At Brookvale Primary School we work hard to help remove barriers to learning and to support our children through each stage of their learning journey.
Inclusion is a process that entitles all learners
Every learning environment should meet the needs of learners, families and communities and have access to effective and efficient use of resources to enable this to happen.
We hope that you find the information contained on our website useful and informative. Please use the link to our School Information Report in the policies pencil of our website to find out more detailed information. To discover more information about what is available for your child and your family within Birmingham, please visit my care in Birmingham.
Should you have any concerns or questions relating to your child's academic, social, emotional and behaviour needs, please feel free to contact our Inclusion Leader Miss Griffiths.
One of the major changes introduced by the Children and Families Act 2014 is the replacement of the current Statement system with new Education, Health and Care plans (EHCP). EHCP will also be extended to young people aged 25 to support young people into adulthood.
From September 2014, if your child already has a statement of special educational need, they will be transferred to the new EHCP at their next annual review. In Birmingham this will take place once your child reaches year 2 or year 5. All statements will be transferred over to EHCP by 2018.
Our Inclusion Leader will contact you to inform you when your child's statement is due to be transferred to EHCP and let you know what to expect from the meeting. If you would like any further information please feel free to contact the team.
Parents with an EHC Plan will have the right to a personal budget for their support. A personal budget is an amount of money provided to the family to enable them to directly purchase all or some of the provision set out in their EHC plan. By having a say in the way this budget is used, a parent or young person can control elements of their support.
For more information please visit my care in Birmingham.
Children and young people with SEN need well coordinated, coherent support across education, health and social care to help them achieve their agreed outcomes. Under the new Act, Local Authorities and other key agencies will be required to link up and jointly plan services for disabled children and young people - an approach known as joint commissioning.
Every council will be required to publish a detailed directory of what local support there is available for children and young people with SEND – called the Local Offer. The Local Offer will provide clear and accurate information about local education, health and care services, making it easier to choose and access the services you need. The local offer for Birmingham can be found at my care in Birmingham.
Local authorities must ensure that parents, children and young people are involved in discussions and decisions about every aspect of their care and support, planning outcomes and agreeing services & activities to meet those outcomes. They must also take steps to ensure that parents and/or young people are actively involved in contributing to assessments, planning and reviewing EHC plans. In addition, Early Years providers, schools and colleges should fully engage parents and/or young people with SEN when drawing up the plans policies that affect them.
Local authorities must make clear how disagreements will be resolved and how complaints will be dealt with. It is recommended that local authorities commission an independent disagreement resolution services that will be available to parents and young people. For more information please visit my care in Birmingham.
We celebrate the fact that many of our children speak more than one language and acknowledge their ability to use a variety of community languages. In our school the teaching and learning, achievements, attitudes and well-being of all children are important. We encourage all children to achieve the highest possible standards. We do this through taking account of each child’s life experiences and needs.
A number of our children have particular learning and assessment requirements, which are linked to their progress in learning English as an additional language.
Children who are learning English as an additional language have skills and knowledge about language similar to monolingual English-speaking children. Their ability to participate in the full curriculum may be in advance of their communicative skills in English.
The National Curriculum secures entitlement for all children to a number of areas of learning and gives them the opportunity to develop the knowledge, understanding, skills and attitudes that are necessary for their self-fulfilment and development as responsible citizens. We promote the principles of fairness and justice for all through the diverse education that we provide in our school.
The aim of this policy is to help ensure that we meet the full range of needs of those children who are learning English as an additional language. This is in line with the requirements of the Race Relations Act 1976 and Race Relations (Amendment) Act 2001.
At Brookvale Primary School teachers take action to help children who are learning English as an additional language by various means.
Developing their spoken and written English by:
Ensuring access to the curriculum and to assessment by:
All children at Brookvale Primary School follow the curricular requirements of the Foundation Stage and the National Curriculum. Children with English as an additional language do not produce separate work, unless within a focused target intervention group.
We do withdraw children from lessons to receive EAL support in order to support those children who are targeted and in need of additional small group work, in addition to those children who are new to English.
In the Foundation Stage we plan opportunities for children to develop their English, and we provide support to help them take part in activities.
The Foundation Stage helps children learning English as an additional language by:
We use the NASSEA steps as recommended by the EAL Advisory Team, to measure English language competence for New to English children. These children are targeted on a half termly basis. We also use Birmingham EAL continuums to support us in providing appropriate support and tracking of progress.
We carry out ongoing recording of attainment and progress in line with agreed school procedures for EAL children not New to English, monitoring the progress made at least half termly, then highlighting children in need of targeting for focus support.
The statutory assessment arrangements of the National Curriculum allow us to make special arrangements for children who are learning English as an additional language.
For the science and written mathematics test at Key Stage 2, we can provide verbal translations of words or phrases in the test papers which we think are likely to prove difficult for children in their first year in the English school system. For the mental arithmetic test at Key Stage 2 we can provide a verbal translation of the test to children who have limited English, and who joined the school after 1st September in the year preceding the tests