Moorbridge Pupil Referral Unit 2015-16
questions have been devised and answered to help reassure you about the support and advice
that we can offer at Moorbridge.
- 1. Who are the best people in school to talk to about my child’s
special educational needs, disability or difficulties with learning
- 2. Who will help my child with their additional needs?
- 3. How will the school let me know if they have any concerns about
my child’s additional needs?
- 4. How will the school consult learners and parents/carers about
- 5. How does the school ensure that teaching staff are appropriately
trained to support my child’s additional needs?
- 6. How will the Teaching and Learning be matched to my child’s
- 7. What types of support may be suitable and available for my
- 8. How will you support my child to reach his/her learning goals?
- 9. What is an EHC Plan and who can request one for my child?
- 10. How will you help me to support my child’s learning?
- 11. How is support allocated to children and how do they move
between the different levels of support in school?
- 12. How will the school know that the support has made a difference
to my child’s learning and how can I and my child be included in this
- 13. What support will there be for my child’s happiness and
wellbeing at school?
- 14. How is my child included in all the same activities as his/her
peers at school?
- 15. How will school support my child in transition stages eg YR 9
into YR 10; KS3 into KS4; KS4 into KS5?
- 16. Who can I ask if I have any other questions about my child at
school, including complaints?
- 17. Where can I find additional information?
are the best people in school to talk to about my child’s special educational
needs, disability or difficulties with learning (additional needs)?
- Talk to your child’s Link Worker or Key Teacher about your
concerns. KS3 Link Worker – Lynne Vincent, KS4 – Rose Boldon
LAC/FDR/Alternative Provision – Elizabeth Patterson.
- The Link Worker or Key Teacher may have discussed your concerns
with the DHT- SENCO, Melanie Lewis. You may wish to discuss your concerns
- If you continue to have concerns, you should arrange a meeting with
the Link Worker or Deputy Head/ SENCO – Melanie Lewis
Who will help my child with their additional needs?
- Learners with additional needs may need support from our
Intervention Programme, staffed by Learning Support professionals, whether
that is 1:1; small group in class or being withdrawn.
- The support will target the individual needs of each learner and
will vary according to the needs
will the school let me know if they have any concerns about my child’s
- If a subject teacher is concerned about a Learner’s progress, they
may call you to discuss this and consider more ways to support the Learner
or the Link Worker or Key Teacher will call. They may then invite
you into school to discuss his further.
- Moorbridge hold CAPP meetings weekly to discuss pupils progress and
achievement and discuss progress from the previous term’s data drop and to
review targets.. Staff also discuss pupils achievement and progress
in daily de-brief meetings. Where Learners have not made the expected
progress, they are targeted for extra support, and personal targets are
- The progress of Learners with a Statement of SEN/Educational Health
and Care Plan (ECHP) is formally reviewed at an Annual Review meeting with
all adults involved with the child’s education/health and care.
will the school consult learners and parents/carers about additional needs?
- We consult with Learners when making any changes to their
- We inform parents/carers about any extra provision that we are
going to provide.
- If a Learner requires additional support from our school
Therapeutic Service or any other external provider, we always contact
parents/carers before making the referrals.
- Our Learners and their parents/carers are partners with the school
in the education process and by consulting everybody we are able to get an
informed picture of need and therefore we are able to meet that need in an
does the school ensure that teaching staff are appropriately trained to support
my child’s additional needs?
- All staff at Moorbridge undertake regular Continuing Professional
Development (CPD), delivered In-House and by external providers eg CAHMS,
Language and Communication, ACORNS. Feedback is shared with appropriate
staff throughout the school.
- Trainee teachers and Newly Qualified Teachers receive specific
sessions on Learners with additional needs as part of their school-based
induction led by Melanie Lewis Deputy Head/SENCO
will the Teaching and Learning be matched to my child’s needs?
- At Moorbridge (see Ethos and Vision Section of Website), your
child’s learning needs will be met first by the highest quality teaching
delivered by his/her subject teachers.
- Our curriculum is planned carefully and specifically to match your
child’s needs and any additional needs.
- It may also be appropriate to adopt different strategies or
resources and to adapt outcomes to meet your child’s learning needs.
- Additional specialist advice may be sought eg Speech and Language,
when appropriate and, when necessary, technology will be used to support
your child’s learning.
types of support may be suitable and available for my child?
Your child will receive teaching of the highest quality from his/her subject
teacher as a matter of course but there are also Interventions at Moorbridge.
Learners might receive the following support: 1:1 withdrawn; 1:1
in-class; small group work.
