Our aim is for children to reach their full potential academically, physically and socially. Whilst most children are able to do this through high quality class teaching and our usual curriculum, some children need additional support and are considered to have Special Educational Needs.
The documents below outline the provision we make for children who have a Special Educational Need or Disability. All procedures are in line with the 2014 Code of Practice for SEND.
If you have any concerns or questions please contact Mrs L Sparkes. She is in school on Mondays, Tuesdays and Wednesdays, and can be contacted by email (firstname.lastname@example.org) or by phoning the school office on 0121 474 2460
Policy, Report and Plan
Details of our Policy, Report and plans can be found at the bottom of this page. The documents can be downloaded and printed.
What Support In School Looks Like
In our classes our teachers and teaching assistants have the highest expectations of all of the children. The children are taught in lots of different ways, using different strategies and methods to support all types of learners. This is known as Quality First Teaching. At the the start of the school year we get to know the children in our class to ensure we know how they learn and how we can facilitate their needs. Our teachers and teaching assistants reflect on every day practice and use relevant assessment information to inform teaching and learning and support early identification of underachievement.
Some children need longer to learn new concepts, as well as time to repeat what they have learnt. In addition to quality first teaching, we offer additional support through the use of different interventions.
Sparkly Folders (Peer Tutoring)
This takes place up to three times a week. This works by pairing upper KS2 children with KS1 pupils. High-Frequency words are taught to the younger children and the children are then tested on what they remember. The benefit of this intervention is that KS1 pupils get to boost the numbers of words they can read and the KS2 pupils grow in confidence as they help younger pupils to learn new strategies for reading sight words.
Precision teaching is a great intervention for helping children learn sight words. It uses the strategy of repetition and over learning. Children take part in this every day for ten minutes at a time. It has a fun element of a game to start and then children are timed to see if they can increase the number of words they can read in a minute.
This intervention takes place four times a week with a Teaching Assistant. It follows a highly motivational series of 3D adventure books, based on a structured progression of phonics, vocabulary and comprehension skills.
Teaching Assistant Led Speech and Language Therapy
Under the instruction of our speech and language therapists who work in school, one of our teaching assistants continues the work that has been started with the therapists. This takes place three times a week and is very practical and fun.
We offer a games club at dinner time for KS1 and KS2 children. This is a free choice if children would like to come into school during dinner time to play games with their peers, read a book or be creative.
We are extremely lucky in our school to work with some amazing outside agencies to ensure we are doing everything we can to support your child's learning. Below is a list of all the agencies who support us in school and the names of the staff members who may work with your child. Parental consent is needed for this type of support.
Speech and Language Therapy
Miss Robbin from West Midlands Speech and Language Therapy comes into school once a week. She supports the school in identifying and assessing children who need some additional speech and language input. This input may be given in the classroom or out of class in small groups or one to one. To show our commitment to the importance of speech and language in our school we have held a 'No Pens Wednesday' day last term and will be planning another one very soon.
Pupil and School Support
Sarah Smith from Access to Education visits schools regularly to support staff and provide additional assessment of children's needs where necessary. If an assessment does take place, recommendations are made which are shared with all relevant staff members and, where possible, the recommendations are put into practise.
Claire Jarvis is our Educational Physiologist from Birmingham City Council. She visits the school regularly to support our practice. An educational physiologist supports the identification of different needs, including behavioural, cognition and learning.
Visual Support Service
Alison Shortt visits the school once a term. She ensures that any pupil with a visual impairment can access the curriculum and our learning resources through simple adaptions to our practice. This may include seating positions of children in classrooms or increasing font sizes on resources.
Communication and Autism Team
Also known as the CAT team. Dawn Jenkins is our CAT teacher and she visits the school regularly to meet with children who have a diagnosis of autism in our school. Dawn works closely with our children, staff and parents to ensure the children who have a diagnosis of autism are accessing the curriculum and making the best possible progress in school.
Physical Difficulties Team
Karen Gillman visits school once a half term to support different children in our school who have a physical difficulty. Karen assesses the learning environment and suggests how we can make reasonable adjustments to continue to develop our inclusive practice.
Behaviour Support Service
We are supported by Steve Brown, who is also our SEN Governor. Steve Brown supports children's access to education through the use of class based strategies, such as task management boards and visual timetables. Steve also provides training to our teachers about behaviour management and attends multi-agency meetings to support the provision we put in place across our school
Statutory Assessment - Education and Health Care Plans (EHCP)
With advice and support of the specialists that come into school, after a period of monitoring, we may feel that your child requires a statutory assessment from the local authority. This assessment is for an Education and Health Care Plan, also known as a EHCP. With your consent, information will be gathered and shared with the local authority to determine if your child has a severe, complex or lifelong need. An EHCP identifies that a child needs specified extra support in school in order to make good progress.
