SEND Information Report
The Special Educational Needs and Disability Regulations 2014 require the school to publish certain information regarding our provision for pupils with SEN. We hope parents of current and prospective pupils find the following information helpful and we encourage all interested parties to contact the school for more information. This report is a collaborative report put together by the Special Educational Needs Department in School, Pupil School Support Services the Special Educational Needs Governor and the Special Educational Needs Parent group.
Wheelers Lane Primary School is a main stream primary school. The school can meet the needs of children who have a level of Special Educational Needs which fall in the category of SEN Support.
We support children who have needs in the following areas:
Communication and Interaction Cognition and Learning Social,
Emotional and Mental Health Sensory and/or Physical needs.
Wheelers Lane Primary School is a main stream primary school. The school can meet the needs of children who have a level of Special Educational Needs which fall in the category of SEN Support.
We support children who have needs in the following areas:
Communication and Interaction Cognition and Learning Social,
Emotional and Mental Health Sensory and/or Physical needs.
- Who are the people I speak to about my child?
- How will I be given information about my child? How can I express my views about my child?
- What do I do If I have a concern or a complaint? my child?
- How does the school evaluate their special needs provision?
Who are the people I speak to about my child?
The name of our SEND Co-ordinator (SENCo) is:
Name: Mrs Sumner
Listed below are the names of staff members possessing expertise related to SEN:
Name: Mrs Fisher
Job Role: Interventions Manager and Lead Practitioner in ASD
Expertise: Supporting children with Autism and communication difficulties.
Name: Mr Kansara
Job Role: Learning Mentor
Expertise: Supporting children with emotional, social and mental health needs.
In addition, we use the services of the following specialists:
• Pupil School Support (PSS)
• Educational Psychology Service (EP)
• Communication and Autism Team (CAT)
• Play Therapist Behaviour
• Support Service Sensory Support Service Community Paediatrician
Name: Mrs Sumner
Listed below are the names of staff members possessing expertise related to SEN:
Name: Mrs Fisher
Job Role: Interventions Manager and Lead Practitioner in ASD
Expertise: Supporting children with Autism and communication difficulties.
Name: Mr Kansara
Job Role: Learning Mentor
Expertise: Supporting children with emotional, social and mental health needs.
In addition, we use the services of the following specialists:
• Pupil School Support (PSS)
• Educational Psychology Service (EP)
• Communication and Autism Team (CAT)
• Play Therapist Behaviour
• Support Service Sensory Support Service Community Paediatrician
How will I be given information about my child? How can I express my views about my child?
At our school we are keen to develop our partnership with parents.
Throughout the year there are planned opportunities for teachers and the SENCo to talk to parents about their children.
Individual Education Plans are used to set the children's targets. These will be sent home to parents so they can see what their child is working on next. These plans are reviewed with the class teacher.
If your child has an Education Health Care Plan, Person Centered Reviews will be held. A Person Centered review is a continual process of listening and learning about what is important to and for the person, now and in the future with family, friends and professionals working together to make this happen. The review looks at what’s working and not working, what’s important to the person now and in the future, and agrees outcomes for change.
We also offer other opportunities to discuss your child and express your views. These involve
• Parents coffee mornings/drop ins.
• SEN Parent group meetings.
• The school’s parent focus group.
• The class teacher is always available at the end of the school day.
• If an outside agency is involved with your child they send information to you in a report.
Throughout the year there are planned opportunities for teachers and the SENCo to talk to parents about their children.
Individual Education Plans are used to set the children's targets. These will be sent home to parents so they can see what their child is working on next. These plans are reviewed with the class teacher.
If your child has an Education Health Care Plan, Person Centered Reviews will be held. A Person Centered review is a continual process of listening and learning about what is important to and for the person, now and in the future with family, friends and professionals working together to make this happen. The review looks at what’s working and not working, what’s important to the person now and in the future, and agrees outcomes for change.
We also offer other opportunities to discuss your child and express your views. These involve
• Parents coffee mornings/drop ins.
• SEN Parent group meetings.
• The school’s parent focus group.
• The class teacher is always available at the end of the school day.
• If an outside agency is involved with your child they send information to you in a report.
What do I do If I have a concern or a complaint? my child?
• Meet with the class teacher to raise your concerns.
• If you are unhappy with the outcome of this meeting the next step would be to arrange a meeting with the SENCo.
• Where there is an unsatisfactory outcome with the SENCo meeting please raise your issues with a Senior member of staff who will look to resolve your issue as soon as possible.
• A copy of the school’s complaints policy can be obtained from the school website or the school office.
• If you are unhappy with the outcome of this meeting the next step would be to arrange a meeting with the SENCo.
• Where there is an unsatisfactory outcome with the SENCo meeting please raise your issues with a Senior member of staff who will look to resolve your issue as soon as possible.
• A copy of the school’s complaints policy can be obtained from the school website or the school office.
How does the school evaluate their special needs provision?
We use Raise online annually to look at SEND results in comparison with National data.
We also use our tracking information and have termly pupil progress meetings. In the pupil progress meetings each teacher has to say how effective provision has been, what interventions are required and what they will do in class to support children who are below expectations.
When we do monitoring (book looks, pupil conferencing, observations) we look at provision for SEND children and evaluate its effectiveness.
We also use a range of assessment tools at Wheelers Lane Primary School.
• Speech Link
• Classroom Observations
• Language and Literacy tool Kit
• Maths Toolkit
• Intervention data
We also use our tracking information and have termly pupil progress meetings. In the pupil progress meetings each teacher has to say how effective provision has been, what interventions are required and what they will do in class to support children who are below expectations.
When we do monitoring (book looks, pupil conferencing, observations) we look at provision for SEND children and evaluate its effectiveness.
We also use a range of assessment tools at Wheelers Lane Primary School.
• Speech Link
• Classroom Observations
• Language and Literacy tool Kit
• Maths Toolkit
• Intervention data
- How do we: Assess your child, Plan their learning, Teach your child, Review their progress.
- How do we support your child with Social and Emotional needs?
- How is my child involved in wider school activities?
- What equipment and facilities do you have to support SEND children?
How do we: Assess your child, Plan their learning, Teach your child, Review their progress.
Parents are equal partners with school and should be involved in the co-production of planning and reviewing to meet their children’s needs. Parents will have the opportunity to discuss progress and attainment with teachers termly. If a child has additional needs, a joint appointment with the class teacher and Inclusion Manager can be booked.
Additionally, an appointment can be made to discuss any concerns with the class teacher and/or the Inclusion Manager throughout the year. At these appointments, actions for all parties may be planned in consultation with parents to remove barriers for learning and enable progress. Children who have complex needs, may have an Individual Education Plan written with the parent and targets agreed with the child.
Additionally, an appointment can be made to discuss any concerns with the class teacher and/or the Inclusion Manager throughout the year. At these appointments, actions for all parties may be planned in consultation with parents to remove barriers for learning and enable progress. Children who have complex needs, may have an Individual Education Plan written with the parent and targets agreed with the child.
Access
A clear analysis of needs is made by class teachers, teaching assistants, inclusion manager, interventions manager, learning mentors, parents and pupils.
Assessments are made through:
• Observations and discussions by school staff.
• Listening to parents, carers and children.
• Information from previous schools or settings
• Pupil progress reviews
• SEND math's and Literacy tool kit
• Language based assessments
• School based assessments
• Specialised assessments carried out by school support services and SENCO
• Information from medical professionals and other outside agencies
Assessments are made through:
• Observations and discussions by school staff.
• Listening to parents, carers and children.
• Information from previous schools or settings
• Pupil progress reviews
• SEND math's and Literacy tool kit
• Language based assessments
• School based assessments
• Specialised assessments carried out by school support services and SENCO
• Information from medical professionals and other outside agencies
Plan
Plan - following assessment, a plan of action is agreed and will include:
• Termly outcomes/targets for the pupil
• Adjustments, support and interventions to be put in place
• A date for review
We aim for planning to be pupil centered and outcomes/targets recorded.
• Termly outcomes/targets for the pupil
• Adjustments, support and interventions to be put in place
• A date for review
We aim for planning to be pupil centered and outcomes/targets recorded.
Do
All the pupil’s teachers and support staff are made aware of the plan and implement the adjustments, support and interventions. At Wheelers Lane Primary School teachers are responsible for:
• differentiating and personalising the curriculum
• delivery of ‘additional and different’ provision for a pupil with SEN linking interventions to classroom teaching
• additional and different provision comes in the form of Universal - Quality First Teaching, Targeted - , group targeted support Specialist - 1:1 specialist support. The interventions at Specialist are all research based interventions.
• differentiating and personalising the curriculum
• delivery of ‘additional and different’ provision for a pupil with SEN linking interventions to classroom teaching
• additional and different provision comes in the form of Universal - Quality First Teaching, Targeted - , group targeted support Specialist - 1:1 specialist support. The interventions at Specialist are all research based interventions.
Review
The quality, effectiveness and impact of provision is evaluated by the review date.
This includes:
• Using pre and post intervention data e.g. reading ages, standardised scores.
