Broomfields Community Junior School

Our aims are directed towards preparing each pupil for life beyond the school.
They are concerned with developing the highest standards to which each pupil can aspire through the provision of quality learning experiences and making the most efficient and effective use of all resources available to us.
Childcare provision related to this school - Jolly Days Link Club. Please see separate entry under 'childcare' for more details. Childminders also provide out of school care and some 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, school admissions, transport and pupil services team 01925 443322.

01925 265297 Fax: 01925 861734


Broomfields Community Junior School

Bridge Lane




SEND Local Offer description

Broomfields is totally committed to ensuring the best educational experience for all its pupils. Our focus is providing children with high quality guidance and support to achieve their full potential.

SEND Local Offer contact name

Keith Greenwood (Head Teacher)

What extra support is available at school?

Needs led SALT (speech and language therapy), Needs led physiotherapy, Needs led OT (Occupational therapy & Needs led school nurse

Staff know if a child / young person needs support

We receive information from our infant primary school about the additional needs of individual children, at transition meetings, before they enter our setting. We also receive information from pupils' previous schools. The progress of all pupils is monitored regularly by class teachers and the senior leadership team, so that if a child is found not to be making expected progress in a particular area of learning, we can quickly identify the need for additional support. This will then be discussed with parents/carers and the pupil concerned.

What to do if you think your child needs support

If parents/carers think that their child has special educational needs. We encourage them to share information with us and to discuss and raise any concerns they may have as early as possible. In the first instance, parents / carers should discuss any concerns with the class teacher, who will then liaise with our Special Needs Coordinator (SENDCo) as appropriate.

How will staff support a child with SEND?

The classroom teacher will take responsibility for the daily provision for your child and will be supported and advised by the school SENDCo where necessary. The teacher will discuss with you any support that they think is needed, that is additional and different to what we offer to children as part of our usual practice. If a need is identified for a specific in-school assessment or involvement from any outside specialist services then the SENDCo will talk to you about this and seek your permission to proceed. We will monitor the progress of all children receiving additional support and evaluate the provision to ensure that the provision we have put in place is having an impact on the child's attainment. Governors are responsible for monitoring the effectiveness of the provision in place for children identified with SEND and they will receive a report from the SENDCo on the progress of pupils with SEND.

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

High quality classroom teaching and adjusted plans and resources for individual children is the first step in responding to children who may have special educational needs. All teachers are provided with information on the needs of individual children so that they can plan the learning within our curriculum to ensure that all children are able to make progress. This type of teaching is known as differentiation and will enable your child to access a broad, balanced and relevant curriculum. You can find out more about differentiation in the school's Teaching and Learning Policy. If your child is not making the expected progress and has specific gaps in their understanding he/she may work within a smaller group of children. These groups, also called intervention groups, may be run: In the classroom or outside, by a teacher or a teaching assistant who has been trained to run these groups or by a specialist from outside the school such as a speech and language therapist. Further specific support may also be provided through a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means that your child will have been identified as needing a particularly high level of individual or small group teaching which cannot always be provided from the budget available to the school.

How do parents learn about their child's progress?

We have an open door policy for any daily information that needs to be shared between school and home. Parents/carers and teachers arrange a more private meeting with the class teacher or with the SENDCo if there is anything of a more serious or private nature to be discussed. In some instances a home-school communication book may be used. Annual reports and twice yearly parent consultation evenings give all parents and carers regular feedback on their child's up to date academic levels, individual reading, writing and maths targets and any behavioural, emotional or social difficulties. Outside services involved with some children provide reports and information about attainment and expected progress for health based needs, such as speech and language or physical development. If a child is identified as needing an Individual Education Plan (IEP) to support their education then parents and children will be involved in helping the school to create this, and then reviewing targets at regular intervals, usually three times a year or more if needed.

How is children's well-being supported?

The well-being of all our children is our primary concern at Broomfields. They are supported with their social and emotional development throughout the school day, through the curriculum and extra- curricular activities. Personal, Social, and Health Education (PSHE) and Social, Emotional Aspects of Learning (SEAL) are integral to our curriculum and are also taught explicitly throughout each term. Additional support from specialist staff is arranged as needed for individual pupils, both in and out of the classroom; an individual plan may be put in place for those with the highest need. Our school has a system of sanctions and rewards for behaviour management of all children (please refer to the school Behaviour Policy for more information about this). Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is utilised by all staff. We regularly monitor attendance, support children returning to school after absence and take the necessary actions to prevent prolonged unauthorised absence. We have several staff who are trained first aiders and have received defibrillator training (we have a defibrillator in school). Relevant staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place. If your child needs medication to be administered in school then you are asked to provide written details. The children’s' views are regularly sought through school council and other forums.

What specialist services can the setting access?

