Barbara Speake Schools for Performing Arts is inclusive and benefits from its suitability to offer high quality provisions to all. The schools small classes and ability to customise its curriculum gives students the benefit of accessing the required learning support at all stages of their journey. We believe in the equality of opportunities for all children including those whose needs are defined in the SEND Code of Practice 2014 under these four areas:
Communication and interaction
Cognition and learning
Social, emotional and mental health
Sensory and/or physical needs
Nationally, on average, 1.4% of pupils in primary schools have an Education and Health Care Plan (January 2018 Census data). Our interest lies more on supporting student whether their strength are in academic or through performing arts.
We feel that it is beneficial to the school community as a whole that these children are educated at Barbara Speake regardless of the impact this may have on National Data Statistics usually used to rate the capability of schools. Children grow up with academic, life skills, artistic skills and an understanding and respect for the range of talent and abilities of their peers.
We endeavour to afford parents as much information and support as possible to enable them to participate in this process from a position of knowledge and confidence. School Support Plans are written and reviewed by parents and class teachers at least three times a year.
If a pupil’s needs are complex or profound it may be suggested, in consultation with parents, that the local authority is approached for a single assessment, which will involve parents and significant professionals meeting to discuss and consider whether the local authority should provide extra resources to support that pupil. Resources could include additional staff hours, special equipment or the attendance at a school with specialist resourced support. This additional provision, known as an Education Health Care Plan (EHCP), formerly a Statement of SEN, is reviewed annually or sooner if required. The parents, teacher, SENCo, pupil and other appropriate professionals are involved in this process.
Additional support is offered on an equitable basis. Those with the greatest need receive the highest level of support. All support programmes that are implemented are evaluated for the impact that they have had on children’s progress.
Attainment and Progress
Pupils receiving SEN support make exceptional progress at our school. Intervention programmes are highly successful: the outcomes pupils achieve clearly demonstrate that they work. It is rare for a child to leave the school having not reached the government’s expected national standards for the end of Key stage 2.
Each year some children with a level of need that merits an EHC plan demonstrate the enormous progress they have made by achieving national expectations before they transfer to secondary school.
The school has clearly set out admissions criteria based on the location of a pupil’s home and whether they have siblings attending the school. If a pupil has an Education and Health Care Plan (EHC Plan), there is a process by which parents and carers can name the school as their first choice. In this case, the Local Authority will approach the school on the parents’ behalf. The Head teacher, in consultation with the Governing Body, will consider whether the school can meet all the specific needs of the pupil.
For a full copy of our Special Educational Needs Policy please click here.
For our SEN Information Report, please click here.
For our Parents’ guide to the cycle of intervention at Barbara Speake, please click here.
For the SEN ‘Local Offer’ provided by the Local Authority, please click here.
For SEN admissions, please also see our admissions page.