Bruche Community Primary School

School Details

The school is a co-educational Community Primary School covering the 3+ to 11+ age range - Nursery to Year 6.

We follow the National Curriculum Guidelines and strategies in Numeracy and Literacy. Bruche is a two-form entry school and classes are organised into single age groups. Key Stage 1 and Key Stage 2 SATs are held in May each year.

Throughout their time at Bruche, children requiring extra support will be taken regularly in a small group to help them to achieve their full potential. In Year 1 there is a programme of Early Literacy Support, in Year 3, Additional Literacy Support and in Year 5, Further Literacy Support. Year 5 also has a mathematics programme, Springboard, and in Year 6 there are booster classes available prior to the SATs in May.

Information taken from Bruche Community Primary School website.

Extended Services through schools

Extended services are additional services and activities offered by schools to pupils, their families and the community. These services often take place outside of normal school hours and can include access to childcare, sports activities and support for learning. Find out what might be on offer and get information about possible costs and financial help.

  • Bruche Community Primary (Nursery)
    Please see separate entry under 'nursery' for more details.
  • Bruche Wasps Link Club
    Please see separate entry under 'childcare' for more details.
  • Childminders also provide out of school care and some childminders may have specified they pick up/drop off from this school.
    Please contact the Families Information Service for more details.

For more detailed information of childcare linked to this school please contact the Families Information Service, who can offer comprehensive up to date information on registered childcare in Warrington, including childminders, day nurseries, pre-schools, playgroups, out of school and holiday clubs, carer & toddler groups, leisure activities and much more.....

Other Useful contacts

School admissions: https://www.warrington.gov.uk/schools

WBC School admissions, transport and pupil services team: 01925 446226

Who to contact

Contact Name
Mr Chris Jones
Contact Position
Principal
Telephone
01925 815772
Fax: 01925 826996
E-mail
bruche.office@wpat.warrington.sch.uk
Website
www.bruche-community.eschools.co.uk

Where to go

Address
Bruche Community Primary School
Seymour Drive
Paddington
WARRINGTON
Cheshire
Postcode
WA1 3TT

Other details

Availability

Local/National Service?
Local

Local Offer

Description

Bruche is a friendly, highly aspiring co-educational community primary school covering the 2+ to 11 age range from Nursery to Year 6 and is set in substantial grounds.

Contact Name
Miss H Kerrigan (SENDCo)
Contact Telephone
01925 815772
Contact Email
Bruche_Primary@warrington.gov.uk
Local Offer Age Bands
5-11 - Primary

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

At Bruche, we know that a child needs support if:

  • Concerns are raised by the teacher, parent / carer or the child themselves.
  • Limited progress is being made
  • There is a change in the child’s behaviour, attitude or progress
  • The class teacher should be the initial point of contact for any concerns
  • The SENCo can also be contacted – the school will respond to all parental concerns

All reception children have their Speech and Language development baselined on entry. A Speech Links programme is then delivered if needed, with referrals being made to the Speech and Language team if necessary.

How will early years setting/school/college staff support my child/young person?

The class teacher is the initial point of contact.

The SENCo, Mrs Skelton, can also be contacted via the school office and a meeting will be arranged.

How will the curriculum be matched to my child's/young person's needs?

Each Educational Plan will be planned and written by the class teacher. It will be differentiated to meet the individual child’s needs. This may include general support from the class teacher or other adults in the classroom e.g. TA and Learning Support.

Each child with special educational needs or diabilities (SEND) will have a Personal Passport to Success which will be written with the teacher and child.

If a child has a more specific area of need e.g. spelling, handwriting, phonics, gross and fine motor skills they will be placed in a focus group led by a teacher or teaching assistant. The length of this intervention will vary, depending on the focus, but will usually last for one term.

All TA’s and teachers delivering intervention are required to keep a record of intervention

The interventions will be regularly reviewed by all involved to ascertain impact, effectiveness, progress and next steps.

These programmes will be recorded on the whole school provision map.

Pupil Progress Meetings are held every term, where the class teacher meets with members of the SLT (Senior Leadership Team) to discuss the progress of children in the class. This discussion will allow for progress to be monitored and allow any potential problems to be highlighted and appropriate support be put in place.

Occasionally a child may need more expert support from an outside agency e.g. Speech and Language, Occupational Therapy, Educational Psychologist. If this is needed a referral, with parental support, will be made to the appropriate agency. Following assessments, recommendations are made to the school who use these to write a programme of support. At all times parent and child opinion is sought.

The named SEN Governor is Mrs Harrison, who meets regularly with the SENCO

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

When a child has been identified as having Special Educational Needs, work will be differentiated by the class teacher to enable them to meet the curriculum more easily.

Teaching Assistants may be allocated to work with a child on a 1:1 or small focus group to target more specific needs.

If a child is identified as having SEND, a Pupil Passport to Success will be written. The child will be involved in this. This PPS will have agreed targets on, which will be discussed weekly by the class teacher and support staff. The SENCo will also meet regularly with the class teacher. Parents will meet at least three times a year with the class teacher.

Staff are also observed regularly each year by the SLT (Senior Leadership Team), with SEN progress being an area of focus.

If appropriate, specialist equipment may be given to a pupil to support their progress e.g. writing slope, talking tins, visual timetable, etc.

What support will there be for my child's/young person's overall well being?

You will be able to discuss your child’s progress at Parents' Evening.The class teacher is usually available for a quick chat at the end of the day. Appointments with the class teacher and/or SENCo can be made through the school office. The child’s planner can be used to contact the class teacher. The class teacher / SENCo may suggest ways in which you can support your child at home.

Any recommendations received from an external agency are discussed with pupils and parents. If an Educational Psychologist writes a report they often include ideas to support the child at home – these will be discussed. 

If a child has medical needs, relevant staff always meet with their health worker and a Care Plan and Risk Assessment is written and mutually agreed.

What specialist services and expertise are available at or accessed by the setting/school/college?

The school offers a wide range of support for children experiencing emotional difficulties.

The class teacher / SENCo or Pastoral Support Leader are available to talk to and we have trained Teaching Assistants to offer Nurture Group support.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

School is supported by a range of consultants.

School can also access support from:

  • School Nurse
  • Educational Psychologist
  • Occupational Therapy
  • Visual and hearing
  • Learning assessment
  • Parent Partnership
  • CAF
How will my child/young person be included in activities outside this classroom including school trips?

Speech-link, Reading Recovery, Nurture Group Training.

How accessible is the setting/school/college environment?

Activities, residential and school trips are available to all.

Risk assessment are written, which takes account of the needs and requirements of all pupils  - procedures are put in place to meet the needs of all pupils.

However if it is deemed that 1:1 support is required, a parent / carer may be asked to accompany their child on the activity.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Our building is wheelchair accessible and there are disabled changing and toilet facilities. As a school we are happy to discuss individual access requirements.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Children entering our Nursery receive home welcome visits from staff and there are welcome meetings held in school where parents can ask questions and view the school.  Year 6 children take part in transition days organised by their chosen High Schools.

How is the decision made about what type and how much support my child/young person will receive?

The SEN budget is allocated every financial year. The money is used to provide resources or additional support dependent upon need. Resources may include deployment of staff depending upon need.

Some children with an EHC plan will have their own budget to support them, parents, school and health work closely to meet needs

How are parents involved in the setting/school/college? How can I be involved?

Decisions are made following discussions with the class teacher and management team. Decisions are made as a result of pupil tracking and termly progress meetings.

Recommendations from outside agencies are considered.

If a child's educational needs or emotional well being changes – other interventions will be put in place.