SEND Information

This page gives you information about what you can expect at Christ Church C. of E. Primary School if your child has special needs (SEND). It is Christ Church School’s contribution to the Birmingham Local Offer.

Our SEN information report covers all of the following required areas:

  • Appropriate and Effective Teaching and Learning
  • Open and Honest Communication
  • A Partnership Approach

Also see our: Accessibility Plan - 2017-20 (pdf)

Click on the questions below to find out more:

Q1: Who are the best people to talk to in this school about my child’s difficulties with learning/Special Educational Needs or disability (SEND)?

Our school has a Special Educational Needs Co-ordinator, we usually call her the SENCo. Our Christ Church SENCo is Mrs. Saunders. Mrs. Saunders works on Monday and Wednesday. Sometimes she may be busy or she might not be in the building so you can do the following:

Speak to staff in the office to find out when she may be available.

Make an appointment to see her or ask if she can telephone you.

You can also email through the school email.

You can also speak to your child’s class teacher any time about your child’s needs. They are available every day after school or ring the school to make an appointment.

Q2: What kinds of different SEND does our school provide for?

At Christ Church we use the definitions of SEN and Disability from the SEND Code of Practice which states this: A child who has special needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for them.

  • A learning difficulty or disability that is significantly greater in learning than the majority of other of the same age.
  • Many children who have SEND may have a disability under the Equalities Act 2010. That is a physical or mental impairment which is long-term and substantial and has an adverse effect on the child’s ability to carry out normal day to day activities e.g. cancer. Long term is defined as lasting or likely to last for at least 12 months.

The admission for all pupils at Christ Church is in accordance with national legislation, including the Equality Act of 2010. This includes children with any level of SEND; those with an Education Health Care Plan and those without.

Possible Areas of Need

  • Cognition and Learning
  • Communication and Interaction
  • Social, Emotional and Mental health
  • Sensory and Physical

Looked after Children who have SEND needs

Children with medical conditions have the same right of admission to school as other children and cannot be refused admission or excluded from school on medical grounds.

Cognition and Learning - Children who find learning, thinking and understanding harder than most other pupils. Some of the things children with these difficulties might find difficult are:

  • Take longer to learn important skills.
  • Find it difficult to remember things such as the important words for reading and times tables.
  • Find it hard to understand how to use letter sounds to read and spell words.
  • May need more time to think about their answers.

Communication and Interaction - Children who find it difficult with interacting with the people and world around them. Some of the things children with these difficulties might find difficult are:

  • Talking to other adults and or other children, especially when in a group.
  • Talking about a topic they haven’t chosen to talk about.
  • Making friends or keeping friends for a long time.
  • Following rules made by someone else.
  • Dealing with noises, smells or other sensations around them.
  • Understanding what other people mean when they are talking.
  • Getting equipment and books organised - especially homework.
  • Any change to the normal routine.

Social, emotional and mental health difficulties - Children who find it difficult to manage their emotions and behaviour in a way that affects their daily life. Some of the things children with these difficulties might find difficult are:

  • Following rules set by others.
  • Sitting still for very long.
  • Listening to and following instructions.
  • Understanding how they are feeling.
  • Making friends.
  • Dealing with their difficulties in a way that does not cause harm to themselves or others.
  • Taking responsibility for the things they do.

Sensory and/or physical needs - Children who have a disability that may make it difficult for them to manage their everyday life without changes to the environment or support. This may be because of hearing or visual difficulties, physical disabilities or other medical needs. Some of the things children with these difficulties might find difficult are:

  • Hearing what others in the classroom or school setting are saying.
  • Reading words on books, worksheets or whiteboards that are not made bigger or changed to help them.
  • Moving around without the aid of a walking aid or wheelchair.
  • Using pencils, scissors, knives and forks and other things that we need to use without changes or support.
  • Taking medication without adults helping them.

Q3: What are the different types of support available for children with SEND at Christ Church Primary School?

  • Teachers adapt what they are teaching or the way that they are teaching to help your child to learn with the rest of the class at the appropriate level.
  • Extra support can be given in a small group by an adult to help your child to learn the things they are finding difficult.
  • Extra support can be given to your child by an adult for short time during the day to support them to learn skills.
  • Individual targets set to help show what your child needs help with.
  • Advice from a specialist support teacher or other professional will be called upon if required.
  • Support can be tailored to a child with particular needs upon consultation with the class teacher and SENCo.