Where appropriate, there will also be targeted work on the following:
- Social and Emotional Aspects of Learning (SEAL);
- Anger Management;
- Sex and Relationships Education (SRE);
- Circle Time
following Specialist Services may also be offered:
- Educational Psychology
- Therapeutic Services-in-school and CAMHS
- Speech, Language and Communication Needs (L&C)
- Occupational Therapy (OT)
- Careers, further education and training advice (Conexions)
needs and provision can be considered as falling in to four broad areas:
- Communication and interaction
- Cognition and Learning
- Social, mental and emotional health
- Sensory and/or physical
will you support my child to reach his/her learning goals?
- Assess your
- Plan the
most effective and appropriate intervention
- Do the
- Review the
impact on your child’s progress towards individual learning outcomes.
appropriate we will also provide specialist equipment eg coloured filters,
pen/pencil grips, concentration aids, tablet PCs.
What is an EHC Plan and who can request one for my
The purpose of an EHC Plan is to make special education provision to meet
the special educational needs of a child or young person in order to secure
improved outcomes for him/her across education, health and social care and, as
he/she gets older, prepare for adulthood. An EHC Plan will contain:
- The views and aspirations of you and your child
- A full description of his/her special educational needs and any
health and social care needs
- A route to establish outcomes for your child’s progress
- Specifications of the provision required and how education, health
and social care will work together to meet your child’s needs and support
the achievement of the agreed outcomes.
your child (where appropriate and aged 16 years and over) and/or the school,
can request that the Local Authority conduct an assessment of your child’s
needs. This may then lead to an EHC Plan.
How will you help me to support my child’s
- There may be suggested strategies or activities for you to do at
home to support your child’s learning
- You can participate in one of the Parent/Carer workshops/training
programmes within the Local Authority, that will help you to understand
the strategies used in school.
- The staff may also support you with strategies, resources and ideas
for supporting your child’s learning at home.
- You can also have opportunities to meet with other professionals
involved in supporting your child.
11 How is support
allocated to children and how do they
move between the different levels of support in school?
know when Learners need support right from the time of their central induction,
when they are assessed in a number of different ways in order to gather data on
them eg Reading Age; CATs (Cognitive Ability Tests). We then monitor progress
in ways that might include all or some of the following:
- Termly data captures
- Daily Attendance, Behaviour, Achievement via SIMS
- Termly analysis of Attendance, Behaviour, Achievement via SIMS
- IAPPR( Individual Action Plan and Pupil Progress Reports)
monitoring progress over time
- Written reports
- Informal and formal meetings/contact with Teachers, Link Workers,
Learning Support Professionals, Key Stage Coordinators, Therapists,
- Behaviour for learning
- Early Years Foundation Goals
- Child Development
- Boxhall Profile (provided by CAHMS often)
support is then put in place or phased out according to need. We know when
support is required because of the following:
- Information gained on induction and/or from previous school
- Concerns raised by learners, parents/carers, teachers, learning
support professionals, therapists, external agencies
- If limited progress is being made
- There is significant change in progress and/or behaviour
- Concerns are raised by external agencies
12 How will the
school know that the support has made a difference to my child’s learning and
how can I and my child be included in this review process?
- Your child’s progress will be assessed ½ Termly in both terms of
his/her regular learning within the class and with regard to
- The impact of the support is carefully measured to ensure that the
learning outcomes have been achieved and, if not, what adaptations are
- It may be decided that a further period of support would be
beneficial for your child
- You and your child will be kept well informed and encouraged to be
actively involved at all stages of this support.
13 What support
will there be for my child’s happiness and wellbeing at school?
- The well being and happiness of our learners is crucially important
.Moorbridge has developed a Nurturing and caring environment using
restorative Practice at the basis of its practice. All members of staff
take this aspect of school life very seriously.
- Your child’s Link Worker, Key Teacher, Learning Support Professional(s),
subject teacher, senior members of staff, therapists-all members of the
wider adult school community-are available to provide support to match
your child’s needs.
- We know how successful we are by regular analysis of Learner and
Parent/Carer feedback/Surveys and correspondance.
14 How is my child
included in all the same activities as his/her peers at school?
- Moorbridge is an inclusive school and are committed to providing
equal opportunities for all of our children
- Enrichment activities, educational visits and residential are
available to all children.
15 How will school
support my child in transition stages eg YR 9 into YR10; KS3 into KS4; KS4 into
KS5 and Reintegration into a mainstream school?
- We believe that transitions at any stage in a learner’s educational
career can be a difficult and stressful time for learners and
parents/carers alike but we plan carefully for these times throughout the
16 Who can I ask
if I have any other questions about my child at school, including complaints?
- Any complaint about the special educational provision in the school
should in the first instance be addressed to Deputy Headteacher /SENCO -
- If the issue(s) is unresolved contact should then be made with the
Headteacher – Karen Croskery who may direct you to the school’s Complaints
Policy and procedure
- In the unusual circumstances that the issue is still not resolved
it should then be referred to the Chair of Governors – Joyce McCarty
Where can I find additional information?