At the Brookvale Groby Learning Campus we strive to ensure that all students receive a high quality and ambitious education. We believe that it is vital that our students are equipped with the tools needed to become independent, inquisitive learners, both in and out of the classroom. Some Students in our school have special education needs and will require additional support in order to access the curriculum . 

We value students’ personal qualities, afford equal value to all members of the school community, and encourage students to develop a sense of moral value.  The Learning Support Team’s vision and ethos is to adopt a “student centred approach” where a young person’s aspirations and views are at the core of planning their learning journey. 

Parents and students can expect to work collaboratively with the Learning Support Teams to ensure a smooth transition between the key stages. 

We are guided by the Code of Practice for Special Educational Needs (2015) and the Equality Act (2010) which recognise that “students with special educational needs have learning difficulties that are significantly greater than the majority of children of the same age or have disabilities that prevent or hinder them from having full access to the facilities or curriculum.”

There is a need to ensure that there is appropriate challenge in the learning of all our students, by developing the range of strategies for differentiated learning in the classroom. 

For some students, needs will be long term and go across phases from primary school to post sixteen. For others, needs will be short term or temporary, perhaps the result of emotional or physical crisis. Some of these students will have an Educational Health Care Plan or a SEND support plan.

The SEND Team is led by the Special Educational Needs and Disabilities Coordinator Michelle Tointon, who is supported by Assistant SENDCO Mrs Kay Pratt, SEND administrator Mrs West and our Lead LSA Mrs Dale. Together they are responsible for:

  • Coordinating the provision for children with SEND and creating opportunities that allow them to access the curriculum in a safe and inclusive way
  • Developing and reviewing the SEND policy
  • The day to day management of the support for children with SEND.  
  • Giving the responsibility to Teachers, TAs and LSAs for educational provision, but still having responsibility for ensuring that your child’s needs are met
  • Ensuring that parents are:
    Involved in supporting their child’s learning
    – Kept informed about the support their child is receiving
    – Involved in reviewing how their child is doing
    – Part of the planning ahead for their child
  • Supporting successful transitions – whether this is between key stages or to external provisions
  • Liaising with external agencies who can offer advice and support to school, students and parents 
  • Providing specialist advice and facilitating training to ensure that all staff in school are skilled and confident about meeting the wide range of SEND needs
  • Developing appropriate interventions
  • Ensuring appropriate access for exams

The SENDCo is supported by an Assistant SENDCo, a SEND administrator and a team of experienced Teaching Assistants and Learning Support Assistants; they provide the academic and personal support for students with SEND.  Teaching Assistants and Learning Support Assistants may be allocated to a group of students or on a more individualised basis depending on the students’ needs.

If you have any questions about SEND at BGLC, please do not hesitate to contact our Campus SENCo: