Our Send Offer
Open and honest communication
Your child’s key person will visit you at home before they start at nursery to talk about their learning and development needs. We have an open door policy and encourage parents and carers to talk to their child’s key person about any concerns, and we will share any concerns we have about your child’s learning and development as soon as they arise. Termly meetings take place to review your child’s progress with their key person. You will be given a link to your child’s Tapestry online Learning Journey where you will able to see observations and assessments and add your own comments, photographs and observations.
Children are assessed against the Early Years Foundation Sage (EYFS) and their progress is carefully monitored. If they are not making the expected progress, interventions will be put into place to support them. We will create an Early Years Support Plan for your child and this will be reviewed with the SENCO, key person, parents or carers and external professionals working with your child each term to evaluate the impact of the interventions and to agree a new plan.
We will share reports and aim to make sure that you understand all information presented, providing opportunities to ask questions. You will receive copies of any reports written by outside agencies.
Your child’s views about their education are important. Throughout the year your child’s key person will talk to them about their interests, what they are learning and their next steps. Your child will be involved in making decisions and planning their learning.
Effective teaching and learning
We are an inclusive school and believe that children learn best alongside their peers and with full access to the curriculum. We work closely with parents and professionals to identify each child’s unique skills and needs and consider how these can be met in our learning environment. Teaching is differentiated to suit each child’s needs and level of development and different strategies are used including: the use Makaton to support communication; visual aids; pre-tutoring with language used for planned activities; choice boards and pictorial timetables; and one to one work and support from our Inclusion Support Worker. A targeted language intervention group supports children with language delay and a nurture group supports those with lower emotional well being.
Early Years Support Plans are created by key persons and class teachers together with the SENCO and, where needed, with relevant outside agencies. Where specialist resources or equipment is needed we endeavour to make sure appropriate adaptions are made.
As part of our continual professional development programme, all staff receive training in different areas of Special Educational Needs and Disability and in identifying and supporting these additional needs. The SENCO provides support and advice for all staff on the individual needs of particular children in their group. We access training for particular conditions as the need arises, including medical needs. This may include the ADHD team, the Communication and Autism Team, the School Nurse etc. The SENCO regularly attends city wide training and network meetings
Staff are trained in using Makaton to support communication. All our staff have been trained in Autism level 2 or 3 and Trevor Stewart (SENCO) is our Strategic Lead for Autism and Debbie Coates our Lead Practitioner.
We use a wide variety of resources to support children with their additional needs. These include visual timetables, sensory equipment, visual aids and social stories. We work closely with outside agencies such as the Sensory Support Service and Wilson Stuart School to ensure that resources support children’s learning and their needs.
A partnership approach
We always include parents and carers in decisions and we ask your permission before involving outside agencies.
We work closely with Educational Psychology team to identify needs and support children and parents through the process of Education Health and Care Plans and to identify appropriate Primary schools.
We have developed good relationships with our receiving schools and strong transition arrangements mean that children are well prepared for their transition to primary school, with visits both to and from receiving schools and meetings with reception class teachers and SENCOs to ensure children with SEND are well supported.
We work with a variety of agencies that provide specialist services to ensure every child’s needs are met. We will always talk to you if we feel that your child needs support from an outside agency and will always ask your permission to involve them.
- Educational Psychologist (EP): Assesses children’s needs and gives advice
- Communication & Autism Team (CAT): Supports children who have communication difficulties or are being assessed for or have a diagnosis of Autism
- Speech & Language Therapy service (SALT): Supports children with speech and language difficulties
- Child Development Centre (CDC): Supports children with physical or developmental delay who may need additional support or intervention
- Physiotherapist: Supports children affected by injury, illness or disability through movement and exercise, manual therapy and advice
- Occupational Therapy: Supports children with physical or sensory issues that impact upon their levels of independence or self-care
- City of Birmingham School outreach: Supports children with emotional, social or mental health difficulties that impact upon their behaviour at school
- Health Visitor: Supports children with medical needs, including where medication is prescribed
Special Educational Needs Assessment & Review Service (SENAR): A panel who review the information collected from parents and professionals during Statutory Assessment and make decisions regarding the best support for your child.
Statutory Assessment: Detailed investigation to find out the nature of a child’s special educational needs and disabilities and what specialist help is required. Parents and professionals working with the child contribute to this report, the Education Health and Care Plan (EHC).
Education Health and Care Plan (EHC): The legal document produced as a result of reports from parents and professionals. It sets out how a child’s needs can be best supported.
Special School: Special schools cater for specific needs, such as physical disability or autism and have a huge amount of expertise to support children’s individual learning needs in their specific areas. In order to access a Special School, a child needs to have an Education Health and Care Plan (EHC).
Resource Base: Some schools have a Resource Base where staff have expertise to offer additional support to children who are not yet able to access all their learning in mainstream school. Children at the Resource Base spend part of their time in the Resource Base, with the aim of integrating them into mainstream school as much as possible.
Complaints to the Governing Body
We and our Governing Body take complaints seriously and will act upon these on an individual basis
We operate a complaints procedure details of which can be found in the policies section of the website, or ask for a copy of our complaints procedure at the school office.
Support services that help parents with children who have Special Educational Needs
Please find below the contact details for a variety of services:
Special Educational Needs & Disability Information, Advice and Support Service (SENDIASS)
Tel: 0121 303 5004
Tel: 0121 303 1888
Children’s Information and Advice Service (CIAS)
Tel: 0121 303 1888
Communication Autism Team
Tel: 0121 675 5057
Children’s Centre Services
Lakeside Children’s Centre: 0121 386 6150
Your GP or Health Visitor will offer advice and support if you have any concerns about your child’s development