INCLUSION

Inclusion at Brampton Primary School

Brampton Primary School is a fully inclusive school and follows the inclusive education policy of Newham. Inclusion ensures that the curriculum provided meets the needs of all pupils. This includes children with complex learning needs, specific learning difficulties such as dyslexia, pupils with social emotional and mental health needs, pupils with physical disabilities, as well as those with English as an additional language (EAL) and pupils considered to be Gifted and Talented. In addition, Brampton Primary
School has a resourced provision for pupils with profound and multiple learning difficulties (PMLD).

Principles
At Brampton Primary School we actively seek to remove barriers to learning and participation that can hinder and exclude groups or individuals. This means that equality of opportunity must be a reality for
all our children. We make this a reality through the attention we pay to the different individuals and groups of children within our school.

  • girls and boys;
  • minority ethnic and faith groups;
  • children who need support to learn English as an additional language;
  • children with additional learning needs;
  • able and talented children;
  • children who are at risk of disaffection or exclusion;
  • travellers and asylum seekers
  • children who are looked after or on the Child Protection Register.

The National Curriculum is a key part in planning a curriculum that meets the specific needs of
individuals and groups of children. We meet these needs through:

  • setting appropriate learning challenges;
  • responding to the diverse needs of the children;
  • overcoming potential barriers to learning and assessment for individuals and groups of pupils;
  • providing other curricular opportunities to meet the needs of individuals or groups of children.

Aims
We follow the principles of inclusion as laid down in the Code of Practice for Special Educational Needs 2015, which is fully endorsed by the London Borough of Newham.

  • To ensure that the needs of children and young people are identified early and that intervention
    is in place to support them.
  • All pupils will have access to high quality differentiated teaching as a first step to responding to
    pupils who may have SEND.
  • To build the identification of SEND into the school’s approach to monitoring the progress and development of all pupils and doing everything possible to meet pupils’ special educational needs.
  • There is a focus on inclusive practice and removing the barriers to learning.
  • Adopt a graduated approach to SEND provision with four stages of action: assess, plan, do and review.
  • Pupils and parental views will be sought in decision making at individual and strategic levels.
    Parents/carers have a vital role to play in supporting their child's education and therefore good home/school links are established.

Special Educational Needs
Pupils assessed as having special educational needs will be put on the SEN register in consultation with parents/carers. A Learning Support Plan (LSP) will be drawn up which will highlight their main area of need, the expected outcomes and actions to support pupils in making progress. Learning Support Plans are reviewed termly through a person-centred approach involving all the significant adults in the child’s life. They are shared with pupils so they understand what they are working towards and what they
need to do to be successful.

Autism
Although Brampton Primary School does not have a resource provision for children with autistic
spectrum disorder (ASD) we recognise that children will enter our school with significant
communication and interaction needs or autism. The school will, through liaison with parents and
outside agencies, develop a personal plan of support for children with ASD. Class teachers and learning supportassistants will receive training to support them in providing an environment that is supportive
and enabling.

EAL (English as an Additional Language)
At Brampton, we aim to make appropriate provision for the teaching of, and resources for, pupils with
EAL and for raising achievement of minority groups who are at risk from underachieving. We will
identify individual pupils’ needs, recognising skills they bring to our school and ensuring that they have equal access to the curriculum. By this we aim to ensure that all EAL pupils are able to understand
English confidently and competently, use English as a means of learning across the curriculum and
where appropriate, make use of their knowledge of other languages. Quality first teaching with
planned opportunities for speaking and listening will form a key part of the provision along with
support from the school’s EAL coordinator.

Social Emotional and Mental Health Needs
At Brampton, we aim to support children with social, emotional and mental health needs (SEMH), by providing a safe, secure and welcoming learning environment in which to learn.
We have in place a range of strategies and methods to best support these children, and facilitate their learning both in and out of the classroom environment, to ensure they achieve to their potential. The school’s pastoral support manager and learning mentors will liaise with parents and teachers to facilitate a plan that will build on the child’s strengths and support them in managing any emotional and behavioural difficulties they may be experiencing.

