SEND

Welcome

Welcome to King David Primary School’s Special Educational Needs information report.

My name is Shiala Tabbasm. I am the newly appointed SENDco at King David Primary School. My role is to work with children, parents, teaching staff and the school’s leaders to do everything we can to support children with Special Educational Needs and Disabilities (SEND).

I am currently undertaking the new NPQSENDCO qualification.

SEND Information Report

The information on this page is to tell you about how the staff at King David Primary School work to support children with additional or different needs.  

1.    Who can I contact about Special Educational Needs at King David Primary School?

Mrs Tabbasm is the Special Educational Needs Co-ordinator (SENCO). She has day-to-day responsibility for reviewing our SEND policy and arranges specific provision made to support individual pupils with SEND, including those who have Education, Health and Care plans.  

Mrs Tabbasm is also the Inclusion Leader. She helps our children who have physical, medical and speech & language needs.  

You can make an appointment to see her either by speaking to the school office or you can send an email at: shiala.tabbasan@kingdavid.bham.sch.uk.  

2.    What kinds of Special Educational Needs does the school make provision for?  What type of provision does the school make and how do they know it works?

• Types of need and what that could look like
• Examples of support in our school
• How we check it is working.

Cognition and Learning

Some children find learning more difficult than others. They may need:

• More time to learn new things and to think about their answers;
• For information to be repeated or presented in a different way;  
• Help to hold information in their heads during a lesson;
• For new learning to be broken down into small bits of information.

We use Individual Target Plans (ITPs) to set work for children based on their needs.

We have teaching assistants who are trained to:

• Support in class, adding to what the class teacher is doing.
• Deliver some interventions.  

We have support from specialist teachers and outside agencies to support children with learning needs.

We review ITPs regularly and when needed, meeting parents/ carers and their child, every term in addition to parents’ evenings.  

We talk to teachers, teaching assistants, parents, children and agencies regularly to review the progress children are making.

Teaching staff meet regularly to talk about every child’s progress and how to support them with their learning needs.  

We use a whole school assessment system to look at data which tells us who needs help.

 
Communication and Interaction

Some children need help to develop their communication skills and learn how to interact with other people. They may need:

• Help with their speech and language skills;
• Help to understand what others mean when they are talking;
• Help to deal with things in the environment that are new, like unusual smells and sounds;
• Help to learn about topics that are new and unfamiliar;
• Help to feel ok about times when things change.

 
We might ask you to refer your child to Speech and Language Therapy Services to help children with language needs, helping you with providing relevant forms and filling them in if needed.

We help children when things change by using visual timetables.

We sometimes teach children new topics and words before they see it in the classroom so they are ready for the new learning (we call this ‘pre-tutoring’).

We work with the Communication / Autism Team (CAT) to help children who learn in different ways as well as Pupil and School Support (PSS), Educational Psychology services (EP services) and Speech, Language and Communication Needs (SLCN).)

We review speech, language and communication targets regularly.

Teachers share Specialist Services plans where relevant and talk to each other about the progress children are making.  

The SENco and the outside agencies we use regularly review through observations, interviews with children (child friendly and age appropriate) and meetings with parents and carers to look at what is being provided and how it’s working at school and at home.
 

As parents and carers, we will always talk to you regarding our concerns and your concerns prior to contacting these services. You will always be asked for your signed consent prior to contacting the relevant services.

 
The children are given time to feedback about what works and what doesn’t work for them in our termly SEND review meetings.

Social, emotional and mental health difficulties

Some children find it hard to manage their feelings and behaviour. They made need help to:

• Follow our school rules
• Understand how they are feeling
• Make friends
• Keep themselves and others safe

We get advice from Educational Psychology, and a Psychotherapist trained in working with children who have social, emotional and mental health needs.  

Teachers have received training to work with children with SEMH (Social, Emotional and Mental Health difficulties).

They set high expectations for behaviour and have support from school leadership to do so.  

Everyone at school takes responsibility to support children with Social, Emotional and Mental Health needs.  

Everyone is aware of their duty to report, monitor and plan for the needs of individuals.  

Pupil Progress

Meetings include time to discuss how children are developing, including their social and emotional skills.

Teachers, children and their families, where necessary, are offered short term interventions to provide emotional and mental health support from the Malachi Trust.  

Malachi trust and Senior staff review weekly notes made by the Malachi Trust and regular contact and reviews of services.
Sensory and/or physical needs

Some children have a disability which can mean that accessing the school building and the curriculum can be more challenging.

They may need:  

• Help to listen to and follow instructions
• Help with their hearing or vision;
• Help getting around the building
• Help with their specialist equipment such as specialised chairs, hearing loops, CCTV monitors, wheelchairs, feeding and special medical equipment

Our school has had recent revisions to make it as accessible as possible for EYFS. KS1 children don’t usually need to tackle stairs or other obstacles. When children reach KS2, we would plan to reallocate their classroom to the ground floor.

We have made our schools as safe as possible by adding pegs and disabled facilities (including toilets and a changing room with a shower).

We have specialised medical and PE equipment.

We carry our risk assessments and reviews of children’s needs regularly.  

We ask outside agencies to review our setting when we have children who have specific needs.  

We consider children’s sensory and physical needs when they move to new classrooms and to new settings.  
equipment, medication, other walking aids etc.