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Special educational needs and disability (SEND)

Dickens Heath Community Primary School is a fully inclusive school that is totally committed to providing the best possible education to all of its children regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs.  This document is intended to give you information regarding the many ways in which we ensure we support all of our children, including those with SEND.  It is important to note that it may not include every skill, resource and technique that we employ as these are continually being developed and modified to meet the changing requirements of individual children.

Table of abbreviations

SENDSpecial Education Needs
SENCoSpecial Educational Needs Coordinator
ADHDAttention Deficit Hyperactivity Disorder
ESBDEmotional, Social and Behavioural Difficulty
EHCEducation, Health and Care
CAHMSChild and Adolescent Mental Health Services
SISSSolihull Inclusion Support Service
ASDAutistic Spectrum Disorder

SEND report

RegulationsQuestionSchool Response
1. The kinds of special educational needs for which provision is made at the schoolDo you have children with SEND in your school?

What kinds of SEND do those children have?
We are a mainstream school and the majority of our pupils are expected to reach the learning goals for their age. A number of our pupils do have special educational needs and or a disability.

Currently we have :
16 children with an EHC plan or statement – 3.4% of our school population.
42 children have SEND support – 16% of our school population.
39 children whom we are monitoring for possible SEND.

We support children with a range of different needs in our school including ADHD, Autism, Pathological Demand Avoidance, Oppositional Defiance Disorder, Dyslexia, Speech and Language disorders, Dyspraxia, Duchenne Muscular Dystrophy, Di George Syndrome, Hearing Impairment, Visual Impairments, Physical impairments, Global Delay, Diabetes, Social, Emotional and Mental Health needs and Attachment disorders.

On our website, under documents, further information regarding the kinds of SEND we support is included under the four broad areas of need.

At Dickens Heath Community Primary School our aim is to fully include children, ensuring they take an active part in everyday school activities. All staff work very hard to support all our pupils and promote a positive ethos recognising that every child is unique and celebrating their achievements through many activities during the school year.
2. Information related to mainstream schools about the school’s policies for the identification and assessment of pupils with SEND

How do you know if a pupil has SEND?

How will I know if my child is receiving SEND support?
Our class teachers closely monitor the progress made by all the children and ask advice from the SENCo as soon as they have concerns about a pupil. The SENCo supports class teachers to plan activities such as small group work or intervention programmes to help the child. If these activities don’t help the child to make good progress, the SENCo might suggest other programmes or additional support from the schools delegated budgets.

If there is still a barrier to learning that cannot be overcome through first quality teaching and intervention groups, then the teacher will organise a meeting with parents’ /carers and the SENCo. It will be decided whether the child should be placed on the additional needs register at SEND support. Children are identified as having SEND when their progress has slowed or stopped and the interventions, resources etc. normally in place have not enabled improvement. We have specific plans and pupil profiles which help support children’s development. Advice may be gained at this stage from an external specialist services to support the family and school to meet the child’s individual needs.

Communication with parents is of paramount importance at Dickens Heath Community Primary School and it is our intention to work closely with parents to support their children. With this in mind parents will be informed and invited to meet with the class teacher and / or SENCo to discuss concerns at any stage.
3. Information about the school’s policies for making provision for pupils with SEND whether or not pupils have EHC plansWhere can I find information about the school SEND Policy?Our Inclusion Policy gives the information needed on how we make provision for all pupils with SEND. This can be viewed on our school website:
In addition, the accessibility plan can also be found on our school website.
3a. How the school evaluates the effectiveness of its provision for such pupils

3b. The school’s arrangements for assessing and reviewing the progress of pupils with special educational needs and disability
How do you make sure that the SEND support is helping pupils make better progress?

How do you review the progress made by pupils with SEND?
Our class teachers and SENCo regularly monitor each child’s progress using the school’s assessment tracking system. The impact of any intervention is closely monitored by the SENCo and is continued or changed depending on the affect it has had on the child’s progress.

In addition to the whole school reporting process, parents of children with SEND are invited to meet termly with class teachers to discuss progress, review the child’s SEND support plan and discuss the next steps and any new recommendations.
Parents of children with a statement / EHC plan will meet termly with the class teacher and SENCo to discuss and review progress made and what the next steps should be, then annually they will review the statement / EHC plan.

SEND pupils working below age expectation have individual progress profiles which are tracked half termly to identify small steps of progress.
3c. The school’s approach to teaching pupils with SENDHow do your teachers help pupils with learning difficulties or disabilities to learn, including what they learn?

How can I find out more about what my child is learning at the moment?
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. Your child’s teacher will put in place different ways of teaching so that your child is fully involved in learning in class. This may involve using more practical learning or providing different resources adapted for your child. Your child’s teacher will put 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. Some children may require additional interventions to support their learning.
Please refer to the provision maps of each of the four broad areas of SEND needs on our website at (in the documents section).

Your child’s class teacher will give you more information about what the class is learning through class curriculum maps. There is information about the school curriculum on our website at
3d. How the school adapts the learning environment for pupils with SENDHow have you made the school buildings and site safe and welcoming for pupils with SEND?At Dickens Heath Community Primary School we ensure that all pupils have access to a secure and safe environment and adaptations are made to meet individual needs. The school offers several clubs for SEND children who find unstructured time challenging i.e. lunchtime sports club, art club and small group interventions in our outdoor forest area and farm.

The school is wheelchair accessible and provides access to disabled toilets including an electronic changing bed. Hand rails have been installed and taps adapted across the school.

We always strive to support all children’s needs and will adapt our environment where possible, we have just recently increased our disabled parking bays to accommodate the families of the children with SEND and staff with additional needs.
3e. Additional support for learning that is available to pupils with SENDIs there any extra support available to help pupils with SEND with their learning?

How will I know if my child is getting extra support?
The school employ teaching and learning support assistants (T.L.S.A’s) to aid children within their class learning times. In addition some children are supported with additional time by T.L.S.A’s for specific identified needs; others may require alternative support and will have intervention work to support their requirements.

During termly meetings there is an opportunity to discuss the additional interventions your child is receiving. Children with a statement or EHC plan may receive some 1:1 learning assistant support, which will be discussed and reviewed with parents.
3f. Activities that are available for pupils with SEND before or after school. What before and after school and other activities are available for pupils with SEND?

How can my child and I find out about these activities?
Dickens Heath Community Primary School operates its own before and after school club called Acorns. All children are welcome and provision is made for all children’s needs.

All extra-curricular clubs are available to all children who attend our school. If additional support is required or adaptations need to be made these will be discussed with parents and put in place where possible. More information about extra-curricular activities can be found on our website at

Additional extra-curricular activities have been provided through weekly lunchtime sports coaching sessions for children with additional needs. Inclusive sports events have also been held for children with additional needs with other Solihull schools and have included archery, rowing and tennis.
We will ensure any special educational needs are discussed with outside agencies running these clubs.
3g. Support that is available for each of the four broad areas of need:
Cognition and Learning, Communication and Interaction,
Social, Emotional and Mental Health
Sensory and Physical.
How does your school support individual needs? Please refer to the provision maps of each of the four broads areas of SEND needs on our website at (under documents section)

3h. Support for improving emotional and social development. How does your school support emotional and social development? At Dickens Heath we are fully committed to developing the whole child and support each child in their emotional and social development. This is through whole school assemblies, PSHE curriculum and the weekly forest school sessions which all children have in order to strive to make sure each child is ‘Life Ready’. In addition to this several children have interventions including use of games, baking and creative sessions and use of outdoor learning environments to support individual needs. At lunchtimes all children’s needs are supported through small and quiet opportunities and use of our ‘time to talk’ room, run by the pastoral manager to support all children with their emotional and social development.
4. In relation to mainstream schools, the name and contact details of the SEN CoordinatorWho should I contact if I want to find out more about how the school supports pupils with SEND?Mrs Miller is the SENCo for the school. She can be contacted via the school office on 0121 733 8359 or via email:

5. Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be securedHow are the adults in school helped to work with children with an SEND and what training have they had?

