families to ensure that they have increasing ownership of the provision and learning opportunities in place; we make decisions about next steps together. This will ensure that parents/carers are aware of how to support their child at home and ensure that a graduated approach to their learning is continuous.

What support will there be for my child's overall wellbeing?

We continually promote inclusion; all teachers know the profile of their pupils. Individual needs and learning activities are planned to match pupil’s needs.

The environment is stimulating, supportive and well resourced. Wall and interactive displays provide prompts and reminders to encourage children to learn and achieve independently.

We view all learners holistically and strive to meet their individual needs.

We recognise that our learning community supports a diverse range of needs and we are proactive in designing climates for learning that meet the needs of pupils with SEND and/or disability.

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

All external partners we work with are vetted in terms of safeguarding and when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service.

Educational outside agencies include:

Educational Psychologist (EP)

Special Needs Support Services (SENISS)

Longspee Behaviour Outreach (BS)

Montacute and Winchelsea Special Schools Outreach

Raising Ethnic Minority Achievement (REMA), which includes English Additional Language and Traveller Service support.

Specialist health services such as Speech and Language Therapy (SALT)

Physical and Sensory Support Service (PSSS), which includes Hearing Impaired Service (HI) and Visually Impaired Service (VI)

Occupational Therapy (OT)

Physiotherapy (PT)

Child and Adolescent Mental Health (CAMHs)

Behaviour Clinic

We work with Social Services, Poole Family Support and Dorset Police through the Safe Schools and Community Team SSCT. We also have a Family Outreach Worker (FOW).

In addition some of our staff have undertaken specialist training. Trained staff members include:

Higher Level Teaching Assistant (HLTA)

Emotional Literacy Support Assistant (ELSA)

Team Teach qualified and Specific Learning Difficulties expertise.

What training are the staff supporting children and young people with SEND having or had?

The school has an annual cycle of professional development that is needs led and focuses upon developing the capacity of all staff to meet the needs of all learners.

How will my child be included in activities outside the classroom including school trips?

We are an inclusive school community and we work in partnership with all stake holders to ensure that all learners have equal opportunities in their school experience. Activities outside of the classroom and school trips are planned well in advance to ensure that equality of opportunity is achieved.

Risk assessments are carried out for school visits including residential trips and reasonable adjustments will be made where required. Where needed, the risk assessment would include a meeting with parents as well as taking account of any medical advice. The destination of these trips will be taken into account when assessing the needs of all children. On some occasions an individual member of staff may be assigned to support a small group or individual child if the risk assessment indicates that this is necessary.

After school clubs and Homework Club are available to all pupils.

Adjustments will be made to support SEND pupil participation. Health and safety audits are conducted to ensure that the school provides a safe environment for all pupils.

How accessible is the school environment?

The school has an Accessibility Plan that is agreed by school governors and the Castleman Academy Trust.

The school works in partnership with the local authority to ensure that our school facilities are appropriate for all learners prior to their admission to school. We talk with parents to plan specific provision well in advance of their child starting at our school.

How will the school prepare and support my child to join the school or the next stage of education and life?

We work in partnership with all our feeder schools to ensure that a smooth and successful transition processes takes place.

When moving classes in school; information will be passed on to the new class teacher and in most cases, a planning meeting will take place with the new teacher to discuss your child’s strengths and difficulties and the strategies that have been successful. Provision maps, Personal Learning Plans and Statement objectives/ Education Health Care Plans will be shared with the new teacher.

When children leave Broadstone Middle School and enter an Upper school setting, the same arrangements are in place so that learners feel prepared for the next stage of their education. The new school is invited to attend any reviews before your child transfers. Your child will take part in focused learning about aspects of transition to support their understanding of the changes ahead. Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school. A range of strategies, suitable for your child, may be used to support them at the time of transition. For example, if your child would be helped by a book/social story to support them understand moving on, then it will be made available for them. All class tutors and Heads of years are involved in the transition process.

How are the school's resources allocated and matched to children's special educational needs?

Provision is needs led and we always strive to provide resources that are matched to a young person's Special Educational Needs or Disability The school budget includes money for supporting pupils with SEND.

The Inclusion Leader then decides on how this budget for SEND (in consultation with SLT and school governors) will be used based on the pupils’ needs. The school may receive an additional amount of ‘top-up’ funding for pupils with a higher level of need.

The school will use its SEND funding in the most focused way to support your child. This may include some individual or small group interventions working with a Learning Support Assistant or specialist teacher. The funding may also be used to put in place a range of support strategies. SEND funding may also be used to purchase specialist equipment or support from other specialist/outreach services.

There are regular meetings to monitor the impact of interventions and SEN provision and the Governing body is kept informed of funding decisions.

We ensure that the learning environment is fully accessible and inclusive for all learners. We have a disability and accessibility action plan and policy that is available on request.

Several classrooms are visual and hearing impaired friendly.

The school site is fully wheelchair accessible. There are two lifts to support access. We have one unisex accessible toilet. Visual timetables/displays are used in all classrooms to support learning.

How is the decision made about what type and how much support my child will receive?

Support is agreed collaboratively as part of an on-going review with all stakeholders and consensus is sought.

Impact of our intervention is judged on the success of the identified outcomes.

How are parents involved in the school? How can I be involved?

Parents are an integral part of their child's learning and actively encouraged to provide a lasting and positive partnership with the school.

We work with parents to support each child’s well-being, learning needs, progress and aspirations. We operate an open-door policy to allow parents to contact their child’s class teacher with ease. Parents are invited to become involved in school-life through a number of means e.g. Broadstone Middle Association (PTA), parent forums, hearing children read and ongoing invitations to school events throughout the year.

Our Governing Body includes Parent Governors/representatives. It is our aim that the school works in close partnership with parents and maintains regular and purposeful communications between school and home.

How can you find out more information or contact us?

Regular newsletters informing parents of dates, events and items of school news are available on our website.

The school text messaging service.

The form tutor is the first point of contact but parents are also welcome to contact the Head of Year directly about any concerns. Any important information should be shared with the form tutor.

Useful contact details:

Inclusion Leader: Deb Harris

Education and Welfare Lead: Jane Tomlinson

SEND Governor: Anne Hanby

If you are considering applying for a place at Broadstone Middle School and your child has Special Educational Needs or Disabilities please telephone the school and arrange an initial visit with the Head of School or Inclusion Leader. We will be happy to meet with you.

An invite for feedback

This offer is intended to give you clear, accurate and accessible information. If you would like to comment on the content of the offer, or make suggestions to improve the information, please email: d.harris.st@bmsweb.co.uk