When identifying pupils with SEND, we follow the graduated approach including the four-part cycle of assess, plan, do, review. Class teachers work with the SENCo, the pupil and parents to carry out a clear analysis of the pupil’s needs.
This will draw on:

• The teacher’s assessment of attainment and progress and experience of the pupil
• Pupil’s previous progress, attainment and behaviour
• Other teachers’ assessments and information from previous settings (where relevant)
• The individual’s development in comparison to their peers and national data
• The views and experience of parents and the pupil’s own views
• Results from standardised tests, diagnostics tools or screenings, e.g. PhAB, YARC.
• Advice from external support services (if relevant), e.g. a Speech and Language Therapist (SaLT) or Educational Psychologist (EP)

If school and parents agree that a pupil requires special educational provision, an Individual Progress Plan (IPP) will be written by the class teacher with the SENCo, parents and pupil. The IPP will contain information regarding the pupil’s SEND and details about the personalised targets and provision they are to receive. All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are stated in the pupil’s IPP. The IPP is reviewed on a termly basis at a meeting which both parents and the pupil attend with the class teacher and/or SENCo.

We are child and family centred so you can expect ‘No decision about me, without me’. When we assess special educational needs, we will discuss with you if your child’s understanding and behaviour are the same at school and home; we take this into account and work with you so that we are all helping your child in the same way and helping them to make progress.

At Highfields we have an open-door policy where parents are always welcome to speak to staff about their child at a mutually convenient time. The first port of call should be the pupil’s class teacher who may then consult the SENCo prior to discussing any concerns or issues with parents at a follow up meeting. The headteacher is also available to discuss parent’s concerns (usually after meeting with the class teacher and SENCo).

All policies and documents related to SEN can be found on the school's website (www.highfields.staffs.sch.uk) by accessing the 'Information' tab at the top of the page then selecting the 'SEN' menu option.

If school and parents agree that a pupil requires special educational provision, an Individual Progress Plan (IPP) will be written by the class teacher with the SENCo, parents and pupil. The IPP will contain information regarding the pupil’s SEND and details about the personalised targets and provision they are to receive. All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are stated in the pupil’s IPP. The IPP is reviewed on a termly basis at a meeting which both parents and the pupil attend with the class teacher and/or SENCo.

For a very small percentage of pupils, whose needs are significant and complex and the SEN support required to meet their needs cannot be provided from within the school’s own resources, a request will be made to the local Authority to conduct an assessment of education, health and care needs for an Education Health and Care Plan (EHCP). The request can be made by school (after consultation with parents) or independently by parents.

Every term parents are invited to attend an IPP review meeting which allows staff and parents to share information, celebrate achievements and plan next steps (usually in the form of a new IPP). The meeting is usually lead by the pupil’s class teacher and/or with the SENCo.

All our staff are trained in a variety of approaches which means that we are able to adapt to a range of SEN including specific learning difficulties (such as dyslexia), Autistic Spectrum Disorder (ASD), Speech, Language and Communication Needs (SLCN), and social and emotional difficulties.

Teachers adapt their teaching constantly in order to cater for their pupils needs, planning individual timetables where necessary. When required, staff can be deployed to give pupils additional support in small groups outside the classroom, or to provide 1:1 support (when possible).

All our staff are trained in a variety of approaches which means that we are able to adapt to a range of SEN including specific learning difficulties (such as dyslexia), Autistic Spectrum Disorder (ASD), Speech, Language and Communication Needs (SLCN), and social and emotional difficulties.

Teachers adapt their teaching constantly in order to cater for their pupils needs, planning individual timetables where necessary. When required, staff can be deployed to give pupils additional support in small groups outside the classroom, or to provide 1:1 support (when possible).

Quality First Teaching (including Reasonable Adjustments)

Class teachers have the highest possible expectations for every pupil in their class. All teaching is based on building on what a pupil already knows, can do and understands. We use a number of teaching methods that are adapted to the needs of both groups and individual pupils. Highfields is an inclusive school, so pupils are taught alongside their peers as much as possible. Clear differentiated groups are used as well as mixed ability grouping depending on the nature of the learning task.
Staff strive to adapt resources to either offer a greater level of support or to make learning more challenging so that every pupil can achieve their very best. Resources such as visual timetables and clearly labelled resource trays are consistently used throughout the school to support pupils. Other resources such as sloping desks and fine motor skill tools are also available, when required, to support pupils with their learning. Pupils are also able to access vocabulary/spelling learning mats for additional support with writing and the use of a variety of learning mats linked to mathematics, e.g. 100 square, number lines/tracks, multiplication facts. Working walls in each classroom also display relevant vocabulary linked to English, Maths and other areas of the curriculum. Dyslexic friendly resources, such as the use of coloured backgrounds on our interactive whiteboards and the use of coloured paper in exercise books, are used in classrooms. Multi-sensory approaches are used to help pupils learn spellings. Mind mapping is used with all pupils to help them retain information about the different topics studied across the curriculum.

Small Group Support

Pupils sometimes work with an adult in a small group (usually up to six in total) who are at a similar place in their learning. These sessions are often led by a trained Teaching Assistant, under the direction of the class teacher. They may take place inside or outside the classroom. Progress is monitored constantly by the class teacher to ensure that the group support meets the pupils’ needs and agreed outcomes.

1:1 Support

Most pupils with SEND will work with an adult, usually three times a week, towards targets linked to their IPP. These sessions are usually led by a trained Teaching Assistant, under the direction of the class teacher and with advice from the SENCo. Analysis of the effectiveness and impact of the intervention is carried out half-termly by the SENCo and class teacher. Other 1:1 support will take place, as and when needed, to support pupils without SEND.

Specialist Support

Specialist support involves the pupil working with an adult on specific individual targets which have been recommended by specialist educational or health care professionals (e.g. Speech and Language Therapy, Educational Psychologist, Autism Outreach Team, Pupil Support Services, Occupational Health and Physiotherapy agencies) to support their learning or a specific area of development. Analysis of the intervention/plan is usually carried out approximately every six months by the SENCo and specialist agency.

As an inclusive school, all pupils, regardless of their SEND, are encouraged to take part in:

• Extra-curricular activities such as before-and after-school clubs and clubs held at a lunch time.

• Forest School sessions, educational visits and residential trips such as our Year 5/6 residential trips to Laches Wood or Standon Bowers.

• Class assemblies, school plays/productions and private music tuition sessions

• Sports day and school sports teams’ fixtures

• Joining the School Council and/or Library Council and taking part in other pupil voice opportunities

No pupil is ever excluded from taking part in the above activities because of their SEND and we provide staff to support their full involvement (if needed).

The local authority will top-up funding for pupils with a high level of need (AEN/HLN funding). If a pupil’s EHCP identifies something that is significantly different to what is usually available, there may be additional funding allocated. Parents and schools will work together to see how this funding is used. You will be told if this means you are eligible for a personal budget. This must be used to fund any agreed plan.

We evaluate the effectiveness of provision for pupils with SEND by:

• Reviewing pupils’ individual progress towards their IPP targets each term
• Parent and pupil feedback during IPP meetings and parent consultation evenings
• Classroom and intervention observations by the SLT and SENCO
• Work sampling to ensure progress and effective matching of work to pupils’ needs
• Using provision maps to measure and review the impact of and progress made in interventions
• Holding annual reviews for pupils with EHC plans
• Analysis of termly standardised data from reading and maths tests by the SLT and SENCo
• Discussions about pupil’s needs and outcomes at pupil progress meetings with the SLT
• Monitoring attendance and behaviour records from SIMs
• Analysis of SATS results in comparison to local and national data

Every term parents are invited to attend an IPP review meeting which allows staff and parents to share information, celebrate achievements and plan next steps (usually in the form of a new IPP). The meeting is usually lead by the pupil’s class teacher and/or with the SENCo.

The school has a variety of resources available to support pupils with SEN including; coloured overlay, fidget toys, wobble cushions and sloping desks. An annual audit of resources is conducted to ensure that the resources available match the needs of pupils. Additional resources are purchased as and when needed to support pupil needs (an application for additional funding may be required which staff will support).

We evaluate the effectiveness of provision for pupils with SEND by:

• Reviewing pupils’ individual progress towards their IPP targets each term
• Parent and pupil feedback during IPP meetings and parent consultation evenings
• Classroom and intervention observations by the SLT and SENCO
• Work sampling to ensure progress and effective matching of work to pupils’ needs
• Using provision maps to measure and review the impact of and progress made in interventions
• Holding annual reviews for pupils with EHC plans
• Analysis of termly standardised data from reading and maths tests by the SLT and SENCo
• Discussions about pupil’s needs and outcomes at pupil progress meetings with the SLT
• Monitoring attendance and behaviour records from SIMs
• Analysis of SATS results in comparison to local and national data

Every term parents are invited to attend an IPP review meeting which allows staff and parents to share information, celebrate achievements and plan next steps (usually in the form of a new IPP). The meeting is usually lead by the pupil’s class teacher and/or with the SENCo.

Each pupil has a Learning Journal and a Reading Journal. Teachers often write comments for parents to read at home, and we encourage parents and carers to regularly add comments of their own.

Other methods of communication available to parents include:

• Email
• Telephone conversation appointments if you are unable to visit school
• Text messaging service
• Annual written school reports
• Termly parent consultation evenings
• Annual reviews for pupils with an EHC plan

General school information is also communicated to parents via the school’s weekly bulletin newsletter and social media platforms (Facebook and Twitter).

When required, we can access support from a range of specialists for advice about SEND related needs including:

• Educational Psychologist (EP)
• Speech & Language Therapy (SALT)
• School/Medics/Pediatricians
• Special Educational Needs Specialist Services (SENDSS)
• Child & Adolescent Mental Health Services (CAMHS)
• Social Care/Family Support
• Occupational Therapist (OT)
• Physiotherapists (PT)
• Autism Outreach Team (AOT)

We also liaise with an off-site Educational Welfare Worker who works closely with staff, pupils and families in raising attendance and punctuality.

During termly IPP meetings, parent are provided with information and resources about how they can support their child at home by the class teacher and/or SENCo. Parents are notified of local or in-school parent workshops throughout the year.

Class teachers and teaching assistants hold continuous, open dialogue with pupils about their learning and education during lessons/interventions, playtimes and other appropriate moments throughout the school day. Pupils are also invited to attend the termly IPP meetings held with parents and the class teacher in order to provide their feedback on their progress and development.

We also listen to what pupils tell us about how they like to learn using pupil interviews, questionnaires and PSHE/circle time sessions. Their views and feelings are important to us and have an impact on our practice.

Our pupils are made aware of the support that surrounds them in school. Our open-door policy means that they always have access to staff. They know who to talk to if they have any concerns and how to access information to help them.

Pupils are also provided with the opportunity to join/speak with the School Council and/or Library Council in order to share their views and concerns with their peers and staff.

We evaluate the effectiveness of provision for pupils with SEND by:

• Reviewing pupils’ individual progress towards their IPP targets each term (baselines assessments)
• Parent and pupil feedback during IPP meetings and parent consultation evenings
• Classroom and intervention observations by the SLT and SENCO
• Work sampling to ensure progress and effective matching of work to pupils’ needs
• Using provision maps to measure and review the impact of and progress made in interventions
• Holding annual reviews for pupils with EHC plans
• Analysis of termly standardised data from reading and maths tests by the SLT and SENCo
• Discussions about pupil’s needs and outcomes at pupil progress meetings with the SLT
• Monitoring attendance and behaviour records from SIMs
• Analysis of SATS results in comparison to local and national data

Every term parents and pupils are invited to attend an IPP review meeting which allows staff and parents to share information, celebrate achievements and plan next steps (usually in the form of a new IPP). The meeting is usually lead by the pupil’s class teacher and/or with the SENCo.

A member of staff is present on both the infant and junior gates each morning and afternoon to welcome pupils and address any issues parents may have. If parent require a conversation with a member of staff not on the gate, they may enter the school office in order to make an appointment at a mutually convenient time.

During break times, members of staff are present on both the infant and junior playgrounds to support pupils as needed. First aid trained staff are available to deal with any medical needs or accidents which may occur. We have a team of lunchtime supervisors who are in the school hall and playgrounds to support pupils during lunch times. Also, upper key stage 2 pupils are trained up to be Play Leaders to act as peer support for pupils.

PE equipment is serviced annually in order to check that it remains safe for staff and pupils to use.

Risk assessments are completed by members of staff prior to undertaking any school trips. These risk assessments are studied and quality assured by the headteacher.

