Blackheath Primary School

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Blackheath Primary School

SEN information Report

2024-2025

Introduction

This document is intended to give you information regarding the ways we ensure we support all of our pupils, including those with SEND, in order that they realise their full potential.

All Sandwell maintained schools have a similar approach to meeting the needs of pupils with Special -Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.

What is the LA local offer?

The Children and Families Bill 2014 requires all schools to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs (SEN) aged 0-25. This is the 'SEN Information report' and will be available on the school website.

The Local Offer

  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.

The intention of the local offer is to improve choice and transparency for families within every Local Authority (LA). It will be an important resource for parents in understanding the range of services and provision in the local area. Further information about Sandwell's local Offer can be found at http://www.sandwell.gov.uk/send

What is the school SEN information report?

This utilises the LA local offer to meet the needs of SEND pupils as determined by school policy and details the provision that the school is able to provide.

 

 

What do we do at Blackheath Primary School to make sure that all children feel welcome, feel included and achieve their potential?

We take steps to ensure SEND pupils are not treated less favourably than other pupils. Please find further information within the SEN Policy.

The Head Teachers and the SENCO have overall responsibility for SEND and Inclusion.

Inclusion issues are regularly discussed at Senior Leadership meetings. Provision for children with SEND is constantly under review and amended where and when necessary.

We monitor the quality of our provision, together with the progress and well-being of children with SEND. This is through our monitoring cycle and consists of learning walks, teaching observations, planning and book trawls, pupil interviews and discussions with teachers and support staff.

The progress of children with SEND is carefully monitored through termly pupil progress meetings and half-termly reviews as well as observations by leaders to support staff. The SENCO or SEN advocate holds termly provision meetings, with all who work with the children, to review provision and set new Individual Learning targets for additionally funded pupils,

We fully involve our Governors when the SEND policy is reviewed and revised.

What kinds of SEN do we provide for?

Children and young people’s SEN are generally thought of in the following four broad areas of need and support:

  • Communication and Interaction:

We utilise a Total Communication environment and Structured Teaching approach – utilising objects of reference, photographs, symbols and Makaton signing as well as structure within routines and visual organisation in the classroom that supports independence e.g. visual timetables, now and next boards, Many of our staff are trained in the use of MAKATON, PECs, Aided Language Displays and Communication Books. Most teaching and support staff have received ‘Making Sense of Autism – Raising awareness’ and ‘Good Autism Practice’ Training from the Autism Education Trust. In addition the SENCo has received ‘Leading Good Autism Practice’ from the Autism Education Trust. Within the Early Years we offer a range of communication interventions e.g. Wellcomm, Early Talk Boost and Talk Boost. We have a designated Teaching Assistant who delivers Speech and Language programmes to children across the school. We are able to offer delivery of the Social Use of Language Programme.

  • Cognition and Learning:

We are able to offer a range of intervention work designed to help children achieve their maximum potential e.g. Stareway to Spelling, Little Wandle Letters and Sounds Keep Up, Precision teaching, Number stacks. We have designated Teaching Assistants who are able to deliver a range of provisions and strategies as suggested by the Teaching and Learning Advisor from Inclusion Support.

  • Social, Emotional and Mental Health:

We offer a range of Healthy Minds therapies – Lego Therapy, Healthy Minds Groups, Ready Steady Go, Happy Days and Fighting-Fit therapy with PCSO Simpson. We offer 1:1 counselling from Hope Services, the Looking Forward Programme from Murray Hall and Kaleidoscope and Local Authority Play Therapy.

  • Sensory and/or Physical Needs:

We are able to support sensory needs through a range of activities following advice from the Occupational Health Therapy Team. Some staff have attended Sensory Provision Workshops provided by Occupational Therapy. Several staff are manually handled trained and able to deliver physiotherapy programmes

 

Please see our Whole School Provision Map on the school website for further details

Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or disability (SEND)?

The Special Educational Needs Coordinator – SENCO -  Mrs Morgan

The SENCO manages the day to day provision for our children with SEND.
Responsible for:

  • Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are:
    • o involved in supporting your child’s learning
    • o kept informed about the support your child is getting
    • o involved in reviewing how they are doing
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
  • Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible
  • Ensuring adequate records are kept detailing the support that each child is receiving.
  • Writing Individual Learning Plans (ILPs), sharing and discussing these with class teachers and reviewing these with parents termly in order to plan for the next term.
  • Attending Local Authority Briefings to keep up to date with any legislative changes in SEN

SEN Advocate – Mrs Darby

The SEN Advocate supports the SENCo in her role.

