Eastbrook School

Inclusion at Eastbrook

CONTENTS: Access Centre  – SEND –  SEND ReportMore Able

SEMH ARP (Alternative Resource Provision)

Mission Statement: SEMH ARP will work to ensure that the education learners receive is tailored to meet their individual needs and designed to give them the skills to improve their life chances. It aims to place and support the reintegration of learners into full time education in school, further education or employment. The development of learners’ personal integrity, self-esteem and citizenship is central to all work.

SEMH ARP works with young people, parents/carers, mainstream schools and other partners to deliver the following aims: We undertake to:
  • Develop learners’ educational and personal potential in a safe, stimulating and supportive learning environment
  • Make good progress in learners’ learning
  • Prepare learners for successful reintegration into school, further education or employment
  • Develop learners’ personal integrity, self-esteem and citizenship
  • Identify and change aspects of behaviour that are contributory to difficulties experienced in school
  • Ensure equal opportunities in relation to gender, race, class, special needs and beliefs
  • Develop a mutually supportive relationship with mainstream schools in the development and delivery of effective strategies to support behaviour
  • Value and respect all cultures
  • Provide a safe and happy work place
  • Promote a thoughtful attitude towards the immediate and wider environment

The ethos and atmosphere underpin the agreed aims of the school. Teachers provide a broad and balanced curriculum, which will develop the skills, concepts and knowledge necessary for future learning. All staff, including support staff, work to remove barriers to learning and support the pastoral needs of learners. In the course of their work, staff will contribute to the development of this ethos through:

  • Providing a calm, quiet and effective working environment, in which each learner can achieve his or her maximum potential
  • Providing a welcoming environment, in which courtesy, kindness and respect are fostered
  • Providing positive role models
  • Providing a fair and disciplined environment, in line with the Whole School Behaviour Policy
  • Maintaining purposeful and informative planning, record-keeping and assessment documents, in line with the school’s record-keeping and assessment policy statement
  • Effectively managing their professional time
  • Developing links with the wider community
  • Providing learners with meaningful, purposeful tasks, related to the
  • National Curriculum and Opening Minds programmes of study and
  • Learning Outcomes
  • Valuing and celebrating learners’ success and achievements
  • Reviewing personal and professional development.
  • Providing appropriate CPD and training and support from colleagues in order to ensure a high level of professional expertise
  • Welcoming and supporting teaching and non-teaching staff


Eastbrook School is the only secondary school in Barking and Dagenham which has extensive additional specialist provision for students with speech, language and communication needs. We have a dedicated team who believe that every child is entitled to the best possible education and we provide a supportive environment to enable each student to feel valued and confident so that they can reach their full potential.
Our aims are….
  • to provide specialist teaching and therapy which addresses each student’s speech and language delay and disorder
  • to include ARP students in the full life of the school and prepare them for life long learning opportunities.
  • to raise awareness in the whole school community of the specific issues surrounding speech and language delay and disorder.
SLCN-ARP Entry Criteria We are here for students who demonstrate a severe speech and/or language disorder, where the primary need is a significant difficulty in one or more of the following areas:
  • a reduced speech sound system
  • impaired auditory processes
  • delayed verbal tasks when compared to non verbal tasks
  • impaired semantic organisation /word retrieval skills.
  • disordered language which distorts meaning.
“Ofsted report Jan 2016 – Pupils are well supported in the additional resource provisions. They learn well. They are taught with patience and encouragement. As a result, they gain confidence quickly, see their speech and language difficulties as temporary and are motivated to learn thoroughly and with ambition. This determined and positive approach enables pupils to make good progress.’’
Pupils attending the additional resource provisions are fully included in the school. They understand how to keep themselves safe and they feel safe in school. Their good behaviour helps them to learn well and also to relate appropriately to teachers and other pupils’. The support available to students includes individual speech and language therapy, social skills development groups, the enhancing language and communication in secondary school programme, subject specific small learning groups, in class support, lunch clubs, trips and educational visits which enhance life and social skills in context. Our specialist staff work closely with the Speech and Language Therapists, Educational Psychologist, Advisory Teachers, parents and students to design each student’s individual programme. Our students thoroughly enjoy the facilities and help offered by ARP which has a big impact on their personal development and academic progress.
“I like the ARP because it helps lots of students with their speech and language and also you can make new friends.” Y9 student.
“As a parent, I feel the ARP has changed my daughter’s life for the better. Before joining Eastbrook she had no confidence, no friends and hated even the mention of school. This was very hard to deal with as a parent as primary school should have been one of the happiest time of her life. But since being here and getting the help and support from the staff of the ARP, which even supported her with her health issues, she is a completely different child. She loves school now, she has improved with her learning 100% and has lot of friends, her confidence is about 90% better, but the difference is that she is very independent and can have the happy memories from school that she deserves. I wouldn’t like to say where we would be without the ARP. I am extremely grateful for all their help.” Parent of Y11 student.

SEND Report


More Able – HAP / More Able / Talented

High Ability Students (HAPs)
At KS4. This group contains students who have KS2 data which places them in the top 25% in the country. This is currently indicated with an APS of 30 or more. They will be tracked across the curriculum. It is essential that they are tracked separately from the group below as the school is directly accountable for their performance.
More Able Students (Mables)
Primary students who are ‘exceeding’ or achieving ‘greater depth’ will be deemed Mables. This group contains the HAPs, students whose KS2 APS is between 29 and 30 and the students without data who are performing at the level expected of HAP students. This will be indicated by analysis of tracking data. Where key stage 2 data consists of scaled score HAPs cannot be identified. More Able students can be identified based on scaled scores (108+), target APS and their MidYis score. In the 6th form students achieving 45+APS or 5+ will be deemed Mables.
Talented Students
This group contains students who show aptitude in a particular area of the curriculum. The emphasis is on enrichment and opportunity. They are not tracked across the curriculum – relevant HODs should track their performance in their subject area.