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SEND Information

Burnside Secondary School PRU is:

  • A school with a strong Inclusive ethos
  • A place that values individuality and recognises that each person has an important contribution to make to our society
  • A provider of equal access and opportunity for all
  • Continuously, actively seeking to remove the barriers to learning and  supports interactive participation of all its children ensuring best outcomes for all

How does Burnside Secondary School PRU know that children need help?

Children may be identified as having additional SEN (Special Educational Needs) through a variety of ways including the following:

  • Liaison with the pupils Mainstream school
  • Child performing below age expected levels
  • Concerns raised by Parent
  • Through termly Pupil Progress Meetings
  • Concerns raised around behaviour or self-esteem and how it could be affecting performance
  • Liaison with external agencies
  • Health diagnosis through paediatrician/doctor

As a school we measure children’s progress in learning against national expectations and age related expectations. The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry to the PRU, with baseline assessments using a variety of different methods including National Curriculum levels and the Foundation Stage Profiles.

What should I do if I think that my child needs help?

Talk to us – firstly contact your child’s class teacher. If you require more information contact our Head Teacher (Bridget Solecka ) or Deputy Head Teacher’s (David Cooke). We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that you are able to do the same with us.

For any concerns about your child you can contact our SENCO:

Dave Cook
School contact : 02082894740 Ext: 203

How will the curriculum support my child’s needs?

All work within class is pitched at an appropriate level so that all children are able to access the curriculum according to their specific needs. Typically this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated. The benefit of this type of differentiation is that all children can access each lesson and learn at their level.