Local Offer of Support for Children & Young People with Special Educational Needs and Disabilities

How we identify special educational needs

• Children who attend Spring Brook School have identified SEND before they start here. They already have a statement/EHC plan or are undergoing statutory assessment.
• They have a statement/EHC plan for SEBD
• We work closely with the people who already know them and use the information available to help us meet their SEND in school
• If your child is admitted to Spring Brook School they may already have a statement or EHC plan this means they will have additional needs.
• If your child is placed with us in an emergency this means that they cannot have their needs met in mainstream education.

How we involve children and their parents/carers in planning to support their child’s SEND

• Termly progress meetings/reports
• Annual Review of statement/EHC Plan
• Person Centred planning
• Emergency / interim review of placement
• Home visits
• Telephone calls home
• Meetings with parents in school
• Parent council
• Coffee mornings

How do we adapt the curriculum so that we meet SEND

• Quality First Teaching
• Staff have high expectations for every child in school
• Teaching is built on what a child knows, can do and understand
• Different ways of teaching are in place
• Specific strategies are in place to support your child
• Individualised learning
• Person Centred Plans and pupil profiles
• Specific group and individual work in the class room or outside (e.g. Key Stage3 and 4 study hubs) Run by a teacher or Teaching Assistant or HLTAs
• Advice and interventions from outside agencies
• Speech & Language Therapist
• Art Therapy
• Educational Psychologist
• Occupational Health Therapist
• Child and Adolescent Mental Health Service(CAMHS)
• Barnardos
• The Children’s Society
• The Police
• Positive steps (prevention and careers)
• This will ensure that your child has an individual package of support and education whilst at SBS in order to meet their additional needs.

How we modify teaching approaches

• Class and subject teachers plan lessons according to the needs of all children in class
• Planning and teaching is differentiated to support the needs of children
• Recommended strategies will be used to support children individually
• Specific resources will be used to support children’s learning and access to the curriculum.
• All children are different and learn in different ways, SBS teachers will plan personalised learning for your child.

How we assess pupil progress towards the outcomes we have targeted with children. How we review this progress so that children stay on track to make at least good progress

• Progress is monitored during half termly progress meetings with a member of SLT
• Progress is monitored and a red, amber, green coding is applied. Action plans are written to ensure that the gap is closed where your child might not be making expected progress with a class or subject area.
• Staff meet with parents half termly to discuss progress and for parents to share thoughts
• Daily phone calls home and lost learning time is made up either on the day after school or during Friday options at the Upper School.
• At the end of Year 2 & Year 6. Children are required to be formally assessed using Standard Assessment Tests (SATS)
• In the upper school children are assessed by the SENCO on entry to the school.
• Subject teachers assess progress in their subject.
• At the upper school will be assessed for the access arrangements for GCSE qualifications
• Subjects also assess using AQA and ASDAN qualifications.
• Progress of children with a statement of SEND/Education Health and Care Plan (EHC Plan) is formally reviewed at an Annual Review, with all adults involved with the child’s development and education.
• The SENDCO will also monitor the progress made with any intervention programmes, children take part in.

What equipment or resources we use to give extra support

• Workstations
• Various ICT Programs
• Countdown timers for children who need it
• iPads
• ICT equipment and programs to support specific needs
• A range of software to help children engage with subjects they find difficult
• Access to school VLE
• Outdoor protective clothing – allotment.
• Half termly progress meetings are held with teachers where interventions are identified should your child require additional support.
• Children identified requiring additional support access 1:1 interventions away from the classroom. This can be academic or therapeutic.

