logo send coordinator 250

 Twitter Facebook icon

emotion pebbles


Supporting parents, schools and professionals with children who have learning, social, emotional, behaviour, mental health, needs and disabilities


Sample School SEN Report Accordian Style

pencil senco offerThis is not all my own work but I have looked at loads of examples and picked out what I like the best, and if it works as a starting point for you... then that's great!

My School School SEN Report

My School is an inclusive school and believe children should be educated in a mainstream school wherever possible, and enable all pupils, whatever their educational need to achieve their full potential.

Under the Special Educational Needs and Disability Code of Practice (September 2014), our school is expected to provide SEN Information with reference to:

  • Appropriate and Effective Teaching and Learning
  • Open and Honest Communication
  • A Partnership Approach

All our pupils receive quality first teaching. This means that we use a range of teaching and learning styles, with a relevant and appropriate curriculum. Relevant learning objectives are shared with the children and are matched to their needs. Please find a copy of our SEN Policy here.

The questions below will help you find out more:

1. Who can I talk to at this school and how can they help me?

Our school has a Special Educational Needs and Disabilities Coordinator (SENDCo).
Please contact My Teacher (SENDCo) on 0121 111 1111

2. What special educational needs, conditions or disabilities do you support in school?

There are four broad areas identified as Special Educational Needs:

Communication and Interaction

Children may find it difficult to interact with people or understand the social aspects of the world around them which may include, talking to adults, playing with other children talking about unfamiliar topics, making or keeping friends, understanding facial expressions or sarcasm or inference. Children may need routines which restrict what they do or how they cope with changes to the normal day.

Cognition and Learning

Some children find learning, thinking and understanding more difficult than other pupils. Difficulties may include, learning important skills, times tables, understanding how to use letters and sounds to read and spell. These children may need more time to think about their ideas and answers.

Social, emotional and mental health

Some children find managing their emotions and behaviours which affects their daily lives. Difficulties may include listening and following instructions, following rules, sitting still, understanding their own feelings and taking responsibility for what they do.

Sensory and / or physical

Children with a disability may require changes to the environment around them to allow them to manage with their everyday life.

Difficulties may include using pencils or scissors, hearing what others say in the classroom, struggling to read normal sized text and require large text books and worksheets or coloured dry-wipe boards, moving around with the aid of a wheelchair or walking aid.

3. What support do you offer for children with special educational needs and disabilities?

We aim to provide the best learning environment for all pupils. Teachers adapt what they teaching to help the child learn more with the rest of the class. Skilled adults may work with your child in a small group or on an individual basis to support their learning. All children have individual targets to show what the child needs help with. We also involve professionals to support our teaching and the child’s learning.

4. How will I know if the school has concerns about my child’s progress?

All children in school are carefully monitored with regard to progress with their learning and tracked using their school’s assessment tracking system. Teachers assess regularly using professional discussions, marking, observations and questioning as well as formal tests. The class teacher will talk to you about your child any concerns and to learn a little more about your child at home. You will be invited to Parents’ Evenings and if necessary you will be invited to a meeting with Mrs Gwilliam, our SENDCo.

5. What provision is available for SEND children and who supports them?

All pupils can expect quality first teaching within their daily lessons. Wherever possible, adaptations are made to suit different styles of learning. Children will be included in various individual sessions or group provisions lead by skilled staff including teachers and teaching assistants. These may include numeracy support, reading support, fine / gross motor skills, strengthening the core, social skills self-confidence etc.

The infant school is based fully on the ground floor and the junior school can be accessed by staircases and a lift is available. Where possible there are ramps into the building and into the canteen.

6. What services and external agencies are available to the school?

We involve specific professionals to support the teaching and learning in school depending on the needs of the children, these include:

Pupil and School Support Service (P.S.S.) advise the SENDCo on strategies to support all children with Special Educational Needs and the staff that work with them.

Educational Psychologist (E.P.) helps school assess children with the most significant needs. The E.P. is also involved when an application is made for an Education & Healthcare Plan.

Communication and Autism Team (C.A.T.) advises teachers how to support children in school with Autistic Spectrum Disorder.

Physical Difficulties Support Service (P.D.S) provides advice with pupils with physical needs and disabilities.

Sensory Support Services (S.S.S.) support teachers of children with hearing and visual impairments in school.

School Nurse (S.N.) supports families in school regularly, please call school (0121 111 1111) to find out the times of her next drop in clinic.

Other professionals visit school regularly to offer support and therapies. On occasions children who visit professionals in their clinics will send information to school to continue and use specific strategies in school. These include, National Health Services such as Paediatricians, Speech therapists, Children and Adolescent Mental Health Services, Occupational Therapists, Physiotherapists and Community Health Specialists.

7. How will I find out about my child’s progress and if provision has been effective?

You will be offered three Parents’ Consultation appointments throughout the year but we urge you to arrange meetings at other times if you have concerns about your child’s progress. You will be informed of what support your child has been included in and the impact of the provision. We also value the feedback from the child, their parents, teachers, teaching assistants, SENDCo and outside agencies.

8. How do staff help children with SEND and what training do they receive?

All staff in school receive high quality training and where children have specific educational needs or a disability, appropriate training will be offered. Training needs are reviewed regularly. Recent training includes Autism Spectrum Disorder Level 1 for all Staff. Level 2 for the Higher Level Teaching Assistant and Level 3 for the SENDCo, Team Teach training for all staff etc.

Various members of staff have specific training and deliver individualised programmes and support other members of staff, these include, Reading Recovery, Shiny Folders, Direct Phonics, Number Gang etc.

9. Who will work with my child and how will I know who they are?

Class teachers plan lessons according to the needs of all groups of children in their class. Teaching assistants work within the classroom and take groups to other working rooms to deliver specifically adapted lessons.

At times, children will be involved in specific group provisions because of their individual needs.

We may want to work with outside agencies and professionals to support us with a child’s specific needs. We will always ask your permission before we involve these professionals and discuss our concerns along with the benefits of gaining extra advice.

10. How will you meet my child’s needs?

We will try to ensure that all barriers to learning and participation are removed or overcome. We monitor and track progress of all children so that the support provided is as effective as possible. All children are involved with their targets, evaluation of their progress and planning of the next steps in their learning or development. We welcome the full engagement of parents and carers and where necessary will seek support and advice from professionals outside school to ensure we develop and maintain a range of flexible resources to meet the needs of all children.

11. How is the whole school day made accessible to children with SEN or a disability?

We endeavour to make adjustments to the physical environment where necessary. We can involve extra adult support to assist children if required. We will purchase or hire specialist equipment if recommended by professional services.

Each classroom uses a visual timetable and we can create personalised versions if necessary. Social stories help children with daily routines and situations. Our specialist PE teacher is trained in including all children. All educational visits are risk assessed to include all children and all children are invited to attend after school clubs.

12. How can I support my child’s learning?

We will let you know what targets your child is working towards. Class letters will inform you about what is going in your child’s classroom. Some children have a Home School Liaison Book to inform parents about their child’s day. Reading diaries go home in book bags. Every child is offered three formal meetings a year with the class teacher but we are always willing to meet you before and after school. If your child has an Individual Provision Map, then you will be asked for formal meetings about your child’s progress.

13. How will my child share their ideas about their plans?

As part of daily lessons, children reflect and assess their understanding of their work. Children’s ideas and opinions are always valued and children with Individual Provision Maps will be involved in evaluating their targets.

14. How can I have my say about my child’s needs, progress and plans?

We want all parents to be involved in the decision making processed to meet your child’s needs. We will at times have formal meetings but please talk to us informally about your child and any concern you may have.

Outside agency professionals will want to involve you and may send questionnaires and ask for your comments about your child at home, please complete these as quickly as you can.

If your child has a Statutory Assessment of Educational Need or Education, Health Care Plan, you will be asked to meet the professionals involved with your child at an annual review.

15. What support do you off parents of SEND children?

We believe that supporting parents will benefit all children. Your child’s class teacher is regularly available to discuss your child’s progress or any concerns or worries you may have.

The SENDCo is available to discuss your child’s progress and provision available in school The SENDCo can arrange for outside agencies to be involved with your child. Any information given by professionals or reports will be shared with you.

If you would like, we will devise a shared reward and sanction system to support your child at home. Often parents create their own Zone Board to use similar rewards as school

16. How is my child supported for moving from one class to the next or the transition to their next school?

We aim to make transition to the next class or next school as easy as possible for all children. We can make arrangements for the child to have extra visits, talk to the next class teacher, create a photograph transition book, hold a person centred review about things that help the child to be well and happy in school, arrange meetings with parents and the next class teacher or school etc.

17. How does the school’s governing body involved with SEN provision?

We have a governor who is responsible for SEND, please see the Governor Page of our website. The role of the SEND governor is to meet regularly with the SENDCo and share provision offered in school and ensures the right services from in and outside school are supporting the children.

A termly SEND report to governors is shared with the governing body to ensure all governors are aware of how special educational needs are supported in school.

18. What can I do if I am not happy with the provision for my child?

 If you have a complaint about the school’s provision that cannot be resolved with the class teacher or the SENDCo, then please contact Mrs Kelly, the Head teacher and she will investigate further. The governing body takes complaints seriously and will act upon these on an individual basis. For more information, please contact the school office.

By law, Birmingham Local Authority has to provide information on a website detailing all services available in Birmingham for children with Special Educational Needs and Disabilities. This information is called The Local Offer.

19. What is Birmingham Authority’s Local Offer?

The Birmingham Local Authority’s Local Offer can be found at: www.mycareinbirmingham.com.

20. Other useful acronyms

A list of acronyms to help you understand SEND


Attendance Advisory Practitioner


Attention Deficit Disorder


Attention Deficit & Hyperactivity Disorder


Autistic Spectrum Disorder


Behavioural Emotional & Social Difficulties


Common Assessment Framework


Child & Adolescent Mental Health Service


Code of Practice


Child Protection


Developmental Co-ordination Disorder


English as an Additional Language


Educational Psychologist


Free School Meals


Family Liaison Officer


Hearing Impairment


Individual Education Plan


In School Review


Key Stage


Looked After Child


Local Education Authority


Learning Mentor


Moderate Learning Difficulty


National Curriculum


Occupational Therapist


Pastoral Support Programme


Speech & Language Therapy


Special Educational Needs


Special Educational Needs & Disabilities


Special Educational Needs Co-ordinator


Special Educational Needs & Disabilities Co-ordinator


Specific Learning Difficulty


Visual Impairment

 end faq