Special Educational Needs

All the information you need regarding Southfields SEND Information Report can be found on this page. Should you need a paper copy then please contact our school office.

Southfields Primary School SEND Information Report

For our SEND policy and Accessibility Plan, please see the "Safeguarding and Inclusion" documents on our Policies page.

Definition of Special Educational Needs and Disability (SEND)

“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.

A child of compulsory school age or a young person has a learning difficulty or disability if they:

1. a) have a significantly greater difficulty in learning than the majority of others of the same age; or
2. b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”

SEND Code of Practice 2014

Definition of disability

‘A physical or mental impairment which has a substantial and long-term effect on the ability to carry out normal day-to-day activities’ Equality Act of 2010

What we offer at Southfields

At Southfields we embrace the fact that every child is unique and, therefore, the educational needs of every child are different – this is certainly the case for children with Special Educational Needs. In terms of what we offer children with Special Educational Needs and/or Disabilities, this is different for every child and it is important to emphasise that, as much as possible, this provision is designed by the relevant Southfields staff members working alongside the child, the child’s family and, where necessary, outside agencies* (e.g. a Speech and Language Therapist or an Educational Psychologist).

SEND Regulations: How We Support Your Child

Name and contact details of the SEND Coordinator (SENDCo)

Who should I contact if I want to find out more about how the school supports pupils with SEND?

Click here for our Special Educational Needs Coordinator (SENDCo)

Special Educational Needs Provision.

What kind of SEND do you make provision for, at Southfields Primary school?

We are a mainstream school and currently support children who have a range of special educational needs and disabilities (SEND).

The Code of Practice 2014 describes four broad areas of SEND

· Communication and Interaction, including speech, language and communication needs (SLCN) and Autism Spectrum Disorder (ASD).

· Cognition and Learning, including severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD), Specific Learning difficulties (SpLD), including Dyslexia.

· Social, mental and emotional health, including attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), as well as other issues that are rooted in mental health.

· Sensory and/or physical needs, including a range of physical difficulties (PD) as well as hearing impairment (HI), visual impairment (VI) and multi-sensory impairment (MSI).

School policies for the identification and assessment of pupils with SEND. 

How do you know if a pupil has SEND?

Our class teachers, SENDCo and Senior Leadership Team closely monitor the progress made by all the children. 

How will I know if my child is receiving SEND support and what will the process be?

Should there be a concern about a child the following process is followed;

• A ‘Cause for Concern’ form will be completed for the SENDCo, by the class teacher, giving details of additional support tried by the teacher, how parents feel about their child’s progress, the pupil's voice and what further action is requested.
• The SENDCo will monitor the child and suggest further strategies to support them.
• Should it be necessary to ask for specialist help the SENDCo will discuss concerns and next steps at the next SEND planning meeting with outside agencies.   
• Before a request for an assessment by an external specialist service is made. parental consent will be needed therefore a meeting with parents and the class teacher will take place.
• An external specialist will observe the child and provide a report with classroom support recommendations. This report will be shared with parents for home support. If needed, the specialist will conduct further assessments and suggest additional strategies.
• The child will then be put on the SEND register held by the school and parents will be notified.
• Children with SEND have an IEP that outlines their learning targets and additional support. This plan is created and reviewed collaboratively with parents at SEN Parent Evenings, three times a year, and includes the child's views.
• Children with an Education, Health and Care Plan (EHCP) will have three Individual Education Plan (IEP) meetings throughout the year to monitor their progress toward their goals. Additionally, a formal annual review will be conducted with professionals to assess overall progress and update the EHCP.

School policies for making provision for pupils with SEND including pupils with Education, Health and Care Plans (EHCP).

Where can I find information about the school’s SEND policy?

Our SEND policy will give you the information you need about how we make provision for all pupils with SEND.

If you would like to discuss SEND provision please contact our SENDCo.

How does Southfields evaluate the effectiveness of its provision?

How do you make sure that the SEND support is tailored to my child's needs?

Through a systematic assess-plan-do-review process, the school identifies pupil needs, creates tailored plans, implements support, and regularly evaluates effectiveness, leading to ongoing adjustments and new targets.

Arrangements for assessing and reviewing the progress of pupils with SEND.

How do you check and review the progress made by pupils with SEND?

The progress and attainment of children with SEND is tracked by class teachers, the SENDCo and the Senior Leadership Team regularly.  

How will I be involved in those reviews and who else will be there?

Progress and attainment is shared with parents at termly meetings, including progress towards IEP targets.  IEP’s will be reviewed in the light of progress and new targets written with parents.  Other meetings may happen throughout the year where other agencies, our SENDCo or other staff in school may attend.

Where can I get further advice from?

Parents can contact SEND Information, Advice and Support Service (IASS)for advice.  

Click here for a link to their website.

