School SEN Information Report
We are a fully inclusive mainstream school and we strive to ensure that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). This document is intended to give you information regarding the ways in which we ensure we support all of our pupils, including those with SEN, in order that they can realise their full potential. It may not list every skill, resource and technique we employ in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual pupils.
The Coventry Local Offer website has information about the services that are available.
|1. The kinds of special educational needs for which provision is made at the school||Do you have children with SEND in your school?What kinds of SEND do those children have?||We are a mainstream school and the majority of our pupils are expected to reach age-related expectations. A small number of our pupils do have special educational needs. Children are identified as having SEN when their progress has slowed or stopped and the interventions, resources etc. we normally put in place do not enable improvement. We have specific plans and pupil profiles which help support children’s development and speed up their progress. Typically, children with SEN in our school have difficulties with speaking and language, learning generally (especially reading and/or writing), social or emotional development, and sensory difficulties with sight or hearing.|
|2. Information in relation to mainstream schools about the school’s policies for the identification and assessment of pupils with SEN||How do you know if a pupil has SEN?How will I know if my child is receiving SEN support?||Our class teachers closely monitor the progress made by all the children and ask advice from the SENCo as soon as they have concerns about any pupil. The SENCo helps class teachers to plan activities such as small group work or special programmes to help the child. If these activities don’t help the child to make good progress, the SENCo might suggest other programmes or temporary additional support, or ask for advice or assessment from an external specialist service. If the child still does not make good progress the SENCo and class teacher will meet with parents/carers and together agree that additional SEN support will be put in place.As soon as your child’s SEN has been identified we will contact you and invite you to come into school to discuss plans to help him or her make better progress.|
|3. Information about the school’s policies for making provision for pupils with SEN whether or not pupils have EHC plans||Where can I find information about the school SEN Policy?||Our Inclusion Policy will give you the information you need about how we make provision for all pupils with SEN.
If you would like to discuss our SEN provision or find out more, please contact one of our SENCos, Laura Dewar and Lindsey Street.
|3a. How the school evaluates the effectiveness of its provision for such pupils||How do you make sure that the SEN support is helping pupils make better progress? How will I know that my child is making progress?||Vigorous assessment and tracking processes undertaken by our SENCo, this is linked to information on expected levels and progress for each year group.Information is always available to parents about their child’s progress regularly through liaisons with the class teachers and formally at termly meetings.|
|3b. The school’s arrangements for assessing and reviewing the progress of pupils with special educational needs||How do you check and review the progress made by pupils with SEN?How will I be involved in those reviews? Who else will be there?||Termly meetings will take place for parents of pupils with SENCo; the class teacher will lead these reviews meetings. Other agencies, our SENCo or other staff in school may also attend these meetings. Parents may be given reports in advance and parents can contact the SENDIASS (SEND Information, Advice and Support Service) formally Parent Partnership, for advice.|
|3c. The school’s approach to teaching pupils with SEN||How do your teachers help pupils with learning difficulties or disabilities to learn, including what they learn? How can I find out more about what my child is learning at the moment?||The teacher will have the highest possible expectations for your child and all pupils in his or her class. All teaching is based on building on what your child already knows, can do and can understand. Your child teacher/s will put in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child. Your child’s teacher will also put in place specific strategies (which may be suggested by the SENCo or staff from outside agencies) to enable your child to access the learning task. All children in school receive this. Your child’s teacher will have carefully checked on his or her progress to monitor if your child has gaps in his or her understanding/learning and needs some extra support in order to close the gap between your child and their peers. He/ She will plan group sessions for your child with targets to help your child to make more progress. These group activities might be led by either a teacher or a trained teaching assistant working to plans made by the class teacher. Your child’s class teacher will give you more information about what the class is learning at the moment and how he/she is helping your child to make good progress.|
|3d. How the school adapts the curriculum and learning environment for pupils with SEN||How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?||Our vibrant school is accessible by all pupils. We have bright and inspiring classrooms, a range of modern technology including sound fields, a swimming pool and many benches and unique areas such as a trim trail and MUGA.|
|3e. Additional support for learning that is available to pupils with SEN||Is there any extra support available to help pupils with SEND with their learning? How will I know if my child is getting extra support?||We have an intervention team in school providing extra support for children with a wide range of needs including SEND and Gifted and Talented. These members are staff are deployed by our SENCo. Class teachers will inform you of any extra support your child is receiving.|
|3f. How the school enables pupils with SEN to engage in the activities of the school (including physical activities) together with children who do not have SEN||What social, before and after school and other activities are available for pupils with SEND? How can my child and I find out about these activities?||We have a range of free afterschool clubs at Broad Heath School and these clubs are accessible for specific year groups|
|3g. Support that is available for improving the emotional, mental and social development of pupils with SEN||How does your school support pupils’ emotional and social development?||For children with specific social, mental or emotional health difficulties we work with outside agencies such as Educational Psychology Service/CAMHS. We have in-house systems such as playground pals and a very experienced pastoral team consisting of Graham, Mrs Rullay and Mrs Raja-Khan.
