School Information Report (SIR)
At The Rosary Catholic Primary School we ensure that we include all children to enable them to achieve their best, become confident individuals and make a successful transition into adult hood. Under the new Special Educational Needs and Disability Code of Practice (Sept 2014), our school now provides SEND information with reference to the following categories;
- Appropriate and effective teaching and learning
- Open and honest communication
- Partnership approach
1. Who can I speak to if I am concerned about my child's progress at school?
If you are concerned about the progress your child is making in school, please speak to the class teacher as soon as possible.
We also have a Special Educational Needs Co-ordinator, she is known as the SENCO. Her name is Mrs S Banks and she can be contacted through the main school office on 0121 464 4519 or via email enquiry@rosaryrc.bham.sch.uk
Miss S Khatoon is the Assistant SENCO and can also be contacted through the main office.
The SENCO’s role involves;
- Overseeing the day-to-day operation of the school’s SEND policy
- Coordinating provision for children with SEND
- Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
- Liaising with parents of pupils with SEND
- Being a key point of contact with external agencies, in particular the local authority and associated support services
- Liaising with transition partners to ensure a pupil and their parents are informed about options and a smooth transition plan is formulated
- Working alongside the Head Teacher and Governing Body to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
- Ensuring that the school keeps the records of all pupils with SEND up to date
2. What kinds of SEND does the school make provision for?
At The Rosary Catholic Primary School we make provision for pupils with any of the following needs;
Communication & Interaction | Children with speech, language and communication needs (SLCN) who experience difficulty in communicating with others. This may be because;
The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. |
Cognition & Learning | Children who find learning, thinking and understanding more difficult than their peers. They may;
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Social, Emotional & Mental Health difficulties | Children who find it difficult to manage their emotions and behaviour in a way that affects their daily life. Things these children may find difficult include;
This may also include children suffering from anxiety or depression, those who have Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD) or Attachment Disorder. |
Sensory and/or physical needs | Children who have a disability that may make it difficult for them to manage their everyday life without adaptations to the environment or support within school. These difficulties may include;
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We understand that many pupils will have difficulties in more than one of these areas and we will always strive to meet all of the individual pupil’s needs. Provision is continuously monitored and adapted to ensure that this is effective.
3. What type of provision does the school make for pupils with SEND?
It is the class teacher’s responsibility to ensure that all children are supported within lessons using a range of teaching and learning strategies appropriate to their needs. This means that activities are planned according to the level the pupil is working at. This approach is known as Quality First Teaching (QfT). Adaptive teaching strategies are also employed to ensure access for all.
For some children, Quality First Teaching isn’t enough to ensure progress and so targeted support may be required. This will mean;
- extra support within the classroom with specific targets to ensure progress
- small group work, possibly outside of the classroom, focusing on specific targets
There may be some pupils who have a higher level of need and may require an individualised programme of support. This may include;
- acting on advice from other professionals e.g. external agencies
- 1:1 intervention programmes
Following a programme of support, it may be appropriate to make an application for an Education, Health & Care Plan (EHC plan) for these pupils. Advice will be sought from appropriate outside agencies in these cases.
If you would like to know more about the EHC process please speak to Mrs Banks or Miss Khatoon. Alternatively please see the local offer information here: https://www.localofferbirmingham.co.uk/
For pupils who require additional support for social or emotional needs, we have a team of Learning Mentors who are able to provide this support within school. This may include group sessions, 1:1 mentoring or play therapy amongst other support options. If a pupil would benefit from more specialised support, external agencies may be contacted. You will always be consulted if we feel that your child would benefit from such support.
4. How does the school identify and assess SEND?
At The Rosary, we have a variety of different ways to assess whether a pupil has Special Educational Needs, some of these ways include;
- observations
- school based assessment results
- information from parents and carers
- specialised assessments completed by members of the school’s support services
- information from previous settings or schools
- results from end of key stage assessments
- discussions with staff who work with the pupil on a regular basis
- information from doctors, paediatricians or other medical professionals
Once a pupil is identified as having a special educational need, a graduated approach to the support provided will be taken. This means that an ‘assess, plan, do, review’ approach to support will be undertaken. At the review stage, any changes will be made to support if appropriate.
5. How are parents/carers of pupils with SEND involved in the education of their child?
We understand the vital role parents and carers play in the success of our pupil’s achievements which is why we ensure that we remain as approachable and available as we can. Our school has an ‘open door’ policy which means the views of parents are welcome at any time.
Mrs Banks, our SENCO, is a full time member of staff. She has a teaching commitment so isn’t always available immediately however she is eager to establish effective relationships with all parents of pupils with any additional need and strives to offer an approachable point of contact.