At Highfields we take our pastoral responsibilities seriously. We pride ourselves on providing a high level of pupil support and guidance. We provide support for pupils to improve their emotional and social development in the following ways:

• Highfields has a zero tolerance approach to bullying and a copy of our Behaviour Policy and Anti-Bullying Policy are available on the school website (https://www.highfields.staffs.sch.uk/school-policies/)

• At lunchtimes, we have lunchtime supervisors, peer mentors and play leaders who work hard to support pupils during a key time of the day

• Weekly whole school assembly and class assemblies, with a specific PSHE theme, take place across school. Assembly themes are then followed up in class through PSHE/Circle Time lessons

• Lego Therapy, Nurture, social skills and team building sessions are delivered, when appropriate, to meet the needs of specific pupils

• The School Council and Library Council provides pupils with a voice to raise any concerns they may have within school

Pupils with medical needs will be provided with a detailed Care Plan, created in partnership with parents and (if appropriate) the School Nurse.

The school has a policy regarding the administration and managing of medicines and also a medical policy which are both available on our website (https://www.highfields.staffs.sch.uk/school-policies/).

At Highfields Primary Academy, discipline is recognised to be a collective responsibility between parents, staff, governing body, children and other agencies involved with school. It is vital that the behaviour policy is clear, that it is well understood by staff, parents and pupils and that it is consistently applied. If this partnership is working effectively then we expect. The approach is predominantly based around reinforcement and modelling of good behaviour and the use of restorative justice when things have gone wrong. It is about education and not punishment.

Looked After Children (LAC) receive the same inclusive education as their peers with additional support from the virtual school of the local authority where the pupil originates from. The headteacher liaises with virtual school professionals, local authority representatives, social workers and the other adults involved in the education, health and welfare of LAC on a regular basis to discuss pupil well-being and education, including their Personal Education Plan (PEP). Schools with LAC receive looked after children pupil premium which we use to enhance our curriculum for LAC.

All staff have a part to play in the delivery of an inclusive and effective education for all pupils at Highfields. Our staff are available at mutually convenient times to discuss any concerns you may have about your child or to share information that either party feels would be useful to the other.

Class Teachers

‘Every Teacher is a teacher of SEND’

As stated in the SEND Code of Practice 0-25 (2014), all teachers are teachers of pupils with SEND. All teachers at Highfields play a crucial role in identifying; individual pupil’s strengths, barriers to their learning and areas of need, and in planning high quality teaching and learning opportunities, which are well differentiated and personalised to meet the needs of pupils.

Each class teacher is responsible for:

• The progress and development of every pupil in their class
• Working closely with teaching assistants, or specialist staff, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
• Working with the SENCo to review each pupil’s progress, development and provision
• Ensuring that parents and pupils are continuously involved in the development of the SEND provision delivered to meet the needs of their child
• Ensuring that they follow the school’s SEND policy and information report


Teaching Assistants

At Highfields teaching assistants work with the class teachers to support pupil’s individual needs and ensure inclusion of pupils with SEND. They play an important role in delivering SEND provision and contributing towards monitoring progress.

Each teaching assistant should:

• Be fully aware of the school’s SEND policy and the procedures for identifying, assessing and making provision for pupils with SEND
• Use the school’s procedure for giving feedback to teachers about pupil’s progress.

SEND Team (Mr Thelwell and Mrs Drover)

The school’s SENCo is Tim Thelwell who can be contacted via the school office on 01543 227160 or office@highfields.staffs.sch.uk (please title email ‘FAO Mr Thelwell - SEND’). Mrs Lisa Drover is the SEND Teaching Assistant who assists with SEND provision.

The SEND Team will:

• Work with the headteacher and SEND governor to determine the strategic development of the SEN policy and provision in the school
• Have day-to-day responsibility for the operation of this SEND policy and the co-ordination of specific provision made to support individual pupils with SEND, including EHC plans
• Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and high-quality teaching
• Work with the headteacher and governing body to ensure that the school meets its responsibilities under the Equality Act 2010 regarding reasonable adjustments and access arrangements
• Ensure the school keeps the records of all pupils with SEND up to date

The SEND Governor (Mrs Greatrex)

The SEND Governor will:

• Support the monitoring of the quality and effectiveness of SEND provision within the school and update the governing body on this
• Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school

The Headteacher (Mr Wilkes)

The headteacher will:

• Work with the SENCo and SEND governor to determine the strategic development of the SEN policy and provision in the school
• Decide upon on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
• Have overall responsibility for the provision and progress of learners with SEND

Every effort is made to link with previous/future schools to ensure smooth transitions for both new admissions and leavers. We recognise that transitions can be difficult for a pupil with SEND and take steps to ensure that any transition is as smooth as possible:

• EYFS staff visit the nursery setting of pupils joining the school to observe and meet the pupil and discover their specific needs. A series of parent and pupil ‘taster’ sessions then take place in the summer term at Highfields in preparation for the September start.

