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How we Adapt the Curriculum and Learning Environment for Children & Young People with SEND

Bricknell ensures accessibility of all pupils to the school through:

  • adaptations to the physical environment
  • all reasonable adjustments implemented as appropriate
  • access to the curriculum

Parents/carers should always talk to the SENCo to discuss what we can reasonably do to include every child.

All children learn and develop in different ways and may need extra help and support at various points throughout their time at school. Some children, at some time in their school life, might have additional or different needs and it may be that they will be on our SEND register for a short period or a long period of time. However, children’s needs will be reviewed regularly in order to ensure that the provision is suitable and supports every child’s development. We will:

  • ensure that all pupils have access to the school curriculum and all school activities in order to promote highest levels of achievement
  • help all pupils achieve to the best of their ability, regardless of any difficulty or disability they may have
  • ensure that all staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs
  • support pupils to gain in confidence and improve their self-esteem
  • work in partnership with parents/carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • make suitable provision for children with SEND to develop their abilities, interests and aptitudes and gain maximum access to the curriculum
  • promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
  • regularly review policy and practice in order to achieve best practice.

Our learning environment is large and modified as much as possible for easy access for children with physical/mobility difficulties.

There are disabled toilets and a specially equipped room for intimate care needs, including a child’s toilet adapted for easy access, a hoist and large changing bed.

We have three in-school provisions EYFS TEACCH, TEACCH 1 and TEACCH 2 as well as a Local Authority Resource Base, The Launch Pad. These are explained in more detail under the tab ‘TEACCH Rooms’.

We ensure, where ever possible, that equipment used is accessible to all children regardless of their needs.

Children with physical/medical needs have a comprehensive Individual Health Care Plan in place.

After school provision is accessible to all children including those with SEND.

Extra-curricular activities are accessible for children with SEND.

SEND interventions may include:

Cognition and learning – Precision Teaching, Number Stacks, Nessy, Lego Therapy, pre-loads, gap analysis tasks, executive functioning skills building tasks.

Communication and interaction – Speech and language programmes as advised by Speech and Language Therapists, Colourful Semantics, Listening Skills; a structure imposed on aspects of play using ‘Identiplay’ with planned, structured activities and adult modelling.

Social, Emotional and Health Difficulties – Zones of Regulation; social stories; Lego Therapy, Nurture Groups, 5 point scale.

Sensory and/or Physical Difficulties – gross motor skill programmes; fine motor skills interventions; advice from the Occupational Therapy Service.

If a child has physical and/or medical needs, then a detailed Individual Healthcare Plan is compiled in close consultation with parents/carers and with support from the relevant medical professionals involved with the child.

Individual Healthcare Plans (including any emergency procedures) are shared and discussed with staff.

Staff receive appropriate training, where required, on an annual basis.

Where necessary and in agreement with parents/ carers, medicines are administered in school but only where a signed Administration of Medication Consent Form is in place to ensure the safety of both child and staff member.

We have members of staff who are trained in the Administration of Medication

We have members of staff who have First Aid Training, including Paediatric First Aid Training.

Risk assessments are completed to support children with complex physical/ medical needs.

For pupils with complex needs, we aim to meet their needs through an Individual Healthcare Plan. This plan is compiled in close consultation with parents/carers and with support from the medical professionals involved with the child e.g. community paediatric nursing team.

Individual Healthcare Plans are reviewed and updated each year or as required. They may include:

  • emergency procedures
  • risk assessments
  • intimate care
  • feeding plan
  • Parental Agreement for School to Carry Out Procedures
  • moving and assisting/handling plans
  • Parental Agreement for School to Administer Medication

Copies of these Individual Healthcare Plans are shared with relevant staff and other agencies involved with the care of the child.

Some pupils may require a Personal Emergency Evacuation Plan (PEEP) written in conjunction with the Site Manager, SENCo and Head of School.

‘We couldn’t be happier with the care and education my child has received so far.’

- parent comments

‘She is very happy at school and I only hear positive things.  Many thanks to all the teaching staff.’

- parent comments

My son is extremely happy in all aspects of school.  Fantastic teacher and an excellent education. ‘

- parent comments

I cannot fault the school or staff.  Everyone is very supportive.’

- parent comments

I am delighted with how happy she is at school.  Her skills are clearly progressing and she is extremely well supported.  Her teacher clearly knows her very well.’

- parent comments

Thank you so much to all of the  members of staff; our child is extremely happy here and we are very grateful.’

- parent comments

‘She is enjoying school a lot.  She is challenged appropriately and not over-loaded with homework.  She speaks positively about her time at the school and her teacher.’

- parent comments

‘Positive environment and appropriate challenge for development, excellent.’

- parent comments

‘Very happy with my child’s start to year 5.’

- parent comments

Any concerns raised have been dealt with swiftly.’

- parent comments

‘We are very happy with Bricknell as a whole.  He is becoming more confident and is well supported.  Thank you to all of the teachers.’

- parent comments

‘Thank you for helping us with her worries and for the support.’

- parent comments