All Local Authorities are required to publish a Local Offer. The aim is to help anyone to easily find information about the services, activities and support available in the local area for children and young people with Special Educational Needs and/or Disabilities and their families. This information includes health, social care, education, leisure and information from charities and support groups. 

To can find more information regarding Rotherham's Local Offer using the link here.

At Anston Brook Primary School we are committed to giving all our children every opportunity to achieve their best. The achievement, attitude and well-being of every child matters and inclusion is the responsibility of everyone within our school.

Every teacher is a teacher of every pupil, including those with special educational needs and disabilities. We respect the unique contribution which every individual can make to our school community.

The SENDCO has day-to-day responsibility for the operation of SEND policy and co-ordination of specific provision made to support individual pupils with SEND, including those who have EHC plans (or Statements until 2018)

The SENDCO at Anston Brook is Mrs Emma Wilkinson (e.wilkinson@abp.wwpat.org)

The Head Teacher, Miss Sally Armstrong, has specific responsibility for safeguarding and is the DSL alongside Mrs Wilkinson and Mr Ward(DDSL).

Wave One: Quality First Teaching

Wave 1 is good quality, inclusive teaching which takes into account the learning needs of all the children in the classroom. This includes providing differentiated work and creating an inclusive learning environment.

Examples of provision:

• High expectations and challenge for all learners. 


• Clear learning focus and differentiated outcomes in all lessons. 


• Modified teacher language. 


• Differentiated teacher planning which is flexible and responsive to individual pupils.


• Behaviour for Learning at the heart of lessons- consistent consequences linked to whole school ethos and expectations. 


• High quality inclusion CPD for all teaching staff. 


• Class Visual Timetables- Teachers ‘know their class’ and are aware of individual needs. 


• Appropriate learning environment- Meet and greet, inspiring classroom displays. 


• Visual prompts including word mats, access to display and resources that are accessible in terms of positioning and font.


• Reducing copying


• Breaking tasks in to small, manageable chunks


• Brain breaks, including allowing pupils to move


• Additional time for processing


• Alternative forms of recording routinely used e.g. jottings, labelling


• Avoiding reading out in front of the class


• Use of visual, auditory and kinaesthetic approaches

Wave 2: Targeted support for individuals of small groups

Wave 2 outlines specific, additional and time-limited interventions provided for some children who are falling behind the age expected level. Wave 2 interventions are often targeted at a group of pupils with similar needs.

Examples of provision:

• Social skill and Friendship interventions: Lead by a qualified ELSA (if appropriate)


• Emotional Regulation and Anger management sessions lead by ELSA.


• Access to a Qualified ELSA. 


• Increased access to basic Literacy and Numeracy interventions, e.g. phonics


• Increased access to ICT. 


• Additional transition groups for year group transitions and Secondary School transitions. 


• Additional KS2-KS3 transition sessions. 


• Our Teaching Assistants receive regular CPD throughout the year to promote student independence and confidence. 


• Access to time out/ individual work areas. 


• Targeted participation in after school clubs including sports clubs.  


• Examination access arrangements for assessments and SAT’s. 


• Resource packs to scaffold learning for every child. 


• Additional termly progress update to parents.

Wave 3: Specialist Support

Wave 3 is targeted provision for a small percentage of children who either require a high level of additional support/specialised provision in order to address their needs or is for children who have been identified for an intervention designed to accelerate progress.

Examples of provision:

• Teaching Assistant support allocated where appropriate in lessons.


• Access to specialised equipment to support individual learning in consultation with appropriate external services.


• Access to appropriate external services and agencies – SENDIAS, SALT, EP, HI, VI, OT, Physio


• Allocated transition member of staff – ELSA or Learning Mentor


• Additional termly progress update to parents.


• Annual EHCP review meetings.


• Examination access arrangements (e.g. reader, scribe).


• Behaviour for learning- reasonable adjustments made where appropriate.


• Staff training for individual physical needs – e.g. Physio programme.

At Anston Brook we use the definition for SEN and for disability from the SEND Code of Practice (2014). This states:

SEN: A child or 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 learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England.

Disability: Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities.’

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