1. ELMS FARM PRIMARY SCHOOL (NC) Dorncliffe Avenue, Sheldon, Birmingham, B33 0PJ Tel: 0121 464 4634 Fax: 0121 464 2497 Email: enquiry@elmsfarm.org Hello and welcome to Elms Farm Special Educational Needs area. My name is Miss Sujecki and I am the Assistant Head Teacher and Inclusion Manager. I work with children, staff, parents and outside agencies, to ensure that the needs of our children are met. I am happy to talk to you about any concerns you might have about your children and if I’m not available you can leave a message with Mrs Whatmore, Mrs Jones or Mrs Gibb in the office and I will get back to you as soon as possible. Miss Sujecki is a full time member of staff, and can be contacted on (0121) 464 4634 Open and honest communication Appropriate and effective Teaching and Learning A Partnership approach If you think that your child has Special Educational Needs and wish to find out what Elm’s Farm can offer you, please click on the tabs below.

2. Home Open and honest communication Miss Sujecki is our Inclusion Manager. She will explain the support your child is receiving and make sure you understand what is happening. We will make all the information we share with you clear and easy to understand. Miss Sujecki will make sure that all the necessary school staff know about your child’s needs and the support that is in place. If we think your child needs extra support we will always talk to you about this. Your child’s progress will be reviewed regularly and you will be invited to school to talk about how your child is progressing and your views. We will also ask your child for their views. Communication Teaching and Learning Partnership

3. Home Open and honest communication If you have a concern about your child please speak to their class teacher. Miss Sujecki is available to speak to you. She is a full time member of staff and you are welcome to come see her. If she is unavailable you can: make and appointment ask if she can phone you email her at enquiry@elmsfarm.orgenquiry@elmsfarm.org Miss Sujecki is available during the school day, after school and at Parents’ evening. Communication Teaching and Learning Partnership

4. Home Open and honest communication We have an Inclusion Policy which you can read or if you would rather talk to someone please contact Miss Sujecki. Our new governing body in January will have a governor responsible for SEN. Once we know who that will be we will update this page. What happens if there is a concern about your child’s progress? Step 1 You, your child or their teacher have concerns about your child’s progress. Step 2 Your child’s teacher with support from the Inclusion Manager will assess if your child needs additional support. Step 3 If additional support is necessary we will meet to agree a plan for support in school. Step 4 Support will be put in place and we will talk to you and your child regularly about how things are going and if any changes need to be made. Step 5 If we still have concerns then the Inclusion Manager may arrange for someone from a support agency to come and work with your child and give advice. NEXT Communication Teaching and Learning Partnership

5. Home Open and honest communication Some examples of the support agencies the school works with are: Pupil and School Support (PSS) Educational Psychologist (EP) Communication and Autism Team (CAT) Speech and Language Therapy (SaLT) City of Birmingham School (CoBs) Physical Difficulties School Suport (PDSS) School Nurse Child and Adolescent Mental Health Service (CaMHS) Malachi Special Educational Needs Assessment and Review Service (SENAR) We also have four learning mentors employed within school. If your child requires support from these services, school will always consult with you and request written permission. Communication Teaching and Learning Partnership

6. Home Open and honest communication Your child’s teacher will be responsible for supporting your child’s needs in school. They will do this with the support of Miss Sujecki and people from other support agencies as necessary. If your child has been identified as needing additional support then an Individual Teaching Plan (ITP) and or a One Page Profile will be written and shared with you and any staff working with your child. If your child has medical needs then a Personal Care Plan may be written in consultation with the school nurse and shared with all school staff. All these different types of plans will be reviewed on a regular basis and we will talk to you and your child at parents’ evening or at review meetings about progress and/or changes that need to be made. If you want to talk to someone in between these times please speak to your child’s teacher or contact Miss Sujecki. Communication Teaching and Learning Partnership

7. Home Open and honest communication Your child’s teacher will talk to you about their progress at least once a term but if you want to talk to them or Miss Sujecki it is always possible to make an appointment at any point in the school year. Sometimes your child will have some targeted support as part of their normal learning experience but if your child is identified as needing additional support because of a special educational need then a plan will be written and this will be share with you and your child. Communication Teaching and Learning Partnership

8. Home Open and honest communication You and your child’s views are a very important part of their learning experience. We will talk to you and them regularly about their progress and any changes that need to be made to their support. If people from support agencies come to work with your child in school we will make sure you have copies of their reports and whenever possible we will arrange for you to talk to them personally. Transition: Moving class or school can be an unsettling experience so whenever your child needs to move we will do our best to make sure they have a smooth transition. In school as children move classes teachers pass important information on to their new class teachers. If your child has special educational needs they may have a transition book with details of their new classroom and teachers to help them feel better prepared for the changes they will experience. If your child needs to move school or when they move from Year 6 to secondary school Miss Sujecki will make sure that any information about your child’s special educational needs are passed on to their new school’s Inclusion Manager/SENCo. We might decide to arrange extra visits to their new school and staff from their new school may come to meetings held at Elm’s Farm. Sometimes a small group of children might have a series of short transition sessions to get them ready for the changes a move to secondary school brings. Communication Teaching and Learning Partnership

