Green Meadow Primary School is an inclusive school. We believe that all teachers are teachers of special educational needs and that all children are entitled to an education that enables them to achieve their full potential.
We aim to enable children to develop, learn, participate and achieve the best possible outcomes.
High quality teaching that is differentiated and personalised meets the individual needs of the majority of children. However some children need educational provision that is additional to, or different from, this. This is special educational provision under Section 21 of the Children and Families Act 2014. We are committed to ensuring that such provision is made for every pupil that has special educational needs and disabilities.
Please find a copy of our SEND Policy on our policies and documents page
The questions below will help you find out more. Click the question to find out the appropriate answer:
We recognise that each child is unique we provide an education which enables every child to fulfil their potential; personally, socially, emotionally and academically. We respect and accept the differing needs and strengths of all individuals. Our school provides additional and/or different provision for a range of needs.
Communication & interaction i.e. autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
Cognition & learning i.e. dyslexia, dyspraxia, dyscalculia, Downs Syndrome
Social, emotional & mental health difficulties i.e. attention deficit hyperactivity disorder (ADHD)
Sensory & /or physical needs i.e. visual or hearing impairments, cerebral palsy, epilepsy
Green Meadow is fully accessible. The building has been adapted and additional facilities have been developed.
We assess each child’s current skills and levels of attainment on entry to our school, where appropriate. Class teachers will make regular assessments of progress for all children using:
- Early Years Foundation Stage assessment profile (NEED LINK TO NEW ASSESSMENT FRAMEWORK – SEE CARLY)
- and/ or the Birmingham Language and Literacy or Maths Toolkits
They will identify those whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a child is recorded as having a SEND.
Is SEND provision required?
We will have an early discussion with the child and their parents when identifying whether they need special educational provision, considering:
- What are the child’s strengths and areas of need?
- Do parents/carers have concerns?
- Do we all understand the outcomes we want?
- Do we all agree on the next steps?
Notes of these early discussions will be added to the child’s record and given to their parents/carers. We will formally notify parents/carers when it is decided that a child will receive SEN support.
We will follow the graduated approach and the four-part cycle of assess, plan, do, review.
We record short term targets on Child Friendly Target Cards.
At a specialist level, a School Support Provision Plan or Positive Behaviour Support Plan may be used for focused target setting in possible preparation for an EHC assessment.
If a child has lifelong or significant difficulties, they may undergo a Statutory Assessment, which is usually requested by the school but can also be requested by a parent. This will occur when the complexity of need, or lack of clarity around the needs of the child, are such that a multi-agency approach to assessing that need, to planning provision and identifying resources is required. The decision to make a referral for an Education, Health and Care Plan (EHCP) will be taken at a ‘Team around the child’ progress review meeting and will combine information from a variety of sources. Information will be gathered relating to the previous and current provision provided, actions that have been taken, and the preliminary outcomes of set targets. The collated information will be sent to Birmingham’s Special Educational Needs, Assessment and Review Service (SENAR) who will make a decision about whether or not the child is eligible for an EHCP, which, if successful, will be focused on outcomes and will be reviewed at least annually.
At Green Meadow Primary School, we make contact with the educational settings used by the children before they transfer to us, in order to seek the information that will make sure that the transfer is as seamless as possible.
Before moving on to a new primary school or entry to a secondary school, information will be shared with the SENDCo of the new school, in order to aid transition.
Transition arrangements often include transition booklets and additional induction visits for children to build confidence and give them opportunities to meet the staff at their new settings.
As a school, we are committed to a graduated approach to our SEND provision.
All teachers are teachers of SEND.
We recognise that each child is therefore we provide:
- High quality teaching, that is scaffolded and personalised. This will meet the needs of the majority of children and is our first step in responding to children who have or may have a SEND.
- In addition, we also provide graduated interventions, including:
Targeted (small group)
Read Write Inc. Groups
Maths Intervention Boxes
Read Write Inc. 1:1 tuition
Better Reading Partnership
All By Myself Readers
We make the following adaptations to ensure all children’s needs are met:
- We use a Mastery approach to teaching, so that children’s learning is scaffolded up to ensure all children can access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, pace etc.
- Adapting our resources and staffing
- Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc
- Scaffolding our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
- SEAL (Nurture) room is available to support social, emotional and mental health needs and provide a calm, quiet environment if required.
Our teaching assistants are trained to deliver interventions and support in class with groups and individuals. This support will vary depending upon evidence gained from the graduated approach and if the child is identified as requiring targeted or specialist provision.
We also work with the following agencies to provide support for children with SEND:
- Educational Psychological Service (EPS) support for children with a range of Special Educational Needs
- Pupil and School Support (PSS) support for children with learning difficulties
- Communication and Autism Team (CAT) support children with a diagnosis of Autism Spectrum Condition (ASC) and their families
- Speech and Language Therapy support for children with speech and/ or language difficulties
- Sensory Support (SS) support children with a visual and/or a hearing impairment
- Health Service support children with a range of physical and medical needs
- Forward Thinking Birmingham support children with mental health needs
- Children’s Services provide family support
- Physical Difficulties Support Service (PDSS) support and promote inclusive education
- Paediatric Physiotherapy service provide specialist assessment and a range of interventions for children with physical difficulties
- City of Birmingham School (CoBS) support for emotional regulation
Our SENDCo, Mrs. Cross, is a qualified teacher, Deputy Head of School and is a member of the Senior Leadership Team (SLT). Previously Mrs Cross has been a teacher in Birmingham for 20 years, with the last 10 years as a SENDCo. Mrs .Cross works full-time.
