Little Bloxwich C of E Primary School

•  If your child joins our school with a recognised special educational need or disability, we work closely with individuals familiar with them, utilising existing information to identify possible learning obstacles within our educational setting and develop appropriate support plans.
• Should you suspect your child has a special educational need, we engage in discussions with you and proceed to assess your child accordingly. These assessments are typically conducted in-house, though we may also seek guidance from specialised services such as Educational Psychologists, Speech Therapy, School Health, or North Star Inclusion Advisory Services. We ensure transparent communication of our findings and outline the subsequent steps we intend to take.
• In instances where teachers identify a special educational need in your child, prompt action and adjustment of our provisions are crucial to addressing concerns and guiding children toward success. We closely observe your child’s learning behaviours and their adaptability within our learning environments, evaluate their comprehension of school activities, and utilise assessments where appropriate to pinpoint areas of difficulty. This process aids us in understanding the underlying reasons for any challenges. Should any concerns arise regarding your child, their class teacher or the school’s Special Educational Needs Coordinator (SENDCo), Jill Smith, will promptly reach out to you.

• ·       Our approach is always family centred, ensuring that decisions directly involving you or your child are made collaboratively, adhering to the principle of “no decision about me without me.”
• Effective communication between home and school is crucial for ensuring consistency in strategies and approaches to behaviour and learning. We prioritise this aspect and collaborate with you to ensure that we are all supporting your child in a unified manner, thereby facilitating their progress.
• As necessary, we will develop and revise Individual Education Plans (IEPs) in collaboration with students and their parents/carers, ensuring transparency and accessibility by providing you with a copy. These plans will be reviewed every 12 weeks, while targets are consistently reassessed on a daily basis.
•  Homework serves as a means to reinforce and practice new activities that may pose a challenge to students. Should you have any concerns regarding homework, please consult your child’s class teacher. In the event that your child encounters a specific difficulty, we may request your assistance with tasks at home to enhance the teaching and support provided in school. Homework assignments are tailored according to each child’s individual needs.
• Parents are encouraged to reach out to the school and schedule appointments to speak with staff members whenever necessary. Our staff are generally available at the end of most school sessions to address any concerns you may have about your child or to exchange information that either party believes would be beneficial.
• When deemed suitable, children facing communication difficulties are given a home-link book. This book informs you about the activities your child has been engaged in at school, facilitating discussions at home. Your child’s teacher will fill it out accordingly, and we kindly request parents to respond, ensuring that you are aware of the contents written in there.

In our school, we uphold the principle that all children are entitled to receive Quality First teaching in the classroom, ensuring that activities are tailored to meet their individual learning needs. Additionally, we provide further support based on each child’s specific requirements, which may include:

• Allocated Time for Intervention: We schedule dedicated time for one-on-one or small group interventions, both within and outside the classroom environment.
• Teaching Assistant (TA) Support: TA’ s provide support within the year group, facilitating small group interventions both inside and outside the classroom, as well as offering one-on-one interventions when necessary.
• Specific Activities to Achieve IEP Targets: We implement targeted activities within the classroom to work towards Individual Education Plan (IEP) targets.
• Additional Support Staff: Our team of skilled support staff is equipped to address a wide range of educational, social, and emotional needs. They conduct small group or one-on-one sessions tailored to the requirements of pupils with special educational needs or disabilities.
• Speech & Language Support: We offer specialised support for children with speech and language difficulties through programs like Wellcomm and access to relevant resources.
• Parent Support Advisor: Jackie Robinson, our dedicated Parent Support Advisor, is available to provide assistance and guidance to families, regardless of the scale of the issue.
• Data Analysis for Progress Monitoring: Our assessment coordinator and head teacher, Ellen Taylor, analyse pupil performance data regularly to ensure that every child is making optimal progress.
• Educational Psychologist Support: We collaborate with a dedicated Educational Psychologist from the local authority, who visits our school regularly to observe, assess, and provide advice and support to both the school and families.

Through these various forms of support and collaboration, we strive to create an inclusive and nurturing environment where every child can thrive academically and personally.

