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Special Educational Needs & Disabilities (SEN&D)

SENDCo

Our SENDCo is Mrs Steph Johanson who can be contacted via the link below

SEN Information Report

Children with and Special Educational Needs and Disabilities (SEN&D)

Despite the class teachers’ support and differentiated planning some pupils have difficulty in learning. If this happens we will provide additional help and support. We will discuss this with parents/carers and devise an individual learning plan for the pupil. This will be reviewed every term by the pupil’s teacher in consultation with the SENCo.

Individual Learning Plans will be sent to parents/carers or discussed at Parents’ Evening.   Parents/carers will sign a copy and return to school.

As of September 2014 there are two stages of the SEN Code of Practice:-

  • SEN Support the teacher sets up an Individual Learning Plan for the pupils and they will receive extra help from the class teacher or classroom support staff and or outside agencies
  • Education and Health Care Plans (previously known as statements)- for these pupils the school will hold statutory reviews with parents/carers, SENCo, teachers and outside agencies and meet all other statutory requirements.

We value the help that parents/carers can give us and appreciate them sharing any problems their child may have had previously or during their time with us. Should a parent/carer have concerns about the progress of their child they should discuss them with the class teacher. Should you have any complaints about the SEN&D  provision made for your child you should in the first instance discuss them with the SENCo or class teacher, if there continues to be a problem then you should bring it to the notice of the headteacher. In very rare circumstances it may be necessary to involve governors, in this instance concerns should be put in writing to the SEN&D Governor, Mrs Dawn Huxley.

In addition, pupils who experience behaviour difficulties will be offered additional help and support. If this happens we will discuss this with parents/carers and devise an individual learning plan for the pupil. This will be reviewed every term by the pupil’s teacher in consultation with the Behaviour and Attendance Leader. Our Learning Mentor is also on hand to offer support to parents/carers on issues, such as behaviour, bereavement, parental relationship breakdowns. We also work closely with outside agencies to provide the right support for each individual.

A full copy of the SEN&D Policy is available on request from the school office or accessed through school website.

 

School Access Policy Statement

Brookfield Park is committed to providing inclusive educational and non-educational services in a non-discriminatory manner. We recognise that many of its pupils, visitors and staff, whether disabled, or otherwise, have individual needs when using the school and its facilities.  However, we also recognise that for some pupils, the nature of their disabilities and or special educational needs may mean that they experience specific difficulties related to commitment to the delivery of an inclusive educational service, we will endeavour to ensure that pupils with disabilities or with special educational needs are given access to the same standards of education as all other pupils.

We ensure that the curriculum is accessible to all pupils through clear identification and understanding of individual needs and through appropriate differentiation and support.

An audit of the premises and the grounds has been made to make sure that all who use the premises are aware of facilities and has a clear strategy for improving access over the successive years. We make available, when appropriate, all written information in alternate formats – both to parents/carers and to pupils. 

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