Key Information
SEND
How we identify, support and champion children with special educational needs.
What we mean by SEND
Special educational provision is that which is additional to or different from the provision made generally for children of their age. It covers a wide range of needs including sensory impairment, physical difficulty, communication, learning and emotional and behavioural difficulties. A significant number of children may need special educational provision at some time during their school lives.
At Boldmere Schools, we continually monitor the achievement and attainment of our pupils, however, some children may fall significantly below our expected levels in one or more areas. These children may have special educational needs and will therefore need extra support. This may be due to a learning difficulty or a disability which can affect the progress they make.
Children that have a special educational need at Boldmere Schools are identified and supported according to guidelines specified in the Special Needs Code of Practice. Parents and pupils will be involved and kept informed at every stage.
Talk to our SENDCos
Our SEND policy details how we aim to ensure that the necessary provision is made for any pupil that has SEND. These are the people who lead it.
What a SENDCo does
- Overseeing the day-to-day operation of the school’s SEND policy
- Co-ordinating provision for children with SEND
- Liaising with the relevant Designated Teacher where a looked after pupil has SEND
- Advising on the graduated approach to providing SEND support
- Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
- Liaising with parents of pupils with SEND
- Liaising with other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies
- Being a key point of contact with external agencies, especially the local authority and its support services
- Liaising between both schools and potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
- Working with the Head Teachers, SLT and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
- Ensuring that the school keeps the records of all pupils with SEND up to date
Where else to get help
Birmingham
The Local Offer
As a result of the Children’s and Families Act 2014 it is the responsibility of the local authority to develop and publish a Local Offer setting out the support they expect to be available for local children and young people with special educational needs (SEN) or disabilities.
localofferbirmingham.co.ukOur published SEND documents
Nothing matches that. Try a shorter word, or ask at the office.
What parents said about our Information Report
Parents have evaluated the usefulness of our report and they made the following comments:
“Very informative.”
“Questions and answers are very clear.”
“It was really useful to read.”
“It is good to know that I can read this before coming into school.”
Definition of disability
“A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities.”
All schools must comply with government legislation and have an Access Audit and an Accessibility Plan, reviewed every three years. The purpose of the plan is to show how the school intends, over time, to increase its accessibility for disabled pupils.
We are here to help
Every Child, Known as an Individual.
If you think your child may need extra support, speak to their class teacher or contact one of our SENDCos. Parents and pupils are involved and kept informed at every stage.