Gifted and Talented
Brampton is keen to promote the learning, achievement and skills of children who have been assessed as being gifted and talented, whether academically or through the arts or sports.

Quality first teaching is key to providing the challenge necessary to stretch children who are academically gifted and ongoing assessments in class are essential for knowing the next steps in all children’s learning.

Outside the classroom, children participate in a range of activities, projects and clubs. The school works with The Brilliant Club and IntoUniversity to develop higher level thinking, raise aspirations and provide children with a taste of university study skills. Our modern foreign language curriculum provides a residential at a host school in Spain for Year 5 pupils with have been identified as having a talent for languages. There are also a range of after-school clubs that provide opportunities for children with talent to further develop their skills.

PMLD
Brampton Primary School has a resourced provision for young people with profound and multiple learning difficulties (PMLD) which opened in 2013. It is able to support up to 16 pupils (2 per year group): currently we have 12 pupils who have places.

Pupils are recommended to join the resourced provision by the Special Needs Advisory Panel (SNAP) in Newham’s education department. The recommendation to attend Brampton may be the result of either the child's initial assessment by one of the borough’s early years teams or through an annual review at another school. Parents and/or carers are encouraged to visit the school prior to admission and take an active part in developing a transition plan for the child's move to Brampton. As part of the transition our teachers, resourced provision manager and learning support assistants will make at least one home visit to talk with parents/carers about their child’s needs.

As with all our pupils at Brampton, we see the link between home and school of great importance and deeply value the involvement of parents/carers in their child’s education. We use a home-school communication book so that there is an ongoing dialogue. This is particularly important when the pupil is not brought to school by parents/carers. As well as holding formal termly progress reviews and annual review meetings, we encourage regular informal discussions between parents/carers and school staff.

Brampton works closely with the borough’s Complex Needs and Dyslexia Service (CNDS) who are based at Brampton Primary. We also have close links with the Children’s Community Nursing Service to support children with high level medical needs.

Children are seen and reviewed on a regular basis by the physiotherapist allocated to the school. The occupational therapy service work with individual children as needed. In addition to these core therapies we buy in additional speech and language therapy (SALT), occupational therapy (OT) and physiotherapy for pupils who have a resourced provision place.

Brampton has good access for wheelchair users with all learning areas fully accessible. The site incorporates specialised toilet and hygiene facilities with a variety of different learning spaces including a sensory room, messy play area and a soft play room.

We offer an integrated curriculum which is accessed by pupils, with adult support, and based on the four broad areas of the SEND 2015 code of practice:

  • Communication and interaction;
  • Cognition and learning;
  • Social, emotional and Independence;
  • Sensory and or physical needs.

In addition to the personalised programmes and timetables based on a child’s specific needs we also
offer additional provisions such as weekly horse riding and swimming and rebound therapy.
Multisensory and highly interactive educational visits are planned termly to further enhance our pupils experiences and stimulation in new environments while building on their social skills and improving
their independence and self-confidence. Pupils with PMLD are taught in the specialist classrooms in the morning and integrated into their mainstream classroom in the afternoon. Creative planning through
the use of sensory stories is used to link their learning to class topics wherever possible taking into account each pupil’s individual needs.

When a pupil is admitted to the school they will have a baseline assessment which will allow us to plan
for future learning. Pupil progress is assessed regularly using a variety of tools. We use EYFS
B Squared, B Squared and MAPP (mapping and assessing personal progress) to assess and track the progress of pupils, depending on their age and stage of learning. We also use CASPA to allow us to compare the progress of our pupils against pupils nationally, and between groups of children within our own school.

We are pleased to say all of our pupils enjoy their time in school.

Horse Riding

Swimming at East Ham Leisure Centre

Physiotheraphy Sessions

Rebound Therapy