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Local Offer

Identifying the particular special educational needs of a child or young person;

 

 

All pupils that attend Brooklands School already have a Statement of Special Educational Needs or an Educational Health Care Plan.

These cover 4 areas of need for Education which are:

  • Learning and Development
  • Communication and Interaction
  • Social, Emotional and Mental health
  • Sensory or Physical

Pupils may attend full time or as a dual placement with their local mainstream school.

Consulting/working in partnership with parents of children with special educational needs and with young people with special educational needs;

 

 

Consultation with parents/guardians is achieved through:

  • An annual review which is held every year to which parents and all agencies involved with the child are invited to attend.  These reviews are person centred and include the views of the young person.
  • Home School diaries
  • Multi-agency meetings
  • Parents Evening and individual meetings
  • Moving on events

Personal Budgets

  • As part of our core offer, we make a wide range of specialist provision which is not typically available in mainstream schools and colleges. The particular choice of Brooklands School, with this integrated specialist provision, reduces the scope for a personalised budget. ref: SEND code of practice July 2014- (9.113, page 182)
  • At Annual Review, all parents are reminded of their right to enquire about a personal budget

Securing the services, provision and equipment required by children and young people with special educational needs;

 

 

Services that are provided within the school include:

  • Health
    • Specialist Nursing Team
    • Community Nursing Team
    • Physiotherapy
    • Speech and Language Therapy
    • Occupational Therapy
    • Clinics run by the Paediatrician
    • Feeding Team Clinic/Feeding programmes for pupils
    • School Dentist
    • School nurses (immunisations)
    • CAMHS (Child and Mental Health Services)
    • Advisory Teams
      • Educational Psychologist
      • Specialist teachers for Vision and Hearing Impairment
      • Transitions Service
      • Specialist Careers Advice
      • Manual Handling Advisers for risk assessment and use of hoists and slings
      • Social Services
        • Disability Social Work Team
        • Prevention Team
        • Family Support Workers
        • Youth Support Service
        • Equipment
          • Wheelchair Services
          • Occupational Health for suitable chairs and tables
          • NYCAP for specialised communication aids
          • A  sensory room
          • Specialised equipment and hoists to support toileting needs of all students
          • Specialist rooms equipped for nurture and therapy
          • Out of school activities
            • FUSE Theatre Group
            • Cricket Club
            • Connections with SELFA (Skipton Extended Learning for All)
            • Support access to a fortnightly youth club run at Otley Street Youth Centre for KS3/4/5 pupils

Supporting children and young people with special educational needs in moving between phases of education, and in preparing for adulthood;

 

 

Transition between phases or provision in education is accomplished in the following ways:

  • At the pupil’s person centred review the placement for their next phase will be identified.
  • Year 9 reviews are attended by the Transition Team and the Specialist Careers Adviser to support parents in planning for future provision beyond 16 and 19.
  • Professionals from post 19 colleges visit the Post 16 department to discuss options.
  • Strong links with the local college (Craven) are formed so that students are able to visit regularly, bespoke courses are accessed at the college and in school courses are provided by college staff.
  • For pupils who move to Brooklands from other settings, exchange visits are made by staff, transition meetings are held, visits by pupils and their families to Brooklands are encouraged. 
  • A bi-annual Moving On Event is held in school organised by Post 16 lead staff and Specialist Careers Advisor. Many different providers attend and explain their provision, Post 16/19 colleges, Supported employment, Adult Health and Social Teams, Specialist Careers Advisors, Finance and Housing Officers, organisations for Young Persons’ Voice e.g. ‘Flying High’.

The [school/setting’s] approach to teaching/ learning and development of children and young people with special educational needs;

 

 

The pupils at Brooklands are all provided with learning pathways such as:

  • Curriculum
    • Differentiated curriculum throughout the school
    • Small groups for literacy and numeracy enable pupils to develop reading, writing, communication and maths skills.
    • Appropriately accredited English and Maths at KS4.
    • Sensory specialised curriculum for PMLD students
    • ASD specific provision
    • Special programmes for physical development such as MOVE, TacPac, Body Awareness
    • Specialised therapies such as Music Therapy, Nurture work
    • Specialised workshops in PHSE to support the understanding of difficult concepts for young people with special needs.  The medical team have expressed their admiration for these workshops
    • Post 16 provision includes work experience, work related learning, community and life skills, and preparation for further education which supports students in achieving a variety of accreditations
    • Enrichment activities includes theatre trips, science domes, visiting poets, history days, music specialists, art workshops with visiting artists and cultural dance days.
    • ASDAN awards for Key Stage 4 and Post 16
    • Specialised learning strategies such as Intensive Interaction, massage for supporting body awareness and physical and sensory specialist programmes such as sensory circuits.
    • Enrichment
      • Residential visits include outward bound adventurous experiences with a variety of activities. Trips to cities and other countries encourage real, experiential learning and cultural experiences
      • The School choir is involved with YAMSEN (Yorkshire Association of Music for Special Educational Needs)
      • Physical Education

A large number of sports are offered which engage and include pupils with a variety of special needs, such as:

  • Sports competitions with other specialist settings- gained Silver Award
  • Boccia
  • Swimming
  • Sailing-  RSA certificates
  • Indoor climbing wall
  • Archery
  • Orienteering
  • Cycle track with a variety of cycles
  • Accommodation
    • Sensory room
    • Multi-functional rooms e.g. therapy and medical room
    • Nurture room
    • ASD specific classrooms
    • Meeting room
    • Library containing books, story sacks, CD’s and DVD’s
    • Play equipment adapted for wheelchairs

How [the school/setting] adapt the curriculum/provision and additional learning support available to children and young people with special educational needs;

 

 

  • We use ICT Technology such as ipads and touch screens with specialist programmes including:
    • Cause and effect programmes
    • Communication apps for pupils with specific speech and language needs
    • Specialist designed programmes e.g. Communicate in Print that creates and adapts curriculum materials for pupils who need symbols
    • Laptops and ipads for pupils’ curriculum use
    • There is a MOVE trainer in school who develops programmes for improving movement for pupils with physical impairment in conjunction with physiotherapist
    • We have a specialised sensory curriculum for PMLD students
    • There is ASD specialist provision

The additional learning support available to children and young people with special educational needs;

The appropriate staffing to pupil ratios enables the engagement and access for pupils of whatever need to progress in their learning.  This can be curriculum or life skills.  Other professionals also provide advice and guidance to support this personalised learning including:

  • The specialist advisory teachers for Visual and Hearing Impaired
  • Music specialists
  • Art specialists
  • Sports partnership specialist coaches.

How the progress towards any of the outcomes identified for children and young people with special educational needs will be assessed and reviewed, including information about how those children, their parents and young people will take part in any assessment and review;

 

 

Assessment at Brooklands is relevant and rigorous.  It includes:

  • Daily assessment against curriculum and IEP targets (Individual Educational Plans) uses a continuum of achievement to show progress in ability as well as achievement
  • Teachers review IEP’s termly with parents and pupils. Pupils review their targets weekly and evaluate how well they have done.
  • School has developed its own assessment tool called Learning Journeys, and is further developing this as an online tool using Evidence for Learning
  • Data is analysed yearly to check there are no gaps in progress between different cohorts.

How the effectiveness of special educational provision will be assessed and evaluated, including information about how children, their parents and young people will take part in any assessment and evaluation;

See above and also:

  • Parents and pupils are fully involved in the annual statutory review, recording and sharing their views within the meeting.  These are called Person Centred Reviews
  • Parents are integral to the target setting and reviewing process, and are encouraged to contribute to this termly

How facilities that are available can be accessed by children and young people with special educational needs;

 

 

Brooklands School endeavours to pursue the principles of inclusion at all times by providing all pupils with an education that allows for them to achieve, progress and be happy. Equality of Opportunity means that physical barriers are removed and adjustments made so that all pupils with disabilities, such as being in a wheelchair or with sight or hearing impairments or with ASD or any other special needs, can be supported to access opportunities and activities that they can benefit from.

Good staffing ratios enable access to a greater range of activities and facilities.

School has 2 minibuses that allow wheelchair access.  Staff are MIDAS trained so they can drive the minibuses to enable community experiences to be accessed easily.

What activities are available for children and young people with special educational needs in addition to the curriculum;

 

 

  • As indicated above, enrichment activities are wide and varied
  • The community is used as an environment to learn in.
  • An After School Club runs once a week
  • Lunchtime clubs are available
  • All classes are represented on the School Council
  • We have a Library that includes CD’s and DVD’s

What support is available for children and young people with special educational needs;

 

 

 

 

  • Brooklands has a staff team of highly experienced and skilled people
  • Staff have continuing professional development around the areas of teaching students with special needs
  • Staff are trained in specialised areas such as drawing therapy and rebound therapy,  
  • Some staff are trainers of specialised programmes such as MOVE, Communication Aids and

             TeamTeach (a preventative and physical intervention programme).

  • The specialist outreach service for pupils with severe learning difficulties is staffed by the Deputy Head who is highly trained and experienced in this area of knowledge
  • ICan – Primary talk project currently taking place to upskill staff on Communication skills

 

How expertise in supporting children and young people with special educational needs is secured for teaching staff and others working with those children and young people;  

 

 

 

  • All opportunities for staff development are fully exploited
  • Weekly staff meetings allow time for professional development and reflection on research
  • CPD (Continuing Professional Development) is monitored by the Senior Leadership Team and is in line with identified school priorities and individual development needs
  • All staff undergo yearly appraisal procedures which identify training needs
  • Regular training is given by the medical team for medication and feeding needs

How the emotional and social development of children and young people with special educational needs will be supported and improved.

 

 

 

  • Appropriate curriculum and provision underpins the social and emotional wellbeing of the students
  • Nurture work is carried out to support pupils who lack confidence or have emotional and social difficulties
  • Social, Moral, Cultural, Spiritual activities are identified on Medium Term Planning for each subject
  • PHSE is a subject with a high profile throughout the whole school
  • The wellbeing Questionnaire for Growing up in North Yorkshire is undertaken every two years and its findings inform PHSE planning.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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