Bruche Community Primary School

The school is a co-educational Community Primary School covering the 3+ to 11+ age range, Nursery to Year 6.
We follow the National Curriculum Guidelines and strategies in Numeracy and Literacy.
Bruche is a two-form entry school and classes are organised into single age groups. Key Stage 1 and Key Stage 2 SATs are held in May each year.
Throughout their time at Bruche, children requiring extra support will be taken regularly in a small group to help them to achieve their full potential. In Year 1 there is a programme of Early Literacy Support, in Year 3, Additional Literacy Support and in Year 5, Further Literacy Support.
Year 5 also has a mathematics programme, Springboard, and in Year 6 there are booster classes available prior to the SATs in May.
Bruche Community Primary (Nursery) - Please see separate entry under 'nursery' for more details. Bruche Wasps Link Club, please see separate entry under 'childcare' for more details. Childminders also provide out of school care and some childminders may have specified they pick up/drop off from this school.
For more detailed information of childcare linked to this school please contact the Families Information Service, who can offer comprehensive up to date information on registered childcare in Warrington, including childminders, day nurseries, pre-schools, playgroups, out of school and holiday clubs, carer and toddler groups, leisure activities and much more.
Other Useful contacts, WBC School admissions, transport and pupil services team 01925 443322.

01925 815772 Fax: 01925 826996

Website

Bruche Community Primary School

Seymour Drive

Padgate

Warrington

WA1 3TT

SEND Local Offer description

Bruche is a friendly, highly aspiring co-educational community primary school covering the 2+ to 11 age range from Nursery to Year 6 and is set in substantial grounds.

SEND Local Offer contact name

Mrs Louise Smith (Head Teacher), Mrs Angela Skelton (SENDCo)

Staff know if a child / young person needs support

At Bruche, we know that a child needs support if - Concerns are raised by the teacher, parent/carer or the child themselves, limited progress is being made or there is a change in the child's behaviour, attitude or progress. The class teacher should be the initial point of contact for any concerns. We can also be contacted – the school will respond to all parental concerns. All reception children have their Speech and Language development base lined on entry. A Speech Links programme is then delivered if needed, with referrals being made to the Speech and Language team if necessary.

How will staff support a child with SEND?

Each Educational Plan will be planned and written by the class teacher. It will be differentiated to meet the individual child's needs. This may include general support from the class teacher or other adults in the classroom e.g. TA and Learning Support. Each child with special educational needs or disabilities (SEND) will have a Personal Passport to Success which will be written with the teacher and child. If a child has a more specific area of need e.g. spelling, handwriting, phonics, gross and fine motor skills they will be placed in a focus group led by a teacher or teaching assistant. The length of this intervention will vary, depending on the focus, but will usually last for one term. All TA's and teachers delivering intervention are required to keep a record of intervention. The interventions will be regularly reviewed by all involved to ascertain impact, effectiveness, progress and next steps. These programmes will be recorded on the whole school provision map. Pupil Progress Meetings are held every term, where the class teacher meets with members of the SLT (Senior Leadership Team) to discuss the progress of children in the class. This discussion will allow for progress to be monitored and allow any potential problems to be highlighted and appropriate support be put in place. Occasionally a child may need more expert support from an outside agency e.g. Speech and Language, Occupational Therapy, Educational Psychologist. If this is needed a referral, with parental support, will be made to the appropriate agency. Following assessments, recommendations are made to the school who then use these to write a programme of support. At all times parent and child opinion is sought. The named SEN Governor is Mrs Harrison, who meets regularly with the SENDCo.

How is the curriculum matched to a child's needs?

When a child has been identified as having Special Educational Needs, work will be differentiated by the class teacher to enable them to meet the curriculum more easily. Teaching Assistants may be allocated to work with a child on a 1:1 or small focus group to target more specific needs. If a child is identified as having SEND, a Pupil Passport to Success will be written. The child will be involved in this. This PPS will have agreed targets on, which will be discussed weekly by the class teacher and support staff. The SENDCo will also meet regularly with the class teacher. Parents will meet at least three times a year with the class teacher. Staff are also observed regularly each year by the SLT (Senior Leadership Team), with SEN progress being an area of focus. If appropriate, specialist equipment may be given to a pupil to support their progress e.g. writing slope, talking tins, visual timetable, etc.

How do parents learn about their child's progress?

You will be able to discuss your child's progress at Parents' Evening. The class teacher is usually available for a quick chat at the end of the day. Appointments with the class teacher and/or SENDCo can be made through the school office. The child's planner can be used to contact the class teacher. The class teacher/SENDCo may suggest ways in which you can support your child at home. Any recommendations received from an external agency are discussed with pupils and parents. If an Educational Psychologist writes a report they often include ideas to support the child at home – these will be discussed. If a child has medical needs, relevant staff always meet with their health worker and a Care Plan and Risk Assessment is written and mutually agreed.

How is children's well-being supported?

The school offers a wide range of support for children experiencing emotional difficulties. The class teacher/SENDCo or Pastoral Support Leader are available to talk to and we have trained Teaching Assistants to offer Nurture Group support

What specialist services can the setting access?

School is supported by a range of consultants. School can also access support from: School Nurse, Educational Psychologist, Occupational Therapy, Visual and hearing, Learning assessment and Warrington SEND Information, Advice & Support Services.

What SEND training do staff receive?

Speech-link, Reading Recovery, Nurture Group Training

How are all children included in all activities?

Activities, residential and school trips are available to all. Risk assessment are written, which takes account of the needs and requirements of all pupils - procedures are put in place to meet the needs of all pupils. However if it is deemed that 1:1 support is required, a parent/carer may be asked to accompany their child on the activity.

How accessible is the environment?

Our building is wheelchair accessible and there are disabled changing and toilet facilities. As a school we are happy to discuss individual access requirements.

How are resources matched to children's needs?

The SEN budget is allocated every financial year. The money is used to provide resources or additional support dependent upon need. Resources may include deployment of staff depending upon need. Some children with an EHC plan will have their own budget to support them, parents, school and health work closely to meet needs.

How are children supported through transition?

Children entering our Nursery receive home welcome visits from staff and there are welcome meetings held in school where parents can ask questions and view the school. Year 6 children take part in transition days organised by their chosen High Schools.

How is a decision made about the support needed?

Decisions are made following discussions with the class teacher and management team. Decisions are made as a result of pupil tracking and termly progress meetings. Recommendations from outside agencies are considered. If a child's educational needs or emotional wellbeing changes – other interventions will be put in place.

How can parents and carers be involved?

We hold many events throughout the year where you are invited into school to work alongside and/or support your child including creative days, concerts or sporting events.

Who can be contacted for further information?

Admin Officer – Mrs Bannister via school office. Class Teacher via school office. SENDCo, Mrs Skelton, via the school office. Pastoral and Support Lead, Mrs Buckley-Mellor, via school office or drop in sessions Tuesday and Thursday 8:30 – 9:00 am.