Special Educational Needs
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 write 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.
Early Years Talk Boost
EYTB runs in the Spring Term. It takes place three times a week and supports children who have delayed language skills. Talk Boost focuses on developing attention and listening skills, learning and using new words and building sentences. There is a parent workshop at the start of this intervention and children who take part get to meet Jake and Tizzy and take home a new book each week to read at home with their parents or carers.
Lego Therapy takes place twice a week with one of our teaching assistants. It is a very practical and fun intervention that aims to support children who have a diagnosis of Autism in their social communication difficulty. Children have to work together to give, and follow, instructions to build a set piece of Lego.
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
Mrs Wooldridge and Miss Robbin from West Midlands Speech and Language Therapy come into school once a week. They support 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
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
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.
Behavioural 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.