SEND

At St. George’s Church of England Primary School, every child is seen as a unique individual, created by God and valued for who they are. Our Christian vision of life in all its fullness means we are committed to ensuring that pupils with Special Educational Needs and Disabilities flourish in their learning and in their personal development. We place care, nurture and relationships at the centre of our approach so that all children can thrive, feel safe and achieve their potential.

What is SEND?

Special Educational Needs and Disabilities (SEND) is a term used when a child or young person has a learning difficulty or disability that makes it harder for them to learn than most children of the same age. This may be because they need additional support to access the curriculum, to develop communication or social skills, or to manage their physical, sensory or emotional needs.

A child is considered to have SEND if they require support that is different from, or additional to, what is normally provided for pupils in school. This support is designed to help them overcome barriers, make progress in their learning and flourish in every aspect of school life. SEND is not a label that defines a child but a way of ensuring the right help is in place so that every pupil can achieve their potential.

What is a SENDCO?

Every school must have a Special Educational Needs and Disabilities Coordinator, often called the SENDCo. The SENDCo is the teacher responsible for leading and overseeing provision for pupils with additional needs. They work closely with class teachers, support staff, families and external professionals to make sure that children with SEND receive the right support to flourish.

At St. George’s, our SENDCo is Mrs Doyle. She ensures that pupils with SEND are identified quickly, that appropriate support is put in place, and that progress is carefully reviewed. The SENDCo also provides training and guidance for staff, keeps families informed, and coordinates referrals to specialist services when needed. In this way, the SENDCo helps every child with additional needs to be included, supported and encouraged to achieve their best.

Our approach to SEND

We believe that every teacher is a teacher of children with Special Educational Needs and Disabilities. The class teacher remains responsible for the progress and development of every pupil in their class. We begin with high-quality teaching that is inclusive and adapted to meet a wide range of needs. When extra support is needed, we use the cycle of assess, plan, do and review to ensure that strategies are carefully matched to each child and regularly evaluated.

Parents are partners in this process. Their knowledge, insights and aspirations for their child are central to planning effective support.

Identification of SEND

Children’s progress is assessed regularly and carefully, so that additional needs can be identified as early as possible. A pupil may be considered for additional support if their progress is significantly slower than that of peers, if the gap with age-related expectations is not closing, or if there are concerns about social, emotional or physical development.

Identification is always based on a broad picture of the child. Low attainment or slower progress alone does not automatically mean a pupil has Special Educational Needs. Class teachers, the Special Educational Needs Coordinator and parents work together to understand the whole child and to decide whether further provision is required.

Working with families and pupils

We are committed to working in genuine partnership with parents. Families are welcomed into the process and their voices are heard at every stage. Termly review meetings give opportunities to discuss progress, update targets and agree next steps. Parents are also signposted to external support and advice where this is helpful.

Children themselves are encouraged to share their views and become active participants in their learning. They are helped to recognise their strengths, to talk about the strategies that support them, and to grow in confidence as advocates for their own needs.

Types of needs we support

We currently provide support for a wide range of needs, including:

• Communication and interaction, such as speech and language needs and autism
• Cognition and learning, including specific learning difficulties such as dyslexia or dyspraxia
• Social, emotional and mental health needs, including anxiety and attention difficulties
• Sensory and physical needs, such as visual or hearing impairments, medical conditions and physical disabilities

Support we provide

Support is tailored to the needs of the individual child. This can include:

• Adaptations in the classroom, such as the use of visual timetables, additional processing time, or adapted resources.
• Targeted interventions, for example phonics catch-up, Talk Boost or Sensory Circuits.
• Individual or small group work to reinforce key skills.
• Access to external professionals such as speech and language therapists or educational psychologists.
• Education Health and Care Plans for children with complex or lifelong needs, giving access to additional resources and support.

At every stage, we aim to equip children with strategies that help them become independent, confident and resilient learners.

Inclusion and wider opportunities

We are committed to inclusion in every part of school life. Pupils with Special Educational Needs and Disabilities take part in all school trips, after-school clubs and enrichment opportunities. Risk assessments and additional support are provided where needed, ensuring that all children have the same opportunities as their peers. No child is ever excluded from an activity because of their needs.

Further information and concerns

If you would like to know more about our SEND provision, please contact our Special Educational Needs Coordinator or Headteacher through the school office. We also encourage families to explore Birmingham’s Local Offer, which provides information about services and support available across the city.

If at any time you are concerned about the support your child is receiving, we encourage you to speak first with the class teacher or the Special Educational Needs Coordinator. If the matter is not resolved, our school complaints procedure sets out the steps for raising concerns formally.