• Parents and children who join our school mid-term are encouraged to visit us for a tour and informal chat with a member of the SLT before they start. Our staff will liaise with the teachers/SENCo of pupils who join mid-term from a different school and request that all written records for the new pupil be sent to us as soon as possible.

• Transition between year groups at Highfields is supported by pupil taster sessions into each new class (‘Class Swop’ morning), parent drop-in meetings and information leaflets. Teachers meet at the end of the academic year to share and receive information about the pupils who will be leaving and joining their class.

• Year 6 staff at Highfields hold transition meetings with Year 7 leaders and secondary school SENCos in the summer term to talk through the strategies that have worked with specific pupils and the recommendations for support in secondary school. Also, at this time, the Highfields SEND Team ensure that all pupil records are collated readily for secondary schools to collect during the second half of the summer term.

• Staff from the secondary school leadership teams are invited to join our spring term parent consultation evenings so that parents and pupils have an opportunity to speak to the secondary members of staff in an informal manner.

• Our SENCo leads a team of talented support staff who are all trained to support pupils with a range of educational, social and emotional needs.

• Both Mr Thelwell and Mrs Greatrex have completed the National Award in Special Educational Needs Coordination. Mrs Drover has an NVQ Level 3 in ‘Supporting Learners with Special Educational Needs’.

• All staff can undertake small group work, or 1:1 support, as appropriate to meet the needs of pupils with SEND. Teaching assistants have received training in a variety of interventions including; precision teaching, Nurture group and Elklan training.

• Our SLT, alongside class teachers, analyse pupil performance termly to ensure that every pupil is reaching their potential and they act accordingly on any issues raised by the information.

• The school is committed to offering regular continued professional development and all staff attend annual appraisal meetings and have on-going training in order to meet the differing needs of all pupils.

When required, we can access support from a range of specialists for advice about SEND related needs including:

• Educational Psychologist (EP)
• Speech & Language Therapy (SALT)
• School/Medics/Pediatricians
• Special Educational Needs Specialist Services (SENDSS)
• Child & Adolescent Mental Health Services (CAMHS)
• Social Care/Family Support
• Occupational Therapist (OT)
• Physiotherapists (PT)
• Autism Outreach Team (AOT)

We also liaise with an off-site Educational Welfare Worker who works closely with staff, pupils and families in raising attendance and punctuality.

Your child's class teacher should be your first point of contact should you wish to discuss anything. They can be contact by leaving a message with the school office in person, via email or telephone. The class teacher will contact you as soon as possble to discuss your concerns or arrange a meeting in person.

The school’s SENCo is Tim Thelwell who can be contacted via the school office on 01543 227160 or office@highfields.staffs.sch.uk (please title email ‘FAO Mr Thelwell - SEND’).

The SEND Governor (Mrs Greatrex)

The SEND Governor will:

• Support the monitoring of the quality and effectiveness of SEND provision within the school and update the governing body on this
• Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school

Class teachers and teaching assistants hold continuous, open dialogue with pupils about their learning and education during lessons/interventions, playtimes and other appropriate moments throughout the school day. Pupils are invited to attend termly IPP meetings with their parents and class teacher to share their thoughts on their success and areas of development.

We also listen to what pupils tell us about how they like to learn using pupil interviews, questionnaires and PSHE/circle time sessions. Their views and feelings are important to us and have an impact on our practice.

Our pupils are made aware of the support that surrounds them in school. Our open-door policy means that they always have access to staff. They know who to talk to if they have any concerns and how to access information to help them.

Pupils are also provided with the opportunity to join/speak with the School Council and/or Library Council in order to share their views and concerns with their peers and staff.

Staff vacancies and governor vacancies are advertised using the school's weekly bulletin as they arise.

Teaching and school office staff are available to help support the completion of any formal paperwork parents need to do. Please contact the school office in person, via email (office@highfields.staffs.sch.uk) or telephone (015432227160).

As an inclusive school, all pupils, regardless of their SEND, are encouraged to take part in:

• Extra-curricular activities such as before-and after-school clubs and clubs held at a lunch time.

• Forest School sessions, educational visits and residential trips such as our Year 5/6 residential trips to Laches Wood or Standon Bowers.