What extra support we bring in to help us meet SEN: Specialist services, external expertise and how we work together collaboratively

• Access to specialist teachers for accessing the curriculum; speech language & communication, hearing impairment, visual impairment, severe learning difficulties ie; autism
• Support from Local Authority services, Educational Psychologists, Speech Therapy, and CAMHS (Reflections) as well as working collaboratively with other Oldham schools
• Advice from occupational Therapy (OT)
• Advice/support to School Health Advisor (Dave Whiston, Laura Langhorn)
• Staff training on a range of SEND

How children/Young people are included in activities outside the classroom including school trips

• Family club nights
• Residential trip to Wales / Europe
• Holiday club activities
• Theatre visits
• Educational visits
• It is part of the SBS promise to include children on school trips these might include trips abroad, to the theatre and mainland UK outside of Oldham.

How our school staff support pupils

• The curriculum offer from SBS will support your child’s learning. Teachers will plan individual lessons to meet your child’s need.
• Termly reports will be submitted to governors updating them on all children’s academic progress and SEN needs.
• SLT will oversee the support that your child receives at SBS. Class and subject teachers will take responsibility daily for ensuring a suitable curriculum is delivered. The form tutor at the upper school will be responsible for their pastoral care.
• Progress meetings take place half termly to discuss academic and behaviour progress and reports are provided to parents. Parents are given the opportunity to discuss the progress their child is making.

How we support pupils’ overall wellbeing

• All staff are responsible for the young person’s well-being and pastoral care. The school nurse regularly visits the school to support and advise pupil, staff and families around health issues. Children can access counseling services through the Children’s Society or the school counsellor at the upper school.
• Children who require prescribed medication ie ADHD medication during the day are administered by members of the SLT Christine Thorpe at the lower school and Mel Rodgers at the upper school.
• All children have a Personal Support Plan in place which are reviewed and updated regularly.
• Chanel Beaumont is the attendance officer across both sites and meets with members of SLT regularly to discuss children and families who need support.
• SBS use restorative approaches in order to avoid exclusions and to solve any issues of conflict arising with both staff and pupils.
• Pupil council meets every half term to contribute their views about school. This is fed back to parents at the parent council. Pupils are invited to annual reviews; we hold person centred reviews where young peoples’ aspirations, views and wishes are considered.

The training our staff receive

All staff attend continuous professional development around SEND. Recent training has included changes in legislation and the new code of practice. Local authority educational psychologists support school with training requirements for SEND issues.


• The lower school building is fully wheelchair accessible, however, the upper school building would require further adjustments in order to make it wheelchair friendly. Staff take into account children’s needs and make reasonable adjustments when necessary. Where English is not the first language spoken SBS would try to communicate to parents using an interpreter.
• Any specialist resources needed to support your child with access arrangements will be sourced via access and inclusion from the local council.

How we decide what type and how much support your child will receive.

SBS is a special school for children experiencing social, emotional and mental health difficulties. Therefore, children who attend access full time provision in school.

How we support children in their transition to our school and when they leave us

• Members of SLT visit children/families at home prior to starting school
• Children/families visit school prior to starting school
• Meetings/visits to receiving school prior to joining
• Transition visits arranged when joining secondary provision/mainstream school
• We work with positive steps carers advisors to ensure that our young people are supported into post 16 provisions.
• An annual review is carried out each year for children with statements or EHC Plans to discuss current provision and the next stage of education and life. Where children/families can get extra support
• Your views are important to us and we want to listen to them and know you are satisfied with what happens in school to support your child
• Mrs Christine Thorpe is SENCO at the lower School and MS Melanie Rodgers is SENCO at the upper school

Where parents/carers can get extra support

• There are a number of pupil support groups, please do not hesitate to get in touch with school to be given details of these
• Oldham’s parent/care forum is called POINT(Parents of Oldham in Touch) This is an umbrella organisation for all parents and carers of children & young people with Special Educational Needs, disabilities and complex medical needs. They work with Oldham Council, education, health and other providers to make sure the services they plan and deliver, meet the needs of SEND and their families. What to do if you are not satisfied with a decision or what is happening (parents)

Your first point of contact is always the person responsible – this may be the class teacher, Deputy Head or Head teacher.

Please contact:

Upper School


Lower School


Related Documents

SEN Policy

Click to view