We aim to ensure that parents are regularly involved in the education of their child through different means, including;
- regular contact with the SENCO and relevant school staff
- target setting so that parents are aware of what their child is working towards
- parental views at individual target plan reviews
- home/school communication books (where appropriate)
- regular curriculum information provided through weekly newsletters & website
- home reading records
- information provided on school website
- parent evening consultations
- parent workshops on a range of subjects e.g. reading, phonics
- signposting to support and activities outside of school
We hold regular parent coffee mornings (also known as tea and chat) to which all parents are most welcome. These have a SEND focus and we like to invite professionals working with your child along to explain their role and share valuable advice.
6. How does the school involve pupils with SEND in their own education?
We aim to involve all pupils in the evaluations and implementation of their own education. For pupils with SEND we use a range of strategies to ensure their views are conveyed including;
- involving pupils in setting their own targets at ITP reviews
- self-assessment
- a range of equipment available from which the pupil can choose
- ensuring a range of peer support opportunities
- ensuring the pupil is aware of who they can ask if they need support
- membership representation on the school council
- one page profiles
- communication aids e.g. visual cue cards, signing, symbols
- visual timetables across school
7. How does the school know how much progress is being made by pupils with SEND?
Every pupil’s progress, including those with identified SEND, is continually monitored and tracked by the class teacher and Senior Leadership Team using the school’s tracking system. Pupils are assessed regularly using teacher marking, observations and questioning alongside more formal approaches such as curriculum testing.
At The Rosary, we also use the Birmingham Language and Literacy Toolkit and the Maths Toolkit which both support us in tracking a pupil who is making small steps of progress within the subjects.
In addition to this, pupils with SEND are set individual targets which are reviewed at least six times per year (every half term) by relevant staff together with input from parents or carers e.g. EHC plan annual reviews, parent evening consultations. We also use a provision mapping tool which enables the school to monitor how effective the support in place is for each pupil and make amendments as required.
8. How does the school know how much progress is being made by pupils with SEND?
All pupils have access to our wide range of extra-curricular activities. Where necessary, adjustments will be made to ensure all pupils with SEND are fully included in these activities e.g. additional support if required, adjustments to equipment.
We also run a specific accessible after-school club throughout the year in which pupils are invited to participate in a range of accessible sports, in preparation for the annual Panathlon competitions held across the city.
9. How are the staff in school supported to work with pupils with SEND and what training do they receive?
At The Rosary, we believe that all staff should be involved in supporting pupils with Special Educational Needs, disabilities and medical needs, so we make sure that staff have access to training to enable them to offer this
Staff training needs are reviewed on a regular basis dependent upon the needs of our pupils and whenever a particular need arises. Recent training in school has included;
- Safeguarding
- PREVENT training
- Female Genital Mutilation (FGM)
- Epipen
- Diabetes
- Asthma
- Allergy awareness
- Structured peer tutoring programme
- Attachment disorder
- AET EYFS Autism awareness
- Adaptive teaching strategies
- Trauma Informed approaches
Alongside general staff training, specific members of the staff team have received specific training in different aspects of SEND including; the National SENCO award and Makaton signing.
10. Who are the other people providing support to SEND pupils in school?
Our school works with a wide range of external agencies who can provide specialised support where needed. In all cases we have a named professional whom we can contact. This support can include observations in school, discussions with staff or parents, support via email or telephone and staff training where necessary. Referrals for these services are always made following full consultation and consent from parents.
Agency or Service | Who do they work with? |
City of Birmingham School (COBs) | Aims to remove barriers to learning, helping children to achieve the most from their education, reducing exclusions and support inclusive practice. |
Pupil & School Support (PSS) | Children who are working below the levels expected for their age. The PSS teacher will also work with staff offering support, advice and training. |
Educational Psychologist (EP) | Children who have complex needs including those with social, emotional or mental health needs. The EP will always be involved with any child who is referred for an Education, Health & Care plan. |
Communication & Autism Team (CAT) | Children who are being assessed for or already have a diagnosis of Autism or communication difficulties. They will also offer support to families of children with these difficulties. |
Physical Disability Support Service (PDSS) | Children with physical difficulties which impact on their access within the school setting. They will also provide support and training for staff. |
Sensory Support Services (SSS) | Children who have specific sensory needs such as hearing or visual impairments where access within the school setting is impacted. They will also provide support and training for staff. |
Speech & Language Therapy (SALT) | Children with a high level of speech and/or language difficulty. They will provide advice to both staff and parents to aid the work completed in school. |
Father Hudson’s Family Support | Children who are experiencing difficulty with social and/or emotional needs which are impacting upon their daily living. Support is also provided for the family of these children. |
School Nursing Team | Children with medical needs including those where medication/care is required in school. Also provides support for the wider school community through workshops etc. |
Occupational Therapy (OT) | Children with physical difficulties who require programmes of exercise to aid progress. They will also provide support and training for staff. |
11. How does the school support pupils with SEND in school?
We aim to ensure that times of transition are as smooth as possible for all of our children.
