Appropriate and

Open and honest A Partnership

effective teaching and
communication learning approach

All staff at Marsh Hill Primary School ensure that we provide a broad and
balanced curriculum which is accessible for all pupils.
Marsh Hill Primary School respond to the fact that for some pupils
increased support to access areas of the curriculum will be required on a
permanent or occasionally temporary basis.
Where this is the case a graduated approach of; transition, support,
differentiation and adjustments will be provided.
We ensure that any possible Barriers to Learning are included in future
planning and delivery ensuring that pupils with any additional needs
participate in all aspects of school life in order to achieve.

Mission
To provide a caring, respectful, tolerant environment in which all individuals are
enabled to fulfil their full potential through a creative and enjoyable curriculum.
Our school has an open door policy, ensuring we are always
approachable so parents feel involved in the education of their
child. This is done in a variety of ways including:
•Regular meetings with class teacher, (support staff where
relevant) and the Inclusion Leader.
•Curriculum overview published on our school website.
•Homework linked to learning, home reading logs and where
requested Home/School diaries.
•Information on the school website.
•Parents’ evenings.
•Parent workshops.
•Parents’ meetings to discuss progress with the Inclusion Team.
•Meetings with Senior Leadership Team, attendance Team and
Pastoral Team to discuss any further concerns.
 Q1: What do I do if I have any concerns about my
child’s learning, health or well-being?

We always encourage you to talk to your child’s class teacher in the first
instance.
However you may want to speak to a member of the Inclusion Team as
well as the class teacher.
•We will strive to make time to talk to you about your concerns at a time
suitable for you.
•We hold regular review meetings with parents during the school day so that
you can always find out how your child is doing in school so that we can all
work together to provide the best opportunities for your child.
•The Inclusion Team are available should you wish to speak in depth about
any concerns.
We will make all the information we need to share with you clear
and easy to understand.
Our SEN Policy is available in the policies section of our website or as a
paper copy from the school office. This policy explains how we identify
and assess children who we think might have special educational
needs.

Our governing body has a governor who is responsible for special

educational needs. Her name is Mrs. Sarah McNulty.
What happens if there is a concern about your child?
We provide a Graduated Approach

Parent/
Progress
teacher Needs Provision may
monitored and
concerns identified be put in place
reviewed
raised
 Q2: How do we identify and assess Special
Educational Needs (SEN)?

There are a range of methods used to identify Special Educational

Needs which may include the following:
•Parental concern
•Pupil concern
•Staff concern
•In school data
•External agency advice

Our method of assessment will be dependent on the needs of the

child. Some children may need an Education, Health Care Plan
(EHC). This may be issued by the Local Authority following a
detailed assessment.
The Inclusion Team will make sure that all appropriate school staff are
aware of your child’s additional needs.

In Birmingham we have access to the Birmingham Language and

Literacy and Maths toolkits which helps teachers and school leaders
assess the children making small steps of progress.
In addition for children with special educational needs we set
individual targets that are reviewed at least three times a year. The
progress each child is making is discussed at pupil progress meetings
with the Class Teacher, Head Teacher, Deputy Head Teacher and
Phase Leaders.
The Inclusion Team meet with parents three times a year to discuss;
provision, progress and targets.
If at any time you feel that you require additional specialist support.
Please contact the Inclusion Team who will be happy to discuss your
concerns and make referrals where needed.
 Q3: What support can I expect at Marsh Hill
Primary School?
Our school endeavors to support all pupils that have an additional need.
•Communication and Interaction
•Cognition and Learning
•Social, Emotional and Mental Health Difficulties
•Sensory and/or Physical Needs
We work with a range of agencies to help identify specific needs. We will
always request parental permission before a referral is made.
These include:
•Pupil and School Support – Victoria Cox
•Educational Psychologist – Laurence Campbell
•Communication and Autism Team – Roselena Mcauley
•City of Birmingham School – Emotional and Behavioural Needs – Joy Parton
•Speech and Language Therapy- via referral
•School Nurse Team – Liz Rouse (Sutton Cottage Hospital)
 Q4: How do we ensure that all staff are up to date
with current needs and legislations?

All school staff will receive appropriate training so they have

the knowledge and confidence to support children’s needs.
Regular staff meetings are used to ensure staff have up-to-date
knowledge to teach children of all abilities. Sometimes training is
run by specialists e.g. Asthma and allergy training or training by a
member of the Communication and Autism Team, Pupil and
School Support and School Nurse team.

The Inclusion Team are available to support and assist all staff in
school with regard to SEN and Medical Needs.
Graduated Approach to SEN.
All children receive good quality whole class teaching. However in some
cases some children may require additional support.

