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SEND

SEND Information report

At Westminster Primary we strive to support all children to enable them to achieve at school. All pupils are equally valued and encouraged to fulfil their potential. Parents are recognised as partners in their children’s learning and as such are made welcome in school, consulted and kept fully informed. Special needs has a high profile at Westminster Primary School.

Our accessibility plan is located at the bottom of this page.

Click on the questions below to view its answer

What kinds of special educational needs does the school make provision for? What type of provision does the school make and how do they know it works? 

Types of need and what that could look like:

Cognition and Learning

Examples of support in our school:

  • Differentiated curriculum planning activities, delivering and outcome.
  • Pre teaching of strategies, concepts and vocabulary.
  • Awareness of learning styles visual, auditory and kinesthetic approach
  • 1:1 support led by SEN teaching assistants.
  • Use of different groupings (mixed ability teams, talking partners, ability groups)
  • Visual timetable, aids, labels and modelling as well as classroom displays- working walls, magpie ideas, interactive and tactile resources

How we check it is working:

  • Ongoing observations and feedback from staff
  • Termly review
  • Pupil views

Types of need and what that could look like:

Communication and Interaction

Examples of support in our school:

  • Welcome being used to assess children on their language.
  • Talk partners in reception class in small groups
  • Pre-learning and over-learning opportunities to introduce and rehearse new learning.
  • Individualised speech therapy.

>How we check it is working:

  • Ongoing observations and feedback from staff
  • Termly review
  • Pupils view

Types of need and what that could look like:

Social, emotional, and mental health difficulties

Examples of support in our school:

  • Buddy system on the playground and circle of friends.
  • Weekly SEAL theme during assembly 
  • Use of talk partner
  • SEAL in class group and 1:1

How we check it is working:

  • Ongoing observations and feedback from staff
  • Termly review
  • Pupil views

Types of need and what that could look like:

Sensory and/or physical needs

Examples of support in our school:

  • Resources provided for individual children and their needs i.e. magnifiers, enlarged print tests, pencil grips
  • Work differentiated to meet the needs of the children.
  • Classroom re-organised to suit the child’s needs
  • Building made accessible for children
  • Physical adjustments and support as necessary
  • Provision of specialist equipment and resources

How we check it is working:

  • Ongoing observations and feedback from staff
  • Termly review
  • Pupils views

We know when pupils need help if:

  • Concerns are raised by parents/carers, teachers or the child.

How does the school identify and assess Special Educational needs? 

The class teacher is the limited point of contact for responding to parental concerns. You can also contact Mrs Sherbaz who is the SENCo

Teaching and support staff will be able to accurately assess the level children are working at and differentiate the curriculum

We use the following to support children with additional needs to become independent learners:

  • Interventions 
  • One to one group support. 
  • SEN teaching assistant support 
  • SEN teaching assistant support 
  • Adapted tasks and resources 

Open and honest communication

  • We try to make the information about your child clear and easily understood
  • We ensure necessary people know about your child’s needs.
  • We hold regular termly meetings with parents so that you can find out how your child is doing in school
  • We operate an open door policy and you can make an appointment to speak to your child’s teacher or the SENCo at any point during the year.

How do the school know how much progress is being made by pupils with Special Educational needs? 

  • Your child’s progress is continually monitored by his/her class teacher
  • His/her progress is reviewed formally every term
  • SENCo monitors the data and attainment of the SEND data and informing teachers of possible next steps and interventions required.
  • The progress of children with a statement of SEND/EHC plan is formally reviewed at an annual review with all adults involved with their child’s education.

What extra-curricular activities can a pupil with special educational needs access at school? 

  • Activities and trips are available to all pupils.
  • Risk assessments are carried out and procedures are put in place to enable all children to participate.
  • However, if it is deemed that an intensive level of 1:1 support is required a parent or carer maybe be asked to accompany their child on a school trip if they choose to, however, we will do all we can to accommodate the child’s needs with additional support as necassary
  • As a school we are happy to discuss individual access requirements.
  • Ramps into school to make the building accessible to all.
  • 1 toilet adapted for disable users.
  • Wide doors in some parts of the building.

Does the school have special educational needs co-ordinator? If so who are they and how can someone get in touch with them? 

Hello and welcome to Westminster Primary School Special Educational Needs zone. My name is Mrs Sherbaz and I am the AHT Inclusion leader. I work with children, teachers, parents and agencies to ensure that our pupils’ needs are met.

If you have any concerns about your child you can come and speak to me. We do always encourage you to speak to your child’s teacher too. I work in school, every day, but sometimes I may be busy or may not be in school.

  • Speak to Mrs Kaur in the office to find out when I will be available
  • Make an appointment to see me or ask for a phone call.
  • You can also contact me on y.sherbaz@westmnst.bham.sch.uk
  • School contact number 464-2369 

What training does the staff in the school have in relation to pupils with Special Educational Needs? 

