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.