Which outside agencies will be involved in supporting my child’s needs?
Dickens Heath CP school has a development plan that identifies training needs for all staff with the aim to improve the teaching and learning of all children, including those with SEND. This includes whole school training on SEND issues, supporting identified groups of learners in school, and developing staff knowledge of various needs including autism, dyslexia, etc.

Training will include the sharing of knowledge, strategies and experience, & ensure the consistency of the school’s approach for children with SEND.

Teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
The SENCo and teachers work closely with specialists from external support services who provide advice or direct support as appropriate. External agencies involved with supporting SEND can be found on our provision maps of the four broad areas of need.
6. Information about how equipment and facilities to support children with SEND will be securedWhat happens if my child needs specialist equipment or other facilities?The school will liaise with the appropriate professionals to discuss the needs of your child if they need specialist equipment.

The LA,( Local Authority), makes a contribution towards specialist equipment such as wheelchairs /standing frames etc. when prescribed by a relevant health specialist.

We endeavour to provide all children with the resources they need and do this through the schools delegated budgets. Resources may include writing slopes, ear defenders, fiddle toys or sensory cushions as some examples.
7. The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child.How will I be involved with planning for and supporting my child’s learning?

Who will help me to support him/her at home?
Parents of children with SEND are invited to meet termly with the class teacher to discuss progress and next steps. Parents of children with EHC plans or statements will meet with the class teacher and SENCo. During these meetings parents and staff discuss individual needs and the most suitable support for school and home.

Annual reviews are held for children with a statement of SEND or an EHC plan.

Half termly coffee sessions are held for parents of children with SEND in liaison with SEND partnership who can offer parents guidance and support for the home as well as opportunities for parents to get together and support one another.
8. The arrangements for consulting young people with SEND about, and involving them in, their education.How is my child involved in his /her own learning and decisions made about his /her education?The SENCo will hold 1:1 pupil sessions to discuss individual provision and involve children in the process of meeting and supporting their identified needs. All pupils with SEND have personal profile sheets which gather their individual views. Children with SEND are asked to contribute their views as part of the annual review process. Children are encouraged to voice their views and take responsibility alongside school and parents in supporting individual needs.
9. Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school.Who should I contact if I’m not happy with my child’s learning and / or progress?Your first step should be to make a complaint directly to your child’s class teacher or SENCo. If your complaint isn’t resolved you can follow the school’s official complaints policy which can be viewed via the school website.

10. How the governing body involves other bodies, including health and social services bodies, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils.Who else provides services in school for children with SEN or disabilities?

How can my family get support from these services?
Children with SEND are supported by the SISS team in school and regular meetings are held with the ASD, CLD, PI and SEMH team. These services work with the school, the child and families to ensure the best possible outcomes for each child.

Solihull SENDIAS offer a free confidential and impartial for children and young people with Special Educational Needs & Disability (SEND) and their parents and carers. They are legally trained to offer information, advice and support to help them make informed decisions and play an active role in their own or their child’s education. They can be contacted via phone: 0121 516 5173 or email:

In addition ‘Independent Supporters’ are trained to help families and young people through the new ‘Education, Health and Care Plan (EHCP) assessment process. They can be contacted via phone: 01384 423868 or email:
11. The contact details of support services for the parents of pupils with SEND, including those for arrangements made in accordance with clause 32.Who should I contact to find out about other support for parents and families of children with SEN or disabilities?Mrs Miller the SENCo or Mrs Carabine SEND support can be contacted via the school office on 0121 733 8359 or via email: They are able to signpost parents of children with SEND to the appropriate support groups and other relevant organisations.
12. The school’s arrangements for supporting pupils with SEND in transferring between phases of education.How will you help my child make successful move into the next class or secondary school or other move or transition. Children with SEND are offered additional transition both as they move into their new class and when they move to their secondary school. Children will often meet staff on a 1:1 or in a small group to ensure smooth transition. Children have individual passports to support transition. Support staff will usually accompany children with SEND to their new secondary school for additional visits. Various meetings are held with parents and external agents where necessary to support successful transitions between settings.
13. Information on where the LA’s local offer is published.Where can I find out about other services that might be available for our family and my child?The Solihull local offer can be accessed via the council website:

Completed: July 2017
Update/ review: June 2018