  • Level 1 autism training
  • Epipen and allergy medical training
  • Specific training for pastoral team i.e. behaviour, self-esteem, confidence building.
  • Behaviour support training for relevant staff
  • How to support children with sensory issues.
  • The school currently buys into the Behaviour Support Service. An experienced teacher visits the school regularly to give advice and support to teachers.
  • The school also buy into the Pupil Support Service. An experienced teacher visits the school to give advice on cognition and learning.
  • The school also buys into an Educational Psychology service. 

How do the school get more specialist help for pupils if they need it? 

At times it may be necessary to consult with outside agencies to receive their more specialised expertise.

How are parents of children and young people with Special Educational Needs involved in the education of their child? 

  • 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 effective strategies can be shared
  • The Inclusion Leader is available to meet with you to discuss your child’s progress or any concerns/worries you may have
  • Parent/carer workshops and coffee mornings are arranged throughout the year to encourage an open and relaxed forum where advice and ideas can be exchanged.
  • Plans will be reviewed with your involvement, each term. 

How are parents of children and young people with Special Educational Needs involved in the education of their child? 

  • 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 effective strategies can be shared
  • The Inclusion Leader is available to meet with you to discuss your child’s progress or any concerns/worries you may have
  • Parent/carer workshops and coffee mornings are arranged throughout the year to encourage an open and relaxed forum where advice and ideas can be exchanged.
  • Plans will be reviewed with your involvement, each term. 
  • Parent concern -> We will meet to provide a plan of support in school - > Provision made input from teacher, pupil Parent and SENCo - > If there are still concerns then the SENCo arranges for external agency support 

How are Pupils with Special Educational Needs involved in their own learning? 

  • Encouraging pupils to take responsibility for their own learning.
  • By developing awareness of various learning styles and teaching needs.
  • Children have ownership of their targets and work towards them to achieve the outcome.
  • Views of the child are sought and taken into account.

If a parent of a child with Special Educational Needs has a complaint about the school, how does the governing body deal with the complaint? 

Our governing body has a governor who is responsible for Special Educational Needs. Her name is Shebina Hussain. You can contact her by leaving a message in school.

How does the governing body involve other people in meeting the needs of pupils with Special Educational Needs including support for their families? 

The governing body in co-operation with the headteacher, has a legal responsibility for determining the policy and provision for pupils with special educational needs- it maintains a general overview and has appointed a representative (the SEN governor Mrs Hussain who takes a particular interest in this aspect of the school

Governors must ensure that:

  • Necessary provision is made for any pupil with SEN
  • They are fully informed about SEN issues so that they can play a major part in school.
  • SEN provision is an integral part of the school Development Plan 

Where can I find out more? 

IPSEA (ipsea.org.uk) is a registered charity offering free and independent advice to parents of children with special educational needs in England and Wales. IPSEA’s general advice line is 0800 018 4016

If you need to talk to someone you can contact your local parent partnership service who offer free, impartial, confidential information and advice to parents and carers of children and young people with special educational needs. You can find your local service here: Parentpatnership.org.uk or call 020 7843 6058

Contact a family (cafamily.org.uk) have a helpline for parents of children and young people with SEN- Helpline 0808 808 3555/email: helpline@cafamily.org.uk

How do the school support pupils with special educational needs through transition? 

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

If your child is moving to another school:

  • 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.
  • We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

  • 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 IEPs will be shared with the new teacher
  • If your child would be helped by a book to support them understand moving on, it will be made for them

In year 6:

  • The 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.
  • Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
  • 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. 

How can parents find the Birmingham Local Authority’s local offer? 

Birmingham.gov.uk/SEND

 There are many SEN terms that are abbreviated which can lead to confusion (even for us!). Below is a glossary of the most used SEN terms.

AAP

Attendance Advisory Practitioner

ADD

Attention Deficit Disorder

ADHD

Attention Deficit & Hyperactivity Disorder

ASD

Autistic Spectrum Disorder

BESD

Behavioural Emotional & Social Difficulties

CAF

Common Assessment Framework

CAMHS

Child & Adolescent mental Health Service

COP

Code of Practice

CP

Child protection

DCD

Developmental Co-ordination Disorder

EAL

English as an Additional Language

EP

Educational Psychologist

FSM

Free School Meals

HI

Hearing Impairment

IEP

Individual Education plan

ISR

In School Review

KS

Key Stage

LAC

Looked After Child

LEA

Local Education Authority

MLD

Moderate learning Difficulty

NC

National Curriculum

OT

Occupational Therapist

PSP

Pastoral Support Programme

SaLT

Speech & language Therapy

SEN

Special Educational Needs

SEND

Special Educational Needs & Disability

SENCo

Special Educational Needs Co-ordinator

SPLD

Specific Learning Difficulty

VI

Visual Impairment

SS

Sensory Support

TAF

Team around the Family

TAC

Team around the child

BSS

Behaviour Support Service

EHC

Education Health Care Plan