• School progress data
• Observations (qualitative data)
• Transference of skills across the curriculum
• Sharing information with pupil and parent/carers and seeking their views. The cycle then starts again at assess with the updated needs of the pupil being considered before planning a continuation of or change to provision.
• Using pre and post intervention data e.g. reading ages, standardised scores.
• School progress data
• Observations (qualitative data)
• Transference of skills across the curriculum
• Sharing information with pupil and parent/carers and seeking their views. The cycle then starts again at assess with the updated needs of the pupil being considered before planning a continuation of or change to provision.
How do we support your child with Social and Emotional needs?
Within school we have a learning mentor.
There are also other outside agencies we involve to support us and the children. These include:
• Play Therapy
• Educational Psychology Service
• Forward thinking Birmingham and STICK Team
There are also other outside agencies we involve to support us and the children. These include:
• Play Therapy
• Educational Psychology Service
• Forward thinking Birmingham and STICK Team
How is my child involved in wider school activities?
We enable pupils with SEND to engage in the activities of the school, together with children who do not have SEND, in the following ways:
• Additional adult support is provided to ensure they can participate in any off site extra-curricular activities.
• The School Council has an SEND representative.
• Additional adult support is provided to ensure they can participate in any off site extra-curricular activities.
• The School Council has an SEND representative.
What equipment and facilities do you have to support SEND children?
We currently possess the following equipment and facilities to assist pupils with SEND:
• Disabled parking bays for parents, we have an accessible approach and procedures in place for disabled children to enter and exit the premises.
• We have appropriate signage around the school to meet the needs of a range of disabilities.
• We have an accessible lift and mobility aids on handrails and stairs.
• Lunch times are inclusive, in that we have accessible canteen facilities which promote independence and children are allowed to sit with their friends, (dinners and sandwiches are not separated).
• The outside environment is accessible to all children
• Classrooms are fitted with lowered acoustically treated ceilings.
• Lighting is of good quality and appropriate for the visually impaired.
• Whiteboards/screens are LED screens and backgrounds are adapted to support dyslexic children.
• We have group rooms which provide a quiet and undisturbed space for interventions.
• We have personal care facilities available if they are needed and appropriate care plans are put in place if they are needed.
• We provide a Gross motor group which has specialist equipment to help develop core stability.
• Specialist equipment and intervention is also offered to children with fine motor difficulties. The Occupational therapists also support and advise on how to support this area of need.
• Disabled parking bays for parents, we have an accessible approach and procedures in place for disabled children to enter and exit the premises.
• We have appropriate signage around the school to meet the needs of a range of disabilities.
• We have an accessible lift and mobility aids on handrails and stairs.
• Lunch times are inclusive, in that we have accessible canteen facilities which promote independence and children are allowed to sit with their friends, (dinners and sandwiches are not separated).
• The outside environment is accessible to all children
• Classrooms are fitted with lowered acoustically treated ceilings.
• Lighting is of good quality and appropriate for the visually impaired.
• Whiteboards/screens are LED screens and backgrounds are adapted to support dyslexic children.
• We have group rooms which provide a quiet and undisturbed space for interventions.
• We have personal care facilities available if they are needed and appropriate care plans are put in place if they are needed.
• We provide a Gross motor group which has specialist equipment to help develop core stability.
• Specialist equipment and intervention is also offered to children with fine motor difficulties. The Occupational therapists also support and advise on how to support this area of need.
- How will my child’s views be heard?
- How can I support my child ?
- How do you support me and my child when they change classes or move schools?
- Who is the SEN Governor and what is their role?
- What support is available in addition to the schools offering?
How will my child’s views be heard?
Staff will seek Pupil Voice through regular consultation with children in class, in small group and on an individual basis
How do we achieve this at Wheelers Lane?
• Children are involved in creating their own pupil profiles and IEPs.
• They contribute to Person Centred reviews
• They have ownership over rewards and sanctions
• They have a voice on the school council
• They have a learning Mentor or Buddy to talk to.
• They have designated time out places to go to if they choose.
• They have the chance to respond to feed back about their work.
• They contribute to Person Centred reviews
• They have ownership over rewards and sanctions
• They have a voice on the school council
• They have a learning Mentor or Buddy to talk to.
• They have designated time out places to go to if they choose.
• They have the chance to respond to feed back about their work.
How can I support my child ?
Parents are equal partners with school and should be involved in the co-production of planning and reviewing to meet their children’s needs. Parents will have the opportunity to discuss progress and attainment with teachers termly. If a child has additional needs, a joint appointment with the class teacher and Inclusion Manager can be booked.