SEND Information, Advice and Support Service (IASS)

Teaching pupils with SEND.

How do your teachers help pupils with learning difficulties or disabilities to learn?

Quality First Teaching is at the heart of our provision. 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 things like: using more practical learning or providing different resources adapted for your child. Your child’s teacher will also put in place specific strategies. These may have been suggested by the SENDCo or specialist external agencies to enable your child to access the learning task.

To adapt teaching to the needs of the child, teachers develop an understanding of their needs, and provide opportunities for them to experience success by

• Targeted adult support
•  Scaffolding resources such as sentence stems
• Flexibly grouping children
• Pre-teaching

How can I find out more about what my child is learning at the moment?

Your child’s class teacher will give you more information about what the class is learning at the moment and how he/she is helping your child to make good progress.

Curriculum maps for each year group can be accessed here:

Curriculum

How Southfields adapts the curriculum and learning environment for pupils with SEND.

How will my child access learning in school?

Children with Special Educational Needs and Disabilities (SEND) access learning in a classroom through a variety of tailored strategies and adaptations. The core principle is to create an inclusive environment where every child can participate and thrive.  This involves:

• Differentiated Instruction: Teachers adapt curriculum and teaching methods to meet diverse learning needs. This includes modifying tasks, providing varied resources (visual aids, manipulatives, technology), and adjusting the pace of instruction.
• Individualised Education Plans (IEPs) or Education, Health and Care Plans (EHCPs): These legally binding documents outline specific learning goals, tailored support strategies, and necessary accommodations.
• Supportive Learning Environments: Classrooms are designed to be inclusive, with structured routines, sensory considerations, communicate in print, iPads/Chrome Books and a positive atmosphere that fosters a sense of belonging. Where pupils have specific needs they will have the resources they need to access learning e.g. for hearing impaired pupils we use audio enhancement devices to teach.
• Targeted Interventions: Children may receive specialised support from teaching assistants, therapists (speech, occupational), or other professionals, both within and outside the classroom.
• Collaborative Practice: Regular communication and collaboration between teachers, parents, SENDCOs, and other specialists ensure a consistent and effective support system.

How have you made the school buildings and site safe and welcoming for pupils with SEND?

Southfields makes reasonable adjustments to ensure disabled pupils can access education. This might involve:

• Physical adaptations to the school.
• Providing specialist equipment.
• Adapting teaching methods.

The school is fully accessible for all children irrespective of need or disability. We have a fully resourced hygiene suite, a lift to access upstairs, ramps to access the playgrounds, a MUGA, trim trails and two halls to accommodate any physical interventions.

Additional support for learning that is available to pupils with SEND.  

Is there any extra support available to help pupils with SEND with their learning?

 Ensuring every child reaches their full potential is our priority.  We support pupils with SEND to access the curriculum and achieve their goals, fostering a truly inclusive learning environment.  We may do this through;

• Small group support.
• One-on-one assistance.
• Adapted learning materials.
• Visual aids and other resources
• Emotional and social support.

How will I know if my child is getting extra support?

To ensure you're aware of your child's extra support, staff will maintain consistent communication, particularly the SENDCO and your child's teacher.  You will have access to their SEND support plan or EHC plan, which outlines specific needs the school will be targeting, support we will be providing, and progress towards the targets.  Furthermore, attending regular review meetings will enable you to effectively track your child's progress and the support they receive.

Adaptive Provision: Meeting Individual Needs

At our school, we are committed to providing adaptive provision that ensures every pupil, regardless of their individual needs, can access a rich and fulfilling education. We understand that learning is not one-size-fits-all, and therefore, we tailor our teaching methods, resources, and environment to meet the diverse requirements of our pupils. This includes flexible learning pathways and personalised support plans.

To further enhance our provision, we offer a dedicated room, specialised speech and language therapy sessions, and targeted social skills groups. We also provide enhanced one-on-one support for pupils requiring intensive assistance, along with access to external specialists for comprehensive assessments and interventions.

Whether it's adjusting classroom layouts, providing differentiated learning materials, offering specialised interventions, or using our enhanced provisions, our goal is to create an inclusive and supportive atmosphere where every child can thrive and reach their full potential

 Additional provision is overseen by the school’s SENDCo and is designed and implemented by class teachers and classroom teaching assistants. Additional provision depends on the needs of the child. 

How Southfields enables pupils with SEND to engage in the activities of the school (including physical activities) together with children who do not have SEND.

Southfields promotes inclusive engagement for pupils with SEND through a multi-faceted approach. We prioritise creating a fully accessible environment, ensuring physical adaptations are in place to remove barriers to participation in all school activities, including physical education.

We provide differentiated instruction and resources, allowing pupils with SEND to participate alongside their peers in lessons and extracurricular activities, with tailored support as needed.

Our staff receive ongoing training to foster inclusive practices and understand diverse learning needs. We encourage peer support and buddy systems to promote positive social interactions and collaborative learning. 

What social, before and after school and other activities are available for pupils with SEND?

We have an inclusive policy regarding all additional activities. Offsite activities are planned to be accessible for children with SEND and events for children with SEND are actively sought to give them opportunities to network with children from other schools with similar needs.

Where a child may be requiring special provision to make the event accessible, a plan would be drawn up in partnership with parents. Some children may have Personal Care Plans which will have access plans detailed there.

How can my child and I find out about these activities?

We offer a diverse range of enriching clubs both before and after school, designed to cater to various interests and provide extended learning opportunities.

Support available for improving the emotional, mental and social development of pupils with SEND.

How does your school support pupils’ emotional and social development?

We use ‘PSHE lessons’ and our school GARK values to promote our positive, inclusive ethos and engage children in supporting each other to overcome barriers encountered in all areas of school life.

Our dedicated pastoral team is the heart of our school's support system, providing a nurturing and safe environment where every child feels valued and understood. They offer a compassionate ear and practical guidance to pupils facing any challenges, whether academic, social, or emotional. With a wealth of experience and a genuine commitment to well-being, they work tirelessly to build strong relationships with pupils and families, fostering resilience and promoting positive mental health. The team's proactive approach ensures early intervention and tailored support, empowering our pupils to thrive and reach their full potential, both inside and outside the classroom.

For children with specific social, mental or emotional health difficulties we work with outside agencies such as Educational Psychology Service and CAMHS. We currently have a Play Therapist supporting the school too. Referrals to specialists are made by our SENDCo.

Expertise and training of staff in relation to children with SEND and how specialist expertise will be secured.

 How are the adults in school trained to support children with SEND ?

We believe that staff, including teachers, teaching assistants, and support staff, must have a good understanding of various SEND conditions and effective strategies for supporting children with diverse needs.

There is an ongoing programme of CPD and direct support and advice from specialist external agencies. The CPD programme is linked to the school development plan and can also be reactive to the needs of our pupils. There is CPD planned for individuals and groups of staff as well as whole school.

The SENDCo has the NASENCo qualification as required by the DfE.

We provide ongoing training and professional development opportunities for other staff to enhance their expertise in SEND.  This can include:

• In-house training sessions.
• External workshops and courses.
• Sharing best practices and resources.
• Training on specific conditions.

To effectively support pupils with SEND, Southfields establishes strong connections with a range of external specialists, including educational psychologists, speech and language therapists, occupational therapists, and specialist teachers. This involves developing clear referral procedures to ensure timely access to these professionals when needed, and fostering effective collaboration to implement their recommendations.

How equipment and facilities to support children with SEND, will be secured.

What happens if my child needs specialist equipment or other facilities?

Southfields, in collaboration with parents and external specialists, conducts thorough assessments to identify the specific equipment and facility needs of each child with SEND.

We allocate a portion of our budget to provide essential equipment and make necessary facility adaptations.

• This might include:
  • Assistive technology (e.g., communication devices).
  • Sensory equipment (e.g., sensory toys).
  • Adapted furniture (e.g., adjustable desks).
  • Visual aids and resources.

Parent Consultation and Involvement in SEND Education

How will I be involved with planning for and supporting my child’s learning?

We believe that parents should be active partners in their child's education.

• Therefore we:
  • Involve parents in the development and review of SEND support plans or Education, Health and Care (EHC) plans.
  • Keep parents informed about their child's progress.
  • Offer opportunities to contribute to decisions about their child's education.
  • Invite parents to meetings and discussions about their child's needs.
  • Build a strong home school partnership.

Who will help me to support him/her at home?

You will have termly meetings with class teachers to review children’s learning and plan future support.  These will give you the opportunity to receive updates on the child's progress, challenges, and strategies used in school.  You will have the opportunity to ask questions and voice any concerns in these meetings.

Teachers will also work with parents to develop consistent strategies between home and school and involve parents in the development and review of SEND support plans or EHC plans.  They will share ideas for activities and resources that can be used at home.

You may also be set specialist work to complete at home with your children to support them in achieving their targets (e.g. speech and language).

The pastoral team will also work closely with parents and give help and advice to them as needed.

Children's Involvement in Their SEND Education

How is my child involved in their own learning and in decisions made about their education?

Children at Southfields are actively involved in their education through various methods, beginning with fostering "pupil voice" via discussions, school council, and surveys to ensure their opinions are heard. They participate in setting and reviewing personal learning targets, promoting ownership of their progress. For children with SEND, person-centred approaches, including one-page profiles and child-led reviews, prioritise their individual needs and preferences. Choices in learning activities and self-assessment further empower them. Crucially, they contribute to their SEND support plans or EHC plans, ensuring their voices are central to decisions impacting their education, fostering motivation, self-advocacy, and ultimately, ensuring their educational path aligns with their best interests.

