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 on-going 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.