Q4: How can I be involved with my child’s learning and progress?

Our school has an open door policy, ensuring we are always approachable so parents feel involved in the education of their child. This is done in a variety of ways including:

  • Parents’ evenings every term.
  • Regular meetings with class teacher, (support staff where relevant) and the SENCo when needed.
  • Target setting so parents can see what their child is working on next.
  • Regular newsletter to inform parents of what will be going on during the term.
  • Important information on our school website.
  • Parent workshops.
  • Parents’ views on Individual Target Plans/One Page profiles and Annual Review documents.

Q5: How will the school let me know if they have any concerns about my child’s learning in school?

  • Contact via the class teacher in the first instance.
  • Scheduled Parent Consultations.
  • Termly review meetings and Annual Reviews (where needed).
  • Graduated approach to learning difficulties, using the ‘Plan, Do, Review’ model.
  • Open Door Policy of School.
  • SENCo advice and coordination.
  • All children’s progress, including those children with special educational needs and disabilities, is tracked using the school’s assessment tracking system.
  • Pupils are assessed regularly using teacher marking, observations and questioning as well as more formal assessments such as curriculum tests and standardised tests.
  • In Birmingham we also have access to the Birmingham Language and Literacy and Maths toolkits which support assessment when a child is making small steps of progress.
  • In addition for children with special educational needs we also set individual targets that are reviewed at least three times a year. This helps the school to monitor how well interventions are working.
  • The progress each child is making is discussed at pupil progress meetings with the class teacher, Deputy Head, Head Teacher and SENCo.

Q6: What examples of provision are available at Christ Church for pupils with SEND?

In our school we make provision for pupils with all types of Special Educational Needs and Disabilities.

We know that some pupils will have difficulties in more than one area and we will always do our best to meet their needs.

Quality First Teaching is the first step on the Graduated Approach to SEND.

All children in school have support within lessons through differentiation and quality first teaching strategies. This means that activities are planned according to the level the child is working at. This can include a variety of adaptations including changes to the physical environment, changes to teaching styles as well as levels of adult support.

Additional Support for Cognition and Learning

When a concern regarding a child’s learning levels is raised an assessment will take place. Support for the areas of reading, writing and maths can be provided. The PSS Literacy and Mathematics continuums will be used and targets will be agreed by staff. The targets will be entered on the child’s One Page Profile and an Individual Target Plan will be created. The progress towards meeting the targets will be measured termly. If there is a lack of progress in meeting targets the child, with parental permission , the child will be referred to the Pupil and School Support Team. The Pupil and school support worker who works in school on a regular basis will assess the child and provide recommendations. Christ Church will implement the recommendations and review progress regularly reporting findings to the pupil and School support worker.

Additional Support for Speech and Language

When a concern regarding a child’s speech and language is raised an assessment will take place. The PSS Speaking and Listening continuum will be used. Suggestions and targets will be agreed by staff and implemented on a daily basis. When there is a lack of progress targets will be entered on the child’s One Page Profile. The progress towards meeting the targets will be measured regularly. In addition children have access to the Speech and Language Programme WELLCOMM which will support pupils in achieving their targets.

If improvements are not sufficient with parental permission children will be referred to the National Health Speech and Language Service.

Following assessment the Speech and Language Service will provide school with advice, strategies and measurable targets.

Christ Church will implement the recommendations and report to the Speech and Language Service.

Additional Support for Communication and Interaction

If additional support is required the school will assess the child through observation, checklists and discussion with adults working closely with the child.

Targets will be set and added to the child’s One Page Profile. These will be reviewed on a regular basis as part of the Assess Plan Do Review system.

Staff in school can provided advice on autism strategies and approaches.

All staff in school have access to Autism Educational Trust materials.

If improvements are not sufficient with parental permission children will be referred to the Communication and Autism Team.

Following assessment the Communication and Autism Team worker for school will provide school with advice, strategies and measurable targets.

Christ Church will implement the recommendations and report to the Communication and Autism team worker.

The Communication and Autism Team worker attends school regularly and will support the review of progress.

We use our school autism and communication difficulties worker to support staff with practical classroom strategies and to support children with social skills, organisation and communication. In addition two of our teaching assistant team support individuals on a weekly basis.

Additional Support for Social, Emotional and Mental health Needs

Many problems can be overcome with the support of class teachers and staff throughout the school. Children at Christ Church are encouraged to talk to adults in school.

  • If additional support is required the school will assess the child through observation, checklists and discussion with adults working closely with the child.
  • Targets will be set and added to the child’s One Page Profile. These will be reviewed on a regular basis as part of the Assess Plan Do Review system.
  • Our school Behaviour Mentor can provide support for children to achieve their targets or include the child in programmes such as Circle of Friends to develop: following rules set by others, sitting still for very long, listening to and following instructions, understanding how they are feeling, making friends, dealing with their difficulties in a way that does not cause harm to themselves or others and taking responsibility for the things they do. In addition the Behaviour Mentor can provide support to access the curriculum. If support is required at unstructured times of the day the behaviour mentor will be deployed.
  • If improvements are not sufficient with parental permission children will be referred to a range of outside agencies: Educational Psychology, City of Birmingham School, Child and adolescent mental health service, the School Nurse, Communication, Interaction and Autism Team, Forward Thinking Birmingham, counselling services and Parkhill Children and Families Centre.

In many instances advice and targets are recommended by the chosen agency. Christ Church will implement the actions, monitor progress and report on progress.

Additional Support for Sensory and Physical Needs

Christ Church School will ensure that they have relevant information regarding pupils with sensory or physical needs. The school will ensure all staff are aware of the needs of the pupils and will provide appropriate resources. Recommendations from outside agencies would always be planned into the school day. As a school we would always make adjustments to ensure that all children are fully included.

Q7: Who are the other people providing services to children with SEN in this school?

In our school if we feel a pupil needs more specialist help we can work with the following people: List of Specialist Helpers (pdf)

Q8: How do we know that provision is effective?

  • Termly tracking of pupil attainment and progress.
  • Termly monitoring of progress from Reception and KS1 baselines.
  • Attendance data showing that children are coming to school.
  • Data and information from intervention records indicating progress linked to targets.
  • Language and Literacy toolkit to track progress in smaller steps.
  • An annual report with quantitative measures which details the impact of interventions is shared with the Governing Body on an annual basis.
  • Feedback from Child, Parents, Teacher, Teaching Assistant, SENCo and outside agencies involved.

Q9: How are the staff in school helped to work with children with SEND and what training do they have?

In our school we believe that all staff should be involved in supporting pupils with special educational needs, disabilities and medical needs so we make sure that staff has training to help them do this.

Staff training needs are reviewed on a regular basis dependant on the needs of our children and whenever a need arises.

Global Delay

Regular training is provided our Pupil and School support Team worker. Training has included:

  • How to use of PSS toolkit Teaching and Learning Suggestions
  • Assessing using the PSS Toolkit learning continuums.
  • Differentiation in the classroom.
  • A common understanding of Quality First Teaching.
  • Understand how Quality First Teaching should be used as part of the graduated approach to SEND.
  • Ways to provide a supportive learning environment for all pupils.
  • Ways to evaluate your own practice and identify access that will enhance your provision.

Pupil and School Support service provide training on the SEND processes and learning support programmes.

New teaching assistants are provided with intervention training to run programmes and existing staff receive refresher training. Programmes which are in regular use are Pre-Tutoring, Precision Teaching and Cued Spelling.

The Pupil and School Support worker supports staff by providing recommendations for individuals at Specialist or EHCP level of need. The SENCo and or PSS worker will support staff to deliver the recommendations effectively.

The Pupil and School Support worker attends school regularly.

At present teaching assistants are using the Speech and Language Programme WELLCOMM and Rapid Phonics.

Additional small group work and 1:1 sessions for reading, writing and maths are also delivered by teaching assistants who utilise the PSS Toolkit Teaching and Learning Suggestions resource.

In addition the Pupil and School worker incorporated a review of the main points of the 2014 Code of Practice into the January 2017 training day.

Autism

Regular training is provided by our school Communication and Autism team (CAT) worker:

The majority of staff in school has received Level 1 Autism Training.

A number of teachers are now Autism Level 2 trained.

Two teaching assistants have been trained to use Autism Education Trust materials to support individuals in school.

All staff have access to the Autism Education Trust materials and utilise them when the need arises.

The CAT worker supports staff by providing recommendations for individuals who have a formal diagnosis of autism. The SENCo and or CAT worker will support staff to deliver the recommendations effectively.

In addition the school Educational Psychologist can support staff to provide effectively for pupils at Specialist Support and EHCP levels of need.

Both the Communication and Educational Psychologist attend school regularly.

