Cann Bridge School Logo Tor Bridge button School Information We Cann Info for Parents Kids Zone Play Area Teachers Resources Information Governors

Term Dates

School Data & Reports

Policies

Volunteer Form

Volunteer Forms within Tor Bridge

Job Vacancies



 

Special Educational Needs and Disabilities (SEND) Offer.

The Government now requires that all school publish their SEND offer on the School Website to support the Local Offer from the appropriate Local Authority, in the case of Cann Bridge School this is Plymouth’s Local Offer which can be viewed at: CLICK HERE
What follows is a brief description of what any child coming to Cann Bridge School can expect to be provided and how they can access additional services to help support their development and learning.

At Cann Bridge School we cann…
• Promote a high quality learning environment.
• Deliver high quality learning from a highly skilled, well trained staff.
• Provide every pupil with a high staff ratio to meet their individual learning needs.
• Provide access to the National Curriculum differentiated to each pupil’s learning needs.
• Tailor the timetable to meet learning, developmental and emotional needs of each individual.
• Ensure each pupil has a Learning Champion to advocate for them within the class and ensure all staff are aware of any specific needs the pupil has.
• Provide access to appropriate support services, through referral, on request from the pupil, school staff or parents.

All pupils who attend the school will have undergone, or be in the process of, assessment for a Statement of Special Educational Needs (SEN). From September 2014 this process will change in order that all new pupils will be assessed for an Education Health and Care Plan (EHC) and all pupils with a Statement of SEN will have this transferred to an EHC by August 2017.

The Statement of SEN and the new ECH will both outline the needs of the child in terms of educational input required and the EHC will place a requirement on both the National Health Service and Children’s Social Care to complete an assessment of needs and to clarify what is required to meet those needs. Once this is completed there is a statutory duty on the three agencies to make sure all the child’s needs are met by through appropriate delivery, coordinated by the agencies.

In order to find out more about our School Offer for SEND please click on the links below…

Definitions of Disability and SEN
Teaching and Learning Assessment Policies
Student Voice
Specialist facilities
School Staff
Working with other services


Definitions of Disability and SEN
The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.

A physical or mental impairment includes…
• Learning difficulties
• Sensory and Medical conditions including visual or hearing impairment, epilepsy, diabetes, more severe forms of asthma and eczema
• Specific learning difficulties, including dyslexia
• Speech, language and communication impairments including conditions on the Autism Spectrum Continuum

If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities it may amount to a disability.

A young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.
A young person has a learning difficulty or disability if he or she:

(a) Has a significantly greater difficulty in learning than the majority of others of the same age, or
(b) Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school.

At Cann Bridge School all the pupils have Severe Learning Difficulties (SLD) as identified by an appropriate medical practitioner or an Educational Psychologist following assessment. You may also hear the phrase Severe Learning Disability which is the same but used more by the medical and social care professional while Learning Difficulty is used more in education. This category of educational needs is to do with cognitive impairment and means that your child will be working quite a long way behind most children of a similar age.

Cann Bridge also has provision for pupils with Profound and Multiple Learning Difficulties (PMLD) and pupils with Complex Learning Difficulties and Disabilities (CLDD). PMLD pupils will have a high degree of additional physical impairment making it difficult to access the world, CLDD pupils will at least one additional learning difficulty such as autism or foetal alcohol syndrome which makes their severe cognitive difficulty more complicated.

Teaching and Learning

Learning takes place in purpose built classrooms designed to allow whole group, small group and 1:1 teaching throughout the day.

The class size will be around eight pupils per class but this does increase or decrease a little depending on the level of needs in the class. The aim though is to never exceed ten pupils in a class. Each class has a Teacher and two Teaching Assistants (TAs) and this provides the core of an educational class team. In addition there will be additional Teaching Assistant support allocated to the class based on the needs of the pupils in the class. Currently the staffing
at the School is, on average, one teacher to eight pupils and one TA to every two pupils.

The learning environment includes all areas of the school and the pupils also have access to spaces for calm contemplation and quiet time. This is in addition to more specialist facilities
at Cann Bridge and across the Tor Bridge site.

The school curriculum
is designed to meet the needs of the pupils and is based on the areas of study in the National Curriculum in order to provide a broad range of learning opportunities and experiences. The learning objectives are specific to each pupil ensuring that precise assessment can be made to develop further learning. The aim of the curriculum is to equip learners with the knowledge and skills they will need to be as independent as possible in adult life.

In all classes there is a Total Communication environment and this philosophy also extends across all school staff. The basis of this philosophy is that all behaviour is communication and it is important that we recognise behaviour for what it is intended to communicate and not just the behaviour itself. In this way we can try to interpret what the pupil is saying from their actions as well as from more formal communication.

