Brockworth Primary Academy is an inclusive environment where all pupils, regardless of their specific needs, make the best progress possible. We are supported in this by Academies Enterprise Trust, our sponsor and Gloucestershire County Council, our Local Authority. All schools and academies are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible where families want this to happen.
To view our SEND policy, please click here.
Below you will find a list of frequently asked questions related to our local offer. A full version of our local offer is available to download at the bottom of the page.
How does our academy know/identify that children have special educational needs (SEN)?
We monitor your child’s progress on an ongoing basis, with formal assessments occurring at the end of each term (6 times per year). If any child is identified as having difficulty in an area of learning, we will look for ways in which we can best support your child. We do not, however, wait for this cycle to arrive; if we have any concerns, we discuss them immediately.
What are the first steps our academy will make if special educational needs are identified?
If your child is identified with a special educational need, the first thing we will do is inform you. We will discuss our concerns and also go through the support that we can provide and also how you can support his/her learning. If it is felt that there is a need for external support, we will then explore this avenue.
What should parents/carers do if they think their child has SEN? How can they raise concerns?
If you have concerns about your child’s progress, you should speak to your child’s class teacher in the first instance. If you are not happy that your child’s needs are being met following this discussion, you can speak to the SENDCo. If concerns remain, you can then speak to our Principal (Miss Briggs) and then our SEND Governor (Miss Leaver).
How will our academy include parents and pupils in the planning of their support?
We hold formal Structured Conversations on 3 occasions through the year. These meetings are held with the class teacher and are designed to allow you to have an extended discussion with your child’s class teacher about the needs of your child, your ambitions for them and also the support that is in place. Your child will also be invited to attend to ensure that their thoughts are considered when planning support.
Should additional meetings be required, they can be held when appropriate and informal discussions can be had on an ongoing basis.
Additional information can be found in the Gloucestershire Parent Partnership Service guide:
How will our academy teach and support children with SEND?
We have a 3-tier system of support for the children in our academy:
Wave 1: Quality First Teaching for all children
• The class teacher will have high expectations of all pupil’s in their class
• Teaching is based on building on what your child already knows, can do and can understand
• A range of strategies are used so that your child is fully involved with the learning in class. This may involve more practical activities
• Specific strategies are used to support your child’s learning. These may be suggested by the SENDCo or external specialists.
• Your child’s progress will be closely monitored to ensure that any gaps in their understanding or learning are identified and filled.
Wave 2: Additional internal support in small groups
• If it is felt necessary, your child may be given the opportunity to work on their own or with a small group of children. We call this an intervention.
• This is usually run by a teaching assistant who has had training to support your child’s learning. We monitor their effectiveness every term to ensure that your child is getting the most appropriate support.
• These sessions are targeted to support your child’s learning in a focussed area to enable him/her to make more progress.
Wave 3: External Support (where Wave 1 and Wave 2 support cannot overcome specific needs)
• Should we not have the skills or training required to support your child with their specific need, we will get professional support from external agencies such as the Speech and Language Therapist (SALT) or Occupational Therapist (OT).
• These professionals will be used when Quality First Teaching or interventions are not sufficient.
• We will discuss the issue with you and ask for your permission to make a referral to the agency involved. This will help both us and you to understand your child’s specific needs in more detail allowing us to support them more effectively.
• The professional specialist will work with your child to understand their needs and may make recommendations which may include:
o Making changes to the way your child is supported in class
o Support to make support more effective
o Assistance in supporting your child in the academy
o Individual sessions with the professional either at our academy or at the professional’s place of work.
Who will be working with your child?
Your child’s class teacher will be working with your child on a daily basis. They will be supported by a teaching assistant who works with the children in the class. Depending on the specific needs of your child, it could be that the SENDCo or teaching assistants from other classes may also work with your child if they have skills which can support your child. This is also true of professionals from external agencies.
How is additional support allocated to children?
