Internet Links / Contact Details
|Parent Partnership Service||01785 356921|
|Parents in the Know Magazine||www.staffordshire.gov.uk|
|Staffordshire Parent Action Network||www.span-info.co.uk|
|British Dyslexia Association||www.bdadyslexia.org.uk|
|National Autistic Society||www.autism.org.uk|
|Speech and Language Information||www.talkingpoint.org.uk|
Special Educational Needs
Brewood CE (C) Middle School has a consistently good reputation with regard to the progress made by special needs children and the support that they receive.
The school has a study centre, where a team of teaching assistants are based and withdrawal support sessions occur at wave 2 and 3, when teaching assistants are not supporting children in wave 1 provision.
Each child registered as having Special Educational Needs has an Individual Education plan established and this is reviewed with parents twice a year. Children with Statements of Educational Need have additional reviews to ensure their needs are fully met in line with legal requirements.
The current coordinator of this area is Miss. Helen Watson. Please contact her via the school office, should you wish to do so.
Pupil Support at Brewood CE (C) Middle School - Waves of Intervention
Pupil support at our school is arranged in a variety of different ways.
The SEN Code of Practice (2001) describes a 'graduated response' to identifying and meeting special educational needs which are described in 'waves' of response for all children.
Whole class teaching
The effective inclusion of all children in high-quality differentiated lessons.
This provision meets most children's needs within a school setting and no further provision should be required.
This can be within a class setting or through withdrawal work in the study centre. It includes programmes such as: Springboard, Booster classes, RM Maths workshops, Read Write Inc: Fresh Start, Rapid Phonics Programme or even Gifted and Talented classes. These programmes may be catch – up classes for identified children over a small period of time or small groups working towards the same individual education programme target over the course of half a year. They may also be established to support identified groups of children in order to support their progress in a certain curriculum area.
Specific targeted intervention.
This is for children that may have very specific learning needs in mathematics or literacy, or needs associated with other significant barriers to learning. Provision at Wave Three is likely to draw on specialist advice from outside agencies as children are not making progress, such as a speech and language therapist, educational psychologist, occupational therapist, CAMHS, behaviour support or SENSS tutor. It may also be part of the 1:1 tuition programme for identified children and relate specifically to individual maths or English targets organised through the head of department for each subject area. Gifted and Talented children also receive additional support opportunities through each head of department.
Other Types of support:
We have an exemplary pastoral care programme at Brewood CE (C) Middle School, which is based on a form tutor system. Each year group currently has either 3 or 4 tutor groups and support is on hand for organisation, emotional and behavioural difficulties should children feel they are in need of additional support, through the form tutor and through teaching assistants assigned to designated tutor groups. Support is coordinated through the SENCO and Behaviour Coordinator in conjunction with the form tutor and head of year to provide a whole school support programme for identified children.
Our prefect system as well as school council, house captains, form captains and the many roles of responsibility within school allow all children to access support and advice from peers in a more informal manner, should they feel the need to do so.
The school nurse also regularly drops into school allowing children to discuss any worries or concerns they may have regarding personal issues.
Any children requiring support other than through these areas can be achieved through discussion and consultation with parents/carers.