SEND

School SEN Information report

All schools are required to publish an SEN report which outlines their graduated approach to identifying and supporting pupils with SEN. 

I asked some parents to evaluate the usefulness of our report and they made the following comments: “Very informative;” “Questions and answers are very clear;” “It was really useful to read;” “It is good to know that I can read this before coming into school.”

SEN Policy - All schools must publish a school SEN policy to describe the school provision for pupils with SEN.

Accessibility Plan - All schools must comply with government legislation and have an Access Audit and an Accessibility Plan which is reviewed every 3 years.  The purpose of this plan is to show how this school intends, over time, to increase the accessibility of our school for disabled pupils. Definition of Disability: ‘A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities.’

SEN and Disability Code of Practice 0-25 years - Published June 2014. This is statutory guidance for organisations which work with and support children and young people with special educational needs or disabilities.  It relates to part 3 of the Children and Families Act 2014.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

Birmingham’s Local Offer - As a result of the Children’s and Families Act 2014 it is the responsibility of the local authority to develop and publish a Local Offer setting out the support they expect to be available for local children and young people with special educational needs (SEN) or disabilities.  

www.mycareinbirmingham.org.uk

 

Some of our parents’ feedback from recent Profile Reviews:

‘very happy with how settled my child is in Year 3, she is enjoying school.’

‘Her reading! Open communications.’

‘He has a very understanding TA, who understands the complexities and difficulties associated with autism.’

‘Maths, logic and reasoning improvements.’

‘Reading and spelling improvements over the last year.’

‘Progress made across the curriculum.’

‘Pleased with transition from infants to juniors.’

‘Good communication between us and teacher.’

What do our children say about support in school?

‘There is always someone I can go to if I’m worried.’

‘Pre-tutoring really helps me when I go into my lessons.’

‘Everyone in school helps me. I can talk to anyone.’

‘Interventions help me to get better at my learning.’

‘I like my teacher, she always helps me if I’m stuck.’

‘I love getting on to the challenges!’

The outside agencies that work closely with school have given us the following documents which you might find useful:

This link shows what to expect at your local school if your child has special educational needs:

The following link is for a document from the University of Edinburgh and is a recommendation for 'apps' which are available for I-Pad use. Although it refers to supporting children with dyslexia, it should prove to be of value for any child who has difficulties with reading, writing, memory, organisation and some numeracy skills.

Many children who struggle with concepts within any of these areas, do find that I.C.T. tools assist their learning.

Please let us know if you investigate this resource and find it beneficial to support your child’s learning.