Special Educational Needs and Disability Support Beeches Infant School: All children in our school have support in lessons through quality teaching. This means that activities in lessons are planned according to the level your child is working at. It can mean changes to the environment, teaching style as well as levels of adult support. All classes have two members of staff; the class teacher and teaching assistant. Additional teaching assistants are also available to support identified children. Children might need additional support if they have difficulties in any of the following areas:‐

Cognition and learning:    Children may find learning, thinking and understanding harder than most other pupils. They may take longer to learn important skills and find it difficult to remember things such as words for reading, understanding how to use letter sounds to spell words and need more time to think about their answers.

Social, emotional and mental health needs:    Children may find it difficult to manage their emotions and behaviour. They may find it difficult to follow rules, sit still and listen, follow instructions, understand how others are feeling and find it hard to take responsibility for the things they do in a way that does not cause harm to themselves or others.

Sensory and/or physical needs:    Children may have additional needs that may make it difficult for them to manage their everyday life without support. They may have hearing or visual difficulties, physical difficulties or other medical needs. They may find it difficult hearing what others are saying or in reading words in books or work sheets without the print size being adjusted .They may need a walking aid or wheelchair or need changes and support to use pencils, scissors, knives and forks. Some children will need support from an adult to take medication.

Communication and Interaction:    Children may find it difficult to interact with people and the world around them. They may find it hard to talk to adults and other children in a group , to talk about a given topic and need support say how they are feeling or thinking. They may have difficulties dealing with changes in routine, with noises, smells or other things around them, and understanding what other people mean when they are talking.

In school we use a variety of different ways to assess whether your child has Special Educational Needs and requires additional support including:

• Observations
• School based assessments
• Information from parents and carers and your child
• Specialised assessment carried out by support services
• Discussions with adults who work with your child

Once a child has been identified as having a Special Educational Need a graduated approach is taken. A support plan will be put in place which will be reviewed and changes made as necessary including asking other professionals to advise and support your child. If concerns continue an Education Health Care Plan can requested from the Local Authority which would outline your child’s needs in detail and the support they should receive. 

• Teachers may change what they are teaching and how they teach to help your child learn more with the rest of the class.
• Extra support can be given in a small group working with an adult to help your child with things they are finding difficult.
• Extra support by an adult working with your child on their own for a short time during the day to support the learning of basic skills
• Give extra support using programmes to help develop communication and interaction skills
• Use things in the classroom to help your child understand what is happening e.g. pictures and symbols for timetables and school  routines.
• We might adapt the school environment to help your child.
• We might provide specialist equipment to help your child.
• Extra support may be given to your child by an adult to help them talk about things that upset them.
• Extra support in a small group may be given to help children to develop their social skills.
• Time in our Nurture Room may be offered to Children who find it difficult to manage their emotions and behaviour. The nurturing environment supports their emotional development.

For all children identified as needing additional support in school, individual targets will be set and you will receive a copy of the support plan. This will be reviewed at least once a term. You will be invited to a review meeting with the Inclusion manager and class teacher so that you can discuss how your child is progressing. 

Your child will have the opportunity to comment on their targets by taking part in a child centered review.

The school will use the school tracking system to track your child’s progress as well as observations and discussions with the adults who support your child. Teachers regularly review all pupils progress with the Head Teacher and Deputy Head.

Individual transition plans can be put in place for children

• Additional visits
• Transition books with pictures
• Staff from Beeches Infant School attend review meetings at Nursery and Junior schools to ensure information is shared and children supported.

• All children including those with Special Educational Needs or a disability have access to the wide range of extra curricular activities and trips that are available. Adjustments will be made if needed to ensure your child can take part.
• Children with Special Educational Needs or a disability are members of our school Council

Our school governor responsible for Special Educational Needs and Disability is Mrs Venessa Gay. She meets regularly with Mrs Hesman and shares a report with governors about how children with special education needs are being supported in school.

• • • All Staff have team teach training
    • We have a team of teaching assistants that are trained Nurture Room staff. Our Nurture Room supports children who may find it difficult to manage their emotions and behaviour.
    • We have a trained learning mentor
    • All staff have had Autism Education Trust Training at tier 1. 1 teaching assistant has AET tier 2 training.
    • All staff have asthma and epi pen and epilepsy training
    • Teaching assistants and lunch time supervisors have first aid training
    • We have teaching assistants who are trained to support children with language development. They work on advice from speech and language therapists to support identified children. Staff are trained to use Elkan, Language land and WELCOMM
    • We have teaching assistants who are trained to support motor skill development. They work on advice from outside agencies where appropriate.
    • We have a Parent Support worker who works to support families

• • • Pupil and School Support Service ‐ work with children who are working below levels expected at their age and advise the school on other ways to support your child’s learning. They visit school regularly  and we would let you know if they need to work with your child.
    • Beacon School Support Service – work with children with emotional, social or mental health difficulties that impacts their behaviour in school.
    • Communication and Autism Team – Provide for children and their families who have a diagnosis of Autism.
    • Educational Psychology Service‐ assess and support children with complex needs.
    • Speech and Language Therapy Service‐ work with children who have a high level of speech and language difficulties
    • School Nurse Service – work with children with medical needs particularly where medication is needed.

School has named workers for all of these services. 

Referrals to these services would be discussed with you and school would fill in a form and ask your permission for the professionals to work with your child. 

Other services are also available

• • • The Physical Difficulties Support Team who support the education of children with physical difficulties.
    • The Sensory Support team who support children in schools with hearing or sight difficulties.
    • Forward thinking Birmingham- for help with mental health needs.

This service provides advice and information to parents and pupils in Birmingham. The service explains Special Educational Needs procedures and is there to help you understand the law that affects you and your child.

You can contact them at:

These services are available to parents and pupils in Birmingham

SENDIASS – Special Educational Needs Disability Information Advice and Support Service

The Special Educational Needs Disability Information Advice and Support service provides impartial advice, support and information to parents, young people and children with SEN or disabilities about education, health and social care. SENDIASS can be contacted in the following ways:

Website: http://www.birmingham.gov.uk/sendiass

Telephone Number: 0121 303 5004

Children’s Information and Advice Service (CIAS)

For general enquiries please contact Birmingham City Council Children’s Information and Advice Service on the number below

SENAR – Special Educational Needs Assessment and Review Service

The Special Educational Needs Assessment and Review Service (SENAR) are responsible for coordinating the statutory assessment process that can lead to an Educational Health and Care Plan. SENAR can be contacted in the following ways: Email: SENAR@birmingham.gov.uk

Autism West Midlands are a service that support families whose child has a diagnosis of Autism you can contact them at hello@autismwestmidlands.org.uk.

Information about the Birmingham Local Authority Local Offer can be found at http://www.birmingham.gov.uk/localoffer/click here!