Welcome to Broughton Community Schools SEND area

Meet our SEND support staff

Mrs Carla Kitchen  - Inclusion Manager

Mrs Sarah Curtis - Welfare Support Officer

At Broughton Community Schools we strive to support all children to enable them to reach their potential.   Our aim is to support the needs of every child and our inclusive approach requires careful, differentiated planning by the class teacher to ensure that all children access the curriculum effectively. Every teacher is a teacher of every child or young person, including those with SEND.

A pupil has special educational needs if he or she has a learning difficulty that calls for special educational provision to be made for him or her.  This may mean that a pupil has a significantly greater difficulty in learning than the majority of pupils of the same age in Buckinghamshire schools, or a disability that makes it hard for them to access facilities within the school. Special educational provision means provision that is additional to or otherwise different from that which is made generally for pupils of the same age in other schools maintained by the LEA (Education Act 1996).

Provision for pupils with SEND is a matter for the school as a whole.  It is each teacher’s responsibility to provide for pupils with SEND in their class and to be aware that these needs may be present in different learning situations.

Every child on the SEND register has a SEND Support Plan.  This outlines desired outcomes, type of provision, time and staffing.  These are shared with parents and carers three times per year. Parents' and children's views are also gathered as part of the process of writing an ISP (Individual Support Plan).

We have Learning Support Assistants (LSAs) who are trained to deliver a number of interventions, examples of which are listed below:

• Literacy and Maths focus groups sessions based on the teachers assessment from the previous lessons to ensure gaps are filled before moving on
• Additional phonics sessions – these will be in addition to the phonics lessons taking place in the classroom to support any children needing additional phonics teaching
• Reading Comprehension for children who are developing their skills in reading and need help with understanding the text.
• Pre-teach session sessions to introduce children to new vocabulary so this will be familiar for them before it is used in lessons
• IDL software – this is a computer based program working on both English and Maths skills.  It tests children at the beginning in order to match the activities to the appropriate level.
• Nessy – this is a computer based program using multisensory products aimed to helping children who find reading, writing and spelling difficult.
• Precision Monitoring – this is a daily intervention programme for children, to increase fluency and confidence in recognising letters and blends inclusive of Letters and Sounds and Phonic Play.
• Direct instruction  - this is a daily intervention programme for children, to increase fluency and confidence in recognising letters and blends, building sight vocabulary and building word knowledge.
• Reading Comprehension for children who are developing their skills in reading and need help with understanding the text.
• Letter-join – this is a handwriting intervention for children who struggle with letter formation and pencil grip.
• Play Therapy – provides a bespoke support service from a qualified external Therapist, for a small selection of children who may require SEMH intervention.
• 627 – year 6 to year 7 transfer support; a bespoke support service for a small selection of children who may require transfer intervention.
• Well-Being Support – is provided in a variety of ways to support our most vulnerable children.
• Nurture – this is a twice weekly intervention for children to support building self confidence, developing strategies to cope with difficult situations and providing role models with trained staff.

More focussed interventions are also offered to pupils with specific needs:

• Additional 1:1 support in specific subjects is provided in exceptional cases.
• Learning Support Assistants (LSAs) are used for both in-class support, small focus group support and for 1:1 sessions with individual children.  The type of support given to any child depends up on their needs and the requirements of the class teacher.
• Social skills sessions are provided for children who need more targeted support.  These are carried out in conjunction with advice from external agencies, such as the Specialist Teaching Service, the Educational Psychologist, or the Pupil Referral Unit Outreach Team.
• Access arrangements are made for children to access tests or exams, where a specialist report identifies a specific need.  Types of provision may include additional time, rest breaks or the use of enlarged text.  Where there is an identified medical need, further arrangements may have to be made.
• Where a child needs more specialised support, external agencies and other professionals may become involved (see School’s partnership).