Additionally, an appointment can be made to discuss any concerns with the class teacher and/or the Inclusion Manager throughout the year. At these appointments, actions for all parties may be planned in consultation with parents to remove barriers for learning and enable progress. Children who have complex needs, may have an Individual Education Plan written with the parent and targets agreed with the child.
Additionally, an appointment can be made to discuss any concerns with the class teacher and/or the Inclusion Manager throughout the year. At these appointments, actions for all parties may be planned in consultation with parents to remove barriers for learning and enable progress. Children who have complex needs, may have an Individual Education Plan written with the parent and targets agreed with the child.
- You can support your child by
- Cognition and Learning needs
- Communication and Interaction needs
- Emotional, Mental and Social Health
- Physical and sensory needs
You can support your child by
• By attending meetings and parent’s evenings
• Contacting teacher/ Inclusion Manager if you have any concerns or you notice changes
• Praise and recognise your children’s strengths.
• Listen to your child read and take them to the local library regularly
• Set up a quiet place for your child to engage in home work and make time to give support when needed
• Get into good routines at home, limit TV/ computer time, ensure your child has ample sleep, a good diet and time for stimulation and exercise.
• Think about clubs e.g swimming, sport clubs or scouts, that you child will enjoy and participate in and learn new skills
• Take your child on outings, locally or further afield
• Talk to your child and give them time to respond
• "Little and Often" has a big impact. Make reading and games fun
• By attending meetings and parent’s evenings
• Contacting teacher/ Inclusion Manager if you have any concerns or you notice changes
• Praise and recognise your children’s strengths.
• Listen to your child read and take them to the local library regularly
• Set up a quiet place for your child to engage in home work and make time to give support when needed
• Get into good routines at home, limit TV/ computer time, ensure your child has ample sleep, a good diet and time for stimulation and exercise.
• Think about clubs e.g swimming, sport clubs or scouts, that you child will enjoy and participate in and learn new skills
• Take your child on outings, locally or further afield
• Talk to your child and give them time to respond
• "Little and Often" has a big impact. Make reading and games fun
Cognition and Learning needs
• Memory games – shopping game, Kims game
• Jigsaw Puzzles and spot the difference
• Building and copying patterns
• Practising counting in doors on when out and about,
• spotting numbers in the environment (house/ bus numbers)
• Number games, (fizz bang, hopscotch)
• Reading books, retelling favourite stories
• Using toys/puppets/ drawing pictures to tell stories
• Practising letters sounds or flashcards
Communication and Interaction needs
• Give your child time to talk and give them plenty of time to respond
• Don’t correct your child by saying, "No", but repeat it after correctly
• Give them a good routine, showing them visually and talking about changes before they happen
• Read to them
• Tell them stories
• Limit TV/ computer time
Emotional, Mental and Social Health
• Give them a good routine, and talk about changes before they happen
• Give clear instructions
• Limit instructions to simple language, clear and one at a time
• Ask school for advise
• Attend Pause drop in
• Praise and share your child’s successes
• Spot the times they are being good
• Smile, hug and give some time to spend with your child
Physical and sensory needs
• Motor skills:
• Running, skipping, climbing
• Going to the park
• Bike/ scooter riding
• Chalking/ painting
• Play dough
• Play with squeezy bottles in the bath
• Colouring and drawing for fun
• Dancing/ hopscotch
• Cutting and making collages
How do you support me and my child when they change classes or move schools?
If your child is anxious about transition to their new class, we provide:
Transition booklets, additional visits, and Pupil profiles.
Depending on your child’s needs we will make a personalised transition support package for them. We will also seek advice from outside agencies if needed.
The transition to secondary school involves:
The class teacher and the SEND team meeting with a designated member of staff from the Secondary school. Your child’s individual needs will be discussed and plans to put them in place identified. They will then meet your child and discuss what your child is anxious about so they know how best to support them.
Who is the SEN Governor and what is their role?
Our SEN Governor is Mrs Tomina Naureen.
Her role is to Raise awareness of SEND issues at GB meetings and support SENCo.
• Provide information to Governing body regarding the quality and effectiveness of SEN and disability provision within the school
• She helps to review the school’s policy on provision for pupils with SEND and assure the Governing body that the school website publishes the schools SEND report
• Ensure that the school’s notional SEN budget is appropriately allocated to support pupils with SEN
What support is available in addition to the schools offering?
In addition to the schools offering Parents can seek advice and support from:
The Local Offer in Birmingham website
https://www.localofferbirmingham.co.uk/
Autism West Midlands
https://autismwestmidlands.org.uk/
SENDIAS
https://www.birmingham.gov.uk/SENDIASS
Forward Thinking Birmingham
https://forwardthinkingbirmingham.nhs.uk/