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Special Educational Needs Policy (under review) and School Access Plan can be found in the policies section of this website.

Special Educational Needs information for Parents

Welcome to Stechford Primary School's Special Educational Needs information page. Here you will find all the information you need on how we can support you and your child.

Mrs Rogers is the school SENCO/Inclusion Manager. She can be contacted via the main school number - 0121 464 3245 - or via email enquiry@stechford.bham.sch.uk marked for the attention of the Inclusion Manager.

Mr I Bhatti is our school SEND governor and he can be contacted via the school office using the phone number or email above.

The information and layout of this page was reviewed in consultation with staff, parents and governors in December 2017.

  • 1. Who are the best people to talk to at Stechford Primary school about my child’s difficulties with learning, special educational needs or disability?

    · Talk to your child’s class teacher about your concerns.

    · It is likely that the class teacher will then discuss your concerns with Mrs Rogers, Inclusion Manager. You may then wish to arrange a meeting with Mrs Rogers. Please either ring the school on 0121-464-3245 or email: enquire@stechford.bham.sch.uk and mark for the attention of the Inclusion Manager.

    - Arrange an appointment, via the school office, to speak with the family support worker, Debbie May.

    - Arrange an appointment, via the school office, to speak with the in-house Speech and Languge Therapist.

    · If you continue to have concerns discuss these with the Headteacher.

  • 2. How will the school let me know if they have any concerns about my child’s learning, special educational needs or disability?

    · Your child’s class teacher may initially speak to you at the end of a normal school day and arrange a further time to discuss the concerns.

    · The class teacher may also talk to you about any issues at a parent/teacher consultation meeting.

    · The Inclusion Manager may contact you and arrange a meeting to discuss your child’s difficulties with learning or emotional well-being and any possible support strategies the school might be considering.

  • 3. How will the school consider my views and those of my child with regard to her/his difficulties with learning, special educational needs, emotional well-being or disabilities?

    · At Stechford Primary School we believe it is very important for parents/carers to be involved in all areas of their child’s learning and we actively encourage discussions. We believe, where appropriate, that it is essential to understand your child’s views on any difficulties they may experience with their learning and emotional well-being.

    · You will be able to share your views and discuss your child’s progress at regular meetings with the class teacher and others. These can be arranged through the office or a regular timetable of meetings can be drawn up in consultation with the Class Teacher and the Inclusion Manager.

    · If your child has an identified special educational need you will be invited to a termly meeting, with the Class Teacher and Inclusion Manager, to discuss current progress, support strategies being used and expected outcomes.

    · If your child has a Statement of special educational need or an Education, Health and Care plan (EHCP) you and your child will also be able to share your views at the Annual Review.

  • 4. How does Stechford Primary ensure the teaching staff are appropriately trained to support my child’s special educational needs, emotional wellbeing and/or disability?

    · At Stechford Primary we believe that your child’s learning needs will first be met through the quality first teaching delivered by her/his class teacher and the teaching team.

    · We regularly review the school training schedule and professional development for all teaching and support staff to ensure there is the appropriate expertise to support children with special educational needs.

    · Stechford Primary is proactive in ensuring that the teaching teams and where possible, all staff, have been trained in the needs of the current children attending the school; examples include training in teaching pupils with hearing impairments, working with children on the autistic spectrum and speech and language etc.

    · Specialist individual training from outside agencies is arranged when necessary.

    · All training and programmes are responsive to the needs of the children.

  • 5. How will the curriculum and the school environment be matched to my child’s needs?

    · At Stechford Primary we believe that your child’s learning needs will first be met through the quality first teaching delivered by her/his class teacher and the teaching team.

    · We carefully plan our curriculum to match the age, ability and needs of all children.

    · The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability.

    · It may be appropriate to adopt different strategies or resources and adapt outcomes to meet your child’s learning needs.

    · Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning.

    · Stechford Primary regularly reviews its Accessibility Plan to ensure that all children have the fullest access to the curriculum and the school site as possible

  • 6. What types of support may be suitable and available for my child?

    This really depends upon the nature of your child’s needs and difficulties with learning. But our education provisions will match the needs of the four broad areas of need as defined in the SEN Code of Practice 2014;


    · Communication and interaction

    · Cognition and Learning

    · Social, emotional and mental health

    · Sensory and/or physical needs


    At Stechford Primary school we have a graduated approach to supporting a child’s learning.

    1. Universal – this is the quality first teaching your child will receive from her/his class teacher and the teaching team and may include some very minor adaptations to match learning needs.

    2. Targeted – it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning. This takes the form of a graduated four part approach of: a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes. Specific targeted one to one or small group interventions may be run outside the classroom. These will be limited to a number of weeks to minimise disruption to the regular curriculum. You will be kept informed of your child’s progress towards learning outcome.

    3. Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy and occupational therapy. The school may need to prioritise referrals to these services. However, for a very small number of pupils access to these specialists may be through an EHC Plan.

    The current interventions provided at Stechford Primary may include:

    Catch-up maths and literacy, Mentoring 1-1, Social Skills groups, and Speech & Language.

  • 7. How will you support my child to reach his/her learning outcomes?

    · The class teacher and other staff working with your child ensure that your child receives appropriate teaching and support in order to reach these goals. The children's targets, teaching strategies and progress will be reviewed termly.

    · External agencies and specialists may also review your child’s progress and adapt their planning accordingly.

  • 8. What is an EHC Plan and who can request one for my child?

