At Birdwell School we believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe. The following information describes the way we meet the need of children who experience barriers to their learning – whether these are long or short term.
The broad areas of SEND need are:
How does Birdwell School know if my child needs extra help?
At Birdwell we pay close attention to the children’s academic attainment throughout the school year. We closely monitor children to ensure that any difficulties that present academically are quickly picked up.
Staff at Birdwell will discuss regularly with the Leadership team the children in their class. Concerns, whether academic, physical, social or emotional, are talked about and plans made to provide further support as it is required.
What should I do if I think my child may have a special educational need or disability?
If you are worried about your child, your first port of call is your child’s class teacher, with whom you can arrange a time to meet to talk about your child and any concerns that you have. If this is not possible, you can speak to Sarah Dalwood who is our Special Educational Needs Co-ordinator (SENCo). She can be contacted through the school office or by emailing email@example.com. Birdwell’s SEN Trustee is also available to talk to if needed.
How will I know how Birdwell School supports my child?
We can organise meetings to discuss the additional support we are providing for your child. We can also discuss this at Parents’ Evenings. During these meetings we can show you the additional support that has been put in place for your child. Please feel free to ask as many questions as you like about this.
How will the curriculum be matched to my child’s needs?
Class teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met. All children at Birdwell receive a differentiated curriculum and this is provided in many ways, including:
Differentiated curriculum planning, activities, delivery and outcome
Increased visual aids/modelling
Support through guided groupings – class teacher and LSA
Symbols to support meaning
How will I know how my child is doing?
Your child’s progress is continually monitored by their class teacher. This will be shared with you at Parents’ Evenings or additional meetings with your child’s classteacher or the SENCo.
At the end of each key stage (at the end of Year 2 and Year 6) all children are required to be formally assessed using Standard Assessment Tests (SATs). This is something the government requires all schools to do and the results that are published nationally.
Children may have a Passport with personal targets which will be reviewed, and a future plan made. This will be done in conjunction with you as parents or carers.
The progress of children with an EHC Plan is formally reviewed at an Annual Review, with all adults involved with the child’s education.
There may also be multi-agency meetings with all of the professionals who are involved in your child’s education.
How will you help me to support my child’s learning?
We really value the partnerships that we develop at Birdwell with our parents/carers and recognise how vitally important these are in ensuring your child’s development at school. We can provide additional resources as appropriate to the particular needs that your child may have. This may include a home/school book to support behaviour or additional phonics activities if your child needs help with this. Please ask your child’s class teacher or the SENCo for more information specifically related to your child.
What specialist services and expertise are available at or accessed by the school?
We recognise that at times we will need to get additional and specialist support for some of our children. These may include:
Speech and Language therapists
Child and Adolescent Mental Health Service
What training are the staff supporting children and young people with SEND having?
The SENCo’s job is to support the class teacher in planning for children with SEND. The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEND issues such as Autism Spectrum Disorder (ASD) and Communication. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
How will the school prepare and support my child when joining Birdwell School or when they are transferring to a new school?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible. If your child is moving child to another school:
We will contact the school SENCo and ensure he/she knows about any special arrangements or support that need to be made for your child.
We will make sure that all records about your child are passed on as soon as possible.
When moving classes in school:
Information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher. IEPs will be shared with the new teacher.
If your child would be helped by a book to support them understand moving on then it will be made for them.
In Year 6:
The SENCo will discuss the specific needs of your child with the SENCo of their secondary school.
Your child may do focused learning about aspects of transition to support their understanding of the changes ahead.
Where possible your child will visit their new school with a member of staff from Birdwell, and in some cases staff from the new school will visit your child here.
How is Birdwell School physically accessible to children with SEND?
The school is on two levels, with lifts available if needed. Our doors and corridors are wide to enable good access. There are disabled toilets. We ensure, where ever possible, that equipment used is accessible to all children regardless of their needs.
How are the school’s resources allocated and matched to children’s special educational needs?
The school budget includes money for supporting children with SEND. The Senior Management team decides on the deployment of resources for Special Educational Needs and Disabilities in consultation with the school trustees, on the basis of needs in the school. The Head Teacher and the relevant staff regularly discuss all the information they have about SEND in the school, including:
The children currently receiving extra support
The children who may need extra support
The children who have been identified as not making as much progress as would be expected, to consider whether additional resources, training and support is needed.