The 2015 SEND Code Of Practice (0-25) defines that where a child has a learning difficulty or disability for which special educational provision is put in place then they are identified as having special educational needs “A child of compulsory school age or person has a learning difficulty or disability if they: A) Have a significantly greater difficulty in learning than the majority of others in the same age or B) Have a disability which prevents or hinders them making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions” Disability is also defined in the Equality Act 2010 as being “…..a mental or physical impairment which has long term and substantial adverse effect on their ability to carry out normal day to day activities.” This can include the sensory impairments of sight and hearing. It may also include long term health conditions such as asthma, diabetes and cancer. Where a child or young person has an overlap with a disability and a special educational need then they will also be covered by the SEN definition.

Who can I talk to at school if I have any concerns about my child?

Many parents worry about their child's learning and progress at school. Start by talking to your child's class teacher, who may suggest that you talk to the Special Educational Needs Co-ordinator (often called the SENCo). Marchel Smith and John Ashton are the SENCOs at Park Hill Primary School. Ms Smith leads on EYFS and KS1. This includes the transition from other nurseries to our school. John Ashton leads on KS2 which includes transition to Year 7. Both are Assistant Head teachers with over 45 years of teaching experience. You can contact either by email at senco@parkhill.bham.sch.uk or by telephoning 01214493004.

The head teacher is Mrs Kalsom Khan.

The SEND governor is Christopher Pietroni.

If you have a concern or complaint, please refer to the SEND Policy.

 Birmingham City Council Local Offer

Please find below the link to Birmingham City Council Local Offer.

Within this, you will find help, advice and information about the services available for your child or young person from birth to 25 years with a Special Educational Need or Disability (SEND). 

https://localoffer.birmingham.gov.uk/

 What types of needs do we provide for at Park Hill?

The benefits of early identification of Special Educational Need are widely recognised – identifying need at the earliest opportunity allows us to make effective provision to improve long term outcomes for your child. 

The Special Educational Needs and Disability Code of Practice (2014) states that “A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

·        has a significantly greater difficulty in learning than the majority of others of the same age, or

·        has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions”

(Department of Health and Department of Education, page 4)

School will assess every child’s skills and levels of attainment on entry and build upon information from previous settings where appropriate. We will look at any evidence that a child may have a disability under the Equality Act 2010 and if so, what reasonable adjustments need to be made for them.

Class teachers make regular assessments of progress and well-being for all of their pupils. Where pupils are falling behind they will be given extra support. The class teacher or SENCo will involve you in any decisions about your child’s education. 

Please see the 4 areas of Special Educational Needs below:

Communication and Interaction

These could include autism, speech and language delay and social communication difficulties.

Examples of support given:

-        Using a variety of teaching styles in class

-        Wellcomm

-        Additional support in smaller groups and intervention

-        Use of visual timetables and social stories

-        Individual targets and one page profiles

Cognition and Learning

These could include dyslexia, moderate and severe learning difficulties.

Examples of support given:

-        Using a variety of teaching styles in class

-        Targeted intervention in small groups or 1:1

-        Use of resources in the classroom including task boards, timetables and child-specific resources.

-        Support from external agencies including Pupil and School Support (PSS), Communication and Autism Team (CAT) and the Educational Psychologist (EP)

-        Individual targets and one page profiles

Social, Emotional and Mental Health

These could include behavioural difficulties, attachment disorders, social difficulties and mental health concerns.

Examples of support given:

-        We have a dedicated highly-trained mentoring team who will work with children and offer support and guidance.

-        External counselling support from Malachi

-        Mental and emotional wellbeing is weaved throughout the curriculum.

Sensory and/or Physical Needs

We strive to make reasonable adjustments to prevent disabled pupils from being treated less favourably than other pupils.

Examples of support given:

-        Seek specialist advice from external agencies including the Visual Impairment Team (VI) and Hearing Impairment Team (HI).

-        Use of specialist equipment such as visualizers, writing slopes and keyboards.

