SEND
"Leaders and teachers identify and support pupils with SEND especially well."
Ofsted, 2022
Broughton High School is a non-selective secondary school.
We believe that all children should be valued as individuals. We have an inclusive ethos with high expectations and targets, a broad and balanced curriculum differentiated to meet individual needs and systems for early identification of barriers to learning and participation. We believe that educational inclusion is about equal opportunities for all learners whatever their age, gender, ethnicity, impairment, attainment and background.
Broughton High School’s curriculum statement outlines the intent, implementation and impact of the curriculum for all children. Our aim is to provide an education and curriculum which achieves outstanding outcomes and opportunities for all.
- Pupils with learning difficulties are able to access their entitlement to a broad, balanced and relevant curriculum as part of the whole school community.
- Pupils with SEND are educated, wherever possible, in an inclusive environment alongside their peers to enable each pupil to reach his or her full potential.
- We match levels of additional support for learning to the wide variety of individual learning difficulties, while enhancing self-esteem.
- We identify and assess pupils with SEND as early and as thoroughly as possible using the revised Code of Practice (2014).
- Parents/carers and pupils are fully involved in the identification and assessment of SEND, and that we strive for close co-operation between all agencies concerned, using a multi-disciplinary approach.
- We endeavour to meet the needs of all pupils with SEND by offering appropriate and flexible forms of educational provision, by the most efficient use of all available resources.
- We maintain up to date knowledge of current SEND good practice and methodology in order to offer support and training in these areas to all staff in the school.
Who is the SENDCo at Broughton High School?
The SENDCo at Broughton is Mrs Hardman. Parents should contact her if they have any queries regarding SEND/Learning Support.
Mrs Hardman is available at parents’ meetings to discuss pupil progress and areas of focus and development. The department offers lunchtime clubs and after school clubs for handwriting, organisation, homework and revision.
You can contact Mrs Hardman by email (hardmanh@broughtonhigh.co.uk) or by telephone: 01772 863849.
Our approach to supporting pupils with SEND
"All pupils, including those who are disadvantaged, and pupils with special educational needs and/or disabilities (SEND), achieve extremely well."Ofsted, 2022
After thorough assessment, pupils who have been identified as having a special educational need that requires additional, highly personalised intervention or support are placed on the special educational needs register. Pupils who are under investigation, or who are being monitored, are placed on the additional needs register.
Each pupil with SEND has a Pupil Passport document, which is reviewed by the learning support team on a termly basis. In line with the SEND Code of Practice 2014, Pupil Passports place each young person at the centre of their own provision by clearly outlining how they are specifically affected by their barriers to learning and the supportive measures that they require in order to access learning in the classroom. By establishing clear, personalised strategies, we ensure that the support in place for each pupil is consistent across all subject areas. Heads of Department ensure that the strategies stipulated in the Pupil Passport documents are implemented by their teams to support pupils with SEND to meet the demands of their subjects.
Pupil Passports contain essential information regarding each pupil, as follows:
- the special educational needs of the pupil
- a description of how their learning is affected
- strategies required to support them in the classroom
Additional Intervention
A number of pupils receive additional intervention. This is necessary for those pupils who have not fully grasped aspects of the KS2 National Curriculum, and their understanding and application of this is vital if they are to access the KS3 curriculum independently. Intervention sessions focus on literacy and numeracy skills which pupils require to be successful in their study of the KS3 and KS4 curricula. As a result of this, our Year 11 SEND outcomes continue to be positive.
Support with practical skills such as handwriting, the use of assistive technology and the organisation of homework is also available, and the learning support team offer homework support each evening after school, enabling pupils to complete their set tasks to a high standard. If required, pupils also access highly personalised nurture provision to support them with behaviour, relationships and emotional wellbeing.
"Teachers use the high-quality information that they are provided with to help them support pupils with SEND. This means that these pupils are able to follow the same ambitious curriculums as other pupils. Accordingly, these pupils achieve very well indeed."
Ofsted, 2022
Downloads
Lancashire County Council - Special Educational Needs and Disabilities - Local Offer (website)
SEND Information Report - Broughton