There are a range of agencies that work within schools. These include: Educational Psychology Service (EPS), Speech and Language Therapy Service (SALT), Child and Adolescent Mental Health Service (CAMHS), Hearing Impaired Service (HI), Visual Impaired Service (VI), Occupational Therapy (OT), Physiotherapy (PT), School Health Advisors (SHA). Other Health Professionals (ASD, ADHD). We also work with Social Services, Warrington SEND Information, Advice & Support Service and Community Police.

What SEND training do staff receive?

We have a rolling programme of training and support for staff based on the needs of the children within school. Staff are sent on more individualised training, if they are supporting a child with a more specific need. Our Special Educational Needs Coordinator (SENDCo) is a qualified and experienced teacher who receives ongoing SEND training in specific areas. All our teachers hold qualified teacher status and all staff members, including Higher Level teaching assistants and teaching assistants, receive regular training to best support our pupils with SEND. School also offers team teaching. In addition some of our staff have undertaken specialist training. Trained staff members include: A specialist Dyslexia teacher. Four teaching assistants trained in the delivery of speech and language programmes. School has some basic Makaton awareness and use.

How are all children included in all activities?

Our inclusion Policy promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Risk assessments are carried out for school visits including residential trips and reasonable adjustments will be made when required. Where needed, the risk assessment would include a meeting with parents/carers as well as taking account of any medical issues. The destination of these trips will be taken into account when assessing the needs of all children. After school clubs are available to all children and reasonable adjustments can be made to support vulnerable children in their participation. Health and Safety audits are conducted to ensure that the school provides a safe environment for all children.

How accessible is the environment?

We have an Accessibility Policy in place and where feasible, make reasonable adjustments to improve the accessibility of our environment to meet individual needs. We have two disabled toilets large enough to accommodate changing if required. We monitor the languages spoken by families in our setting and make use of translation websites and endeavour to arrange for a translator to attend meetings when necessary.

How are resources matched to children's needs?

The school budget received from the Local Authority includes money for supporting children with SEND. The Head Teacher then decides on the budget for SEN in consultation with the school governors and based on the needs of children in the school. The school may receive an additional amount of ‘top-up' funding for children with higher level needs. The school will use its SEN funding in the most appropriate way to support your child. This support may include some individual or small group teaching assistant support; but this may not always be the best way to support your child. The funding may therefore be used to put in place a range of support strategies. SEND funding may also be used to purchase specialist equipment or support from other specialist support services. There are regular meetings to monitor the impact of interventions and SEND provision and the Governing Body is kept informed of funding decisions.

How are children supported through transition?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible. If your child is moving to another school: We will contact the school SENDCo and ensure that they know about any special arrangements or support that need to be made for your child. We will make sure that all records about your child are passed on as soon as possible. When moving classes in school: Information will be passed on to the new class teacher and in most cases a planning meeting will take place with the new teacher to discuss your child's strengths and weaknesses and the strategies that have been most successful. Coming into Year Three: There are induction events during the summer term for all children who are joining year three in September. The SENDCo may arrange additional visits for children who have been identified as having SEND and additional meetings will be arranged with parents/carers and any other agencies who have been involved with your child. In Year Six: The Year 6 team and/or SENDCo will discuss the specific needs of your child with the SENDCo/Inclusion Manager of their secondary school. The new school is invited to attend any reviews that we hold before your child transfers to them. Your child will take part in focused learning about aspects of transition to support their understanding of the changes ahead. Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in our school. We have very good relationships with our feeder settings and the settings that most of our pupils move onto; we share information to support children’s learning and well-being at transition. A range of strategies, suitable for your child, may be used to support them at the time of transition. For example, if your child would be helped by a book/social story to support them in understanding their transition then it would be made for them.

How is a decision made about the support needed?

Each child is assessed individually according to the SEN Code of Practice and Local Authority guidance and a personalised support programme will be developed. All class teachers meet with the Head Teacher and Deputy during the school year to discuss children’s progress. We look closely at the provisions that have been in place and examine their effectiveness and impact on the child's learning. Additional assessments from outside services, such as Educational Psychologists and Speech and language Therapist, will help us decide what type of support and resources are needed. Some children will have an Individual Education Plan (IEP) and these will be reviewed with you three times a year. Pupils with a Statement or Education and Health Plan (EHP) will have an annual review. The SENDCo oversees all additional support and regularly shares updates with the SEND Governor.

How can parents and carers be involved?

We work in close partnership with parents/carers to support each child/young person's well-being, learning needs, progress and aspirations. We operate an open door policy to allow parents/carers to contact their child's class teacher with ease. In addition we offer a school text messaging service and a termly newsletter that outlines events and topics covered throughout the term. Parents/carers are invited to become involved in school life through a number of means: Home School Association (HSA) – organises fundraising events throughout the year to raise money for additional resources. Hearing readers (class based) Book Mums. Trips – additional adult support. Our Governing Body includes Parent Governors representatives.

Who can be contacted for further information?

The class teacher is the first point of contact. Parents/carers are welcome to contact the SENDCo directly for further information and support.