    The purpose of an EHC Plan is to make special education provision to meet the special educational needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/she gets older, prepare for adulthood. An EHC Plan will contain;

    · the views and aspirations of you and your child

    · a full description of his/her special educational needs and any health and social care needs

    · established outcomes for your child’s progress

    · the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes

    You, your child and/or the school, usually the Inclusion Manager or Headteacher, can request that the local authority conduct an assessment of your child’s needs. This may lead to an EHC Plan.

  • 9. How will you help me to support my child’s learning?

    · There may be suggested strategies or activities for you to do at home to support your child’s learning.

    · We sometimes run parent workshops in school to help you understand the strategies used in school. In addition, we may be able to offer you individual training in specific support strategies relevant to your child.

    · The Inclusion Manager may also support you with strategies, resources and ideas for supporting your child’s learning at home.

    · Meetings may be arranged with other professionals involved in supporting your child e.g. educational psychologists, speech and language therapists etc.

  • 10. How is support allocated to children and how do they move between the different levels of support in school?

    · Stechford Primary receives funding from the local authority. These funds include money to support the learning of children with SEN and/or disabilities.

    · The Headteacher, in consultation with the School Governing Body, decides the budget for SEND provision on the basis of the needs of the children in the school.

    · The Headteacher and the Inclusion Manager discuss the effectiveness of the school’s current interventions and provisions and prioritise an action plan, which may include additional or alternative interventions, staff training and equipment needs.

    · This process is reviewed regularly to ensure the best possible intervention is provided to those children who require additional support to learn

  • 11. What additional help is available for my child from outside agencies?

    Educational Psychology Service

    · School have an Educational Psychologist who works with children who have complex needs.

    · Parental consent is required.


    Pupil and School Support Services

    · School have a PSS Teacher who supports children with learning difficulties and who are working below the expected level for their age.

    · Parental consent is required.


    Physical Difficulties Support Service

    · This service works with children with a range of physical difficulties such as cerebral palsy.

    · Parental consent is required.


    Communication and Autism Team

    · This team works with children with a diagnosis of Autism and/or those with significant communication and social interaction difficulties.

    · Parental consent is required.


    School Nurse

    · The nurse comes into school on a fortnightly basis and supports children and families with medical other health needs.

    · Referrals can be made by school or by parents.


    Behaviour Support Service

    · The City of Birmingham School (COBS) support children with Social, Emotional and Mental Health needs.

    · Parental consent is required.



    · A physiotherapist works with members of staff to show them how to carry out exercise plans with identified children.

    · They will create care plans to support staff lifting and moving vulnerable children.



    · School can make a referral to Shelter if a family is facing homelessness or living in bad housing.

    · Parental consent is required.


    Occupational Therapy

    · Children will need to be referred to Occupational Therapy by the hospital, doctor or school.

    · A therapist will come into school and support children with physical needs.


    Forward Thinking Birmingham

    · They support children with Emotional and Mental Health needs.

    · Referrals can be made by parents, older pupils and school.


    Speech and Language Therapy

    - Children can be referred for Speech and Language Therapy by school or your G.P.

    - An NHS Therapist will deliver support in or outside of school.

  • 12. How will the school know that the support has made a difference to my child’s learning and how can I and my child be included in this review process?

    · Your child’s progress will be assessed both in terms of his/her regular learning within the class and with regard to specific intervention programmes.

    · The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and if not, what adaptations are necessary. It may be decided that a further period of support would be beneficial for your child.

    · You and your child will be kept informed and encouraged to be actively involved at all stages of this support.

  • 13. What support will there be for my child’s happiness and well-being at Stechford Primary School?

    · At Stechford Primary school we believe that the happiness and well-being of all our pupils is paramount. All members of staff take this aspect of school life very seriously.

    · You can be confident that in particular your child’s class teacher, the teaching assistants, the learning mentor and the Inclusion Manager are available to provide support to match your child’s needs.

    · You should feel free to contact your child’s class teacher if you have any concerns. She/He will then liaise with people mentioned above and you may be invited to a further meeting to discuss possible support for your child.

  • 14. How is my child included in all the same activities as his/her peers at school?

    · Stechford Primary is an inclusive school and committed to providing equal opportunities for all children.

    · School clubs, educational visits and residential trips are available to all children.

    · When necessary the school will make reasonable adjustments to ensure that children with SEN and/or disabilities are included in all activities.

    · You should also feel free to contact your child’s class teacher if you have any concerns.

  • 15. How will Stechford Primary support my child in transition stages?

    · We liaise and where possible visit the school or nursery your child is transferring from. We are able to discuss with the relevant staff any individual needs and how best to support your child in school.

    · While at Stechford Primary we take care to ensure that during transition points (between classes each year and at the end of Key Stages) all staff are aware of individual pupils needs, learning progress and best support strategies. Where transition may be difficult for an individual we make sure that a programme is in place for support.

    · Stechford Primary makes arrangements to ensure there is a smooth transition when your child transfers to his/her secondary school of choice by close liaison with the inclusion team at the new setting. All supporting documents will be passed on.

    · If your child has an EHC Plan, we will facilitate its review in sufficient time prior to him/her moving between key phases of education. You will be kept informed of these arrangements and asked to attend the reviews.

  • 16. Who can I contact if I have a complaint about the SEN provision made for my child?

    · Initially speak with your child’s teacher and/or the Inclusion Manager. Hopefully they will be able to address your concerns.

    · You can then contact the Headteacher. If you are not completely satisfied he may direct you to the school’s Complaints Policy and procedure.

  • 17. If I have any other questions about my child at Stechford Primary, who can I ask?

    At Stechford Primary school we are very happy to speak to you about any aspects of your child’s education. It is best to speak to one of the following in this order;

    · The Class teacher

    · The Inclusion Manager

    · The Headteacher

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