SEN and Inclusion

Inclusion at Bramley

Principles for Practice:
Bramley Church of England Primary School is effective in delivering high quality teaching and learning for all of its pupils and the community it serves by:

• developing a sense of belonging for all

• ensuring early and complete identification of any additional needs

• the entitlement of pupils to full participation in achieving their potential

• providing access to all aspects of school life

• making and sustaining a commitment to overcoming any barriers to learning, access or belonging

• building an inclusive ethos

As a school, we ensure that everything possible is done to make the learning experiences both inclusive and effective for children or groups:

• with special or additional educational needs

• identified as Pupil Premium/FSM

• with, social, emotional and mental health (SEMH) and behaviour difficulties

• deemed gifted and talented

• who are recognised as ‘In care’ or 'Looked After' by the local authority

• whose first language is not English

• from gypsy, roma, traveller communities

• who experience long term illness

Bramley's Core Values for Inclusion:

• Providing high quality teaching and learning for all.

• Places the learner at its centre

• Sharing responsibility and collective accountability

• Working in partnership

• Providing high quality teaching and learning for all

Bramley’s approach to teaching and learning involves:

• Accurate assessment of strengths and needs

• Planning effectively to build on strengths and address areas of need

• Adopting pedagogical approaches to optimise individual learning

• Involving children in setting their learning goals and evaluating their progress towards agreed targets

• Engaging with parents to inform them of their children's progress and to involve them in supporting their children's learning

• Evaluating individual children's progress and the progress of groups and classes

• Refining the approach to teaching and learning in light of reflection and evaluation

• Promoting effective learning behaviours including resilience, reflection and growth mindset.

Taken together, all of the above apply to effective whole school approaches to working with all children.

Placing the Learner at its Centre
Individual Plans

Effective Personalised Learning Plans (PLP) and Pastoral Support Plans (PSP) should:

• Set out the objectives of the plan

• Focus on a pupil's strengths and successes to underpin the targets set and the teaching strategies to be used

• Detail provision to be put in place for the pupil with special educational needs

• Detail three to four individual SMART targets (Specific, Measurable, Attainable, Relevant, Timely) which are extra or different from those for most pupils

• Be a simple, jargon-free, working document, comprehensible to all staff and parents

• Be shared, and reviewed, with parents and carers on a regular basis

• Result in effective planning and intervention by staff

• Help pupils monitor their own progress

• State when the plan is to be reviewed

• Include success criteria

• Give information about outcome

Sharing Responsibility and Collective Accountability
Bramley ensures that all staff have responsibility for all children. Any member of staff could at any one time, meet pupils in corridors, playgrounds, hall and in classrooms when providing cover. All staff therefore need a shared understanding of what inclusion means in the school, a common approach to working with special educational needs, detailed knowledge of the individual learning needs of pupils in their class and an awareness of who to turn to in the event of needing additional advice, guidance and support.

We invest time and effort in briefing staff teams on an individual pupil’s:

• Barriers to learning

• Learning and additional needs

• Support and how it is to be delivered

• Potential risks to them and their learning

Working in Partnerships
We aim to build strong links with parents. Parents are given information about the school, its expectations of pupils and of parents, the curriculum, events and activities, and their children's progress.

Such involvement may take the form of:

• Parents supporting children's learning and study

• Support/liaison with the Family Support Worker

• Two-way school-home/home-school communication

• Volunteering in school/class/trips and events

• Parent-teacher consultations

• Additional formal meetings to include PSP/PLP review, EHCP review or involvement with external agency support or assessment.

• We continually seek to improve our inclusive practice. We can do this by forming positive professional relationships with outside agencies to enable us to develop and improve provision for vulnerable pupils.

For more information on SEN and inclusion at Bramley C of E Primary School, please talk to our SENCO Miss Jane Derry.

Please click on the link below to have a look at our most recent Special Educational Needs (SEN) information.

SEN Information Report 2020-21

SEND Policy