firstname.lastname@example.org – FAO Graham / Mrs Rullay / Mrs Raja-Khan02476689558
|4. In relation to mainstream schools, the name and contact details of the SEN Coordinator||Who should I contact if I want to find out more about how the school supports pupils with SEND?||We have two SENcos in school. Lindsey Street is the Early Years and Key Stage 1 SENco. She has worked at the school for 8 years and has been SENco for 2 years. Laura Dewar is our Key Stage 2 SENCo, she has been working at the school for 11 years and has been the school SENco for 6 years. Both SENcos can be contacted through the main office.
email@example.com – FAO Laura Dewar 02476689558
|5. Information about the expertise and training of staff in relation to children and young people with SEN and how specialist expertise will be secured||How are the adults in school helped to work with children with an SEND and what training have they had?||The school has a school development plan that includes identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school, such as autism, dyslexia, etc.Whole staff training to share knowledge, strategies and experience & ensure consistency of the school’s approach for children with an SEND. Teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. from LAWSS, or medical /health training to support staff in implementing care plans.If you would like to hear about current or past training undertaken by school staff, please speak to the Head teacher or SENCos.The SENCos and teacher work closely with specialists from external support services that may provide advice or direct support as appropriate.|
|6. Information about how equipment and facilities to support children with SEN will be secured||What happens if my child needs specialist equipment or other facilities?||Local policy/in consultation with specialist services. It is the sschool’s duty to provide auxiliary aids and services. LA provides specialist equipment such as wheelchairs /standing frames etc when prescribed by a relevant health specialist.|
|7. The arrangements for consulting parents of children with SEN about, and involving such parents in, the education of their child.||How will I be involved with planning for and supporting my child’s learning?Who will help me to support him/her at home?||We have termly meetings with class teachers to review children’s learning and plan future support. You may be set specialist work to complete at home with your children to support them in achieving their targets. Mrs Raja-Khan supports parents to support their children and runs regularly workshops and targeted support. She can be contacted on 02476689558 or at
firstname.lastname@example.org FAO Mrs Raja-Khan
|8. The arrangements for consulting young people with SEN about, and involving them in, their education.||How is my child involved in his /her own learning and decisions made about his /her education?||ALL children at Broad Heath are involved in their own learning through regular pupil interviews, school council, involvement in reviews, teacher feedback and dialogue and self-assessment.|
|9. Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEN concerning the provision made at the school.||Who should I contact if I’m not happy with my child’s learning and / or progress?||Your first step should be to make a complaint directly to your child’s class teacher or SENCo. If your complaint isn’t resolved by the teacher or SENCo you can then ask for a meeting with the deputy head as per our complaints policy. Contact email@example.com FAO Laura Dewar for more details
|10. How the governing body involves other bodies, including health and social services bodies, LA support services and voluntary organisations, in meeting the needs of pupils with SEN and in supporting the families of such pupils.||Who else provides services in school for children with SEN or disabilities?How can my family get support from these services?||Sensory and/or Physical Needs
Sensory Support Service
Communication and Interaction Speech and Language
Behaviour, Emotional and Social Development Needs
Integrated Primary Mental Health
Cognition and Learning Needs:
These services can be accessed through referrals with Mrs Rullay, Mrs Street or Miss Dewar. All of these services do or could work directly with parents/families should they need support.
|11. The contact details of support services for the parents of pupils with SEN, including those for arrangements made in accordance with clause 32.||Who should I contact to find out about other support for parents and families of children with SEN or disabilities?||Contact details of Coventry SENDIASS formally Parent Partnership Service|
|12. The school’s arrangements for supporting pupils with SEN in a transfer between phases of education or in preparation for adulthood and independent living.||How will you help my child make successful move into the next class or secondary school or other move or transition.||We share information between schools when children are transferred to move to their next level of education. Any additional support available for pupils with SEN to help them to make successful transitions, especially at secondary transfer or to another school. We will meet with the children and parents where necessary to ensure a smooth transition.|
|13. Information on where the LA’s local offer is published.||Where can I find out about other services that might be available for our family and my child?||The Coventry Local Offer website has information about the services that are available.|