We can offer additional behaviour support for children with ADHD when funding is linked to the need.

We buy into the City of Birmingham Schools enhanced support package. When the need arises our support worker can be called into school to work with staff providing for children with ADHD.

In addition the school Educational Psychologist can support staff to provide effectively for pupils at Specialist Support and EHCP levels of need.

Whole school Team Teach was delivered last academic year.

Medical Needs

Christ Church staff is always trained to ensure they can implement the following medical policies which comply with Children and Families Act 2014 that places duties on schools to make arrangements for children with medical needs:

  • Supporting Medical Conditions Needs Policy
  • Administering Medicines Policy

Christ Church staff will be aware of children’s healthcare plans or medical needs. They will know how to respond to their needs in order ensure children with medical needs have full access to the curriculum where possible.

Christ Church School will take advice and guidance from the School, Health Care Professionals and the child’s GP.

Initially information provided by the child’s parents will be guide Christ Church staff in meeting the needs of the child.

Christ Church staff will liaise with Health Professionals to ensure they have the most up to date information regarding children with medical needs. They will report and

When required Christ Church will request training by Health professionals.

The school nurse attends school fortnightly and Christ Church staff can refer pupils to the service.

Whole school Asthma, allergy and Epipen training takes place annually.

Looked After Children with SEND Needs

Christ Church staff will ensure that every Looked after Child has a Personal Education Plan reflecting their child’s Care Plan. The plan will contain accurate information and where necessary include Education Health Care Plans.

Further arrangements regarding Looked after Children can be found in the Policy for Looked after Children.

Speech and Language Difficulties

Christ Church will in the first instance use the PSS Toolkit for speaking and listening as a guide to supporting children with difficulties.

If the difficulties persist a range of specific programmes can be used to support children e.g. Language Steps and WELLCOMM

When difficulties are of a higher level a referral can be made to the NHS Speech and Language service.

Christ Church will implement any recommendations provided by this service for children in school.

When required Christ Church will buy in packages of support to enhance speech and language provision. The Soundswell team is the organisation Christ Church prefers to use.

Q10: How will teaching be adapted for my child with SEND?

  • Class teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that work is differentiated to your child’s needs are met.
  • Class teachers will make adaptions recommended by the SENCo and outside agencies.
  • Teaching assistants will be guided on ways to adapt planning to meet the needs of your child when necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
  • The learning environment can also be adapted.
  • Christ Church will make reasonable adjustments for disabled pupils to avoid disadvantage and provide auxiliary aids and services and plan to improve accessibility over time.
  • When children find learning new skills difficult opportunities to have additional time to over learn information will be provided.
  • Staff can allow additional thinking time for children into their lessons when required.
  • Additional adult support for basic skills lessons e.g. reading and spelling words, using phonics to read and spell words, learning times tables will be provided.
  • Enlarged texts can be provided when required.
  • Medication can be administered according to the school policy.
  • When required Specialist equipment can be provided for children with fine motor difficulties and additional time can be provided to practice skills.
  • Adjustments to the school and classroom environment can be made for children with physical needs.
  • Visual prompts are available to support children with communication skills can be used.
  • Learning breaks can be planned into the school day if necessary.
  • Additional lessons/programmes to develop communication skills can be provided.
  • Additional time and support to learn to understand rules, routines and self- help skills can be provided.
  • Learning can be broken into small units when required.
  • Opportunities to develop social skills can be provided through small group and 1:1 work.
  • Children at Christ Church have the opportunity to be supported by the school behaviour mentor in order to develop their social, emotional and mental health.

Q11: How will we measure the progress of my child in school?

  • Termly tracking of pupil attainment.
  • Termly monitoring of progress from Reception and KS1 baselines.
  • Pupil Progress Meetings termly attended by Class teachers, SENCo and Senior Leaders.
  • Data and information from intervention records indicating progress linked to targets from the language and literacy toolkit to track progress in smaller steps.
  • Termly targets set in One Page Profiles.
  • Termly progress towards Education Health Care Plan Targets.
  • Shared monitoring in school e.g. work scrutiny and staff moderation sessions.
  • Feedback from children, parents, teachers, teaching assistants, SENCo and outside agencies.

Q12: How will we involve your child in decisions about their education?

We aim to involve all children in our school in the evaluations and implementation of their own education. For children with Special Educational Needs we use a variety of strategies to support this including:

  • Person Centred Reviews.
  • Child’s target review meetings.
  • Involve child in setting their own targets.
  • Self-assessment at the beginning and end of learning.
  • Termly review Pupil views feed- back sheets.
  • Involvement in making One page profiles.

