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John Bramston Primary School (Local Offer)

John Bramston Primary School sits in the heart of Hainault. Our two form entry school and nursery are committed to providing a high quality teaching and learning provision, through our core values: Aspiration, achievement, creativity, enjoyment, respect and responsibility.

Through our aims it is our mission to promote equality and appreciation of diversity; promote and achieve the highest standards of behaviour; encourage safe, active and happy play; develop independence and creativity, provide a healthy, safe and happy environment; develop positive links with parents and the local wider community; to reflect these aims in day to day practice and to embody and follow the principles of a Rights Respecting Gold Level school.

We are proud of our inclusivity and have a range of interventions across the school to support children with SEND. In particular, we have a number of resources which help support children’s social and emotional needs and have achieved GOLD status for Mental Health Award.

Identifying pupil’s additional needs

The school believes that early intervention is crucial and all staff are aware of the importance of raising and sharing concerns regarding a child’s learning or development with the SENCo (Special Educational Needs Coordinator) and families. Class teachers can refer any concerns to the SENCo at any time. These concerns may range between a child performing at below age expected levels due to a particular difficulty and/or a specific issue affecting performance which may have been caused due to emotional, behavioural and social triggers.

The school follows a person centred approach and as so parent/carers are informed, listened to and involved in the planning and decision making regarding the best provision for their child. We also encourage communication with the class teacher and/or SENCo if you have any concerns about your child.

The school has adopted a graduated approach to match provision to children’s special educational needs so that, where necessary, increasingly available specialist expertise can respond to a child’s individual needs if they do not make adequate progress. The focus when making a decision about the level of support a child needs is very much related to what the child needs to make progress.

Parent/carers are informed as soon as there is a concern about their child’s progress and an initial consultation meeting is held. This may be with the class teacher and/or the SENCo. Concerns are discussed and, if appropriate, a plan with specific outcomes will be agreed and set by all present at the meeting. This document is known as a IEP (Individual Education Plan).

Permission may be obtained for the child to be observed or assessed by an Educational Psychologist or for a referral to be made to an outside agency, such as the Speech and Language Service etc depending on the needs of the child. The school recognises the importance of an effective multi-agency network working to combine services around the needs of the child and their family.

Dedicated contacts at the school

The Deputy Headteacher is Mrs Amy Ward and the Special educational Needs Co-ordinator (SENCo) is Mrs Jeanette Baptiste. Meetings and/or enquiries can be requested via the school office. Our Child and Family Worker (Jenny Eves) is also available from Tuesday-Friday and has a wealth of experience and knowledge to meet your needs. We always encourage communication through your child’s class teacher too.

Involving pupils and parents/carers in planning support

Planning and Review Meetings

All parents and children are formally invited to meet with the teachers during the autumn and spring term Parent/Carer and Teacher Consultation Meetings. During these meetings progress towards outcomes for any child with SEND are discussed, reviewed and relevant support options discussed alongside celebrating achievements. In the summer term parents are invited to attend an Open Day where there is an opportunity to discuss progress with outcomes – an additional meeting can also be arranged.

In addition to the Parent/Carer and Teacher Consultation Meetings, those families of children who are deemed to have a high level of need (SEN/EHCP) are invited to attend a review meeting each term. The HLTA (Higher Learning teaching Assistant), class teacher, SENCo and pupil (if they wish) are present. Representatives from outside agencies may also be present or they may send in a report. Outcomes in the form of an IEP, are reviewed, new outcomes agreed and achievements celebrated.

Any child that has an Education, Health and Care Plan (EHCP) will be invited to attend an Annual review during the term that the EHCP was issued. The purpose of the meeting is to review progress and promote continuity of learning. Parent/carers and representatives from outside agencies are invited to attend the meeting along with the pupil, class teacher and LSA. A copy of the review notes and any recommended changes to the EHCP are sent to the SEND services. There are also two other termly meetings arranged during the course of the year to review progress in a similar way. We have an open door policy for any concerns raised in between.

Advice on how to support learning at home

Following all review meetings a copy of the review notes and the new IEP is sent to the parent/carers. Parent/Carers are encouraged to reinforce work carried out in school and to support their child to achieve his/her outcomes. The school and/or external professionals will always ensure, where possible, that any specific programmes/resource are shared with families.

Regular contact between home and school, e.g. home/school book, email or text.

We encourage a good level of communication between staff and families. There are daily opportunities for parents/carers to liaise with staff. A newsletter is sent out on a fortnightly basis and when appropriate texts are also sent. Families can request to be contacted by an email too. In some cases there is a need for a more individualised method of communication and a home/school communication book may be used. Sharing videos of pupils experience and progress in school with families at meetings ensures a supportive measure for families that have non-verbal children and supports good communication links between home and school.

Individual pupil/teacher conversations

All families can request to meet with the class teacher by arranging this appointment directly with them or through the school office.

Child & Family Worker

Jenny Eves is available from Tuesday-Friday. She can sign post you and support you to access a number of different services in our community –education, employment health, money matters etc. and offer general family support.

Range of support available to pupils with SEND

Curriculum adaptations/differentiation

Class teachers will ensure all children with SEND are given an equal opportunity to take part in all learning opportunities offered by the school. The aim is to provide a broad and balanced curriculum while emphasising the need to develop literacy, numeracy and basic key skills. The SENCo will oversee this to assess children’s learning and monitor achievement to ensure all children make progress.

Specific teaching interventions

Some children with SEND will receive 1:1 and/or small group support from a class teacher and/or a learning support assistant, in an area that they are lower attaining in or not making progress.

Support for behaviour

As well as clear behaviour procedures in place we do recognise that some children may require additional intervention and support. The SENCo and/or learning mentor may work with the class teacher to address the extent to which a child’s behaviour is impacting on their learning and arrange support accordingly. Senior members of the team and in some case external professionals such as Outreach staff from New Rush Hall will also work with some children, if there is a greater level of need.

Support for health needs

We do require families to inform us if children have any health/medical condition. Depending on the condition it may mean that we consult with our School Nurse and generate a care plan/medical protocol –to ensure that there is a consistent and careful management of the condition. Prescribed medication such has asthma pumps are stored appropriately.

Groupings of pupils

Children with the same and/or similar needs may receive similar support and intervention. Class teachers/adults leading interventions may work with a number of children, all of whom will work towards a similar outcome. Children will also be grouped in a range of different ways depending on the learning activity.

Specific individual support

Some children will require adult support for specialised programmes and therefore need guidance on a 1:1 basis e.g. Speech and language therapy.

Specialist teaching groups

There are also a range of professionals in the local authority, who can offer specialist support, depending on your children’s needs.

Support for communication needs/assistive technologies

Our letters can be translated into a number of different languages and if deemed appropriate we can access a range of translation services.

Measuring pupils’ progress

Each term the senior leadership team organise pupil progress meetings, whereby the class teachers can feedback and discuss the progress and attainment of every child. Assessment and outcomes of interventions are considered, as well as planning ahead for additional support if appropriate.

Every additional intervention is monitored, beginning with a clear baseline assessment (What the child can do) and then a careful measure mid-way through the intervention and at the end, to measure progress and impact. This information is relayed back to the class teacher and the SENCo.

Progress reports are shared with families during Family Consultation Evenings and at other organised SEN Progress meetings.

Support and training for school staff

The SENCo is fully qualified and accredited. We have a qualified Speech and language therapist employed by the school who works alongside staff to deliver training and support in speech and language interventions. A number of teachers and support staff members have had training to deal with a range of behaviours –including TEAMTEACH.

A number of support staff have had training in a range of Maths and English interventions. A number of staff have received training as required and linked to the needs of pupils they work with. We have 3 staff members who are mental health first aiders.

Inclusion

All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities will be offered to take part in the school.

We actively promote any child with SEND to participate in our school clubs and additional activities.

If any child requires an additional assessment to measure risk for any trip or activity we would always invite parents to be a part of this process.

Transitions - starting or changing schools

We strongly encourage all new pupils to visit the school before starting. Families will have an induction meeting and a meeting with the SENCo is usually arranged. The Child and Family Worker will show the family around the school and there will be an opportunity to meet the new class teacher. The child will have a buddy support who will support the child –at least for the first few weeks.

We work in partnership with our families to manage any transition, understanding that some children with SEND find the change of teacher, routines etc… difficult. A range of visual resources are available to support with this transition which are also designed for parents to use at home.

Additional support is given to children with SEND when they prepare for their transition to secondary school. If appropriate, meetings are arranged and a number of visits are made to ensure that the school completely understands the child’s needs. For our more vulnerable SEND children we also organise transition workshops, in order to prepare them for this change.

All relevant records and paperwork are passed on and communicated to the new school.

Support and training for parents/carers

Child and Family Worker

Jenny Eves is available from Tuesday-Friday. She can sign post you and support you to access a number of different services in our community –education, employment health, money matters etc. and offer general family support.

Coffee morning with parents

All parents are invited to attend our weekly coffee and conversation mornings which take part every Thursday. We are able to facilitate an area for young babies and children. This is a great time to integrate with other families and have contact with Jenny Eves. There are often visitors from our community that attend for discussion and information sharing.

Parent learning/support groups

We offer a range of workshops/courses/visits throughout the year which focus around developing skills in literacy, maths and parenting. We also inform families of other events organised in the local authority, which they may benefit from attending.

Who to contact

Contact
Jeanette Baptiste
Telephone
020 8500 4640
E-mail
admin.johnbramston@redbridge.gov.uk
Website
John Bramston Primary School (Local Offer)

Where to go

Name
John Bramston Primary School
Address
Newcastle AvenueHainaultIlfordEssexIG6 3EE
Postcode
IG6 3EE
Notes

Accessibility of the school

All classrooms are accessible from the ground floor and have no steps. All public-access rooms, including front and back entrances, toilets including a disabled toilet, dining hall, and assembly hall are on the ground floor, with no steps.

As well as this the school continues to look for ways to improve accessibility. We continue to have an action plan where the aim is to improve accessibility even further and to keep it reasonably high profile around the school.

Other Details

Ages
4, 5, 6, 7, 8, 9, 10, 11
Referral needed?
No

Local Offer

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