• Class assemblies, school plays/productions and private music tuition sessions

• Sports day and school sports teams’ fixtures

• Joining the School Council and/or Library Council and taking part in other pupil voice opportunities

No pupil is ever excluded from taking part in the above activities because of their SEND and we provide staff to support their full involvement (if needed).

In addition, a privately run before and after school club (Cheeky Monkeys) with trained staff capable of looking after pupils with SEND is available and situated on our premises (the school hall).

The school building is single level throughout. Access into the main building classrooms and the hall, and some of the outdoor area, is ground level and appropriate for use with wheelchairs and walking aids. There are disabled toilet facilities located in the mobile classroom. The school’s accessibility plan is available from our website (https://www.highfields.staffs.sch.uk/school-policies/)

The school building is single level throughout. Access into the main building classrooms and the hall, and some of the outdoor area, is ground level and appropriate for use with wheelchairs and walking aids.

Every term parents are invited to attend an IPP review meeting which allows staff and parents to share information, celebrate achievements and plan next steps (usually in the form of a new IPP). The meeting is usually lead by the pupil’s class teacher and/or with the SENCo.

Each pupil has a Learning Journal and a Reading Journal. Teachers often write comments for parents to read at home, and we encourage parents and carers to regularly add comments of their own.

Other methods of communication available to parents include:

• Email
• Telephone conversation appointments if you are unable to visit school
• Text messaging service
• Annual written school reports
• Termly parent consultation evenings
• Annual reviews for pupils with an EHC plan

General school information is also communicated to parents via the school’s weekly bulletin newsletter and social media platforms (Facebook and Twitter). Documents can be provided in an alternative language to English upon request at the school office.

By contacting the school office, parents are able to find out all the necessary information about their child joining the school. A virtual school tour is available on our website.

By contacting the school office, parents can arrange a school tour at a mutually convenient time. The tour will be led by the headteacher (or a member of the school's leadership team in his absence).

Every effort is made to link with previous/future schools to ensure smooth transitions for both new admissions and leavers. We recognise that transitions can be difficult for a pupil with SEND and take steps to ensure that any transition is as smooth as possible:

• EYFS staff visit the nursery setting of pupils joining the school to observe and meet the pupil and discover their specific needs. A series of parent and pupil ‘taster’ sessions then take place in the summer term at Highfields in preparation for the September start.

• Parents and children who join our school mid-term are encouraged to visit us for a tour and informal chat with a member of the SLT before they start. Our staff will liaise with the teachers/SENCo of pupils who join mid-term from a different school and request that all written records for the new pupil be sent to us as soon as possible.

• Year 6 staff at Highfields hold transition meetings with Year 7 leaders and secondary school SENCos in the summer term to talk through the strategies that have worked with specific pupils and the recommendations for support in secondary school. Also, at this time, the Highfields SEND Team ensure that all pupil records are collated readily for secondary schools to collect during the second half of the summer term.

• Staff from the secondary school leadership teams are invited to join our spring term parent consultation evenings so that parents and pupils have an opportunity to speak to the secondary members of staff in an informal manner.

The Staffordshire’s Special Educational Needs and Disabilities Information, Advice and Support Service can offer advice and support to parents of pupils with SEND. There is a Parent Partnership board situated at the school entrance (by the Office) that displays useful information linked to both pupil and parent learning.

The Parent Support Advisor at Burntwood Local Support Team can put parents in touch with a wide range of support groups as appropriate to the specific needs of your child.

SEN policy and information report is reviewed by the SENCo and SEND Governor annually. It will be updated if any changes to the information are made during the year. It will be approved by the headteacher and/or governing body. Last updated January 2021.

The first point of contact is your child’s class teacher who is available at a mutually convenient time (appointments made via the school office). If you are not satisfied that your concern has been addressed, then you may speak to the SENCo. If he cannot solve your issues, the head teacher (or a member of the SLT in his absence) would listen to your concern. The school’s Governing Body would be contacted if the head teacher were unable to resolve the issue. A copy of our Complaints Policy is available from the school website.

If your concern is with the local authority support, there is a complaints procedure. You would need to contact the manager for SEND inclusion (telephone 01785 854207). The local authority has a multi-agency panel who consider unresolved issues. You are entitled to appeal against any decision made about your child that you are not in agreement with. They will offer you an independent mediator if you are still not satisfied. The mediator will try to help you to agree a resolution with the local authority that you are happy with (telephone 01922 686200). Alternatively, the Parent Partnership Service (telephone 01922 650330) provide independent information and advice.