Assessment
Pupils are assessed all the time by staff and this assessment relates to their learning, communication social and emotional wellbeing, behaviour and physical development.
The results of ongoing assessments are formalised into an assessment scheme called B Squared. This is a data base of milestones achieved which links to the National Curriculum through the P Levels. BSquared allows the school to record achievement and chart progress from the Early Years Foundation Stage (EYFS) all the way through to Post 16 in different areas of learning.

P Levels or, Pre-Levels, lead up to the National Curriculum levels from P1i to P8; where P8 is similar to Level 1 of the National Curriculum. Pupils are expected to progress through the P Levels at a rate based on their starting point and also how well they achieve over time and all pupils will have individual speeds of progress attainment. Staff will talk about P Levels and progress during your child’s education and it is important to ask if you are not sure.

Pupils will also be assessed by other professionals from time to time and on request if it is felt necessary.

Policies
The School has a range of policies of which a number are published on the website. These are to inform the reader about how the School carries out a large range of functions and also how it delivers services and how issues can be raised and are dealt with.
The relevant policies for SEND are…

• Admissions Policy
• Anti-bullying Policy
• Attendance Policy
• Behaviour Support Policy
• Health and Safety Policy
• Safeguarding Children Policy
• Single Equality Policy
• Special Educational Needs Policy
• Teaching and Learning Policy
• PSHE Policy

…and these can be found in the Policy section to allow access to policies of the website or for a paper version contact the School.

If you have any questions about School policies please contact the School and the relevant person to deal with the enquiry will be found.

Student Voice
It is very important that all the pupils are able to be heard at Cann Bridge School and so Student Voice is seen as an integral part of the ethos of the School. This is seen in the Total Communication philosophy held at the School as we seek to understand all behaviours and interpret what function they achieve for the pupil and help pupils to make their wishes and needs known.

The School also has a Student Council and each class has representatives on the School Council and so are able to help inform some decisions being made. These representatives are voted for by the pupils in each class and are supported at meetings by staff from the class.

The pupils Learning Champion will also act as a voice for the student at the weekly class staff meeting.

Specialist Facilities
Cann Bridge School provides a number of Specialist Facilities as part of the offer to pupils with SEND.

These may not be accessed by all the pupils at all times and some pupils may never require them but if there is a need then it can be met.

The additional facilities the School has are…
• A hydrotherapy bath
• A soft play room
• A sensory room (dark)
• An outdoor gym
• Withdrawal rooms in each classroom
• Kitchenettes in each classroom
• Contained outdoor space access from every classroom
• Two ‘Safe Spaces’©.


School Staff
The school provides a specialist teaching staff all of whom have experience and qualifications in working with pupils with additional learning needs.

The School has a successful Apprentice programme, in conjunction with GHQ, which covers two years and gives a solid education and in depth experience to the Apprentices.
All staff are trained in Makaton with lead TAs and Teachers completing the two day Makaton course. 75% of teachers have completed the Picture Exchange Communication System (PECS) training as have a number of the lead TAs.

All teachers will have access to the specialist TEACCH programme for working with pupils with autism. All staff complete a course called Managing Actual and Potential Aggression (MAPA) which compliments the philosophy that all behaviour is communication.

The school has a qualified nurse on site all day, and seeks to ensure that a large majority of the Primary TAs have paediatric first aid training and secondary TAs have first aid training; this training is also offered to the teachers.

Working with other services
The School is able to support pupils in areas outside education through excellent links with other agencies and will make referrals to these agencies as appropriate to the needs of the pupils.

These include…
• Specialist Child and Mental Health Service (CAMHS SLD) Team
• Children’s Integrated Disability Service (ChIDS) which includes Occupational Therapists, Social Workers, Sensory Support Workers (Visual and Hearing Impairment)
• Educational Psychology
• Physiotherapy
• Speech and Language Therapy
• Specialist GP
• Sensory Integration Specialist Occupational Therapist

The Educational Psychologist, Physiotherapist and Speech Therapist attend the school to assess and work with individual children, and to plan in consultation with the class teacher, each child’s programme. In addition we have a physiotherapy assistant who also works with the pupils.

A Community Child Paediatrician holds medicals at the school most weeks and Parents are invited to discuss their child with the doctor, each pupil being seen every year and more often if requested. In addition Consultant Paediatricians hold clinics at school at regular intervals. A Dentist also visits regularly to complete check-ups on all the learners..
Advisory teachers visit regularly help children with hearing or visual problems.