9. Home Appropriate and effective Teaching and Learning School staff will receive training so that they have the knowledge and confidence to support children’s needs. The school will provide good teaching for your child and extra support when needed. The school will try to make sure that children with additional needs and their families are able to take part fully in school trips, performances and social events. The school will provide support for children if they need help to manage their own behaviour or develop skills and confidence in social situations. Resources will be available to support the learning of children who have significant communication needs. A range of resources will be available in all learning areas to support children working at different levels. Teaching staff will be able to accurately assess the level children are working and adapt the curriculum for them. Communication Teaching and Learning Partnership

10. Home Appropriate and effective Teaching and Learning We regularly plan training for all staff taking into account the school’s priorities and children’s needs. Particular support is given to newly qualified teachers and other members of staff new to our school. Autistic Spectrum Disorder We have a lead practitioner, Miss Willis, to support children with a diagnosis of an Autistic Spectrum Condition. All staff have had training in possible strategies to support these children. Further training from the Autism and Communication Team for key members of staff will take place on a regular basis. Speech and Language Needs Many staff have received support, advice and training from our Speech and Language Therapists in ways to help children with language and communication difficulties. Medical Needs Our staff have received training on supporting children in school with specific medical needs (for example asthma, allergies, epilepsy and diabetes). This training is updated regularly and our school nurse is able to offer us support in this. Literacy and Numeracy A wide variety of staff run intervention groups to support children with specific learning difficulties. They receive training from specialist teachers. Communication Teaching and Learning Partnership

11. Home Appropriate and effective Teaching and Learning Our school is committed to early identification of special educational needs and adopts a graduated response to meeting children’s needs in line with the SEN Code of Practice (2014). Information about your child’s needs is collected through our school’s usual assessment and monitoring systems. If this suggests that your child is not making expected progress, then our Teachers supported by the Inclusion Manager, in consultation with parents, carer and other staff, will decide whether extra support is needed. Communication Teaching and Learning Partnership

12. Home Appropriate and effective Teaching and Learning We provide teaching that aims to meet the needs of all children so that each child can achieve well, but sometimes extra help may ne needed. There are many ways to give them this support. This may include: emotional support through classroom staff, Learning Mentors or outside agencies (Educational Psychologist or Communication and Autism Team) individual targets small group support for a particular area of learning 1:1 support o a specific target planning for access arrangements for pupil with mobility difficulties the use of adapted equipment such as specialised pencil grips, rulers, colour overlays and enlarged print and focused programmes to address key areas of need We regularly monitor and track progress and consider how effective extra support has been. We may also look for further advice from other professionals outside school such as David Hill from the Pupil and Support Service (PSS) Claire McGuiggan our Educational Psychologist (EP) Julie Watchorn-Brennan from the Communication and Autism Team (CAT) Stephanie Dawson our Teacher of the Deaf (HI) Christine Simmonds our Teacher of the Visually Impaired (VI) Communication Teaching and Learning Partnership

13. Home Appropriate and effective Teaching and Learning We want every child and their family to be able to take part fully in the life of our school. This means that we will look carefully at individual needs of children and their family members when planning trips and school events. We will complete risk assessments and make reasonable adjustments so that everyone can be included wherever possible. Communication Teaching and Learning Partnership

14. Home Appropriate and effective Teaching and Learning To support children who have been identified as having social and/or communication needs, the school has a range of approaches and support available from class teachers, teaching assistants, the Lead Practitioner for Autistic Spectrum Conditions, and Autism Education Trust Level 2 trained staff. All staff have received Level 1 training. There are also members of staff trained in the use of symbols and signs to support children’s communication. In addition, the school may seek advice from specialist advisory teaching services with social and/or communication needs. Our speech and language therapists may contribute to assessments an reviews of pupils with speech and language difficulties. We will always talk to you and your child about the involvement of external agencies and any interventions. Communication Teaching and Learning Partnership

15. Home Appropriate and effective Teaching and Learning Wherever possible our school curriculum is adapted to meet the needs of every child. Examples of this are the grouping of children and/or using specialist equipment. We make training available for all staff on relevant techniques to meet the needs of our training. Communication Teaching and Learning Partnership

16. Home Appropriate and effective Teaching and Learning We have a school behaviour policy which includes rewards and sanctions; this works well for most of the children in our school however some children need extra support and guidance in managing their own behaviour or need extra support to get along with other children and adults. These are some of the things we can do to help them: Strategies to support the development of pupils’ social skills and enhance self-esteem Small group programmes Lunchtime clubs Mentoring Quiet room available lunch/break time Social Skills groups Mentoring activities Nurture chats by Learning Support staff Pastoral support mentoring Reward system Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents) Transition support, visits and events Reduced modified visual timetables Regular contact and liaison with parents as necessary Open door policy Modified, adapted environments NEXT Communication Teaching and Learning Partnership

17. Home Appropriate and effective Teaching and Learning These are some of the things we can do to help them: Strategies to support/modify behaviour School sanctions and reward system as set out in School Behaviour Policy Person Centred Tools Behaviour Support Services, Educational Psychology, Outreach services Mentoring Team Teach Support/supervision at unstructured times of the day including personal care Break time - safe haven Lunch clubs - safe haven Trained staff supervising during break periods Quiet room – safe haven Peer Mediation systems Planning, assessment, evaluation and next steps ITPs/pen portraits We may also look for further advice from other professionals outside school, such as Adele Kershaw from City of Birmingham Schools (CoBs) for behaviour support; or Claire McGuiggan, our Educational Psychologist. We will make sure you are involved in helping your child to manage their behaviour and deal with social situations. Communication Teaching and Learning Partnership

18. Home A Partnership approach We will work in partnership with you to identify the needs of your child and put in place the correct support, including family support if you need this. The school will involve you in all decisions and listen to your view. The school will try to involve your child in decisions about their learning. Sometimes we will ask your permission to involve other qualified professionals. We will be happy to give you the contact details for organisations who can give you and your child advice and support. Communication Teaching and Learning Partnership

19. Home A Partnership approach At Elms Farm School we will work with you to find out about your child’s need. We will talk to you regularly so we can put support in place that is right for your child and your family. The school’s governing body has a duty to make sure that the school adheres to the new Code of Practice under the Children and Families Act 2014. Part of this responsibility is to make sure that information about how the school identifies and provides for children with Special Educational Needs is on this website. This information must be reviewed every year by the school governors. Once we have our new SEN governor we will post it here. Children can have a range of special educational needs that affect different areas and need different types of support such as: Cognition and Learning Speech and Communication Emotional Physical Disability Medical Communication Teaching and Learning Partnership

20. Home A Partnership approach To make sure we are giving your child the best kind of support we sometimes ask other professionals to observe or work with your child and give us advice. We will always ask you before we involve these support agencies and explain why we want them to help. Some examples of the support agencies the school works with are: Pupil and School Support (PSS) Educational Psychologist (EP) Communication and Autism Team (CAT) Speech and Language Therapy (SaLT) City of Birmingham School (CoBs) Physical Difficulties School Suport (PDSS) School Nurse Child and Adolescent Mental Health Service (CaMHS) Malachi Special Educational Needs Assessment and Review Service (SENAR) Communication Teaching and Learning Partnership

21. Home A Partnership approach If your child needs additional support for a special educational need we will always put you and your child at the centre of the process. We will need to: We will talk to you at every stage. You will be invited to talk to us at least once per term about your child’s targets and progress and we may need to ask you to come to other meetings too. You are always welcome to talk to your child’s class teacher or Miss Sujecki at any point, making an appointment is the best way to do this so you know you can have uninterrupted time to talk about your concerns. Assess your child’s abilities Plan how to support them Put support in plan Review how things are going Communication Teaching and Learning Partnership

22. Home A Partnership approach We will talk to you and your child regularly about their targets and their progress. Your child will have their targets written in a child friendly way in a place they can see them regularly. Sometimes we will add pictures or symbols to make things easier to understand. We would like you to talk to your child’s class teacher regularly so we know what they are doing at home and we can tell you about what we are doing in school. This is to ensure that we are doing similar things to support them both at home and school and can share what is working in both places. Miss Sujecki is available to meet with you to discuss your child’s progress or any concerns/worries you may have. All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report. Miss Sujecki will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child. Communication Teaching and Learning Partnership

23. Home A Partnership approach Sometimes it is helpful for families to get support or advice from other specialist services. You can contact these organisations yourself or Miss Sujecki can help you. There is information about local authority support services at: www.mycareinbirmingham.org.uk www.accesstoeducation.birmingham.gov.uk Including: City of Birmingham School (CoBs) http://www.cityofbirminghamschool.comhttp://www.cityofbirminghamschool.com Communication and Autism Team (CAT) 0121 675 5057 Pupil and School Support (PSS) Educational Psychology (EPS) Physical Difficulties School Support (PDSS) 0121 303 0464 Sensory Support (Hearing and Visual Impairment) 0121 303 1793 Parent Partnership www.parentpartnership.org.uk www.parentpartnership.org.uk You can also contact the Birmingham Special Educational Needs and Disability Advice and Support Service (SENDIASS) who offer an impartial and confidential advice service at sendiass@birmingham.gov.uk or phone 0121 303 5004sendiass@birmingham.gov.uk If you have concerns about your child’s health there is information about a range of services at: www.bhamcommunity.nhs.uk/about-us/clinical-services/children-and-families/services Communication Teaching and Learning Partnership