Our academy has a budget which includes money to support children with SEND. The Principal, along with the SENDCo, decides on the amount allocated in liaison with the Governing Body. This is based on the needs of the academy. Support is allocated on a needs-led basis and the needs are decided following the assessment process referred to above.
What role will the child’s teacher play?
Your child’s teacher will be the first to identify and plan for your child’s SEND. They will also be your first and main contact. They will plan and deliver lessons which are appropriately differentiated so all can access the learning.
What expertise does our academy have in relation to SEND?
All of our staff are aware of SEND and have training on a regular basis. They are used to working with children who have a range of learning needs from autism, to dyslexia and behavioural problems. We have expertise in helping children with speech and language difficulties and also social and emotional problems.
Which other services do we use to support our pupils?
We use many services to support our pupils including:
• Speech and Language Therapy service
• School nurse service
• Educational Psychology service
• Sensory Impairment service
• Social Services
• Adult education
• Occupational Therapy
• Behaviour Support
• Educational, Entitlement and Inclusion
• Widden Ethnic Minority Achievement Service (WEMAS)
• Winston’s Wish
• Children and Young People Service
• Young Carers
• Family Lives
How does our academy provide support to improve the emotional and social developments of out SEND pupils?
We employ Mrs Gill as Family Support Advisor and she oversees the social and emotional development of our children. We also employ Angie Powell on a part-time basis and she works with the children on a 1-1 basis or in small groups. We also work closely with the School Nurse service and they support pupils with medical and self-care needs.
What access do our SEND pupils have to facilities and extra-curricular activities?
All of our pupils have access to our facilities and extra-curricular activities. It is central to our inclusive ethos to offer the same opportunities to all.
Who will be talking to and keeping in touch with the parent/carer?
In most instances, it will be the class teacher who liaises with you. On occasions, the teaching assistant who works with your child may also meet with you. If the situation requires it, or if you would prefer, you can also meet with the SENDCo.
How will our academy involve the pupil with SEND in their education?
We try to include the child as much as is possible. We will discuss their progress with them along with feedback for the work they have done. We will invite them to attend Structured Conversations so that they can have an input into their targets.
How do we assess and evaluate the provision we have arranged for your child?
Every intervention is monitored closely to ensure it is the most effective support for your child. We will take a ‘baseline’ score at the beginning and then another score after 6 weeks. If no progress is being made, we will change the intervention to find something more suitable. We do not keep interventions running if they are not effective.
How do we arrange transitions for SEND pupils into and out of our academy?
As an academy, we are keen for SEND pupils to visit our academy before they start. This will allow them to have a look at the facilities we offer as well as meeting the key people that they will encounter. We will talk about the child’s needs with the parents/carers and also key individuals from their previous setting. We also request any written notes as soon as they start so that any support can be put in place quickly and as seamlessly as possible.
When children leave our academy, either at the end of Year 6 or before, we liaise with the school or setting that the child is going to. We will, if appropriate, meet with the key people from the new setting or at the very least, talk with them on the phone. We then send all of the information that we have to the new setting when they leave.
Where can you find the SEND policy?
The SEND policy is available on our academy website. If you would like a paper copy, please contact the academy office and they will arrange for a copy to be printed for you.
What role do governors have? What does our SEND governor do?
The governing body oversee all aspect of the running of the academy, including SEND provision. The SENDCo reports to the governing body with details of current numbers of pupils who are receiving support and also the requirements for adult support. The SEND governor meets with the SENDCo on a termly basis to be updated with any developments and the current situation. Both the governing body and SEND governor support and challenge the SENDCo in their role.
What can you do if you are not happy?
Should you have any reason to be unhappy about the provision for your child, this is the order in which you contact people:
a. Class teacher
b. SENDCo (Mr Knill)
c. Principal (Miss Briggs)
d. SEND governor (Mrs Leaver)
How can parents arrange a visit to our academy?
Who can you contact for more information?
If you would like more information, please feel free to talk to your child’s class teacher. You can also talk to other staff, including Mrs Williams, our SENDCo. More information can be found in our SEND policy on our website too.
Further information can be found at: