KINVER PRIMARY FEDERATION
SCHOOL INFORMATION REPORT
Definition of SEN
The following definition is taken from the SEN Code of Practice, which came in to force on January 1st 2002 and remains unchanged.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- Has significantly greater difficulty in learning than the majority of others of the same age
- Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools
How does the Kinver Primary Federation know if children need extra help and what should I do if my child has special educational needs?
At Kinver Primary Federation, children are identified as having SEN through a variety of ways including the following
Liaison with previous schools
While working with children/feedback from children
Concerns are raised by parents/carers
Limited progress being made
Concerns raised by teacher, for example behaviour or self-esteem is affecting performance
Liaison with external agencies i.e. physical
Health diagnosis through paediatricianBrindley Heath Junior School has achieved L1 Dyslexia Friendly status from July 2014-July 2017.
How will I raise concerns if I need to?
We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to be the same with us.
If you have further concerns, then contact either/or
Mr C. Ludlow who is SENCo at Foley Infant School
Mr J. Hartshorn who is SENCo at Brindley Heath junior School
The class teacher is the initial point of contact for responding to parental concerns.
Kinver Primary Federation pride themselves on being highly inclusive. All children, whatever their need are encouraged the best they can be.
How will the school support my child?
If a pupil has needs more related to specific areas of their education, e.g. numeracy skills, then the pupil may be placed in a small focus group run by either the teacher or teaching assistant. The length of the intervention will vary but may well last only a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on a class provision map and will be reviewed on a termly basis.Occasionally a pupil may need more expert support from an outside agency such as a Speech and Language Therapist. A referral will be made, with parental consent and forwarded to the most appropriate agency. Following assessment, a programme of support is usually provided to the school and parent/carers. This forms the basis for an Individual Support Plan by which the school will support the child with their needs. This is reviewed termly and targets would be amended as appropriate. This is shared with the child and their parents/carers who are given the opportunity to contribute to it.The Governors of Kinver Primary Federation are responsible for entrusting a named person to monitor Safeguarding and Child Protection procedures. The Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.There is a named Governor with responsibility for SEN. The SENCO reports to the Governing Body every term to inform them about the progress of children with SEND(Special Educational Needs and Disability); this report does not refer to individual children and confidentiality is maintained at all times.The provision for Special Educational Needs is reported upon on each term.
The Governor responsible for monitoring SEN is Mrs Jean Whitehouse.
The Governor responsible for Safeguarding and Child protection is Mr Ian Rumble.
The class teacher will meet with parents at least on a termly basis (this could be as part of a Parents’ evening) to discuss their child’s needs, support and progress. For further information the SENCo or Headteacher are available to discuss support in more detail.
Pupil progress meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.
How will the curriculum be matched to my child’s needs?
Specific resources and strategies are used to support children individually and in small groups.
All work within class is pitched at an appropriate level so that all children are able to access the curriculum according to their specific needs. This may mean that at times, they work in a 1:1 or small focus group to target more specific needs.
How will I know how my child is doing?
If a child has been identified as having a special need, they will be given a support plan. Targets are set according to their area of need. These will be monitored by the class teacher and by the SENCO three times a year. These will be shared with pupils and parents and a copy given to them.
What support will there be for my child’s overall well-being?
If a pupil has medical needs then a care plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil. Staff receive diabetic and epipen training etc, delivered by the school nurse, where necessary.
When necessary, and in agreement with parents/carers, medicines are administered in both school, usually by the admin staff, but only where a signed consent form is in place to ensure the safety of both child and staff member. As a staff we are regularly alerted to any medical conditions affecting individual children so that all staff are able to manage medical situations.
We are an inclusive Federation; we welcome and celebrate diversity. All staff believe that children having high self -esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children. The class teacher has overall responsibility for the pastoral care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENCO for further advice and support. This may involve working alongside outside agencies such as the school nurse.
We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly.
Kinver Primary Federation operates a policy of easy access. Parents may contact either school at any time to arrange a meeting with the class teacher or SENCO. We can offer advice and practical ways that can help your children at home.
How does the school manage behaviour and attendance?
Attendance of every child is monitored on a daily basis. Lateness and absences are recorded throughout both schools. Poor attendance is challenged. Good attendance is actively encouraged and a number of incentives ensure that average attendance is something both schools are proud of.
As a Federation, we have a very positive approach to all types of behaviour with a clear reward and sanction system that is followed by all staff and pupils. If a child has behavioural difficulties, an Individual Behaviour Plan (IBP) is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets.
Will my child be able to contribute their views?
We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has an open forum for any issues or viewpoints to be raised.
‘Learning leaders’ have been introduced at Brindley Heath to encourage chosen pupils to offer their opinion about selected lessons and different teaching methods.
Children with support plans or behaviour plans discuss their targets with their teacher/SENCO and are encouraged to make a written comment. If a child has a Statement/EHC plan their views will be sought before any review meeting.
There are ‘worry boxes’ in every classroom at Brindley Heath which are regularly checked by the class teacher and acted upon and a ‘suggestion’ box which is accessed by the Deputy Headteacher.
What specialist services and expertise are available at or accessed by the school?
The agencies used by the school include:-
Educational Psychologist (Ed.Psych)
Child and Adolescent Mental Health Service (CAMHS)
Occupational Therapist (OT)
Parent Support Workers,
Physical Disability Support Service (PDSS),
Speech and Language Therapist (SALT),
Special Education Needs Support Service-Learning and Behaviour Support Teams (SENSS),
Autism Outreach Team (AOT),
At times it may be necessary to consult with outside agencies to receive their more specialised expertise.
What training are the staff supporting children with SEND having or had?
Different members of staff across the Federation have received training relating to SEND. They include:-
How to support pupils on the autistic spectrum,
How to support pupils with physical and co-ordination needs,
How to support children with behavioural difficulties,
How to support pupils with speech and Language difficulties.
How will my child be included in activities outside the classroom including school trips?
After school provision is accessible to all children including those with SEND.
Extra -curricular activities are accessible to children with SEND.
Activities, school trips and residential visits are available to all. Risk assessments are carried out and procedures are put in place to enable all children to participate.
How accessible is the school environment?
Brindley Heath Junior School
The school site is wheelchair accessible with a disabled toilet. The school is on one level and a disabled parking space is situated at the front of the main entrance.
Foley Infant School
The school site is DDA compliant which makes it accessible to all, with a number of lifts in place to assist those with a disability. There is also a toilet that has been adapted for disabled use. A disabled parking space is situated at the front of the main entrance.
How will the school prepare and support my child when joining the Federation or transferring to a new School?
Many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include:
Discussions between the previous or receiving schools prior to the pupil joining/leaving
Induction days where they spend some time with their new form tutor/class teacher
Additional visits are also arranged for pupils who may need extra time to join their new school
Staff from receiving schools spend time with pupils prior to them joining the new school
We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
When deemed necessary, meetings are arranged between relevant parties- this may include parents/carers/class teachers/SENCOs/outside agencies.
How are the schools’ resources allocated and matched to children’s special educational needs?
The SEN budget is allocated each financial year. The money is used to provide additional support or resources, dependant on an individual’s needs.
How is the decision made about what type and how much support my child will receive?
These decisions are made in consultation with class teacher and Senior Leadership Team. Decisions are made based upon termly tracking of pupil progress and as a result of assessments which may be made by outside agencies. The impact of this support is monitored on a termly basis.
Who should I contact for further information or if I have any concerns?
If you wish to discuss your child’s educational needs or have a comment, query or complaint then please feel free to contact
your child’s class teacher
SENCO/Deputy Headteacher ( Mr Hartshorn – Brindley, Mr Ludlow – Foley)
Executive Headteacher-Mr Jason Willetts
Governors (via the school office)
Parent partnership Service, 01785 356921; firstname.lastname@example.org
Appointments with the school staff can be made through the office:
Telephone: Brindley: 01384 872343 or Foley: 01384 872382
The Local Authority’s Local Offer can be found at: