Brockley's Commitment to Inclusion

At Brockley Primary School, we are committed to providing an inclusive, ambitious and nurturing education that enables every child to achieve their full potential. We believe that all children, regardless of their needs, abilities or starting points, are entitled to a high-quality education and should be able to participate fully in school life.

Our approach is underpinned by the principles of the Children and Families Act 2014, the SEND Code of Practice: 0–25 Years, the Equality Act 2010, and guidance issued by Derbyshire County Council. We recognise that every teacher is a teacher of SEND and that meeting the needs of pupils with SEND is a whole-school responsibility.

We promote a culture of high expectations, inclusion, participation and achievement, ensuring that pupils with SEND are supported to develop independence, resilience, confidence and the skills needed for successful adulthood.

SEND at Brockley Primary School

Brockley Primary School is committed to identifying and responding to children's needs as early as possible. We work closely with pupils, parents, carers, Derbyshire Local Authority and a range of external professionals to ensure that support is tailored to individual needs and has a positive impact on outcomes.

In line with the SEND Code of Practice, we recognise four broad areas of special educational need:

Communication and Interaction

Children and young people who have difficulties with speech, language and communication, including those with autism spectrum condition (ASC).

Cognition and Learning

Children and young people who learn at a different pace from their peers and may require additional support to access learning.

Social, Emotional and Mental Health (SEMH)

Children and young people who experience difficulties with emotional regulation, social interaction, mental health or behaviour that may impact upon their learning.

Sensory and/or Physical Needs

Children and young people with a physical disability, medical condition, hearing impairment, visual impairment or sensory processing differences that require specialist support or adaptations.

These areas may overlap, and many children may experience needs across more than one area.

Our Inclusive Approach

At Brockley Primary School we believe that high-quality teaching is the first step in responding to pupils who may have SEND.

Support is provided through:

• High-quality adaptive teaching within the classroom.
• Reasonable adjustments in accordance with the Equality Act 2010.
• Targeted intervention programmes where appropriate.
• Specialist advice and support from external agencies.
• Individualised provision where required.
• Collaborative working with families and professionals.
• Regular review of progress and outcomes.

We follow the graduated approach outlined within the SEND Code of Practice through the cycle of:

Assess → Plan → Do → Review

This ensures that support is evidence-informed, responsive and regularly evaluated.

Working in Partnership with Families

We recognise that parents and carers know their children best and are key partners in their child's education.

We are committed to:

• Listening to the views of children and families.
• Involving parents in decision-making.
• Sharing information openly and honestly.
• Reviewing support regularly.
• Ensuring families understand the provision available and how it is supporting their child.

When concerns arise, we encourage parents to speak initially with their child's class teacher. Additional support can then be discussed with the SENDCo if required.

The Role of Derbyshire County Council

Derbyshire County Council is responsible for maintaining the Local Offer and supporting schools in meeting the needs of children and young people with SEND.

The Local Authority works in partnership with schools, health services, social care and families to:

• Promote inclusive education.
• Support early identification of needs.
• Provide specialist advice and services.
• Coordinate Education, Health and Care Needs Assessments (EHCNA).
• Maintain Education, Health and Care Plans (EHCPs).
• Support successful transitions between settings and phases of education.

Specialist Support Available

Where appropriate, the school may seek advice from external agencies, including:

• Educational Psychology Service
• Specialist Teaching and Psychology Service (STaPS)
• Autism Outreach Services
• Speech and Language Therapy
• Occupational Therapy
• Physiotherapy
• School Nursing Service
• Child and Adolescent Mental Health Services (CAMHS)
• Early Help Services
• Social Care Services

Referrals are always discussed with parents and carers as part of our graduated approach.

Education, Health and Care Plans (EHCPs)

For some pupils whose needs are significant and complex, additional support may be provided through an Education, Health and Care Plan (EHCP).

An EHCP is a legal document that sets out:

• A child's special educational needs.
• The outcomes they are working towards.
• The provision required to meet those needs.
• The responsibilities of education, health and social care services.

Where an EHCP is in place, Brockley Primary School works closely with families and professionals to ensure the provision is delivered effectively and reviewed annually.

Accessibility and Equality

Brockley Primary School is committed to meeting its duties under the Equality Act 2010.

We will:

• Eliminate discrimination, harassment and victimisation.
• Advance equality of opportunity.
• Foster good relations between different groups.
• Make reasonable adjustments where required.
• Promote access to all aspects of school life, including educational visits, clubs, extra-curricular activities and wider opportunities.

We recognise that some pupils may be disabled without having SEND and some pupils with SEND may also be disabled. We therefore consider both SEND and equality duties when planning provision.

Emotional Wellbeing and Inclusion

We understand that children with SEND may require additional support for emotional wellbeing, social development and mental health.

Brockley Primary School provides:

• A relational and restorative approach to behaviour.
• Strong pastoral support.
• Emotional wellbeing interventions where appropriate.
• Anti-bullying education.
• Safeguarding measures and support.
• Opportunities for children to develop confidence, friendships and belonging.

Every child should feel safe, valued, respected and included.

Derbyshire Local Offer

The Derbyshire Local Offer provides information about services available for children and young people with SEND and their families from birth to age 25.

The Local Offer includes information about:

• Education provision
• Health services
• Social care support
• Leisure activities
• Transport
• Preparing for adulthood
• Support groups and advice services

The purpose of the Local Offer is to ensure transparency, improve access to services and help families make informed choices about support available in Derbyshire.

SEND Information Report

Introduction

At Brockley Primary School, we are committed to ensuring that every child is known, valued and supported to achieve their full potential. We believe that all children have the right to a high-quality education, regardless of their starting point, background, ability or additional needs.

Our SEND provision is underpinned by the principles of the Children and Families Act 2014, the SEND Code of Practice (2015), the Equality Act 2010 and Derbyshire County Council guidance. We are committed to providing an inclusive environment where all pupils can learn, participate and thrive alongside their peers. Brockley Primary School has a strong inclusive ethos and a significant proportion of pupils with SEND, EHCPs and additional vulnerabilities. SEND, inclusion and adaptive teaching are key priorities within our school improvement work.

  1. Who are the best people to talk to about my child's SEND?

Class Teacher

Your child's class teacher is the first point of contact and is responsible for:

• Delivering high-quality adaptive teaching.
• Monitoring progress and attainment.
• Identifying emerging needs and barriers to learning.
• Implementing strategies and interventions.
• Working in partnership with parents and carers.
• Contributing to Assess-Plan-Do-Review meetings.

  SENDCo/Headteacher

Mrs Caroline Rodgers (National Award for SEND Coordination)

Responsible for:

• Leading and managing SEND provision across the school.
• Coordinating support for pupils with SEND.
• Advising and supporting staff.
• Working with Derbyshire County Council and external professionals.
• Maintaining the SEND register.
• Monitoring the effectiveness of SEND provision.
• Supporting families throughout the SEND process.
• The strategic leadership of SEND provision.
• Ensuring statutory duties are fulfilled.
• Monitoring outcomes for pupils with SEND.
• Reporting to governors regarding SEND provision.

SEND Governor

The SEND Governor supports and challenges school leaders to ensure pupils with SEND receive appropriate provision and support.

School Telephone: 01246 823344

2. How does Brockley identify pupils with SEND?

Children may be identified through:

• Ongoing teacher assessments.
• Pupil progress meetings.
• Parent or carer concerns.
• Information received from previous settings.
• Health professionals.
• External agency assessments.
• Observation of social, emotional or behavioural needs.
• Attendance, safeguarding or wellbeing concerns.

Identification follows the graduated approach outlined within the SEND Code of Practice.

We recognise four broad areas of need:

Communication and Interaction

Including speech, language and communication needs and autism.

Cognition and Learning

Including specific learning difficulties and general learning difficulties.

Social, Emotional and Mental Health

Including anxiety, emotional regulation difficulties, trauma and mental health needs.

Sensory and/or Physical Needs

Including hearing impairment, visual impairment, physical disabilities and sensory processing differences.

3. What support is available?

At Brockley Primary School we believe:

Every teacher is a teacher of SEND.

Support is provided through:

Universal Provision

• High-quality adaptive teaching.
• Reasonable adjustments.
• Visual supports and scaffolds.
• Communication-friendly classrooms.
• Flexible grouping.
• Relational and restorative approaches.

Targeted SEND Support

Where additional support is required, pupils may receive:

• Small group interventions.
• Individual support programmes.
• Language intervention.
• Reading and phonics support.
• Emotional wellbeing programmes.
• Social communication groups.
• Attendance and pastoral support.

Specialist Support

Where necessary we work with:

• Educational Psychology Service.
• Speech and Language Therapy.
• Occupational Therapy.
• Physiotherapy.
• Specialist Teaching and Psychology Service (STaPS).
• Autism Outreach.
• CAMHS.
• School Nursing Team.
• Early Help Services.
• Social Care professionals.

4. How will the school support my child's learning?

Support follows the graduated cycle of:

Assess

Understanding need through assessment and information gathering.

Plan

Agreeing outcomes, strategies and support.

Do

Implementing support through classroom practice and intervention.

Review

Evaluating impact and identifying next steps.

Support focuses on enabling pupils to:

• Access the full curriculum.
• Become increasingly independent.
• Develop confidence and resilience.
• Make progress academically, socially and emotionally.

5. How is progress monitored?

Progress is monitored through:

• Daily classroom assessment.
• Termly assessments.
• Teacher observations.
• Pupil progress meetings.
• SEND review meetings.
• Provision mapping.
• Attendance and wellbeing monitoring.
• Annual reviews for pupils with EHCPs.

The impact of interventions is regularly reviewed and adapted where necessary.

6. How are parents involved?

We believe parents and carers are vital partners.

Families are involved through:

• Regular communication with class teachers.
• Parent consultation meetings.
• SEND review meetings.
• Annual Reviews for pupils with EHCPs.
• Early Help meetings where appropriate.
• Multi-agency meetings.
• Informal discussions and support.

Parents are encouraged to share their views and contribute to decision-making throughout the SEND process.

7. How are pupils involved?

Pupil voice is central to our approach.

Children are encouraged to:

• Share their strengths and interests.
• Discuss barriers to learning.
• Contribute to support plans.
• Participate in reviews.
• Set personal goals and targets where appropriate.

We want pupils to understand their needs, advocate for themselves and develop independence.

8. How are staff trained to support SEND?

Professional development is a priority at Brockley Primary School.

Staff receive training in areas including:

• Adaptive teaching.
• Autism.
• Speech, language and communication needs.
• SEMH support.
• Safeguarding.
• Trauma-informed practice.
• Relational and restorative approaches.
• Behaviour as communication.
• Specific medical and physical needs.

SEND remains a key school improvement priority, with a strong focus on improving staff confidence and inclusive practice.

9. How accessible is Brockley Primary School?

We are committed to meeting our duties under the Equality Act 2010.

We aim to ensure that:

• Pupils can access learning and school activities.
• Reasonable adjustments are made where required.
• Support is personalised to need.
• Educational visits are inclusive.
• Extra-curricular activities are accessible.
• Barriers to participation are reduced.

Further information can be found in our Accessibility Plan.

10. How do we support emotional wellbeing?

We understand that learning cannot happen effectively unless children feel safe, secure and valued.

Support includes:

• Strong pastoral provision.
• A relational and restorative behaviour approach.
• Safeguarding support.
• Wellbeing interventions.
• Emotional regulation support.
• Nurture-based strategies.
• Positive relationships with trusted adults.

At Brockley, behaviour is understood as communication, and support is tailored to individual need.

11. How are transitions supported?

Transitions are carefully planned to reduce anxiety and ensure continuity of support.

This may include:

• Additional visits.
• Transition booklets and photographs.
• Enhanced handover meetings.
• SEND information sharing.
• Meetings with families.
• Multi-agency planning.
• Visits from receiving schools.

Additional transition arrangements are provided where required.

12. Education, Health and Care Plans (EHCPs)

For some children, support may be provided through an Education, Health and Care Plan.

The school works closely with families, Derbyshire County Council and professionals throughout the Education, Health and Care Needs Assessment (EHCNA) process.

Where an EHCP is in place, the school ensures that:

• Provision is implemented.
• Outcomes are monitored.
• Reviews take place annually.
• Parents and pupils are fully involved.

13. Derbyshire Local Offer

The Derbyshire Local Offer provides information about services and support available for children and young people with SEND aged 0–25 and their families.

It includes information relating to:

• Education.
• Health services.
• Social care.
• Leisure activities.
• Support groups.
• Preparing for adulthood.

The Local Offer can be accessed through Derbyshire County Council's SEND webpages.

Our Commitment

At Brockley Primary School, we have high aspirations for every child. We are committed to providing an inclusive, nurturing and ambitious environment where children with SEND are successful academically, socially and emotionally.

This document should be read alongside our SEND Policy, Accessibility Plan and Derbyshire Local Offer.

CAMHS & Sophie Tipple

Sophie recently held a workshop for parents, the content included:

• What are emotions and when should these be a concern?

• What is emotional regulation

• What are coping strategies and why they are important for emotional wellbeing

• What is ‘normal’/’typical’/’expected’ behaviours and emotions for children?

• What can cause a child to behave in certain ways?

• How to recognise behaviours that may require further assessment

To find out more about the learning, please see the information below to find out more.