• Our staff create personalised resources for pupils with special educational needs, tailored to support their specific learning targets and reflect the learning undertaken by their peers. These resources are also provided to parents for reinforcement of teaching and support given in school. Homework assignments are differentiated based on each child’s individual needs.
• We offer a wide range of reading material to appeal to both aural and visual learners, along with specialist “catch-up” schemes to revise lost learning. ICT equipment is utilised to motivate pupils and facilitate access to learning. Workstations, picture and symbol timetables, and equipment like countdown timers are used for pupils who require them.
• We seek advice and equipment from outside agencies as needed. A variety of software is employed on our school learning platform to assist pupils in engaging with difficult subjects, practising basic skills, and progressing toward independence.
  For children with communication difficulties, key rings containing Makaton signs are utilised, and signs and symbols are displayed throughout the school. Visual timetables are provided in every classroom.

• Our staff are trained in a variety of approaches to adapt to a range of Special Educational Needs (SEN), including:
• Specific Learning Difficulties (including dyslexia): We are equipped to support students with specific learning difficulties.
• Makaton Training: Designated staff have received training in Makaton, a communication system that uses signs and symbols to support individuals with communication difficulties.
• Adapted Teaching Methods: We employ various teaching methods tailored to the needs of both groups and individual pupils. This includes techniques such as Picture Exchange Cards (PECS), objects of reference, intensive interaction, and individual workstation tasks.
• Inclusive Education: We prioritise inclusivity, striving to teach children alongside their peers whenever possible. Teachers constantly adapt their teaching to accommodate students’ needs and may plan individualised timetables when necessary. Additional support is provided in small groups outside the classroom or through one-to-one assistance.
• Resource Adaptation: Staff are trained to adapt resources to provide either greater support or to challenge students appropriately, ensuring every child can achieve their best.
• Additional Schemes/Materials: We utilise supplementary schemes and materials to ensure work is appropriately levelled for pupils with special educational needs or those who are gifted and talented.
• Intervention Groups: We organise intervention groups to support students at risk of falling behind their peers, providing targeted assistance to address specific learning needs.
• Visual Timelines: Personal and class visual timelines are used to help children understand upcoming activities or parts of the day, providing structure and support for their learning experience.

• In our Early Years Foundation Stage (Nursery and Reception), we track progress against the Early Years Foundation Stage ages and stages of child development.
• For Key Stage One, we utilise the Birmingham toolkit to assess progress in smaller steps than the usual national curriculum levels.
  We use a comprehension tracking system to monitor pupil attainment and progress against targets, updating this information every term and making it available to parents at each parent consultation meeting.
• At termly parent consultation meetings, we gather the views of parents and carers and make notes of important points to revisit at subsequent meetings to review progress.
• Parents of children with special educational needs are invited to special review meetings each term, where progress is discussed, and individual education plans with small step progress targets are set in consultation with parents and other professionals involved in the child’s care and education.
• Our assessment coordinator analyses the progress of every child each term, and these results are discussed with class teachers. Teachers plan targeted interventions for all children whose progress is causing concern, and individual education plans are written for children whose needs fall outside normal classroom differentiation. We adapt our teaching to suit the needs of individuals wherever possible, following the philosophy of Howard Gardiner: “If children can’t learn the way we teach, perhaps we should teach the way they learn.”
• We continuously assess pupil progress in each lesson using assessment for learning, observation, and marking to ensure that each child is making progress and receiving appropriate support.

By integrating insights gathered from monitoring activities such as learning walks, book reviews, and student discussions, we tailor Continuing Professional Development (CPD) opportunities to meet the specific needs of our staff.

Our school maintains a comprehensive induction policy for new staff members, ensuring they are equipped with the necessary knowledge and skills to excel in their roles.

Aligned with our school priorities of reading, emotional wellbeing, and language development, regular refresher training sessions are provided to all staff throughout the academic year.

Each term, at a minimum, dedicated staff meetings are allocated for Special Educational Needs and Disabilities (SEND) training. These sessions are facilitated by our school’s Special Educational Needs Coordinator (SENCO) and may involve collaboration with external agencies such as the NHS Speech and Language Therapy (SALT) team, NIAT, and the Early Years SEN team. The training content can range from individualised support for specific students to broader topics related to SEND provision.

Furthermore, specific staff members receive specialised training to enhance their capacity in planning for and addressing the needs of children with more complex requirements. This targeted training ensures that our team is well-prepared to support the diverse needs of all our students.

