Brune Park Community School is a large, mainstream secondary school. The school is supportive and inclusive and aims to meet the needs of all students with Special Educational Needs and/or Disabilities (SEND).
The Inclusion Team is dedicated to supporting students with Special Educational Needs. This includes supporting students within a classroom environment which enables them to access the curriculum alongside their peers or in some cases individually or in small groups within our ACE provision.
The SEND leaders have different areas of responsibility:
Sam Smithbone is the SEND Leader for KS4 and is supported by Gemma Patterson, Assistant SEND Leader and specialist assessor with the oversight of exam access arrangements.
Daniel Beck is the SEND Leader for KS3 and is supported by Rebecca Bryant, Assistant SEND Leader with a specialist knowledge of autism, language and communication.
Paul Candy is the Assistant Head Teacher with responsibility in developing reading skills and vocabulary.
Deanne Coombs is the Assistant Head Teacher with responsibility for SEND across the secondary phase.
Kerry Payne is the GFM Executive Lead for Inclusion which includes SEND.
Jean Morgan is the GFM Trustee linked to SEND.
Within the team of LSAs there is expertise in delivering a range of interventions including literacy, emotional support and language interventions.
ACE is the dedicated area for SEND provision. Interventions take place in this area along with break, lunch and homework clubs.
Our Inclusion Team also includes our designated teacher: Lizzie Tanner, for Children in Care/Looked After Child and those Adopted from Care/Post Looked After Care (detail pasted below.)
Some young people learn at a different pace to others and this can affect their performance in all or some of their subjects. If their difficulties are more general (MLD) they are likely to struggle across curriculum. However, they may have a more specific difficulty (SpLD) such as dyslexia, dyspraxia, and dyscalculia. Young people with these needs often find it hard to organise themselves or remember information.
The following interventions are in place for those students who are identified as needing additional support to help them develop their literacy skills.
The Rapid Readers intervention programme is for use with young people who have been identified as being behind their peers in word reading and comprehension. The mixture of online activities and reading one to one boosts students’ ability to not only read the books but understand the vocabulary. Rapid Readers is usually delivered in Tutor times 3 times a week.
Units of Sound is a computer-based programme designed to help struggling readers with their reading and spelling skills. It is a programme that covers reading and spelling from simple phonics skills through to adult reading levels. It involves a high level of independent work by the student. Each ‘unit of sound’ (or phonic code) is introduced separately, then used in words and then sentences. This is a one to one programme where the student works with a learning support assistant once a week.
For those students in need of support we provide spelling practice three times a week during Tutor times. This intervention focuses on particular skills that are tailored to individual needs.
When a student is seen to be struggling in lessons a variety of assessments are used to help establish the nature of underlying needs and inform teachers on how to support them in class.
For students in Year 9, these assessments contribute towards the support that could be available for exams. These include reading support, extra time, and smaller room invigilation and they reflect the support that the student normally receives in school.
Students with speech, language and communications needs may at times struggle with communication, finding it difficult to both understand what they hear and to say what they want to say. We work with students to help them develop their understanding of language, grow their vocabulary, improve their attention and listening skills and to be more confident with their social and communication skills.
Young people with autism are likely to have particular difficulty with social interactions and often struggle with their understanding of emotions.
At Brune Park School, we have Learning Support Assistants who have completed a Level 3 course for Speech and Language (ELKLAN) for students with Autistic Spectrum Condition and are therefore skilled in supporting these needs via interventions in our Learning Support area known as ACE.
Our interventions are either in small group work or one to one work with a specialist member of the team.
Young people with visual and / or hearing impairments or a physical need will require specific adaptations to enable them to access the curriculum. We work closely with Specialist Teacher Advisors to help plan a programme of support bespoke to their needs.
Some students find it physically difficult to write and they benefit from the use of a laptop to help them record their thoughts and ideas. These students are offered the opportunity to develop their typing skills and improve both their accuracy and their speed of typing. This is particularly important for those students who will use a laptop for their exams and we provide typing intervention twice a week.
At times, some students may experience a period of social and emotional difficulties. This is often seen in the way they relate to their friends or could present as anxiety that leaves them being withdrawn from the social environment of the school. For some young people, their emotional needs are seen in behaviours that can disrupt the learning of themselves and others. The range of mental health difficulties that we see in school include attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), or attachment disorder.
The support we put in place for these students includes
Emotional support is offered to those students who need help with understanding and managing the feelings of both themselves and others. Being emotionally literate helps students to focus better of their learning and so we offer students the opportunity to develop personal coping strategies, grow self-awareness and self-esteem, manage their sadness, understand anger and become more confident with their friendships.
ELSA intervention will typically last for about 6-10 weeks and will sign post to our partner agencies such as the Moving On Project or other relevant services for counselling or targeted support if this is required.
Enabling students improve and understand relationships socially & emotionally whilst raising their self-esteem enabling them to become confident and reflective learners.
Enabling students to understand their emotions and physical feelings of anxiety supporting them with practical strategies alongside daily activities such as mindfulness to become more in tune with their bodies recognising when they may need to self-regulate.
This workshop Supports students to become resilient and self aware.
LEGO therapy has been proven to be an effective way for children with social difficulties associated with Autism, Asperger Syndrome, Anxiety or Depression to improve and practice their social interaction and communication skills whilst working collaboratively as a team.
Section for parents
|Provision for Children in Care/Looked After Child and those Adopted from Care/Post Looked After Care 2021/22
We pride ourselves on the inclusive culture in our school. LAC/PLAC are well cared for, have their needs met, barriers overcome and experience success emotionally, academically and socially. Our designated teacher is fully trained, all staff experience a wide range of training to allow them to actively support LAC/PLAC members of the school community and we have a fully trained (level 5 diploma) trauma informed practitioner on site.
|Intent||To identify the needs of learners as early as possible to ensure rapid deployment of resources and adult support.||To ensure there is a multi agency approach to all provision and Personal Education Plans (PEP) for LAC/PLAC||To have full access to a range of educational and extracurricular activities||To receive an appropriate amount of monitoring and support|
|Implementation||Diagnostic assessments across academic and well being needs are used by class teachers/Designated Teacher and analysed to assess needs and to inform appropriate support.||Termly PEP meeting with social worker, child, carer and school all able to have a voice.
Close working with the virtual school to ensure provision/spending is appropriate.
Close working with the carer and family.
All planning is bespoke to the needs of the individual.
|Learners are invited to join clubs and have places prioritised.
Learners have costs of clubs covered by attached funding.
Barriers such as travel will be removed.
|Leaders and teachers ensure regular, consistent monitoring of progress, well being and happiness of the child, analyzing and adjusting based upon evidence.|
|Impact||Learners that are in care or post looked after will achieve well, at least in line with their peers, as a consequence of the removal of barriers to learning.||Plans support learners inside and outside of school.
Effective multi agency working ensures that individual needs are responded to appropriately and in a timely manner.
|Full participants in all school based clubs and events e.g. Dance Live
Outside of school they participate in clubs for enjoyment.
|Learners make good progress and feel supported and cared for.|