This support will be targeted to their needs and will be taught in small
groups with other children requiring the same degree of support.

When a child requires a specialised intervention then this will be carried

out in 1:1 or 1:2 small groups. It will follow dialogue with parents and
outside agencies.

All teaching is closely monitored by Senior Leaders within school and

data is checked and analysed half termly to ensure that progress is
made.
We offer support through a variety of interventions that are
matched to your child’s needs.

For example:
•Whole class differentiation
•Small group support
•1:1 intervention
•Adapted tasks and resources
•Differentiated homework
•Pupil voice

The effectiveness of these interventions are continuously evaluated and

reviewed.
A range of resources and approaches are used across
school to support learning for children operating at
different levels.
•All classrooms have different types of practical and visual apparatus to support
learning and progress.
•Our reading books are book banded so that they are at the right level for your
child to make progress.
•We have a range of ICT equipment which is used to support children recording their
work in different ways across the school environment.
•Classroom management and organisation accommodate children with any
additional need including: physical, hearing or sight impairment.
•Our walls have examples of teacher models to support independent learning.

We ensure that any specialist resources required are purchased for

individual pupils and put in place.
The school provide support for those children with social,
emotional and mental health difficulties.
We work with Outside Agencies to provide appropriate support for those
pupils identified.

We run pastoral interventions as appropriate across the school to support

children who can find social situations difficult.

We support groups of children across all recreational periods to maintain a

happy and healthy environment for all.

We follow the Values curriculum. The school makes links to this aspect
of the curriculum through whole school assemblies, class assemblies and
curriculum delivery.
The school will try to make sure that children with additional
needs and their families are able to take part fully in school
life.
These include:
•School trips
•Social events
•Before and after school clubs
•School performances and assemblies

School work closely with parents to ensure that specific needs are met so that
children have a wide and varied range of experiences that are fully accessible
and enjoyable.
Risk assessments of individual pupil needs are carried out when required to
ensure that health and well-being for all is maintained.
The school will involve you in all decisions and listen and respond to
all views. Assessments are
carried out to find
Parents/carers out the specific
or teachers need(s) of the child
raise a concern and ways to support
about the at home discussed
progress of a
Targets addressing
child.
the needs are shared
Discussion Outcomes are with parents/carers
with assessed and and pupils.
parents/carers, reviewed with Resources and
teacher, SENCo parents/carers teaching approaches
takes place. and pupil. are identified.
Possible involvement
Teaching supports of outside agency.
targets with
appropriate
interventions. Progress
is monitored.
The school will involve your child in decisions about their learning,
dependent on age and ability.
Here are some of the things we do to make sure your child is listened to and are
involved in decision making:

Our Pupil Profiles

Person Centered voice!
Reviews
(where appropriate)

Children can speak to any

member of staff as well as
Children are involved their class teacher.
in reviewing their
progress.
Children are involved
in target setting
during annual
Pupil Conferencing
reviews.
Responsibilities of our Governing Board with regards to SEN

Our Governing Board has a duty to ensure that the school adheres to the new
Code of Practice under the Children and Families Act 2014 and also has a
responsibility to ensure that appropriate safeguarding procedures are in place for
all pupils, including those who have SEN.

A governor is specifically responsible for SEN to ensure that the school and the
SENCo carry out their duties. If you have a concern about the provision provided
for your child please follow our complaints procedure.

Our governor for SEND is Mrs. Sarah McNulty

One of the key responsibilities of our Governing Body is to make sure that the
school’s policy for children with disability and Special Educational Needs (SEN) is
published on the school website. The information on the school website must be
reviewed annually by the Governing Board.
Contact details for organisations who can give advice and support for
you and your child.

Local Authority Support Services:

SENAR Birmingham City’s local offer:
Tel: 0121 303 1888 www.mycareinbirmingham.org.uk
Communication and Educational City of Birmingham
Autism Team Psychology School (COBS)
Tel: 675 5057 0121 303 1792 Tel: 303 0272
Health Services:
School Nurse Service Child Development Speech and Language
Tel: 0121 465 2432 Centre Tel: 465 1582 0121 465 4261

Social Services and voluntary organisations:

Birmingham Right Services,
Social Services Right Time
Tel: 0121 303 1888 0121 303 8117

Featherstone Hub Parent Partnership

0121 3031415 Tel: 0121 303 8021
Your right to appeal.

Admissions and Appeals- Tel: 0121 303 1888

SEN Assessment and Review Service - Tel: 0121 303 5004

School complaints policy: This is available from the school office or

: Contact the school office for support.
on the website.
Tel: 0121 464 2920