|What is the Age Range of pupils at Brook Mead||11 to 16 years|
|Special Educational Needs Coordinator (SENCo)||Ms K Knaggs|
|Academy Councillor with responsibility for SEND|
|Contact Information||[email protected]|
|Local Offer Webpage Link||https://www.leicester.gov.uk/schools-and-learning/special-educational-needs-sen/|
Brook Mead Academy is proud to be an inclusive school, valuing the individuality of all young people. We are committed to giving all our pupils every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations of all our children. The achievements, attitudes and well being of all our pupils matter and are celebrated. This section shares the policies and practices that we have in place to ensure these aspirations become apparent.
What is SEND?
The Code of Practice 2014 states that:
‘A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.’
The Four broad areas of need identified within the SEN Code of Practice 2014 are:
- Communication and Interaction (e.g. speech articulation, stammering, speech and language delay, autism etc)
- Cognition and Learning (e.g. global learning difficulties, dyslexia, dyscalculia etc)
- Social, Emotional and Mental Health Difficulties (e.g. anxiety, depression, eating disorders, obsessive, compulsive disorder (OCD) etc)
- Sensory and Physical Needs (Visual impairment, hearing impairment, sensory needs (e.g. autism, dyspraxia, toileting issues, physical disability etc)
Where can I find the schools Accessibility Policy?
What is the overarching approach to teaching of SEND scholars at Brook Mead?
At BMA we then empower teachers with the responsibility of supporting these scholars in lessons to learn well. We promote independence of our SEND scholars, rather than allowing them to develop dependency on Teaching Assistants for their learning in lessons. The Graduated Approach will be used to Assess, Plan, Do and Review throughout the academic year with the school at the centre of this approach.
The primary intention, where possible will be for scholars with SEND to access the full curriculum, in mainstream lessons. This is our ambition as we aim for all scholars to enjoy the knowledge rich curriculum. They will experience Quality First Teaching with Learning scaffolded appropriately as necessary.
What expertise and training of staff do Brook Mead provide to support scholars with SEN?
Staff development and training is carefully planned based on the needs of our cohort. Visiting professionals are invited to develop and train our staff, as part of our Professional Learning. We actively invest in the development of our SEND/Inclusion Team, and promote their expertise as part of our ‘Everyone a Leader’.
What facilities are provided to assist access to the academy?
It will be appropriate on occasion for identified scholars to be withdrawn from lessons, particularly for reading and spelling interventions. We identify scholars who need this intervention through our extensive transition processes (where we liaise with the SENDCos of our Primary feeder schools), through our robust assessment procedures and referrals from our staff. This purpose of these interventions is to accelerate progress in e.g. reading, so as to allow access to the whole curriculum. Interventions are carefully crafted collaboratively with Curriculum Leaders and the Inclusion Team to consider all scholars as individuals.
What support services are available?
The school aims to work in partnership with other agencies in order to provide an integrated support based on the needs of the scholar. The main external support agencies used by Brook Mead Academy include (this is not an exhaustive list):
- The Educational Psychologist
- The Child and Mental Health Services (CAMHS) support
- Learning, Communication and Interaction Team (LCI)
- Children’s Hospital School
- The School Nurse
- The Educational Welfare Officer
- Speech and Language Service
- Occupational Therapy
- School counsellor (relate)
How does Brook Mead adapt the curriculum and the learning environment of pupils with SEND?
Brook Mead has a highly effective centrally planned curriculum that is adapted to suit each teaching group by the classroom teacher. Our teaching and learning framework ensures all scholars are equipped and empowered.
All departments outline the way they will develop and adapt the curriculum, so it is coherently sequenced for all SEND scholars’ needs, starting points but still offers the same entitlement to powerful knowledge. All curriculum areas ensure that the Pupil Passports are referenced, and strategies developed and used in lessons, this is supported by the inclusion team who observe and offer feedback for the scholars.
How does Brook Mead ensure that pupils with SEN are enabled to engage in activities available with pupils in the academy who do not have SEN?
Scholars with SEND access all areas of the curriculum with the same entitlement. Their interventions are delivered on a flexible timetable set by key worker to ensure no one area of the curriculum offer is negatively impacted.
What steps are taken to prevent pupils with SEND from being treated less favourably than other pupils?
At Brook Mead we believe everyone if capable of excellence, we develop the whole self, we make no excuses, so a diagnosed or undiagnosed need does not entitle scholars to be treated differently, we see feedback a gift.
Our coaching model allows staff to continuously develop and reflect on their practice to become to best practitioners for all scholars.
How will Brook Mead evaluate the effectiveness of the provision made for pupils with SEN?
The progress of scholars is accessed ongoing through interventions and at the end of each cycle, Data meetings are attended by the Principal, Curriculum Leaders and the SENDCo to scrutinise progress and actively adapt provision if necessary. Line management meetings allow Curriculum Leaders to evaluate the effectiveness of provision ongoing through challenging conversations and a sequenced culture of critique.
How does Brook Mead assess and review pupil’s progress towards outcomes?
Whole school assessments and data drops allow us to identify if scholars are positively progressing. In addition to these interventions include assessment processes to identify where scholars are positively progressing towards individual outcomes.
How does Brook Mead consult parents of children with SEND and involve them in their child’s education?
At Brook Mead Academy the parent/carer and child are very much at the heart of all decisions we make, and we share scholar Pupil Intervention Passports (PIP’s) with teaching and support staff. Feedback is seen as a gift, so we ask parents/carers to contact the school if they have any concerns and invite them to provide feedback using a survey to allow us to continually evaluate and develop our approach.
How does Brook Mead consult pupils with SEND and involve them in their education?
Scholars have access to their Pupil Intervention Passports (PIP’s) to allow them to understand the strategies we ask teachers to use. Following routines and accessing lessons with sufficient, and reasonable adjustments for their style of learning need.
Scholar voice is heard through building positive relationships, our Academy Parliament and conversations with key workers, surveys and data drops at points of assessment.
What support for improving emotional and social development does Brook Mead offer?
How does Brook Mead involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting pupil’s SEN and supporting their families?
How does Brook Mead support pupils with SEND in the transfer between phases of education/the preparation for adulthood and independent living
What are the arrangements for handling complaints from parents of children with SEN about the provision made at Brook Mead?