Q13: What support do we have for you as a parent of a child with SEND?

  • As part of our open door policy 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 similar strategies can be used.
  • The SENCo or senior leaders are available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • The school website provides information regarding SEND.
  • Class teachers and the SENCo will suggest ways to support your child.
  • All information from outside professionals will be discussed with you and the person involved directly, or where this is not possible, in a report.
  • Your child’s provision will be reviewed with your involvement each term. • Homework will be adjusted as needed to your child’s individual needs.
  • We will signpost you to parent support groups.

Q14: How is the whole school day made accessible to children with SEND?

  • Adjustments are made to physical environment where necessary e.g. seating, personal work areas.
  • Timetabling of activities can adjusted where necessary.
  • Additional learning breaks.
  • Alternative activities during unstructured learning times.
  • Additional scaffolding materials will be provided where required.
  • Our behaviour mentor will be deployed where necessary
  • Specialist equipment will be used e.g. for recording pupils work, developing fine motor skill and supporting communication.
  • Visual timetables and more pictorial material can be provided
  • Now and next boards can be used
  • Social stories can be used to support children with communication
  • Additional adult support where necessary.
  • All children will be enabled to take part in school trips and after school activities. Staff will be aware of each child’s needs and adjustments will be made depending on individual need. Where necessary a Risk Assessment will be used and adjustments will be made.

Q15: How will we support your child when they are leaving this school or moving on to another class?

We aim to make times of transition as easy as possible for the children and young people in our school. If appropriate, when starting at our school we:

  • Meet with the child and their parents to talk about their needs and answer any questions about our school.
  • Talk with staff at the child’s previous school or setting.
  • Read reports from people who have worked with the children.
  • Arrange visits to our school so the child gets to see it before they start properly.
  • Give any adults working with the child a one page profile describing the things that help to support them in school.
  • Identify any particular needs e.g. language, medical, physical, learning, and introduce appropriate staff who will support your child.

Based on needs, when moving to a new year group or Nursery-EYS, EYS-KS1, KS1-KS2 we:

  • Arrange additional transition sessions with new teachers over a longer period of time.
  • Discuss pupil needs during the summer term staff ‘handover’ meetings.
  • Give any adults working with the child a one page profile describing the things that help to support them in school and the areas the children have been working on.
  • Exchange Barriers to Learning folders with previous assessments and SEND documentation.
  • For children with communication difficulties provide a transition book with photographs of key staff and areas around school to look at during the school holidays.

When moving to a new school we:

  • Transfer information regarding your pupil’s special educational needs to the new SENCO.
  • Talk to key staff at the new school about things that help the child or young person to learn well and be happy at school.
  • Arrange extra visits to the new school. • Talk to the child and their family so we can answer any questions they may have about the new school.

Q16: What is the school’s policy for SEND?

Our School SEND Policy can be found in the Policies page of this website. This is reviewed and updated annually.

Q17: How is the Governing Body involved with SEND provision?

  • In our school we have a governor who is responsible for special educational needs. His name is Mr. Slater.
  • His job is to meet with the SENCo and Head teacher regularly. In these meetings the SEND Governor makes sure that children, young people and families are being supported by the right services from in and outside of school. The SEN Governor is involved in the whole school monitoring schedule. In addition the Head teacher and SENCo have to give a report to the SEND Governor twice a year.
  • The SEND Governor shares this report with the other governors so that the whole governing body is aware of how special educational needs are being supported in the school and how well this support is working. The governors will challenge, support and advise the head teacher if appropriate provision isn’t being made.

Q18: What can I do if I am not happy with the provision for my child?

  • If you have a complaint about the school’s provision for your child which cannot be resolved with the class teacher or the SENCo, please contact the Head teacher, and we will do everything we can to address the issue.
  • Our school and governing body take complaints seriously and will act upon these on an individual basis. For more information about the complaints procedure please contact the school office. By law, Birmingham Local Authority has to provide information on a website detailing all services available in Birmingham for children with Special Educational Needs and Disabilities. This information is called The Local Offer.

Q19: Where is Birmingham Local Authority’s Local Offer?

For further support please refer to the Birmingham Local Offer posted below.

The Birmingham Local Authority’s Local Offer can be found at: www.birmingham.gov.uk/localoffer (external link).