• We have access to a range of specialist teachers and support staff who provide advice and assistance in accessing the curriculum and addressing Special Educational Needs and Disabilities (SEND). This includes support for areas such as speech, language, and communication; hearing impairment; visual impairment; behaviour-related needs; severe learning difficulties; and autism.
• For social, emotional, and mental health support, we have an in-house staff member trained in the FRIENDS program, as well as courses in meditation and drawing and talking therapy. She is also a qualified ELSA practitioner. These programs offer children the opportunity to express their thoughts and feelings in a supportive environment
• We receive support from local authority services for training, policy development, and funding. Additionally, our Local Authority provides Education Psychologist support for assessment, advice, and training.
• During the transition from Nursery to Reception, we ensure extra visits are made to get to know specific children and their families to ensure a smooth transition into school.
• Our Education Welfare Officer and Parent Support Advisor work closely with staff, pupils, and families to improve attendance and punctuality.
• We receive support from speech and language therapy (SALT) and can refer pupils for assessment if therapy is deemed necessary.
• We collaborate with the School Health Advisor and have a designated School Nurse allocated to our school.
• Occupational Therapy services are available for pupils needing assessment for issues such as special seating or advice on exercise programs. They also provide guidance to school staff on meeting the needs of pupils with disabilities.
• We conduct regular reviews of pupils’ progress and collaborate with parents and pupils, when appropriate, to make teaching more effective and learning easier. These discussions involve setting goals and determining actions to support each student’s individual needs.
• We also work closely with NHS Reflexions to support young people who need extra support around social, emotional and mental health issues.

We provide inclusive opportunities for pupils with Special Educational Needs and Disabilities (SEND) through various activities and clubs

•  Breakfast Club: Our Breakfast Club is staffed with trained personnel capable of caring for pupils with SEND. This inclusive club is available to all students across the school.
• Lunchtime and After-School Clubs: All children are encouraged to participate in lunchtime and after-school clubs. Information about the clubs we offer can be found on our website or in letters sent home to parents.
• Educational Visits and Guest Speakers: We organise educational visits and invite guest speakers to enrich the curriculum. Pupils with SEND are actively included in these activities, and we provide support staff to ensure their full participation. We make sure that all enhanced school provisions are accessible to all students.
• Communication with Parents: We maintain open communication with parents regarding their children’s attendance and behaviour. This ensures that parents are informed and involved in their child’s school experiences.

Through these initiatives, we strive to create an inclusive and supportive environment where all students, including those with SEND, can participate fully in school activities and experiences.

We facilitate a smooth transition for children joining our school through a series of supportive measures:

• Visit to Current Setting: Each new child is welcomed into our school community with a visit to their current setting by their key worker. This is followed by a meeting at our school to introduce them to the staff and familiarise them with the environment.
• Parent and Child ‘Taster’ Session: In the second half of the summer term, before their September start, we organise a parent and child ‘taster’ session to help children acclimate to the school environment and meet their peers.
• Summer Holidays Scrapbook: Before starting Reception, pupils and their parents or carers create a scrapbook of memories and items of interest to share with staff, fostering a sense of belonging and connection.
• Transition Support: Transition to Reception and subsequent year groups is supported through meetings, information leaflets, and taster sessions in each new class to help children adjust to their new surroundings.
• Mid-Term Joiners: Parents and children joining our school mid-term are encouraged to visit before they start to familiarise themselves with the school environment.
• Observation Visits: When pupils joining us from other settings have identified special educational needs, we arrange visits to observe them in their familiar environment to better understand their needs and support requirements.
• Encouragement for Parental Communication: We encourage parents to communicate with us if they feel they need more support during the transition process.
• Support with Secondary School Selection: We assist children and families in choosing an appropriate secondary school by offering advice and arranging extra visits to schools if needed, ensuring a smooth transition to the next stage of education.

• Funding is allocated to schools for all pupils with special educational needs, allowing us to fulfil their requirements, including the provision of necessary equipment. In cases where pupils have a high level of need, the Local Authority provides additional funding to supplement this support.
• Should a pupil’s education, health, and care plan (EHCP) highlight a requirement significantly diverging from the norm, extra funding will be assigned by the Local Authority.

The school boasts an exceptional pastoral team dedicated to overseeing the welfare of all students. To ensure the promotion of personal, social, and emotional well-being, they collaborate on various initiatives:

