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Special Educational Needs and Disability (SEND)

From September 1st, 2014, the new SEND code of practice came into effect.

 

The aim of the reforms is to join provision across education, health, and care, which now spans birth to 25. Intervention should be made at the earliest possible point in a young person's life and they and their parents should be fully involved in decisions regarding their support and outcomes.

 

Teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from teaching assistants or specialist staff.

 

​Everyone at Brampton Ellis Primary School is committed to, and passionate about, providing the conditions and opportunities to enable any child, including those with additional needs, to be included fully in all aspects of school life and achieve their potential as a person and as a learner. We believe in the earliest possible intervention to support the children. This can take a number of forms.

In Quality First Teaching all class teachers must be aware of the needs and requirements of their pupils and plan and differentiate accordingly.

The staged approach is at the heart of whole school practice as we are continually assessing, planning, implementing and reviewing our approach to teaching all children where a potential special educational need has been identified, this process becomes increasingly personalised and responds over time to a growing understanding of the child’s or young person’s barriers to and gaps in learning and an increasingly individualised assessment of need cyclical process enables schools to continually reflect on its approaches to meeting a child’s needs.

If your child’s teacher feels that intervention would support your child’s progress they will contact you as we believe in working partnership gives each child the greatest chance of success.

Intervention might be in the form of a number of school staff.

  • The class teaching assistant

  • The class teacher

  • A learning mentor

  • The parent support worker

  • The speech and language team

  • A professional outside school

 

If you feel that your child is struggling at school in any way, or you are worried that they may have an additional need please talk to us we will do all we can to help.

You can download our SEND policies below.

Hummingbird Class

In addition to the SENCO (Abigail Foreman) and our Early help Lead (Jayne Tyler) the Inclusion team also includes two Inclusion Champions, Michelle King and Emily Campbell. Ms King and Ms Campbell primarily work from a space within school called The Hummingbird Class which offers and enriching space to support social, emotional and well-being needs.  This support can look different depending on the need of the child  but primarily utilises the approaches from the Zones of Regulation scheme that is used across the whole school.  We also have three Inclusion Ambassadors who work more directly within the classroom.  The Inclusion Team, along with our Head Teacher, has worked closely with the Educational  Psychologist to develop best practices and the most effective interventions to support the mental health and well-being of our pupils in school.

Accessibility Plan

SEND - A guide

for parents and

carers

SEND Code of Practice

Rotherham SEND

Strategy

SEND Policy

SEND Report

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Abigail Foreman
SENDCO

01709 760370
aforeman@be.jmat.org.uk

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Jayne Tyler
Inclusion Manager & Early Help Lead

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Alison Benbow
Federation Headteacher & DSL

 

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Emma Jones-South
Inclusion Ambassador

 

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Emily Campbell
Inclusion Champion


 

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Jo Law
Inclusion Ambassador

 

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Michelle King
Inclusion Champion


 

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Francesca Hackman
Inclusion Ambassador

 

SEND Report Information Video

SEND Overview 2023-2024

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Download SEND Overview

You can view our SEND overview below. Click on the images to view them full size.

You can download the SEND overview as a PDF using the button to the right.

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