Where appropriate, when joining school in Nursery or Reception we use a range of strategies including;
- meeting with the child and their parents to discuss their needs and answer questions about our school
- home visits, if applicable
- discussing the child with staff at their previous setting
- providing the child with a transition book (social story) that may include photographs of key staff members and areas around the school.
- reading reports from others involved with the child
- arranging a programme of visits prior to the start to ensure familiarity
- providing one page profiles for staff working with the child which detail key information
Based on individual needs when moving from one year group to another we use the strategies above and may also include;
- introducing the child to their new teachers and support staff
- providing a transition book for use at home during the holidays
- talking to the child and family to ensure any questions are answered
For children with SEND, when moving to a new school we;
- hold a meeting with a key member of staff (usually the SENCO) from the new school to ensure they understand what the child needs to learn well and be happy
- if the child has an EHCP, the new setting will be invited to the annual review, where possible
- organise an individualised programme of transition which includes additional visits to the school – if the child is happy for this to happen
- talk to the family to ensure any questions are answered as fully as possible
12. Who are the support services that can help parents/carers of children with SEND?
The Birmingham Special Educational Needs and Disability Information Advice and Support Service (Birmingham SENDIASS Homepage – Birmingham SENDIASS) offers impartial information, advice and support to children and young people and their family with special educational needs or disabilities.
The service is impartial, confidential and free. If you are a parent or young person being assessed, the service can;
- help you to understand the referral process
- act as named contact throughout the process
- help you to communicate with everyone involved in the assessment process
- provide information about personal budgets
- put you in touch with other people who can help, if necessary
The service is open from 8.45am to 5pm, Monday to Friday.
Contact details:
Lancaster Circus
PO Box 16289
Birmingham
B2 2XN
Telephone: 0121 303 5004
Email: sendiass@birmingham.gov.uk
There are many other organisations, services and charities that may be able to support you including your GP, Autism West Midlands, Edward’s Trust, Forward Thinking Birmingham (FTB) among many others.
If you would like further details for any of these organisations or to discuss other available services, please contact Mrs S Banks (SENCO) via the school office on 0121 464 4519.
13. What is the school policy for SEND?
SEND Policy
This policy is reviewed annually in conjunction with all stakeholders.
14. How is the Governing Body involved with SEND provision in school?
We have a governor who is responsible for Special Educational Needs. Her name is
The role of the SEND governor is to liaise frequently with the SENCO, this may be through meetings, telephone or email contact. This contact is to ensure that the children and families within our school who need support receive this in appropriate measures. The SEND governor is also involved in monitoring across school which involves discussing current SEND priorities with staff.
In addition to this, the SENCO and Head Teacher provide regular reports to the Governing Body. This ensures that all governors are aware of how pupils with SEND are being supported within school. The Governing Body will challenge, support and advise as necessary.
15. What can I do if I am not happy with the provision for my child?
If you have a complaint about the school’s provision for your child which cannot be resolved by the class teacher or the SENCO, please contact the Head Teacher, Mrs A Norris via the main school office on 0121 464 4519.
We will do everything we can to listen, address and resolve the problem.
Our school and Governing Body take all complaints very seriously and will act upon these on an individual basis.
For further details about the school’s complaint procedure and policy, please contact the school office.
16. How can I find out about Birmingham Local Authority's offer?
Use the Birmingham Local Offer to link ( Education – Local Offer Birmingham) to find information about the support that the local authority expects to be available across education, health and social care. The information on the website is clear and easy to find. It says who a particular service is for, how to apply, and how decisions are made about who gets that service.
The information you should be able to find on a Local Offer Website includes:
- Sources of support, advice and information for children, young people and families including support groups and forums.
- Special educational, health and social care provision for children and young people with SEN or disabilities
- Arrangements to identify and assess children and young people with SEN, including how an assessment can be requested.
- Other educational provision, for example leisure activities, sports or arts provision,
- Information about provision to assist in preparing children and young people for adulthood including post-16 education and training provision
- Arrangements for travel to and from schools, post-16 institutions and early years providers
- Childcare, including suitable provision for disabled children and those with SEND
- Support available to young people in higher education, particularly the Disabled Students Allowance (DSA) and the process and timescales for making an application for DSA
- Arrangements for resolving disagreements and for mediation, and details about making complaints