If you would like any further details on the above information, please see Mrs. Sparkes.
Other helpful sites:
The National Autistic Society website, the main UK charity for supporting people with ASD and their families (contains lots of useful advice and resources)
The British Dyslexia Association website provides lots of useful information as well as parent support.
The Dyspraxia Foundation (incorporating developmental co-ordination disorder) provides advice and support as well as local support groups you can attend. Take a look online to find out more!
Mental Health Foundation has on-line information about anxiety, depression, ADHD etc.
Young Minds – a national charity committed to improving the mental health of all children, advice about depression, eating disorders, and other mental health issues affecting children, see website for details.
Forward thinking Birmingham, the city’s mental health partnership for 0-25 year olds. Look online about the services they provide from a drop in to making a referral to seek specialist advice regarding mental health.
Transition Information Network -supports young people with Learning Difficulties &/or Disabilities to make a positive transition to adult life .It provides quality information on key issues such as further and higher education ,direct payments, social life and independence.
A national charity aiming to empower parents and carers of children and young people with SEN and disabilities to access the help they are entitled to, particularly in the education system.
IDL Login (you will need a username and password - please see Mrs. Sparkes)
The logon page for the IDL online program (web browser).
*SPECIAL ARRANGEMENTS IN RELATION TO COVID-19*
Following the closure of schools from the 23rd March 2020 Government guidelines stated:
Vulnerable children include those who have a social worker and those children and young people up to the age of 25 with education, health and care (EHC) plans.
Those with an EHC plan should be risk-assessed by their school in consultation with the local authority (LA) and parents, to decide whether they need to continue to be offered a school or college place in order to meet their needs, or whether they can safely have their needs met at home. This could include, if necessary, carers, therapists or clinicians visiting the home to provide any essential services. Many children and young people with EHC plans can safely remain at home.
In order to ensure that our pupils with EHC plans are supported we have consulted families with regards to whether or not their child needs to attend school. We have ensured that the expectations for work being done at home is understood and that pupils can access the work being set by school staff. It has been made clear to parents that children are able to have access to any of the class pages so they can take part in work from their starting point. As a school we are undertaking weekly check ins to ensure that pupils outcomes are kept at the forefront and that their emotional needs are being met.
Parents of SEND pupils may require our support at this time and they are able to contact school on the email@example.com email as needed. In addition to this, staff who are making weekly safe and well check calls are able to log any concerns on the CPOMS facility that is then picked up by the DSLs and responded to quickly.
We are aware that the transition period for our pupils with SEND will be affected by the current situation and we will work alongside nurseries and secondary schools to ensure that appropriate information is shared in preparation for either new children joining our school or children moving onto secondary education. If needed, as the summer term progresses we will begin to send out transition style material that will endeavour to support all our pupils at this transitional time.
There is a lot of information on our school website to support our parents and children at this unprecedented time. For specific professional advice please refer to the leaflets under the information tab, looking under help and advice or get in contact with school on the email above.
You can also access the Government Covid-19 advice for SEND by clicking HERE
Latest arrangements for September 2020
Dear Parents/ Guardian,
Welcome back to school. It is lovely to be back and see all of the children.
For those of you that don't know me, my name is Mrs Sparkes and I am the Special Educational Needs Coordinator. All children are different and some may need additional support in a particular area in order for them to take the next steps in their learning. My role is to identify appropriate support for these individual needs, put this in place and monitor it's effectiveness in order to ensure all children access their learning.
I'm sure many of you have concerns about your child's learning following the school closure. Whether you have been able to keep up with our online learning or whether you found it difficult to engage your child at home, please be assured that as a school we are now entering a period of catch up. I will be keeping a close eye on your child as I have done in the past and let you know if I have further concerns.
I am also keen to hear any concerns that you may have. I work in school on Mondays, Tuesdays and Wednesdays and am often out in the playground. I usually invite parents to see me each term but with current restrictions in place, this term will need to be a little different. I cannot offer face to face appointments, but will be offering phone calls on Monday 28th September, Wednesday 30th September, Monday 5th October and Wednesday 7th October during the morning.
This opportunity is open to all parents regardless of whether their child has previously been identified as having a Special Educational Need. If you are concerned about your child's learning please email me on firstname.lastname@example.org and state your preferred date to be contacted. I will do my best to contact you on your chosen day.
On this occasion I will not be able to talk to you about your child’s progress but what I want to offer is a safe place to discuss any concern you have or ask any question you might want to ask. If you would prefer this is done via email then phone call that is also ok, just get in touch.
Look forward to hearing from you,
Mrs L Sparkes