-        Fine and gross motor skills groups

-        Individual Management Plans for pupils referred to the Physical Difficulties Support Team (PDSS)

How the school evaluates effectiveness  of provision for SEND pupils

There is monitoring of teaching and learning within the classroom environment through lesson observations, book trawls and learning walks by the Senior Leadership Team looking at progress of work and teaching. The progress of all groups of children, and individuals, are tracked every half term.

Intervention is part of a cycle

Assess

Plan

Do

Review

Each cycle will work on a

Needs

Outcome

Provision framework

Pupil Progress Meetings are held 3 times per year to review progress and assess impact of interventions.

Target sheets for individual children are also reviewed at progress meetings, and if appropriate new targets are set.

Interventions are assessed for effectiveness, and altered accordingly if not having desired impact

Learning Support Service (Local Authority) is bought in to monitor and review ‘Support’ pupils.

Educational Psychology services are bought in to support specific pupils and advise staff/ meet with parents

Speech and Language Service assess progress and review actions, before setting new targets.

AOS (Autism Outreach Service) – provides half termly monitoring reports for specific children

 How are children identified as having a special educational need?

The benefits of early identification of Special Educational Need are widely recognised – identifying need at the earliest opportunity allows us to make effective provision to improve long term outcomes for your child. 

The Special Educational Needs and Disability Code of Practice (2014) states that “A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

·        has a significantly greater difficulty in learning than the majority of others of the same age, or

·        has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions”

(Department of Health and Department of Education, page 4)

The four areas of special educational needs are:

·       Communication and interaction

·       Cognition and learning

·       Social, mental and emotional health

·       Sensory and/or physical

School will assess every child’s skills and levels of attainment on entry and build upon information from previous settings where appropriate. We will look at any evidence that a child may have a disability under the Equality Act 2010 and if so, what reasonable adjustments need to be made for them.

Class teachers make regular assessments of progress and well-being for all of their pupils. Where pupils are falling behind they will be given extra support. The class teacher or SENCo will involve you in any decisions about your child’s education. 

How will teaching be adapted and what are the types of support available.

All teachers are trained to provide high quality, inclusive teaching within their classrooms. Teachers are skilled at planning activities to develop learning.

Where appropriate additional support is provided through high quality small group teaching delivered inside or outside the classroom. Teachers expect that many of these learners will be back on track to meet expectations by the end of the year.

In addition to this, Park Hill Primary School also provides high quality one-to-one teaching for children where needed. These very structured programmes run over a set period of time and aim to accelerate and maximise progress. This support usually occurs outside the class.

The school has a range of SEN Interventions in place. Some of these were mentioned in Section 4. These include:

·        -   Mentoring

·        - Direct Instruction

·        - Pocket folders

·        - Precision Teaching

·        - Sound Start Phonics

·        - Write Dance

·        - Fine Motor Groups

·        - Pre-tutoring

·        - Social Interaction Groups

·        - Speech and Language Therapy programmes

Each term we will look at your child’s progress to identify strengths and weaknesses. This tells us the support your child will need over the next term.

Every year the SLG team evaluates the effectiveness of our school’s SEN provision. This helps us to make sure we have the right support available for your child the following year. 

How will you ensure that my child is fully included in the life of Park Hill?

To ensure your child has the opportunity to participate and achieve across all areas of school life: We provide a balanced curriculum for all pupils both in and outside of the classroom, including play and interaction at mealtimes and playtimes, and extending to extracurricular activities (clubs) and school day trips and residential visits.  

We practise teaching methods that will suit the needs of your child. We promote an inclusive ethos throughout school and encourage all children to develop social responsibility and understanding. If your child requires any medical support, adaptations to the environment and/or a differentiated curriculum this information is shared with appropriate staff. The SEN team have a responsibility to ensure that these reasonable adjustments are made.

The school has a range of specialist SEN facilities in place. These include:

·        - Storage facilities for medical supplies, gloves and aprons

·        - Disposal systems for clinical waste

·        - ‘Help Hands’ in every room

·        - High-visibility markings around the site for children with visual impairment

·        - Accessible toilets with alarm cord

·        - Grab rails

·        - Shower

·        - Lifts in old and new buildings

 Support for the emotional, mental and social development of pupils with SEND

Mentoring is available to support pupils with emotional, mental and social needs.

Work is done with pupils to establish and build friendship groups

Any incidents of bullying are investigated thoroughly

Pupils are referred to Malachi for further support

Play Mentors are in the playground at break times

Facilities will be available for quiet play in the future

 How will the school adapt the curriculum and learning environment?

All children access a broad and balanced curriculum including the SATs, Multiplication Time Tables Check and Phonic Test alongside their peers. For a very small number of children, the curriculum and assessments may be amended to allow them to access the curriculum and tests. Parents will be kept fully informed of these decisions. On rare occasions a pupil may be dis-applied from the National Tests, if they are working too far below the expected levels and it is decided that it is not in their best interests to participate. Parents and governors are informed of this decision in writing. School also takes advice from relevant outside agencies to adapt the learning environment and curriculum to meet the needs of individual pupils.

 How do we involve parents in making decisions about the support their child is receiving?

Our school had an open door policy, where if you have any concerns or questions you are welcome to come in and discuss them.

In addition, our school aims to regularly involve parents in a variety of ways:

-        Parents’ Evening

-        Inspire Workshops

-        Regular and ad hoc meetings with SENCO, teacher and support staff

-        Targets set for children

-        Parents signposted to groups, schemes and literature.

-        Information on the school website

-        Regular school emails

 How do we involve children in decision making about the support they receive?

The school encourages feedback from staff, parents and pupils throughout the year. The SEND team will talk to your child regularly to review progress, set new targets and talk about the support they receive. Staff will listen to your child's views and use this information to help plan future support. A record of these conversations will be kept. Pupils are involved in the drawing up a one page profile each year which informs their new teacher of what helps them to be successful.

How are staff in school trained to work with children with SEND?

The SENCo is responsible for co-ordinating specific provision that needs to be made to support children with SEN. This includes arranging appropriate training for staff supporting children with:

·        medical needs

·        sensory needs

·        physical difficulties

·        communication and interaction needs

·        cognition and learning needs

·        autism

·        social, mental and emotional health

Parents are consulted regularly to ensure staff training is appropriate to meet the needs of your child.

Who are the other people, the school and governors involve with SEND at Park Hill?

Parents will always be involved in any decision to involve outside agencies. School will involve specialists to advise us on early identification of SEND and effective support and interventions. Recommendations raised will be shared with you and teaching staff supporting your child. Specialist Services used at Park Hill include:

·        Educational Psychology

·        Pupil and School Support

·        Sensory Support

·        Behaviour Support

·        Communication and Autism Team

·        Physical Difficulties Support Service

·        Speech and Language Therapy Service

·        School Nurse

·        Health Visitors

·        Physiotherapists

·        Occupational Therapists

·        Park House Child and Family Centre

·        Child and Adolescent Mental Health Service

·        Birmingham Children's Hospital

·        James Brindley School

·        Social Services

·        Malachi Trust

Please see APPENDIX 1 attached

 How do we support children at Park Hill moving between phases of education?

Nursery to Reception

Nursery visits when possible

Open mornings for new parents

Additional meetings for SEND if required

Meet the teacher mornings

Year Group to Year Group

-        One page profiles for pupils in need of specialised provision

-        Inclusion folders which include key information for staff

-        Transition meets between staff at the end of the academic year in preparation for autumn term

-        Meet the teacher sessions take place to help all children prepare for next year

Primary to Secondary Schools

-        Transition meets (where required) and information sent to secondary schools

-        Secondary school visits

-        Advice on appropriate Secondary Choices

-        SENCo informs the new SENCo of the special education needs of the pupil

Primary to Special School or Resources Base

-        Transition meetings arranged with parents and new school

-        All files transferred to new school

-        Support given to parents when arranging school visit if needed

-        Ensure SENAR are informed and involved in the process

Appendix 1