A Venn Academy Trust School
– Together we will…
Venn is a pioneering academy trust, committed to building educational environments where all pupils are inspired to become lifelong learners who achieve the very highest standards possible.
Collaborating with all partners, the Trust works with its unique settings to create world class learning experiences for all.
SEND information for parents
Ambition
At Brooke Primary Academy we hold a firm belief that all children have an equal right to a full and rounded education to support them achieving their full potential. Our ambition for supporting children with special educational needs is to:
- Provide chances for all pupils to discover and explore their interests, reaching their full potential through a broad and balanced curriculum
- Remove barriers to learning by ensuring that the needs of pupils with SEND are identified early so that they access the curriculum they deserve
- Provide every student with the support, resources and opportunities they need to thrive academically, socially and emotionally
- Prepare children for later life by developing independence and having robust transition arrangements for secondary school
Implementation
At Brooke Primary Academy we follow the SEND Code of Practice (2014), ensuring that a graduated response is taken to the identification and support of children with special educational needs. We do this by:
- Implementing and regularly reviewing our SEND policy, ensuring its effectiveness and adjusting it accordingly to meet the standards of the SEND Code of Practice (2014)
- Working closely with staff for early identification of children with additional needs so that the appropriate support can be put in place
- Identifying effective use of diagnostic assessments to support the accurate identification of needs
- Initiating and referring children to appropriate services promptly so that the appropriate advice and support is implemented
- Working closely with outside agencies and identifying training requirements to implement their strategies and advice
- Requesting support for individual children through additional funding such as through the Higher Needs Panel or a request for an Educational, Health and Care Plan assessment
- Co-ordinating support for children with special educational needs through regular meetings with parents/carers and any outside agencies (minimum 3 x per year) to ensure a holistic approach is taken to support the child
Impact
Through implementing the SEND Code of Practice (2014) we hope to have ensured that every child with SEND feels valued, understood and included in all aspects of school life. At Brooke Primary Academy, children with special educational needs flourish and reach their full potential and are inspired to be the best version of themselves.
The SEND Local Offer Letter
The local offer provides information for children and young people with special educational needs (SEND) and their parents or carers in a single place.
What is a local offer?
The local offer provides information on what services children, young people and their families can expect from a range of local agencies, including education, health and social care.
Knowing what is out there gives you more choice and therefore more control over what support is right for your child.
The local offer provides information on :-
Further information:
Support for SEND: The school effectively identifies and supports pupils with special educational needs and/or disabilities (SEND), involving parents in the assessment process and adapting lessons to help these pupils build new knowledge.
Promotion of Values: Pupils learn about diversity and British values through various activities and demonstrate positive attitudes and respect for others. The school also encourages community involvement, such as the choir singing in residential homes and helping at the local food bank.
School Environment: The academy is described as a warm and welcoming place where pupils feel safe and happy. Respectful and positive relationships are central to the school’s environment.
Curriculum and Learning: The curriculum is well-considered, building on previous learning to deepen understanding. While assessment systems need improvement, the school’s overall approach helps in identifying and supporting pupils’ needs.
Early Years Provision: The early years setting promotes positive relationships and collaboration among children. Adults model effective communication and use assessment well to engage children in their learning.
Reading and Phonics: The school is committed to ensuring all pupils learn to read. Effective training and support for teachers, along with appropriate reading materials and catch-up sessions, help pupils read accurately and confidently.
Anti-Bullying: Pupils respect each other, believe in the school’s values, and feel confident that any issues, including bullying, would be resolved quickly by adults.
Extracurricular Activities: There is a wide range of clubs available, such as football, rugby, forest school, and choir, which help develop pupils’ talents and interests.
Safeguarding: The school has effective safeguarding arrangements, creating an open and positive culture that prioritises pupils’ interests.
Overall Effectiveness: The school is rated “Good” in all categories, including quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.
High Expectations and Progress: The school sets high expectations for all pupils, which are being met. Parents appreciate the support and information provided by the staff and are pleased with the progress their children make.
Positive Behaviour: Changes in how behaviour is managed have helped pupils reflect on their feelings and make better choices. This has resulted in positive behaviour during lessons and playtimes.
Governance and Leadership: Trustees and governors are skilled and committed, regularly visiting the school and maintaining an accurate picture of its operations to ensure continued improvement.