SEND
Welcome to the SEND information page of our website.
Here, you will find information about the provision we offer to children who may have Special Educational or Additional Needs and those who may have a disability.
At Broomhill, we are committed to providing a curriculum that is broad, balanced and inclusive; and provide children with opportunities to achieve in areas, both academically and personally. We believe that working together and good relationships are key to supporting children in all aspects of their education.
We provide a wide range of intervention and support that addresses individual need; in the areas of social, emotional, communication and interaction, cognition and learning as well as behaviour.
Our Learning Mentor Team work closely with parents and carers and offer a weekly 'Drop in' group where parents can meet and discuss concerns. This team can also signpost parents and carers to additional specialist support.
Below, you will find links to our SEN policy, as well as PowerPoints to highlight the support we can offer.
Sarah Plaskitt (SENCO)
SEND profile at Broomhill
Each year, the SENDCO writes a detailed report for Governors. This includes data from assessments, a profile of specific needs across school. The SENDCO also keeps an updated SEN register that is reviewed by all staff at least twice a year and these numbers and areas of need are reported in the Head Teachers report to Governors. The SENDCO is also a member of the Governing Body.
The school also has a detailed SEND Policy and Local Offer. This document very clearly states what SEND provision is like at Broomhill, how we identify needs as well as how resources are allocated. It also clearly identifies how impact is measured.
Monitoring and supporting SEND needs. How information is shared with all staff.
All staff have access to individual children’s Graduated Response. Staff have had training to ensure that they keep these up to date as the most important ongoing document. Any referrals, letters or additional specialist support that a child receives is discussed with all key staff and all staff share information to support individual children in their class.
SENDCO has regular meetings with the Learning Mentors – during these meetings, all current information is shared and children discussed for possible referrals at termly Springboard Meetings.
There is an outline of how we support children with SEN needs on our Website within our SEND Information report.
We have a planned annual timetable of monitoring and evaluating the impact of SEND across the school. All pieces of monitoring are shared with all staff and Governors. Full details are shared at SLT meetings.
How the SENDCO contributes to and informs strategic planning and operational leadership.
The SENDCO is an Associate Head and a member of SLT. SLT meet every week with SEND issues frequently discussed.
How SEND pupils are effectively engaged and challenged in lessons.
Subject Leaders have had training from the SENDCO, Family SENDCO, C&I and other specialist services. All subject leaders have clear policies which highlight how SEND children can be supported within their subject. All AT’s meet within their upper and lower school Teams and attend relevant Staff Training throughout the year. Our school planning policy reflects our ‘top down’ planning format and through lesson walks and observations, it is clear that provision for our SEN children is good. Ofsted praised our ‘inclusive’ environment. The SENDCO also writes a SEND School Evaluation Form which highlight what monitoring has taken place as well as Strengths and areas to further develop.
Our SEND Policy and Local Offer clearly states our SEND Curriculum Intent, implementation and Impact. It also clarifies how SEND children access the curriculum, share information and access associated services.
How our graduated response works and how we meet the needs of SEMH pupils.
All children who receive any kind of support that is above the provision for any child has a Graduated Response form that is regularly updated. If a member of staff or a parent/carer has any additional concerns, we listen and advise the best pathway of support. We ensure that a Level 1 intervention is in place before we refer to other agencies. In school, we have a referral form to send to our Learning Mentor Team, who can then decide on how best to support an individual. We have four Learning Mentors to primary job is to support children to have a positive mental health and work with other members of staff to promote children’s SEMH.
Children with SEMH are tracked using Motional, and anyone working with our Learning Mentors are closely supported and monitored throughout their intervention to see what impact interventions have had. We have good relationships with our parents/carers, and there are plenty of opportunities for parents/carers to discuss progress.
See website for more information and links for Pastoral support.
Effective partnership working through work with SFSS, EPs, SEMH Team etc
Termly Family SENDCO meetings.
Termly Springboard meetings.
Regular contact with C&I surgeries.
EHCP reviews and links to EP.
Learning Mentor team has good knowledge of different support agencies and links to additional support.
How safeguarding information is used to inform SEMH support and behaviour sanctions.
The use of our CPOMs system closely monitors support that is in place and patterns of behaviour can be easily tracked.
Every week, during staff briefing, key children are discussed, and any safeguarding concerns are shared with all staff.
See Website for SEND policy, links to the Local Offer, and SEND information.
SEN Policy and Local Offer
