SEND Information (Special Educational Needs and Disabilities)
ARRANGEMENTS FOR SUPPORTING CHILDREN AND YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES
From 1st September 2014, the Children and Families Act 2014 introduced a new framework for children with special educational needs and disabilities (SEND).
All Local Authorities are required to publish information on ‘the Local Offer’ about all SEND services, along with details of any eligibility for specialist services and a signpost to support for those who do not meet thresholds.
Our school SEND info can be found on our school website along with the policy here.
Listed below is our school offer with a brief overview of the various additional programmes we deliver to support all learners, where appropriate. If you wish to discuss your child’s support programmes please do not hesitate to get in touch with Miss Steward (Inclusion Leader / SENCO) either through the school office or through email: email@example.com
Special Educational Needs at Brunswick House
All children are valued, respected and welcomed at Brunswick House whatever their Special Educational Need. We will support their learning and ensure that they are as fully included in all school activities as possible, making full use of externally provided facilities where appropriate. The Kent Parent Partnership Service also offers support and advice for parents - and families of disabled children - and children with SEN.
The school currently meets the needs of pupils with a statement of special educational need / Education, Health and Care plan with the following need: Autistic Spectrum Disorder (ASD), ADHD, (a form of ASD), Trisomy 21 (also known as Down Syndrome), Auditory Processing Disorder and Hearing Impairments. Decisions on the admission of pupils with a statement of special educational need / Education, Health and Care plan are made by the parents and Local Authority. If the Local Authority requests placement of a child with an EHCP at the school, discussions will be held about the specific needs to ensure that the school is both suitable and capable of meeting these needs.
The admission arrangements for pupils without a statement of special educational needs / Education, Health and Care Plan do not discriminate against or disadvantage disabled children or those with special educational needs.
At Brunswick House we aim to make provision for every kind of special educational need without a statement of special educational needs / Education, Health and Care plan (EHC); for instance Asperger Syndrome, ADHD, Speech and Language delay, Dyslexia, Dyspraxia, learning difficulties and behaviour difficulties.
At Brunswick House we use the following assessment tools: Speech and Language Link assessment, Dyslexia and Dyscalculia Screening, British Picture Vocabulary Test, Expressive Vocabulary Test and Ravens IQ test. We can access Specialist Cognition and Learning teachers through LIFT (Local Inclusion Forum Team meetings), the school nurse team, therapists from referrals to Speech & Language, Occupational Therapists and Educational Psychologists who use their own assessments. In consultation with parents, teachers and SENCO the relevant assessments will be carried out where appropriate.
We Offer a Range of Interventions as Listed Below:
Speech and Language
Individualised programmes are either given to us by an external Speech Therapist or we assess pupils internally using Speech and Language Link which devises interventions to follow.
Better Reading Partners
All TAs across the school have been trained to deliver this intervention, three times weekly reading for 15 minutes from Years 1-4.
WAVE 2/3 Maths
Children are supported individually or in groups to consolidate concepts within the maths curriculum in their year group.
WAVE 2/3 Reading
Children are supported individually or in groups to consolidate concepts within the reading curriculum in their year group
WAVE 2/3 Writing
Children are supported individually or in groups to consolidate concepts within the curriculum in their year group, including: spelling, punctuation and grammar.
Toe by Toe
This is a dyslexic friendly strategy to help children in reading and spelling, helping them to recognise letter patterns and sounds in words.
Plus One /Power of Two
Plus One is used with Key Stage 1 children and Power of Two is used with Key Stage 2 children and is a specific programme to support children with the basic number bonds and maths concepts.
Fine Motor Skills – Clever Fingers
Fine motor skills are vital to the development of many competencies in young children. Activities are divided into sections, focusing on: warming up, hand and finger strength, manipulation and eye-hand co-ordination. Clever Fingers is used together with scissor skill activities and games with children from FS to Year 3.
Sensory Circuits is a series of activities designed specifically to wake up all the senses in readiness for the busy day at school. Sensory circuits help to improve: balance, coordination, awareness of body position and sensory integration. It leads to improvements in alertness and co-ordination in class and a ‘just right’ state of mind through a series of alerting, organising and calming activities.
BEAM is a movement screening and development tool for young children suitable for use in primary schools. It is a fun-to-use schools-based programme developed by qualified physiotherapists in Kent. It develops coordination, balance and core strength as well as assessing children's capability to see if further referral or support is required.
Emotional Literacy sessions are designed to help young people in understanding their feelings and teaches children the vocabulary to express their feelings to others.
This is accessible to all pupils who may be experiencing difficulty with some aspects of home/school life e.g. a family bereavement which may impact on their school life. Our school FLO, Mrs Martin supports children and families.
Parent version of the Mainstream Core Standards: