Access to the curriculum

We provide a curriculum that is broad, balanced, motivating and accessible to all children.  We want our exciting curriculum to be one of the many reasons our children love coming to school!

We work hard to ensure that all our children achieve in lots of different ways as well as academic learning – for example, in drama, sport, music, dance, showing leadership and taking on responsibilities. We encourage children with SEND to play a full part in the life of our school. Many of our Playground Buddies have a special educational need and taking this responsibility is helping them to communicate more confidently with other children. We arrange educational visits and journeys and make sure that all our children can take part. We do a risk assessment and when necessary make reasonable adjustments to plans and arrangements.

Our Provision Map shows additional interventions to accelerate children’s progress across the four broad areas of need: communication and interaction, cognition and learning, social emotional and mental health difficulties and sensory and/or physical needs.

We firmly believe that the interventions should be planned to meet the needs of the child and therefore the interventions listed on our provision map are reviewed and updated each term.  We select interventions carefully based on the latest research and our SENDCo monitors the quality and effectiveness of interventions.  Interventions vary in frequency and duration but are aimed to be for a short period of time, for example our spelling intervention is run for eight weeks, twice a week for 15 minutes, in a group of 4-6 children.  Interventions are planned for each term; child progress is then discussed with teachers and parents/carers at Open Evenings and/or SEND Planning meetings which are led by the SENDCo and take place three times a year.  If a child is not making sufficient progress and/or is falling short of national expectations, we will consider other forms of support in discussion with you and your child.

Where possible, we make adaptations to the learning environment that will support the learning of all children, including those with a SEND.  For example:

  • All classrooms have a visual timetable that is reviewed throughout the day with the class
  • All classrooms use learning partners to support learning
  • All classrooms provide small group focused support to children within literacy and maths lessons
  • All classrooms have word lists on tables for children to use
  • All IWB slides have a clear font that is easily read and do not contain an excess of information.

We can also adapt the curriculum further to include children with SEND, for example when needed, children with SEND at Brookfield can:

  • Have a 1:1 visual timetable and Now/Next board
  • Have written instructions and/or task checklists
  • Have printed IWB sides to take notes on
  • Have motor breaks and/or rest breaks
  • Have access to a quiet space
  • Use assistive technology to support reading and writing
  • Be supported through the support of an additional adult in the classroom
  • Sit where he/she learns best to support hearing and limit distractions
  • Have extra time to process oral information and instructions
  • Have extra time and/or modified tasks

Additional staff provide support for learning in the classroom and sometimes in small groups away from the main part of the lesson for a short period of time. These staff include:

StaffAvailableExamples of what they do
Learning Support Assistants
5 full time equivalent– In-class support working with a child with an EHCP
– Small group support in class
– Interventions
Learning Support Assistants
1 per year group– In-class support working with all children
– Small group support in class
– Interventions
Specialist Teacher1 day a week1:1 teaching for a small caseload of children

FREQUENTLY ASKED QUESTIONS (access to the curriculum)

Q: What happens if my child is not making progress in reading? Is there any extra support?
A: We provide additional support through a variety of approaches. These include targeted literacy support in the classroom and in one to one and small group teaching sessions.

Q: Will my child miss out on important lessons in the classroom if they are taken out for an intervention?
A: We will always try to make sure that a child does not miss important parts of a lesson: for example, with the agreement of the child and parent we will run some lessons during an assembly.

Q: How will my child get involved in extra-curricular activities?
A: The curriculum includes a wide variety of clubs and activities that take place before and after school and we monitor the attendance of our most vulnerable children at these activities. If a child needs help to get involved we provide that help.