Special Educational Needs and Disabilities (SEND)

Every child belongs. Every child is entitled to an ambitious education.

At Brockmoor Primary School, we are ambitious for every pupil, including pupils with special educational needs and disabilities (SEND).

Our starting point is always the child: what do they already know and understand, what do they need to learn next, what is getting in the way, and what needs to change to help them succeed?

We believe pupils with SEND should experience a strong sense of belonging, high expectations and meaningful access to the curriculum and wider life of the school.

Our Approach to SEND

High-quality teaching is the starting point for meeting pupils' needs.

Teachers use assessment and their knowledge of individual pupils to adapt teaching carefully while maintaining ambitious curriculum expectations. This may include changes to explanations, modelling, scaffolding, communication, resources, routines, practice or the way pupils demonstrate their learning.

Adaptation should improve access, not reduce ambition.

Where a pupil needs support beyond ordinarily available classroom provision, we use a graduated approach:

Assess → Plan → Do → Review

This means we identify the pupil's needs and starting points, agree precise outcomes and provision, implement the support and then evaluate whether it has actually made a difference.

Identifying SEND

Children learn and develop at different rates. Lower attainment or slower progress does not automatically mean that a pupil has SEND.

When concerns arise, teachers and leaders consider a range of evidence, including classroom learning, assessment, communication, independence, behaviour, attendance and information from the pupil and family.

Where appropriate, we work with external professionals to understand a child's needs more fully.

We do not need to wait for a diagnosis before responding to an identified need.

Curriculum Entitlement Pathway

Some pupils have gaps in prerequisite knowledge or additional needs that cannot be addressed sufficiently through classroom adaptation alone.

Our Curriculum Entitlement Pathway provides a more deliberate route through essential knowledge where this is needed. Pupils may receive targeted or highly personalised teaching designed to secure important foundations, communication and independence while maintaining meaningful connection with their class and the wider curriculum.

This is not about giving pupils a less ambitious education. It is about identifying the right route into learning so that pupils can make meaningful progress from their starting points.

Specialist Provision: SETT

At Brockmoor, some pupils with more complex or significant needs may access specialist provision through SETT, where assessment shows this is appropriate.

SETT provides carefully planned, highly adapted teaching based on pupils' individual starting points and identified needs. The provision focuses on securing essential knowledge, communication and independence while maintaining pupils' belonging within Brockmoor and meaningful access to the wider school curriculum and community.

Placement and provision are reviewed in response to evidence of learning and changing need.

How Do We Know Support Is Working?

Providing support is not enough. We want to know whether it is making a difference.

We therefore evaluate questions such as:

• What does the pupil now know, remember or do better?
• Is the pupil becoming more accurate and independent?
• Are identified barriers to learning reducing?
• Is the pupil accessing more of the curriculum successfully?
• Is the provision still necessary and appropriately matched to need?
• What needs to happen next?

Provision, grouping and support should change when the evidence tells us that a pupil's needs have changed.

Working With Parents and Carers

Parents and carers know their children extremely well and are important partners in supporting pupils with SEND.

If you have concerns about your child's learning, development or additional needs, we encourage you to speak to their class teacher in the first instance.

The class teacher can discuss how your child is learning, the support already in place and whether further assessment or SEND support may be appropriate.

Where additional support is required, our SEND team will work with the child, family, teachers and, where appropriate, external professionals.

Pupil Voice

Children should be involved in decisions about their education in a way that is appropriate to their age and needs.

We want pupils with SEND to understand their strengths, recognise what helps them to learn and increasingly develop the confidence and independence to contribute to decisions about their support.

Education, Health and Care Plans

Most pupils with SEND have their needs met through high-quality teaching and SEN Support within school.

A smaller number of pupils may require an Education, Health and Care Plan (EHCP) where their needs require provision beyond that ordinarily available through SEN Support.

Where appropriate, we work with families, Dudley Council and other professionals throughout the EHC needs assessment and review process.

Our SEND Information Report

Brockmoor Primary School publishes a SEND Information Report, which explains in more detail how SEND is identified and supported within our school.

It includes information about identifying and assessing SEND, teaching and support, involving pupils and parents, staff expertise, specialist services, transition, accessibility, arrangements for disabled pupils and how to raise concerns.

Further Information

Please see:

Brockmoor SEND Information Report
BCF SEND Policy 2026-27
Brockmoor Accessibility Plan
Dudley SEND Local Offer

If you would like to discuss your child's needs, please contact your child's class teacher or the school's SEND team.

Our aim is simple: pupils with SEND should belong, participate, learn and achieve, with the right support helping them to become increasingly knowledgeable, confident and independent.