Skip to content


Mrs C Lewis: SENDco (Assistant Head)

Please contact us via the school contact page.

Sensory Circuit runs daily from 9am-9:20am and 12pm-12:30pm

Millbrook Community Primary School seeks to provide a high quality academic education for all pupils according to their needs, and to develop attitudes of mutual respect and responsibility.  It aims to give high priority to the spiritual, cultural and moral development of the whole school community in an inclusive, safe and stimulating environment for all.

We hope you find the following information useful and if you have any questions then please do not hesitate to contact us in school.

General Objective

At Millbrook School the emphasis is on a whole school approach.  All staff accept responsibility for providing all children with realistic learning goals in a broad-based, appropriate curriculum including those pupils with Special Educational Needs and Disabilities.  We believe in nurturing and developing the educational, social, emotional, cultural and spiritual aspects by curriculum design and variety in teaching approaches.

We therefore intend . . .

Fine Motor Skills
  • To have regard to the New Code of Practice (2014) on the identification, assessment and graduated response to special educational needs.
  • To follow guidelines laid down by the Local Education Authority.
  • To work in partnership with the child, parent/carers, all staff, governors, LA and outside agencies.
  • That class teachers will use a range of differentiation strategies and interventions to provide effective learning opportunities for all pupils.
  • Where a child is identified as not making adequate progress, provision that is additional to or different from that provided as part of the school’s usual differentiated curriculum, will be given. Identification will be apparent through the School’s assessment procedures, Pupil Tracker and Pupil Progress meetings termly.
  • To recognise the importance of early identification. If the child’s difficulties prove less responsive to the provision made by the school, then an early start can be made in considering the additional help the child may need.
  • Where a child is identified as having special educational needs a Personal or Group Provision Plan will be drawn up tailored to each individual child’s or group needs.  Realistic targets will be set and the plans will be reviewed/evaluated regularly and involve the child, parent, teacher and all support services throughout the process.
  • Enhance self-esteem by setting appropriate targets and by utilising the school’s monitoring and recording procedures.
  • To use a variety of complementary approaches to support the class teacher and child – differentiation, 1-1, group, whole class, within the class or withdrawal when appropriate. Quality first teaching will be used whenever possible and supported through carefully differentiated planning alongside all supporting staff.
  • To include the child within the class, wherever and whenever practicable and to seek the child’s views throughout the process. Pupil voice will be heard at all stages.
  • Endeavour to use all resources appropriately and efficiently and seek support when necessary
  • Make full use of all the support agencies that have been made available through the LA as outlined in the LA Offer.


Sensory circuit trip to Liverpool Airport

Skip to content