• Curriculum Enhancement: They ensure the curriculum equips students with the necessary knowledge, understanding, and skills to bolster their emotional and social well-being.
• Parental Collaboration: Working closely with parents, they address the individual needs of each child where appropriate.
• Targeted Interventions: The team conducts 1:1 or small group interventions for identified students, leveraging the expertise of our trained staff members including Jackie Robinson who is certified in Emotional Literacy Support (ELSA).
• Feedback Collection: Regular input from students and parents is gathered to inform their support strategies.
• Mental Health Advocacy: An appointed advocate for mental health liaises with class teachers to devise effective strategies for students requiring additional support. They may also conduct individual work with children as needed.
• Anti-Bullying Measures: The school maintains an Anti-Bullying Policy aligned with Local Authority guidelines. This policy dictates the reporting and resolution procedures for all bullying incidents. Anti-bullying lessons are integrated into the PSHE and ICT curriculum, with active participation in National Anti-Bullying Week.
• Emotional Support: The school aids students in recognising and expressing emotions, fostering social connections, building friendships, and cultivating emotional resilience in a safe environment.
• Family Support: Support sessions, coffee mornings, and external training opportunities are extended to families. Additionally, the school offers signposting and assistance in accessing various community services.

Children in care participate in termly Personal Education Plan (PEP) meetings, where all relevant professionals convene to discuss individualised targets, progress, and concerns.

During these meetings, identified Special Educational Needs and Disabilities (SEND) are thoroughly discussed. The team ensures that set targets are both suitable and achievable, and plans are devised to provide the necessary provisions for success. Additional funding is requested through each Local Authority’s Pupil Premium allocation to support these plans.

Close collaboration occurs with social workers and the Local Authority’s virtual school teams to ensure that comprehensive plans and support systems are established for the well-being and academic progress of children in care.

• We prioritise listening to children’s preferences regarding their learning methods. Their input holds significance and influences our teaching practices.
• Children are informed about the available support network within the school, and they know whom to approach if they have worries or concerns. Our open-door policy ensures they have access to the Head Teacher whenever needed.
• During unstructured times like lunchtime, we maintain a high staffing level to ensure children receive adequate supervision and support. Our sports coach engages children in play activities during lunchtime, promoting physical activity and social interaction.
• Parents are always encouraged to engage with the school and discuss any concerns, no matter how minor they may seem. We believe in the adage “A problem shared is a problem halved. A problem identified is a problem solved.”
• Parents are welcomed as volunteers in classrooms, providing invaluable assistance that enriches our educational provision and underscores our commitment to collaborative partnership.
• Our Parent Support Advisor is available throughout the day, offering assistance and support to parents as needed.

• Our inclusive philosophy is dedicated to supporting parents of children with special educational needs or disabilities, ensuring their child’s journey through our school is smooth, successful, and free from anxiety. We highly value your input, as it enriches our practices, and it’s crucial that your views are heard and that you’re satisfied with the outcomes of our collaboration. 
• Our SENCO (Special Educational Needs Coordinator) and Parent Support Advisor can connect parents with a diverse range of support groups tailored to the specific needs of your child. Please visit the school and discuss your requirements, and we will be happy to assist you. 
• Walsall SENDIAS are also available to support parent, they can be contacted via  walsallsendiass@family-action.org.uk or 0808 802 6666

After termly assessments, the school conducts provision planning meetings involving key staff members such as the class teacher, Key stage leaders, and SENCO, with possible participation from other members of the leadership team. These sessions focus on evaluating the effectiveness of existing high-quality teaching strategies, reviewing interventions that have been implemented, and identifying priorities for provision in the upcoming term.

Any interventions implemented, particularly those that deviate from the standard provision for the majority of students, are meticulously documented and assessed to gauge their impact on student progress.

Additionally, the SENCO and Speech and Language Therapist (SALT) convene for regular meetings to assess and refine the provision for students with Speech, Language, and Communication Needs (SLCN), determining which students require targeted support.

Our school operates an open-door policy to ensure that parents can easily address their concerns. Here’s the process for escalating concerns:

• Class Teacher: Your child’s class teacher is your first point of contact and is available at the end of every school day to address any concerns you may have.
• Parent Support Advisor or SENCO: Our Parent Support Advisor and Special Educational Needs Coordinator (SENCO) are also available to listen to your concerns and provide support.
• Head Teacher: If you are not satisfied with the resolution provided by the class teacher, Parent Support Advisor, or SENCO, you may speak to the Head Teacher at any time.
• School Governors: If your concerns are not addressed by the Head Teacher, you have the option to speak to any of our school governors. There is a designated governor responsible for Special Educational Needs and Disabilities (SEND), whose contact information can be obtained through the school office.

If your concern involves the local authority:
Contacting the Local Authority: Similar to addressing concerns within the school, you can follow a similar path with the local authority. The Head Teacher will log and track your complaint.
The local authority offer can be found at http;//www.mywalsall.org/fis/Walsall-send-offer/The SEND Local Offer (Walsall.gov.uk)