Governing Body's Role in Resolving Parental Complaints Regarding SEND Provision

Who should I contact if I’m not happy with my child’s learning and / or progress?

The governing body plays a vital role in ensuring that our SEND provision meets the needs of our pupils and complies with all relevant legislation. We understand that sometimes concerns may arise, and we have a clear procedure in place for addressing parental complaints related to SEND provision.

Your first step should be to talk to your child’s class teacher. If your query isn’t resolved by the teacher then request a meeting with the SENDCo. Should the issue not be resolved then you can ask for a meeting with the head teacher, Mr J Gale.  If your concerns remain unresolved after contacting the headteacher, you can raise them with the school's governing body.

Governing Body Partnerships: Supporting SEND Pupils and Families: Our External Partnerships

Who else provides services in school for children with SEND or disabilities?

We partner with external agencies to provide specialist support for SEND pupils and families. These partnerships offer assessments, training, resources, and transition support for pupils, while families receive information, emotional guidance, and access to support networks. The governing body oversees these collaborations, ensuring they align with policy, are effective, and comply with regulations, including EHC plan reviews. Effective communication and multi-agency working are key to these partnerships.

Your child's IEP will tell you of any additional support your child may receive for the following areas of need:

•Communication and Interaction, including speech, language and communication needs (SLCN) and Autism Spectrum Disorder (ASD).

• Speech and Language
• CAMHs
• CCT
• Neurodevelopment Service

•Cognition and Learning, including severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD), Specific Learning difficulties (SpLD), including Dyslexia.

• SEMH+L
• Educational Psychology

•Social, mental and emotional health, including attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), as well as other issues that are rooted in mental health.

• CAMHs
• Educational Psychologist
• RISE counselling

•Sensory and/or physical needs, including a range of physical difficulties (PD) as well as hearing impairment (HI), visual impairment (VI) and multi-sensory impairment (MSI).

• Sensory Support
• Occupational Therapy
• Physiotherapy

 Before accessing this additional support, you will be asked for consent.  

How can my family get support from these services?

Families can access external SEND services through multiple avenues, beginning with school referrals initiated by the SENDCo, requiring parental consent.

The Local Authority plays a vital role through their "Local Offer," detailing available services, and by conducting Education, Health and Care (EHC) needs assessments for complex cases.

SEND Information, Advice and Support Services (SENDIASS) offer impartial guidance.

Health professionals within the NHS and specialist charities provide condition-specific support, while parent support groups offer valuable peer connections.

To navigate this system, families should first identify their child's needs, engage with the school, explore the Local Offer, and seek advice from SENDIASS or relevant organisations, ensuring they access the most appropriate external support.

Support Services for Parents of Children with SEN, Including Clause 32 Related Contacts

Who should I contact to find out about other support for parents and families of children with SEN or disabilities?

Parents can contact SEND Information, Advice and Support Service (IASS)for advice.

Open Mon - Thurs 9am - 5pm. Fri - 9am - 4.30pm

Email: IASS@Coventry.gov.uk

Tel: 024 7669 4307

Fax: 024 7669 5627

Visit: http://www.Coventry.gov.uk/IASS

If your child has been diagnosed with any of these conditions and you would like to find out some more information about it, then click the link to be taken to the website for that specific condition:

ADHD (Attention-Deficit Hyperactivity Disorder).

ASD (Autistic Spectrum Disorder)

Dyspraxia (Developmental Coordination Disorder)

Dyslexia

Hearing Impairment

Helping SEND Pupils Move Through Education and Prepare for Adulthood.

How will you help my child successfully move into the next class, a secondary school or another educational setting?

To ensure smooth transitions for children, especially those with SEND, detailed information sharing, and transition meetings involving parents, teachers, and SENDCo's are planned.

Gradual familiarisation with new environments is facilitated through visits and transition activities where necessary, while tailored support, including individual plans addresses specific needs.

SENDCo's, Class teachers and other staff, collaborate between schools, and parents are kept informed and involved throughout the process, ensuring a seamless move to the next class, secondary school, or another educational setting.

Supporting Your Child's Journey: SEND Information about the the Local Offer.

Where can I find out about other services that might be available for our family and my child?

The Coventry Local Offer website has information about the services that are available.

Click here for the Coventry Local Offer

Links to SEND Information, Advice and Support Services

SENDIASS - http://www.coventry.gov.uk/sendIASS

ADHD (Attention-Deficit Hyperactivity Disorder)

ASD (Autistic Spectrum Disorder)

Dyspraxia (Developmental Coordination Disorder)

Dyslexia

Hearing Impairment

Coventry City Council's SEND Local Offer

Department for Education SEND Information