She will:

  • Liaise with other professionals coming in to school to support children’s needs
  • Provide advice and support for support staff in their day to day roles, so that they can help children with SEND appropriately
  • Support the SENCo in updating children’s records including outlining the provisions they receive and reviewing Individual Learning Plans

Class/subject teacher

All of our staff are experienced, reflective practitioners who are open to advice and are keen to develop their practice in order to ensure the best possible provision for all of our children including those with SEND.
Responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENCO know as necessary.
  • Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

Head teacher – Co- Head teachers Mr Hytch and Mrs McElwee
Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • They will give responsibility to the SENCO and class teachers but are still responsible for ensuring that your child’s needs are met.
  • They must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

SEN Governor – Rebecca Beardsworth
The Governing Body meet regularly and challenge staff to ensure that the quality of the provision is constantly being improved. The SENCO reports to the Governing body on the progress of pupils with SEND.

Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.
  • Monitoring the effectiveness of the provision in place for pupils identified with SEND

How does the school identify children with Special Educational Needs and Disabilities?

On starting school we will talk with parents and carers about their children in order to plan effectively to meet their needs. As parents are the first educators of their child their knowledge is essential. During initial meetings we ask whether parents have any concerns about their children – for example, if they have a disability, special need or medical need. This helps us to plan how we will support their child once they start school.

Where a child has attended a previous setting we use information from that setting to plan the best programme of support to develop a Transition Plan. We will also contact any specialist services that support your child.

The progress of all pupils is assessed and monitored regularly so that when a pupil is not making expected progress, the need for additional support can quickly be identified. School will monitor the progress of all children receiving additional support to ensure that the provision we have put in place is having impact. Not all children receiving some extra support are SEN. However monitoring impact means that we can support any Special Educational Needs arising.

Any child identified as having a special educational need and/or disability is identified on the SEND register.

We take great care to establish whether progress is affected because a pupil has attendance issues, has English as an additional language (EAL) or a hearing or visual difficulty.

We also work with specialist services who provide expertise in finding out the type and range of the student’s needs.

We follow Sandwell Local Authority’s guidance for the identification of pupils with Special Educational Needs and Disabilities.

What are the different types of support available for children with SEND in Blackheath Primary School (including those in Looked After Care)?

Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.
This is available for any child and would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning or visual supports or extra adult input to support learning.
  • Specific strategies (which may be suggested by curriculum leaders, the SENCO or outside staff) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress.

All children in school get this as a part of excellent classroom practice when needed.

Specific group work with in a smaller group of children.
This group, often called Intervention groups by schools, may be

  • Run in the classroom or outside.
  • Run by a teacher or most often a Teaching assistant who has had training to run these groups.

This is available to all children within the school as needs arise. Children may acces specific small group work for a short period of time or may drop in and out of this type of intervention as needed.

Stage of SEN Code of Practice: SENS

School Support (SEN Support) means they have been identified by the class teacher as needing some extra support in school and will receive regular interventions.

For your child this would mean:

  • He/ She will engage in group sessions with specific targets to help him/her to make more progress.
  • A Learning Support Assistant/teacher will run small group sessions using the teacher’s plan or planned intervention material.

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

Specialist groups run by outside agencies or to support specialist programmes e.g Speech and Language therapy OR Occupational therapy groups
AND/OR additional support for your child of less than 20 hours in school

Involvement of outside agencies with SEN Support
This means a child has been identified by the class teacher/SENCO as needing some extra specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as Inclusion Support, the Autism Outreach Team (CCAT) or Sensory Service (for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service, Occupational Health or Physiotherapy services.
  • Mental Health and Well Being Professionals.

For your child this would mean:

  • Your child will have been identified by the class teacher/SENCO (or you will have raised your worries) as needing more specialist input different from or in addition to quality first teaching and intervention groups.
  • You will be invited to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g. the Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
  • The specialist professional will work with your child to understand their needs and make recommendations, which may include:
    • o Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better
    • o Support to set better targets which will include their specific expertise
    • o A group run by school staff under the guidance of the outside professional e.g. a social skills group
    • o Group or individual work with an outside professional
  • The school may suggest that your child needs some agreed individual support in school. They will tell you how the support will be used and what strategies will be put in place.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching, appropriate differentiation and intervention groups.

Specified Individual support - for your child of more than 20 hours in school.

This is usually provided via an Education, Health and Care Plan (EHCP).

This means your child will have been identified by the class teacher/SENCO or Sandwell Inclusion team as needing a particularly high level of individualised or small group teaching (more than 20 hours a week), which cannot be provided from the budget available to the school.

Your child will also have had some specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as Inclusion Support, the Autism Outreach Team (CCAT) or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service, Occupational Health or Physiotherapy services.

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child within an Education and Health Care Plan (EHC Plan).
  • After the school have sent in the request to the Local Authority (with various information about your child, including some from you and from your child), the authority will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the support at SEN Support.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need additionally funded support in school to make good progress. If this is the case they will write an EHC Plan. If this is not the case, they will ask the school to continue with the support at SEN Support level and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan will outline the additional support your child will receive from the Local Authority and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • This will usually mean your child will have extra support from an additional adult, at times during the day, to help them with whole class learning, run individual programmes or run small groups including your child. This does not mean your child will receive 1:1 adult support on a full-time basis. Support is allocated based on particular need and the strategies/provision outline within the EHC plan and can take various forms e.g. shared support, support for specified parts of the school day only.

This type of support is available for children whose learning needs are:

  • Severe, complex and lifelong
  • Need more than 20 hours of support in school

We recognise that each child is unique and so, each child will receive different support depending on their specific needs.

How can I let the school know I am concerned about my child’s progress in school?

  • If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
  • If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to Jo Morgan – SENCO. You can contact the school office: by phone on 0121 559 1033 or email office@bps.sandwell.sch.uk  and an appointment can be made to discuss your child's needs.
  • If you are still not happy you can speak to the Head teachers.

How will the school let me know if they have any concerns about my child’s learning in school?

  • Annual reports and termly parents’ evenings give all parents and carers regular feedback on their child’s up to date academic levels, reading, writing and maths targets and any behavioural, emotional or social difficulties
  • Pupils views are obtained when appropriate

If your child is identified as not making progress the school will discuss this with you in more detail to:

  • listen to any concerns you may have too
  • plan any additional support your child may receive
  • discuss with you any referrals to outside professionals to support your child’s learning

How is extra support allocated to children and how do they move between the different levels?

  • The school budget, received from Sandwell LA, includes money for supporting children with SEND.
  • The Head Teachers decide on the allocation of the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
  • The Head Teacher and the SENCO discuss all the information they have about SEND in the school, including:
    • o the children getting extra support already
    • o the children needing extra support
    • o the children who have been identified as not making as much progress as would be expected

And decide what resources/training and support is needed.

  • All resources/training and support are reviewed regularly and changes made as needed.

If a pupil meets the criteria for special educational needs or disabilities (SEND), a provision map will be created, detailing the exact support the children will receive. The School Provision Map shows the range of interventions in place in our school, which are used when we identify a need for additional support.

Who are the other people providing services to children with an SEN in this school?

Directly funded by the school:

  • Qualified and experienced Teachers
  • Experienced and skilled Teaching Assistants
  • Higher level Teaching Assistants
  • Staff trained in moving and handling procedures
  • Staff trained in MAKATON, PECS, ALDs, Communication Books
  • Staff trained in good Autism Practice
  • Staff trained in communication interventions
  • EAL Programme
  • Parent Support Worker
  • Well-being Therapists
  • Learning Mentor
  • Safeguarding and Attendance Officer
  • Enhanced Speech and Language Therapist

Paid for centrally by the Local Authority but delivered in school:

  • Inclusion Support Service – Advisory Teacher for Learning, Advisory Teacher for Specific Learning Difficulties and Advisory teacher for Social, Emotional and Mental Health
  • Primary Preventative Exclusion team
  • Educational Psychologist
  • Sensory Service for children with visual or hearing needs
  • Complex Communication and Autism Team

Provided and paid for by the Health Service (NHS Trust) working with schools to provide services:

  • School Nurse and Health Visitors
  • Occupational Therapy
  • Physiotherapy
  • Speech and Language Therapy
  • The Child and Adolescent Mental Health Services (CAMHS)

How are the teachers in school helped to work with children with a SEND and what training do they have?

  • All teachers are teachers of pupils with SEND.
  • The SENCO supports the class teacher in planning and providing for children with SEND.
  • Curriculum leads may provide support and advice in how to differentiate appropriately for less able children.
  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as Autism and Speech and language difficulties.
  • Individual teachers and support staff may attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. Makaton.

 

How will the teaching be adapted for my child with SEND?

  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • All teachers are provided with information on the needs of individual pupils so that they can plan the learning to ensure that all pupils are able to make progress
  • Individual Learning Plans (ILPs) and Intervention recommendation overviews will be used alongside planning to ensure children with SEND needs are met, where necessary.
  • All planning is differentiated to meet the needs of the children with a class. Specially trained support staff may adapt the teachers planning to support the needs of your child where necessary and enable them to access the curriculum. In some instances children may follow individualised planning and teaching within a personalised curriculum.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
  • Children will access the National Curriculum at an appropriate developmental level or they may access learning through Sandwell Skills Ladders (Pre National Curriculum)
  • Early Years Pupils (EYFS) follow the Foundation Stage Curriculum.
  • SEND pupils will have access to the same curricular opportunities as all other children

How will we measure the progress of your child in school?

  • Your child’s progress is continually monitored by his/her class teacher.
  • His/her progress is reviewed formally every term and a Stage Target level given in reading, writing, maths. Science and other curriculum areas are assessed against the National Curriculum and key skills for each Year Group.
  • EYFS children are assessed against their progress towards developmental targets outlined within Development Matters and, at the end of The Foundation Stage, against the Early Learning Goals
  • Within the first 6 weeks of joining their Reception class, all children will be assessed using the statutory Reception Baseline Assessment.
  • In addition, the Early Years Inclusive Service tool – The Watchful Eye – may be used to identify developmental levels and milestones for those children with more complex needs.
  • If your child is in Year 1 and above, but is not yet at a National Curriculum level, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. We use Sandwell Skills Ladders which covers basic skills in Reading, Writing and Maths. Each subject area has 4 stages: Building concepts, Early 1, Early 2 and Early 3.  The skills within the Early 3 stage will then lead onto the skills taught within the Yr. 1 curriculum.
  • In addition children who fail who are not working at the level of the national curriculum may be assessed using The Engagement Model.
  • At the end of Year 6, all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
  • SEND children receiving additional interventions or support are identified on a Provision map which will be reviewed every term, as an integral part of Pupil Progress Meetings and the plan for the next term made.
  • Children with an EHC Plan will have an ILP which will be reviewed every term and the plan for the next term made.
  • The progress of children with an EHC Plan is formally reviewed yearly, at an Annual Review with all adults involved with the child’s education.
  • The SENCO will also check that your child is making good progress within any individual work and in any group that they take part in.

What support is there for my child’s overall well-being?

  • Children are supported with their social and emotional development throughout the school day, through the curriculum and extra-curricular activities. Personal, Social and Health Education is integral to our curriculum and is also taught explicitly e.g. through Action for Happiness assemblies and the Jigsaw curriculum.
  • We have a learning mentor that supports the social and emotional needs of our children which have been identified through the Boxall Profile assessment tool
  • Our Healthy Minds programmes supports the SEMH needs of children
  • Additional well-being support from trained staff is arranged as needed for individual pupils, both in and out of the classroom and a tailored personal plan may be put in place for pupils with high needs
  • Children have access to well-being hub, therapies and Ready, Steady Go (an on-entry welcoming to school club to enable children to settle into the school day with a sound attitude for learning)
  • Our behaviour policy which includes guidance on expectations, rewards and sanctions is fully understood and followed by all staff
  • We regularly monitor attendance, support pupils returning to school after absence and take the necessary actions to prevent prolonged unauthorised absence
  • We gain support, where appropriate, from the Educational Psychology Team for incidences of Emotionally Based School Avoidance
  • Relevant staff are trained to support medical needs. We have a medical policy in place and children are supported by care plans where necessary
  • Pupils views are sought throughout the school and it’s various committees

What support do we have for you as a parent of child with an SEND?

  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The SENCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Homework will be adjusted as needed to your child’s individual needs.
  • A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.

How is my child involved in their SEND provision?

  • Where possible we consult with children as to what they find difficult in school and what works well to support them.
  • During a request for extra support from a professional, request for an EHCP or the  Annual Review process, children’s views are sought.
  • The school has an Inclusion Champion committee where a representative from each class to ensure that everyone feels included in all that we do in school, including those children with SEND
  • Staff hold pupil conferences with a selection of children to find their views on their learning within school. This includes pupils with SEND

How is Blackheath Primary School accessible to children with SEND?

The Local Authority is responsible for the control of admissions to BPS this includes children with SEND (Special Educational Needs and Disabilities). Children with SEND are admitted to school following Sandwell’s admissions criteria. Please find further info at www.sandwell.gov.uk/schooladmissions

We have an accessibility plan in place and where feasible make reasonable adjustments to improve the accessibility of our environment to meet individual needs. Our policy and practice adheres to the Equality Act 2010 and the Children and Families Act 2014.

  • The building is accessible to children with physical disability via ramps. The school has a lift to reach the first floor and evacuation chairs if necessary. There are specially equipped disabled toilets on each floor of the school building.
  • Staff ratios and appropriately trained staff available as required.
  • We ensure that equipment used is accessible to all children regardless of their needs.
  • We endeavour to make all activities accessible for all and take steps to ensure children with SEND are not treated less favourably than other pupils.
  • Pupil voice is considered and monitored through the Inclusion Champion committee
  • After school provision is accessible to all children including those with SEND.
  • Extra curricular activities are accessible for children with SEND.
  • Fire evacuation procedures include children with SEND

 

How will we support your child when they are leaving this school? OR moving on to another class?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

  • If your child is moving to another school:
    • o We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
    • o If necessary we can arrange pre-visits with the child and support staff
    • o We will make sure that all records about your child are passed on as soon as possible.
  • When moving classes in school:
    • o Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher. All ILP's will be shared with the new teacher.
    • o If necessary your child will be helped by a transition booklet to support them in understanding moving on.
  • In Year 6:
    • o The Year 6 transition leader will attend the Primary Transition Day to discuss the specific needs of your child with the SENCO of their secondary school, and the specialist session for students with Autism, as appropriate.
    • o Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
    • o Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school
    • o Where your child has been identified as having Special Educational Needs, details of the pupil’s needs are passed on to the new school, along with details of the support that has been in place at our school. Information about any outside agencies involved with your child will be passed on, together with all SEN paperwork, including documents such as ILPs, outside agency reports and EHCPs.We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible

How can I be involved in supporting my child?

  • Attending parent’s evenings
  • Ensuring your child has regular eyesight and hearing checks
  • Helping them to complete their homework
  • Ensuring your child gets to school on time and with all the appropriate equipment
  • Talking to the class teacher when you have any concerns
  • Providing lots of opportunities to have conversations with your child
  • Read with your child regularly at home
  • Practice number skills

Teachers are more than happy to share any ideas of how you can support your child’s learning at home.

How can I access support for myself and my family?

By looking at the Local Authority’s website and their Local Offer http://www.sandwell.gov/uk/send

Support is also provided by SENDIASS 0121 500 4010

Who can I contact for further information or if I have a complaint about the SEN provision in this school?

Mrs Morgan – SENCO; by appointment

Mr Hytch and Mrs McElwee – Head teachers; by appointment

Mrs Rebecca Beardsworth – SEND Governor; by appointment

Chapter 11 of the 0-25 SEND Code of Practice provides details of how you can challenge decisions or raise complaints on all such matters. This chapter also includes details of disagreement resolution arrangements, mediation and appealing to the SEND Tribunal that have been described in this section. You can also contact your authority’s Information, advice and support service for help and look at your authority’s Local Offer (see section in this guide, The Local Offer).

This plan is written in association with and should be read in conjunction with other relevant documents including:

  • Accessibility Plan
  • SEN Policy
  • Equal Opportunities Policy
  • School Evaluation and Development Plans
  • Health & Safety Policy
  • Fire Evacuation Procedures
  • Transition PolicyIf your child is moving child to another school:
    • oWe will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
    • oWe will make sure that all records about your child are passed on as soon as possible.
  • When moving classes in school:
    • oInformation will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher. All IEP will be shared with the new teacher.
    • oIf your child would be helped by a book to support them understand moving on then it will be made for them.
  • In Year 6:
    • oThe AHT Inclusion will attend the Primary Transition Day to discuss the specific needs of your child with the SENCO of their secondary school, and the specialist session for students with an ASD, as appropriate.
    • oYour child will do focused learning about aspects of transition to support their understanding of the changes ahead.
    • oWhere possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.

 

 

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