Bracken Lane Primary Academy | Nottinghamshire Help Yourself Skip to main content

Bracken Lane Primary Academy

Primary and nursery school for boys and girls aged 3 - 11 years.

Who to contact

Contact Name
David Ivemey
Contact Position
Academy Lead
01777 705017

Where to go

Bracken Lane Primary School
Bracken Lane
DN22 7EU

Time / Date Details

When is it on
Open weekdays during term time
Time of day
Session Information
9.00am to 3.30pm

Other Details


Referral required
Other notes

We are a community primary school of CLASP construction built in 1970's. We have no specialist facilities and no particular physical adaptations to the environment.

Local Offer Localoffer flash icon


Single form entry school (30 children in each class plus 39 place nursery) which is generally oversubscribed in every year group.

Contact Name
Bracken Lane Primary Academy
Contact Telephone
01777 705017
Contact Email
Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)
SEN Provision Type

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

We recognise the needs of a range of pupils in line with the requirements of the SEND Code of Practice in relation to Cognition and Learning, Communication and Interaction, Social, Emotional and Mental Health along with Physical and Sensory needs within the context of a mainstream environment

2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

School liaises with parents and outside agencies where appropriate. We have internal identification and assessment tracking systems and procedures to help identify areas of concern. If you have queries regarding your child's education or progress please speak to Class Teachers, Inclusion Manager or the Academy Lead.

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

School works towards the requirements of the SEN Code of Practice in line with the Assess, Plan, Do and Review cycle, working in partnership to assess progress and devise subsequent actions. Provision Mapping tracks interventions and outcomes.

3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

The school holds two formal parents evenings during the school year and issues a report at the end of the year for each full time child. We also hold Pupil Progress Meetings and Structured Conversations where appropriate in order to share information, set future targets and review strategies for use at home and school.

3.c) What is the school's approach to teaching pupils with special educational needs?

In line with the Code of Practice guidance on ‘reasonable adjustments’ a graduated approach is taken depending on the needs of the individual child/pupil. This begins with identification, assessment, differentiation, intervention and personalisation of the curriculum where necessary with the goal of enabling every child/pupil to learn effectively.

3.d) How will the curriculum and learning be matched to my child/young person's needs?

As mentioned above each child is assessed and teaching differentiated accordingly. We look at children's global needs: to include social, emotional, behaviour and learning. Programmes of support are devised to match needs that may include targets groups or short term interventions, through to individualised, bespoke provision.

3.e) How are decisions made about the type and amount of support my child/young person will receive?

Decisions are made collegiately in response to the individual needs.  It is a responsive process to ever-changing needs and is structured with clearly defined outcomes. Class teachers monitor success and achievement through pupil engagement and progress data. Support is increased or decreased depending on levels of success. The process is monitored by the Senior Leadership Team.

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

Bracken Lane is a fully inclusive school and makes every effort to ensure all children have access to extra- curricular activities within the boundaries of health and safety and in line with schools duty to make reasonable adjustments.

3.g) What support will there be for my child/young person's overall well-being?

The school promotes a culture that promotes positive interaction between staff and pupils. Staff listen to children and take their concerns seriously. Staff are available to listen and talk to children as necessary or when requested. We have a Pupil Parliament that supports the Pupil Voice agenda. We currently purchase services that provide counselling for targeted pupils. Advice and support from the Bassetlaw Primary Behaviour Partnership is also sought by the Behaviour Lead where necessary.

4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

The Inclusion Manager is Mrs Helen Skelton, who can be contacted on 01777 705017 or by emailing

5. a) What training have staff supporting special educational needs had and what is planned?

Relevant staff have regular training relating to specific individual needs. Training is reviewed on a regular basis and updated as necessary by in-house or external provider/practitioners. A number of staff have accessed Paediatric First Aid, Managing Anxiety, Supporting Children with Autism and Precision Training delivered by external agencies. Peer to Peer support has also been facilitated relating to ICT based programs, Salford Reading Assessments and Dyslexia resources. Key information and developments are shared during staff meetings. The Inclusion Manager undertook training relating to Emotional Health and Wellbeing.

5.b) What specialist services and expertise are available or accessed by the setting/school?

School works in tandem with outside agencies. These include the Educational Psychologist, the Communication and Interaction Team, the Cognition and Learning Team, Early Years and the Behaviour Partnership. Social Care and other health professionals also support individual children or families. Where necessary, the Virtual School supports us to deliver appropriate care to Looked After Children. SEND leaders meet regularly across the Family of Schools. As an Academy this will also widen the range of support networks available.

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

Equipment is secured on loan where possible from specialist suppliers via the Local Authority. This may be in relation to mobility issues or to curriculum access. The school works in tandem with the Physical Disability Support Service to minimise physical barriers to the environment and with Teachers of the Deaf or Teachers of the Visually Impaired to provide an adapted learning environment where possible.  The school has disabled access and toilet facilities.

7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

The school holds termly Structured Conversations or IEP meetings with parents to share information, discuss progress and develop the way forward for their child. Staff are also available via phone calls and emails to share information or answer queries at other times. The school aims to work collaboratively with parents or carers who hold important information about particular children and pupils.

8. What are the arrangements for consulting young people with SEN and involving them in their education?

The children fill in a questionnaire annually to express their views on all aspects of school life. One page profiles are also used at times to gain pupil views. They have an opportunity to be involved in Structured Conversations and IEP meetings to air their opinions. Pupil Parliament meetings also allow views to be expressed

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

Any concerns or complaints should first be aired with the class teacher. Concerns will be passed on to the Inclusion Manager or Academy Lead if appropriate. Any formal complaint should follow the Academy policy, which requires a written submission to the Academy Lead and Chair of Governors.

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

There is a Link Governor who meets with the Inclusion Leaders to gain an operational overview of the SEND in the school, provide support and monitor compliance. Inclusion Leaders update Governor’s on developments. Use of the Local Offer is recommended to parents and school signposts families to support or information sources both in and outside of school where relevant.

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

The school talks to parents about local organisations and services that may be of relevance or interest. Information can be found online on the Nottinghamshire Local Offer, a link can be found on the school's website.

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

This is dependent on the needs of the child. Extra visits and consultations are available if required prior to starting. Information about the school is provided.

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

To transfer from one year group to another the children have three days in July in their new classroom to settle into their new environment.  Nursery children moving to Reception also stay for lunch. 

Extra visits are available for children who need additional support moving to secondary school. There is a transition programme between Bracken Lane and our designated secondary school. Transition links may be established during Year 5 if required.

iii) Prepare for adulthood and independent living?

Life skills are taught through Personal Development Behaviour and Welfare programmes, through assembly themes and through the development of responsibilities e.g. monitor roles, Young Leaders etc. Information is also delivered to vulnerable pupils via bespoke programmes e.g. those suitable for pupils with autism, in a sensitive and responsive manner where necessary.

13. Where can I access further information?

To obtain further information about the school you can access our website, email or phone the school directly.

SEN Information Last Updated On: 23/09/2017

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