Special Educational Needs 

Special Educational Needs and Disability (SEND) Information Report

St Margaret’s Church of England Primary School

 All Solihull maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and / or Disabilities (SEND) and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with SEND being met in a mainstream setting wherever possible, where families want this to happen.

With respect to access and inclusion the Governing Body and staff of St Margaret’s aim: 

·        To ensure that all pupils have access to a broad and balanced curriculum.

·        For the children to enjoy their work and have a sense of fulfilment.

·        To provide a curriculum appropriate to the individual’s needs and ability.

·        To ensure the identification of all pupils requiring SEN provision as early as possible in their school career.

·        To remove any barriers to learning through a personalised education.

·        To ensure that ‘children with particular needs’ take as full a part as possible in all school activities.

·        To ensure that parents of ‘children with particular needs’ are kept fully informed of their child’s progress and attainment. 

·        To ensure that ‘children with particular needs’ are involved, where possible, in decisions affecting their future SEN provision..




St. Margaret’s is committed to inclusion and aims to provide an inclusive environment where everyone feels valued and free from discrimination.  We recognise the entitlement of all pupils to a balanced and broad curriculum and strive to minimise barriers to learning and ensure progress for all children in our school.  We are committed, also, to promoting the understanding of the principles and practices of equality, treating our children as individuals, according to their needs, with an awareness of our diverse society and appreciating the value of difference. We are fully aware that, as stated in the Code Of Practice (2002), all teachers are teachers of children with special educational needs and that meeting special educational needs requires a whole school policy, which stresses that all children are valued equally. Such a positive policy relates to all children regardless of gender, race, colour, creed, disability or sexuality.



In this document you will find information about our provision and approaches for any pupil identified with a special need or disability, included in the answers to questions that we are often asked by parents or carers.

QUESTION: How do you identify children with special educational needs?


A child has special educational needs (SEN) if they have a learning difficulty that calls for special educational provision to be made for them.  A child has a learning difficulty if they have a significantly greater difficulty in learning than the majority of children of the same age, or if they have a disability, which prevents or hinders them from making use of the educational facilities of a kind generally provided for the children of the same age in schools within the area of the Local Education Authority. 

Special educational provision means educational provision for a child over two which is additional to, or different from, the educational provision made generally for children of the same age in maintained schools (other than special schools) in the area. For a child under two that means educational provision of any kind.  

(1993 Education Act, section 156)

Under the Code of Practice a child’s special educational need falls within four broad areas:

·         Communication and interaction

·         Cognition and learning

·         Behavioural, emotional and social development 

·         Sensory and/or physical difficulties  

 Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, carers, teachers and pupils working together. 

Children must not be regarded as having learning difficulties solely because the language, or form of language of the home, is different from the language in which he / she will be taught. 

At St Margaret’s School we have adopted a whole-school approach to SEN policy and practice. Early identification of ‘children with particular needs’ is a priority and pupils identified as having SEN are, as far as is practicable, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the Foundation Stage or National Curriculum and are integrated into all aspects of the school. 

All teachers are responsible for identifying ‘children with particular needs’ and, in collaboration with the SENCo, will ensure that those pupils requiring different or additional support are identified at an early stage.  Assessment is the process by which ‘children with particular needs’ can be identified.  Whether or not a pupil is making progress is seen as a significant factor in considering the need for SEN provision.  The school will use appropriate screening and assessment tools, and ascertain pupil progress through: 

·         Evidence obtained by teacher observation/assessment. 

·         Performance in N.C. judged against age related expectations. 

·         Standardised screening or assessment tools. 

·         Discussion of pupils with colleagues. 

·         Careful record keeping and collation of evidence. 

·         Consultation with parents / carers. 

·         Tracking pupil progress over time to gain a longer overview.

·         Assessments and progress towards the Early Learning Goals are carried out in the Foundation Stage.  

Children who have been identified as having Special Educational Needs will be carefully monitored by the class teacher and the SENCo. Detailed records will be kept.

Outside agencies use a variety of appropriate assessments. Parents are informed when they are used.

The names of ‘children with particular needs’ are stored on the School Information Management System (SIMS).  

At St Margaret’s C.E. Primary School children are identified as having SEND through a variety of ways including the following:

·         Liaison with pre-school / previous school 

·         Health diagnosis through paediatrician.

In St Margaret’s we identify children with Special Educational Needs through rigorous monitoring that tracks the progress our children make in all the core areas.  Staff are vigilant at supporting and raising any concerns. We use data and other forms of assessment to identify additional needs

QUESTION: What should I do if I think my child has special educational needs?  


At St Margaret’s CE Primary School children are identified as having SEND through a variety of ways including the following: 

·        Liaison with pre-school / previous school

·        Child performing below age expected levels

·        Concerns raised by parent

·        Concerns raised by teacher for example behaviour or self-esteem is affecting performance

·        Liaison with external agencies e.g. physical 

·        Health diagnosis through paediatrician 


QUESTION: Who are the best people to talk to in this school about my child’s difficulties with learning / Special Educational Needs / Disability (SEND)? And how can I talk to them about my child if I need to? 


Class teacher (s/he is recommended as the first point of contact if you have any concerns).  

Responsible for: 

·        Ensuring that all children have access to quality first teaching and that the curriculum is adapted to meet your child’s individual needs.

·        Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support, adapting resources etc.) and discussing amendments with the SENCO as necessary.

·        Writing Individual Education Plans (IEPs) and sharing and reviewing these with parents at least once each term and planning for the next term.

·        Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and / or conditions and what specific adjustments need to be made to enable them to be included and make progress.

·        Ensuring that all staff working with your child in school are supported in delivering the planned work / programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources. 

·        Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

Contacted by: speaking to them at the end of a school day to arrange an appointment or telephoning the school.


The Special Educational Needs Co-Ordinator (SENCO)

Responsible for:  

Coordinating all the support for children with special educational needs (SEN) and or disabilities, and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.

Ensuring that you are: 

·        Involved in supporting your child’s learning

·        Kept informed about the support your child is getting

·        Involved in reviewing how they are doing

·        Fully involved in planning ahead for them.

·        Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology, etc.

·        Providing specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEN and / or disabilities in the school) to achieve their potential.

·        Supporting your child’s class teacher to write Individual Education Plans (IEPs) that specify the targets set for your child to achieve.

·        Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.

Contacted by asking the class teacher to arrange for them to contact you or by telephoning the school to make an appointment.

Learning Support Assistant (LSA) may be allocated to some pupils with SEN and or disabilities

A Learning Support Assistant (LSA) may be allocated to a pupil with exceptional special educational needs and / or disabilities and whilst they provide a very valuable role in your child’s education we would prefer that questions regarding your child’s learning and progress are directed to the staff members mentioned above. The class teacher and SENCO are fully involved in any support offered and make the decisions, in conjunction with the parents, on the type of support and activities.

A child may receive support from a number of adults and a conversation with the class teacher or SENCO will give you a fuller picture than may be obtained from a single supporting adult.

Of course, as a school, we welcome regular dialogue between parents and staff and we actively encourage this continued feedback.  For some children this dialogue is often made through the daily contact book, which gives information on your child’s learning during the day and advice for strategies and activities you may want to use.

Head Teacher

Responsible for:

·        The day to day management of all aspects of the school, this includes the support for children with SEN and / or disabilities. S/he will give responsibility to the SENCO and class / subject teachers but is still responsible for ensuring that your child’s needs are met.

·        S/he must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

Contacted by a personal request made before school in the playground or telephoning the school for an appointment.

SEND Governor

Responsible for:

·        Making sure that the school has an up to date SEND Policy

·        Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school

·        Making sure that the necessary support is made for any child who attends the school who has SEN and/or disabilities.

·        Making visits to understand and monitor the support given to children with SEND in the school and being part of the process to ensure your child achieves his/her potential in school.

The SENCO meets with the SEND Governor regularly to discuss SEND within the school.

Contacted by writing to the SEN Governor via the school office. 

QUESTION: How will the school support my child? 


St Margaret’s may offer the following range of provision to support children with SEND, as is appropriate to the individual.

Social Skills programmes / support including strategies to enhance self-esteem.

·         Specialist support working with individual children with specific needs.

·         Social groups for targeted children – Time To Talk, Socially Speaking, SEAL, groups re friendship, managing anxiety.

·         One to one support in unstructured social environments.

·         Transition programme to support transition to new classes (FS -> KS1, KS1 -> KS2, KS2 ->KS3)

·         Access to a supportive environment – IT facilities / equipment / resources (including preparation).

·         All classrooms are ‘ASD Friendly’ e.g.

o      Individual visual timetables

o      Class visual timetables

o      Individual work stations

o      Pre-teaching of vocabulary

·        All teachers have received ASD training

·        Inclusion Development Plan (IDP) – ASD toolkit

·        All classrooms are Dyslexia friendly.

·        All teachers have received dyslexia training

·        Inclusion Development Plan (IDP) – Dyslexia toolkit

·        Now and Then task boards

·        Writing slopes

·        Access to computers

·        Social Stories

·        Individual instructions

·        Flexible teaching space (one to one or group work)

·        Children identified early and appropriate interventions put in place

·        Ongoing pastoral support to prevent escalation of behaviours, to monitor progress, to pre-empt difficulties, to plan for potential difficulties

·        Regular liaison with relevant staff

·        Parent support in partnership working with outside agencies

·        Visual signs to communicate need for help

·        Regular reviews

·        Follow up and implement suggestions recommended by outside agencies

Strategies / programmes to support speech and language.

·        Support and advice from a Speech and Language Therapist as available.

·        Delivery of a planned Speech and Language programme by a teaching assistant following advice from a Speech and Language Therapist.

Access to strategies / programmes to support Occupational Therapy / Physiotherapy

·        Support and advice from an Occupational Therapist and Physiotherapist as available.

·        Delivery of planned Occupational Therapy / Physiotherapy from a teaching assistant e.g. BEAM, Write from the start (Teodorescu).

·        Specific resources to support individual needs e.g. writing slopes / sensory cushions / weighted scarves / posture supports / fiddle toys / pencil grips.

Strategies to reduce anxiety / promote emotional wellbeing (including communication with parents).

·        Meet and greet sessions at the start of each day for individual pupils.

·        Home / school books.

·        Referral to CAMHS – subject to meeting criteria.

·        Access to SISS for individualised support.

·        Access to Family Support Worker.

·        Use of Social Stories.

·        Use of visual timetables.

·        Use of visual cue cards.

·        Lunchtime Friendship Club.

·        Referral to Educational Psychologist as available.

·        Planned programme of support for Learning Support Assistant.

·        Strong pastoral support.

·        Calming cards.

·        Task boards to break down and visualise activities.

·        Use of Worry Books.

·        Routine use of Quiet Areas as an anxiety management strategy.

Strategies to support / develop English.

·        Quality First Teaching.

·        Small group and one to one support in class.

·        Withdrawal in a small group or one to one for literacy intervention programmes such as Read, Write, Inc, Fresh Start, Action Words, Dancing Bears, etc.

·        Support from teacher and teaching assistant on specific Individual Education Plan targets.

·        ICT programmes – Reading Eggs, Spellodrome, Digismart.

·        Access to SISS team for academic support and advice.

·        Individual support to develop keyboard skills where appropriate.

·        Auditory and visual memory support if necessary.

Strategies to support / develop Numeracy,

·        Quality First Teaching.

·        Small group and one to one support in class.

·        Withdrawal in a small group or one to one for numeracy intervention programmes such as Numicon, Mathletics.

·        Support from teacher and teaching assistant on specific IEP targets.

·        SISS team.

Strategies to support modification of behaviour.

·        Use of the school’s behaviour policy.

·        Social skills intervention programmes – e.g. SEAL, Social Stories, Socially Speaking.

·        Support and advice from SISS – Emotional, Social and Behavioural Difficulties Team.

·        Access to Family Support Worker.

·        Support from Teacher or Learning Support Assistants on specific Individual Behaviour Plan targets.

·        Use of positive handling plans for individual children.

Provision to develop independent learning.

·        Use of visual timetables.

·        Pre-teaching and reviewing vocabulary and content.

·        Access to ICT.

·        Specific targets in IEPs.

·        Managed transition programme to Secondary School. 

·        Task boards.

Support / supervision at unstructured times of the day including personal care.

·        Trained staff in behaviour management.

·        All staff trained in use of epipen.

·        Learning Support Assistants supporting pupils with severe and complex needs.

·        Lunchtime Friendship Club.

·        Play Leaders / Buddy support systems.

·        Commission appropriate training where necessary to enhance staff skills.

·        Screen / Filter – assess for underlying reason.

·        Monitoring – ABC sheets – Record & look for causes and patterns of behaviour in order to understand underlying causes and reasons for behaviour

·        Provision Maps

·        Needs Based Plans / Inclusion Plans

·        Gather pupils’ views

·        Build on strengths to improve emotional wellbeing

·        Zero tolerance of bullying and disruptive behaviour which disrupts the learning and wellbeing of others

·        Proactive positive strategies

·        Parental / child involvement

Planning and assessment.

·        Individual Educational Plans / Behaviour Plans.

·        Individual targets.

·        Termly review of IEP/IBP targets with parents / carers.

·        Activities to meet individual needs,

·        Formal annual review for children with an Educational Heath Care Plan.

·        Social, Emotional, Mental Health Team.

Liaison / Communication with Professionals / Parents.

·        A non-class based SENCO (0.4 FTE).

·        Liaison with a wide range of professionals e.g. SISS team (ASD, CLD, SEMH, Under 6, PD), Speech and Language Therapist, Occupational Therapist, Physiotherapist, Educational Psychologist, School Nurse, Meadow Centre, etc.

·        Regular review meetings with parents and pupils.

·        Signposting for parents and carers provided by Family Support Worker / SENCo / SISS team, Solihull SENDIASS Service or Family Information Service.

Access to Medical Interventions.

·        Medicines Policy.

·        Disabled toilets.

·        Individual care plans for children with significant medical needs and allergies.

·        Provision of aids and resources to support the learning of individual pupils with specific needs as specified by the professionals.

·        Access to the School Nurse as available.

·        Risk assessments in place for individuals, if specified by professionals.

·        Staff first aid trained.

·        All staff have had training in the use of an epipen.

For children with complex SEND, the frequency of such provision may result in the school applying for an EHC plan.

Partnership with parents and carers.

St. Margaret’s works closely with parents / carers in the support of the children with special educational needs and disabilities. We encourage an active partnership through an ongoing dialogue and regular meetings with them.

Drop in sessions with ASD Team. 

QUESTION: How will I be able to raise any concerns I may have? 


·        Talk to us - firstly contact your child's class teacher, our SENCo or Head teacher

·        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.     

QUESTION: Who will work with my child and how often? 


·        Our SENCo oversees the support and progress of any child requiring additional support across the school.

·        The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.

·        There may be a Learning Support Assistant (LSA) working with your child either individually or as part of a group if this is seen as neccessary by the class teacher.  The regularity of these sessions will be explained to parents when the support starts.

QUESTION: Who will explain this to me? 


·        The class teacher / SENCo will meet with parents at least on a termly basis (this could be as part of Parents evening) to discuss your child's needs, support and progress.

·        For further information the SENCo is available to discuss support in more detail.

QUESTION: How will the curriculum be matched to my child’s learning needs?


·        Budgets are closely monitored and we ensure that all children who have Special Educational Needs are met to the best of the school's ability with the funds available.

·        We have a team of LSAs who are funded from the school budget and deliver programmes designed to meet groups of children's needs.

·        The budget is allocated on a needs basis.  The children who have the most complex needs are given the most support often involving an LSA.

·        Where possible resources suggested by outside agencies such as sensory cushions, specialist pencils, etc. will be purchased.

QUESTION: How will I know how my child is doing?


·        We offer an open door policy where you are welcome any time to make an appointment to meet with the SENCo to discuss how your child is getting on.  We can offer advice and practical ways that you can help your child at home.

·        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, especially if your child has complex needs.

·        Some children have a home / school link book which your child will bring home regularly so that comments from parents and teacher can be shared and responded to when needed.

·        If your child is on the SEN register they will have an Individual Education Plan (IEP) which will have individual / group targets.  This is discussed on a termly basis and parents are given a copy of the IEP.  The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) with the expectation that the child will achieve the target by the time it is reviewed.

·        If your child has complex SEND they may have an Educational Health Care Plan, which means that a formal meeting will take place annually to discuss your child's progress and a report will be written and sent to the Local Authority.

·        We deliver workshops to parents so that they can support their child's learning in school and at home.

·        Home learning activities are sent home with newsletters to keep parents up to date with curriculum planning.

QUESTION: How do you know how well my child is doing?


·        As a school we measure children's progress in learning against National expectations and age related expectations.

·        The class teacher continually assesses each child and notes areas where they are improving and where further support is needed.  As a school, we track children's progress from entry in Reception class through to Year 6.

·        Children who are not making expected progress are picked up through termly meetings with the Class teacher and Deputy / Head teacher.  In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.  if your child is discussed at one of these meetings parents will be informed.

·        When the child's IEP is reviewed comments are made against each target to show what progress the child has made.  If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.

QUESTION: How will my child be able to contribute his or her views? 


·        Children who have IEPs (individual Education Plans) are made aware of their targets.  When appropriate they are involved in reviews.

·        If your child has an Educational Health Care Plan their views will be sought before any review meetings. 

QUESTION: How could my child get help in school? 


Children in school will get support that is specific to their individual needs. This may all be provided by the class teacher or may involve:

·        Other staff in the school

·        Staff who will visit the school from the Local Authority such as the SISS Team.

·        Staff who visit from outside agencies such as the Speech and Language therapy (SALT) Service.

QUESTION:  What are the different types of support available for children with SEN and / or disabilities in this school? (Also showing the stage of the Code of Practice* children will be at when receiving this input.) *The document that schools use to plan their SEN and / or disabilities input.


Class teacher input via good / outstanding classroom teaching

·        The teacher will have the highest possible expectations for your child and all pupils in their class.

·        All teaching is based on building on what your child already knows, can do and can understand.

·        Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child.

·        Putting in place specific strategies (which may be suggested by the SENCo or staff from outside agencies) to enable your child to access the learning task.

Who can get this kind of support?  All children in school receive this.

Specific small group work.  This group may be run in the classroom or outside or run by a teacher, teaching assistant or a learning support assistant who has had training to run these groups. These are often called Intervention groups by schools.

·        Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to close the gap between your child and their peers.

·        S/he will plan group sessions for your child with targets to help your child to make more progress.

·        A Learning Support Assistant/teacher (or outside professional (like a Speech and Language Therapist)) will run these small group sessions using the teacher’s plans, or a recommended programme.

Who can get this kind of support?  Any child who has specific gaps in their understanding of a subject/area of learning.

Some of the children accessing intervention groups may be at the stage of the SEND Code of Practice called SEN Support, which means they have been identified by the class teacher as needing some extra support in school.

Specialist groups run by outside agencies e.g. Speech and Language therapy OR Occupational therapy groups.

A few children on SEN may have been identified by the class teacher / SENCo as needing some extra specialist support in school from a professional outside the school.  This may be from:

·         Local Authority services such as the ASD or Sensory Service ( for students with a hearing or visual need)

·         Outside agencies such as the Speech and Language therapy (SALT) Service.

o  If your child has been identified as needing more specialist input instead of or in addition to good and outstanding class room teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress.

o  Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.

o  If it is agreed that the support of an outside agency is a way forward, you will be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Occupational Terapist. This will help the school and yourself understand your child’s particular needs better.

o  The specialist professional will work with your  child to understand their needs and make recommendations, which may include:

·     Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better

·     Support to set targets which will include their specific professional expertise

·     Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g. a social skills group

·     A group or individual work with outside professional

·     The school may suggest that your child needs some agreed individual support or group support in school. They will tell you how the support will be used and what strategies will be put in place.

Who can get this kind of support?  Children with specific barriers to learning that cannot be overcome through whole class good/outstanding teaching and intervention groups.

If your child is identified by the class teacher / SENCo as needing a particularly high level of individual and small group teaching which cannot be provided from the resources already delegated to the school a request may be made for an Education Health and Care Plan (EHCP).

Usually, if your child requires this high level of support they may also need specialist support in school from a professional outside the school. This may be from:

·         Local Authority services such as the ASD or Sensory Team ( for students with a hearing or visual need)

·         Outside agencies such as the Speech and Language therapy (SALT) Service, Occupational therapy service, Physiotherapy and / or CAMHS

o    The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process and you can find more details about this in the Local Authority (LA) based Local Offer, on the Solihull Council website: http://socialsolihull.org.uk/localoffer/

o    After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the support at SEN Support.

o    After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need additional support to make good progress. If this is the case they will write an EHC Plan.

o    The EHC Plan will outline the number of hours of individual / small group support your child will recive from the LA and how the support should be used and what strategies must be put in place.  It will also have long and short term goals for your child.

o    The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

Who can get this kind of support?  Children whose learning needs are: Severe, complex and lifelong OR need more than 20 hours of support in school.

QUESTION: How will we support your child with identified special needs starting at school? 


·        If your child has been allocated a place in our Foundation Stage via the local authority and s/he has a Special Educational Need and / or Disability, please contact us as soon as you receive the offer as we may not have details of their needs at this stage.

·        We will first invite you to visit the school with your child to have a look around and speak to staff.

·        If other professionals are involved, a meeting will be held to discuss your child’s needs, share strategies used, and ensure provision is put in place before your child starts.

·        Your child’s key person may make a home visit and also visit your child if they are attending another provision; this will automatically happen if your child is starting in the school Foundation Stage 1 class (nursery class) or is new to the school and starting in our Foundation Stage 2 class (Reception).

·        We may suggest adaptations to the settling in period to help your child to settle more easily but these will be agreed with you at the meeting.

·        If they have not already visited, your child will be invited into the school in advance of starting to meet the staff they will be working with and their peer group.

·        The staff will hold regular meetings in school to monitor the progress of your child and invite you into the school at least once a term to review this with you.

QUESTION: How can I let the school know I am concerned about my child’s progress in school?


·        If you have concerns we recommend you speak to your child’s class teacher initially, and at the earliest opportunity.

·        If you are not happy that the concerns are being managed and feel that your child is still not making progress you should speak to the SENCo or Head Teacher.

·        If you are still not happy you can speak to the school SEN Governor.

QUESTION: How will the school let me know if they have any concerns about my child’s learning in school? 


·         When a teacher or a parent has raised concerns about your child’s progress, and targeted teaching has not met the child’s needs, the teacher will raise this with the SENCo.

·         The teacher will discuss your child’s progress with you at our termly parents’ evenings when you will be informed of your child’s progress and any additional support being given.

·         Schools also have meetings every term between each class teacher and the senior staff in the school to ensure all children are making good progress. This is another way your child may be identified as not making as much progress as expected.

·         If your child is then identified as not making progress the school will make a decision about whether to monitor this or set up an intervention group and will inform you. These groups may take place for a short period or over a longer period of time. (However, please note that all children learn regularly in small groups in class (sometimes with learning support assistants) in order to support their progress in learning.

·         If your child is still not making expected progress the school will discuss with you

o  Any concerns you may have

o  Any further interventions or referrals to outside professionals to support your child’s learning

o  How we can work together, to support your child at home / school.

QUESTION: How are the adults in school helped to work with children with a SEND and what training do they have? 


·        The staff in St. Margaret’s have a wide range of expertise in teaching children with additional needs and disabilities.

·        The SENCO’s job is to support the class teacher in planning for children with SEN.

·        The school identifies training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school, such as ASD, dyslexia, etc.

·        Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. from the SISS Team or medical / health training to support staff in implementing care plans.

The staff of St Margaret’s has undertaken the following training led by the SISS Team:

·        Working with children with Autistic Spectrum Disorder.

·        Working with children with Specific learning difficulties.

·        Working with children with Speech, Language and Communication difficulties.

·        Working with children with behavioural difficulties.

·        Working with children with specific physical disabilities.

·        Additional literacy intervention.

·        Additional numeracy intervention.

·        Safeguarding – statutory

·        Child Protection – statutory

Specific members of staff have also received training in:

·        Precision Teaching

·        Sparkly Folders

·        Numicon

·        First Aid

Staff training is on-going, relevant to the children in the school and in response to current national developments in SEN provision.

Individual training for an identified staff member linked with the needs of a child with special educational needs and / or disabilities or identified through the performance management process.

QUESTION: How will the teaching be adapted for my child with learning needs (SEN / and or disabilities)? 


·        Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that learning tasks are adapted to enable your child to access their learning as independently as possible.

·        Support staff can implement the teachers modified / adapted planning to support the needs of your child where necessary.

·        Specific resources and strategies will be used to support your child individually and in groups.

·        Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs and increase your child’s access to what is on offer. 

QUESTION: How will you measure the progress of your child in school? And how will I know about this? 


  • Your child’s progress is continually monitored by his / her class teacher and the SENCo.

·         His / her progress is reviewed formally every term and a judgement against where your child is performing in Reading, Writing, SPAG (Spelling, Punctuation and Grammar) and numeracy will be made against age related expectations, as well as progress in other areas, as appropriate, such as attendance, engagement in learning and behaviour.

·         At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed, in Year 6 using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.

·         Children at SEN Support will have an IEP which will be reviewed with your involvement, every term and the plan for the next term made.

·         The progress of children with an EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.

·         The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in.

·         A range of ways will be used to keep you informed, which may include:

o      Home / school book

o      Additional meetings as required

o      Reports

o      End of Year Reports

QUESTION: What support do we have for you as a parent of child with an SEN / and or disabilities?


·        The SENCo 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. The SENCo will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child.

·        IEP’s will be reviewed with your involvement each term.

·        Homework will be adjusted as needed to your child’s individual needs.

·        SENCo will supply information about Solihull SENDIASS Service or Family Information Service.

·        A home / school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.

·        You could also seek support and work with our Family Support Worker to think of strategies to help you at home. 

QUESTION: What is the pastoral, medical and social support available in the school for children with SEND?


·        We are an inclusive school; 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, medical and social 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 Health and Social Services, and/or the SISS team.

·        The school has a policy regarding the administration and managing of medicines on the school site. This can be viewed upon request.

·        Parents need to contact the class teacher if medication is recommended by Health Professionals to be taken during the school day.

·        As a staff we have relevant training and updates of conditions and medication affecting individual children so that staff are able to manage medical situations.

QUESTION: What support is there for behaviour? 


As a school we have a positive approach to all types of behaviour with clear reward systems that are followed by staff and pupils.

·        If a child has behavioural difficulties an Indeividual Behaviour Plan (IBP) is written alongside the child and Parents to identify the specific issues, put relevant support in place and set targets.

·        After any behaviour incident we expect the child to reflect on their behaviour with an adult.  This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.

·         Attendance of every child is monitored on a daily basis by the school office. Lateness and absence are recorded and reported upon to the Head teacher.

QUESTION: What specialist services and expertise are available?


·        As a school we work closely with any external agencies that we feel are relevant to individual children's needs within our school including: - the SISS team; Health Services including - GPs, school nurse, paediatricians, Speech & Language Therapists; Occupational Therapists and Educational Psychologists.

·        NHS Services such as Occupational Therapists, Physiotherapists, Speech & Language Therapy, Educational Psychology, Padiatrcians & Child and Adolescent Mental Health Service (CAMHS).

QUESTION: How will my child be included in activities outside the classroom including school trips? 


·        Our children are included in all aspects of the school curriculum including activities outside the classroom.  We will provide the neccessary support to ensure that this is successful.

·        A risk assessment is carried out prior to any off site activity to ensure everyone's health & safety will not be compromised.  Where there are concerns about safety and access, further thought and consideration is put in place to ensure needs are met.  Where applicable parents / carers are consulted and involved in planning. We value and respect diversity in our school and do our best to meet the needs of all our children.  In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities will be provided in school.      

QUESTION: Will he or she be able to access all the activities of the school and how will you assist him or her to do so?


·         All work within class is planned at an appropriate level so that all children are able to access according to their specific needs.  Typically this might mean that in a lesson there would be three different levels of challenge set for the class, however on occasions this can be further or even individually pitched according to an individual child's strengths and learning styles.  

QUESTION: How will you help my child to move to the next stage of education and life?


·        For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.

·        We write social stories with children if transition is potentially going to be difficult.

·        When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits. Our ‘feeder’ secondary schools, run programmes specifically tailored to aid transition for the more vulnerable pupils.

·        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.

·        If your child has complex needs a transition meeting will be arranged and staff from both schools invited to attend.

QUESTION: How is the decision made about what type and how much support my child will receive? 


·        The class teacher alongside the SENCo will discuss the child's needs and what support would be appropriate.

·        Different children will require different levels of support in order to narrow the gap to achieve age expected levels.

·        This will be through on-going discussions with parents.

QUESTION: How do we know if it has had an impact? 


·        By reviewing children's targets on IEPs and ensuring they are being met.

·        The child is making progress academically against national/age expected levels and the gap is narrowing - they are catching up with their peers or expected age levels.

·        Verbal feedback from the teacher, parent and pupil.

·        Children may move off the SEND register when they have 'caught up' or made sufficient progress.

·        The impact of each provision is assessed through regular monitoring and tracking of progress.

QUESTION: Who can I contact for further information? 


·        In the first instance parents / carers are encouraged to talk to their child's class teacher.

·        You could also arrange to meet our SENCo.

·        Look at the SEND policy on our website.

QUESTION: Who should I contact if I am considering whether my child should join the school? 


Contact the school office to arrange to meet the Head teacher or our SENCo, who will willingly discuss how the school could meet your child's needs.

QUESTIONHow have we made this school physically accessible to children with SEND?


·        The school is partially accessible to children with physical disability via ramps.

·        We ensure that equipment used is accessible to all children regardless of their needs.

·        The school has accessible hygiene facilities.

·        The school has staff trained to suit children with a range of needs.

QUESTIONHow will we support your child when they are leaving this school? OR moving on to another class?


We recognise that ‘moving on’ can be difficult for a child with SEN/and or disabilities and take steps to ensure that any transition is a smooth as possible. 

·         If your child is moving to another school:

o  We will contact the new school’s SENCo and ensure s/he knows about any special arrangements or support that need to be made for your child.

o  We will make sure that all records about your child are passed on as soon as possible.

·        When moving classes in school:

o  We work closely within year groups to ensure good transition.

o  Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher. All IEP's will be shared with the new teacher. Handover meetings will be held in July to facilitate this.

o  If your child would be helped by a transition book to support them understand moving on then it will be made for them.

·        In Year 6

o    The SENCo will meet to discuss the specific needs of your child with the SENCo of their secondary school.

o    Your child will attend a small group in school, to support their understanding of the changes ahead. This may include creating a ‘Personal Passport’ which includes information about themselves for their new school.

o    Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.

Our school Local Offer for Special Educational Needs and Disabilities has been completed in partnership with parents, staff and the SEND governor.

Solihull MBC Local Offer can be accessed on their website - Solihull's SEND Local Offer - http://socialsolihull.org.uk/localoffer/

The Local Offer will give young people aged 0 - 25 and their families easy access to a range of information about the support that is available to them.

Contact Information.

If you would like to know more about what we offer contact us at:

St Margaret’s C.E. Primary School,
Richmond Road,
Solihull, B92 7RR
Tel: 0121 706 5020

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

In addition, information is available via:

·        School Prospectus

·        School newsletter 

·        School website 






Individual Education Plan



SEN Code of Practice

The legal document that sets out the requirements for SEN

EHC plan

Education, Health, Care Plan


Special Educational Needs


Special Educational Needs and or disabilities


Speech and Language Therapist


Specialist Inclusion Support Service