Brampton Primary School has a resourced provision (RP) for pupils with Profound and Multiple Learning Difficulties (PMLD). The resourced provision opened in September 2013 with four pupils. It is able to support up to 16 pupils (2 per year group): There are currently 15 pupils with a placement in the RP It has the capacity to support 16 pupils with 15 pupils currently with a placement.

The local authority’s 0-25 team through a special advisory panel (SNAP) offer placement into the RP. Pupils may also be placed through an annual review at another school. Parents and/or carers are encouraged to visit us prior to taking up the offer of the RP place to discuss the provision on offer for their children.

As part of the transition our resourced provision manager, Senior High Teaching Assistants or Needs Teaching Assistants will make at least one home visit to talk with parents/carers to find out about their child’s medical and care needs. A period of transition is arranged for the new pupil to become familiar their new environment, including the adults and peers within the RP and the whole school at large.

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 to record the daily activities pupils engage in at school and encourage on-going dialogue between school and home. This is particularly important when the pupil is not brought to school by their parents/carers and daily face-to-face feedback is not possible. 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 Learning Needs team (CLN) 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.

Therapies in the resourced provision

Pupils’ postural management is overseen on a regular basis by the NHS physiotherapist allocated to the school. The occupational therapist (OT) and speech and language therapists work with individual children as needed. The children in the RP have either physiotherapy or occupational therapy programmes. Staff supporting pupils are trained in carrying out these programmes by the physiotherapist or OT. The physiotherapy and occupational therapy sessions are incorporated seamlessly into the daily routine and activities of our pupils. We adopt a total approach when communicating with our pupils. Tactile signing, gestures, Objects of reference, widget symbols, core vocabulary boards and pragmatic organisation dynamic display (PODD) pages are in use at all times.  

Teaching and Learning in the Resourced Provision

We have two classes in our RP. Our early years and KS1 classroom is called Brasilia and our KS2 classroom is called Beijing. Classes are mixed ability with 6-8 pupils. Each class has a senior high needs teaching assistant and a number of high needs teaching assistants depending on the needs of the pupils. The PMLD specialist teacher oversees teaching and learning in both classes. The S/HNTAs work with the teacher on planning and delivery of lessons. We give considerable thought into utilising our S/HNTAs to ensure our pupils achieve the best outcomes, gain independence and are prepared for adulthood from the earliest possible age.

Our pupils in the RP struggle to access the national curriculum and because of this, we bought into the equals curriculum to ensure that our pupils are provided with opportunities for learning at an appropriate level and developmental age. The equals curriculum is multi-tiered, flexible and allows for a personalised approach to the teaching and learning of our pupils. The pathways we use in the RP are pre-formal, informal and semi-formal curricula. Every pupil’s individual learning needs are carefully considered to ensure that they are placed on one of the three curriculum pathways. Some pupils may move between pathways. Where appropriate, we follow the whole school thematic approach to planning topics for learning. Some pupils who are not part of the RP have access to the specialist resources available either for their therapy sessions or for specialist teaching and learning.

We observe, records and evaluate the achievements of our pupils by being clear about:

               Where each pupil is

               Where we (professionals and parents/carers) want them to be

               How we intend to support them to get there.

Pupils in the RP have opportunities to be included in their mainstream classrooms regularly for person appropriate activities.

When a pupil is admitted to our school, they will have a baseline assessment which will allow us to plan for future learning. Pupil progress is assessed using a variety of tools such as engagement model, EYFS B Squared, progression steps B Squared and MAPP (mapping and assessing personal progress) depending on their age and stage of learning.

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 playroom. Each RP classroom have their own toilet with tracking hoists, height adjustable changing beds and wall mounted and drop-down support rails.

Additional provisions such as weekly horse riding and rebound therapy are available for most of the pupils in the RP. Appropriate 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.

We are pleased to say all of our pupils communicate with us regularly that they enjoy their time in school.