Our Assistant SENDCo, Mrs. Desogus, is a qualified teacher and teaching and learning lead. Mrs.Desogus is an expert teacher in early years.
In 2020- 2021 we had a team of 8 teaching assistants, all have been trained to deliver SEND provision.
2019-2020 Staff Training
- The Graduated Approach
- Adverse Childhood Experiences
- Supporting SLCN needs in the classroom (Teaching Assistants)
- Dyslexia (Teaching Assistants)
- Early Maths (Certain staff members)
- Better Reading Partnership (Certain staff members)
- Tier 2 Autism Practice (Certain staff members)
- Physical Handling (Certain staff members)
- Supporting Physical Education for children with physical needs (Certain staff members)
- Supporting pupils of small stature (Certain staff members)
- NELI early language acquisition (Certain staff members)
- Medical Needs management
Every year we: - Review resources, staffing levels and skills for delivering SEND provision
On an ongoing basis we: - Review class based resources for children with a SEND - Source appropriate resources if specific needs are identified
Our SENDCo: - Supports and monitors provision
We evaluate the effectiveness of provision for children with SEND by:
- Reviewing children’s progress towards their targets on their Birmingham Toolkits (at least termly) and/or their Child Friendly Target Cards
- Reviewing the impact of interventions after each cycle
- Using pupil voice sheets
- Regular monitoring by the SENDCo and other members of the SLT
- Using class and whole school provision maps
- Holding annual reviews for children with an EHC plans
- All of our extra-curricular activities and school visits are available to all our children, including our before-and after-school clubs.
- All children are encouraged to go on our residential trip to the Pioneer Centre. All children are encouraged to take part in sports day,
- School plays, exhibitions and workshops.
No child is excluded from taking part in these activities because of their SEND or disability. N.B. Due to COVID-19, some activities have not been available.
To support children’s emotional regulation, we have a member of SLT with responsibility for pastoral and behavioural support, alongside a pastoral manager. They work alongside all staff in supporting children with a SEND.
We provide support for children to improve their emotional and social development in the following ways:
- Children with SEND are encouraged to be part of the school council, eco-council and Rights Respecting Steering Group
- We are working towards being a silver level UNICEF Right Respecting school
- We are a ‘No Outsiders: Everyone is welcome here’ school
- A SEAL (nurture) room is used for small group and 1:1 learning and as a calming environment. • PHSE curriculum including regular Emotional Literacy, Rights Respecting and No outsiders learning occurs for all.
We have a zero tolerance approach to bullying.
Queries or complaints about provision for children with a SEND should initially be made with the class teacher. If parents continue to have concerns they should meet with the SENDCo or the Head of School - see Complaints Procedure.
The parents of children with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that the school has discriminated against their children. They can make a claim about alleged discrimination regarding:
- Provision of education and associated services
- Making reasonable adjustments, including the provision of auxiliary aids and services
- Children’s information and Advice Service (CIAS) 0121 303 1888. Emergency out-of-hours Telephone: 0121 675 4806
- The Special Educational Needs and Disability Information Advice and Support Service (SENDIASS) 0121 303 5004
- SENAR (Special Educational Needs and Review) 0121 303 8461
- IPSEA Independent Parent Support and Advice 01799 582030
- Educational Psychologists 0121 303 1793
- Pupil and School Support Service 0121 303 1792
- Sensory Support Service 0121 303 1790
- Communication & Autism Team 0121 303 1792
- Autism West Midlands 0303 03 00 111
- School Nurses 0121 245 5750
- Forward Thinking Birmingham (Mental Health Services for 0-25 year olds) 0300 300 0099 ➢ Speech & Language Services 0121 683 2325
- Occupational Therapy Services 0121 466 6231
If a parent, carer or child has a concern they should initially speak to the class teacher. The class teacher will then work with the SENDCo, Ms. Allden, to support the child and family.
Birmingham’s local offer (SEND) is published here: https://www.localofferbirmingham.co.uk/
Glossary of terms
Attainment- A thing achieved, especially a skill or educational achievement.
Auxiliary Aids- Devices or services that enable effective communication.
Birmingham Language and Literacy/Maths Toolkits- Tools for supporting schools in identifying and tracking children working below the expected levels in English and Maths.
Cognition- The mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.
Scaffolding- refers to a variety of techniques used to move children progressively towards a stronger understanding and, ultimately, greater independence in the learning process. To meet children’s needs, teachers scaffold by modifying the content (what is being taught), the process (how it is taught) and the product (how children demonstrate their learning).
Emotional Regulation- The ability to control the experience and expression of emotions.
Graduated Approach- SEN support should arise from a four- part cycle, known as the graduated approach, through which earlier decisions and actions are revisited, refined and revised, leading to a growing understanding of the pupil's needs and of what supports the pupil in making good progress and securing good outcomes.
Interventions- A specific program or set of steps to help a child improve in an area of need.
O Track- An assessment and tracking tool used to track progress and attainment.
Provision- The action of providing or supplying something for use.
Provision Map- A document showing what has been provided or supplied to support children with a SEND or those that may have a SEND.
Pupil Voice- Children’s views regarding their own education.
Reasonable adjustments- The Equality Act (2010) states schools are required to make ‘reasonable adjustments’ so that all children can access their facilities and services
Statutory Assessment- An investigation made by the local authorities into what the special educational needs of a child are and what provisions are needed to meet those needs.
With thanks to the parents and children who have helped to shape this section of the website (July 2018 and July 2019). Sadly, COVID-19 prevented input in July 2020.