Open and Honest Communication: Marsh Hill Primary School Inclusion Offer

1. Open and honest communication Appropriate and effective teaching and learning A Partnership approach Marsh Hill Primary School Inclusion Offer 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.

2. Open and Honest Communication • 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.

3. Open and Honest Communication 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.

4. Open and Honest Communication 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/ teacher concerns raised Needs identified Provision may be put in place Progress monitored and reviewed

5. Open and Honest Communication Open and Honest Communication 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.

6. Open and Honest Communication Open and Honest Communication 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.

7. Open and Honest Communication Open and Honest Communication 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 – RoselenaMcauley • City of Birmingham School – Emotional and Behavioural Needs – Joy Parton • Speech and Language Therapy- via referral • School Nurse Team – Liz Rouse (Sutton Cottage Hospital)

8. Appropriate and Effective Teaching and Learning 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.

9. Appropriate and Effective Teaching and Learning 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.

10. Appropriate and Effective Teaching and Learning • 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.

11. Appropriate and Effective Teaching and Learning • 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 whichis used to support children recording their work in different ways across the school environment. • Classroom management and organisationaccommodate 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.

12. Appropriate and Effective Teaching and Learning 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.

13. Appropriate and Effective Teaching and Learning • 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.

14. A partnership approach A partnership approach A Partnership Approach The school will involve you in all decisions and listen and respond to all views. Assessments are carried out to find out the specific need(s) of the child and ways to support at home discussed Parents/carers or teachers raise a concern about the progress of a child. Discussion with parents/carers, teacher, SENCo takes place. Outcomes are assessed and reviewed with parents/carers and pupil. Targets addressing the needs are shared with parents/carers and pupils. Resources and teaching approaches are identified. Possible involvement of outside agency. Teaching supports targets with appropriate interventions. Progress is monitored.

15. A Partnership Approach A partnership approach 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 voice! Pupil Profiles Person Centered Reviews (where appropriate) Children can speak to any member of staff as well as their class teacher. Children are involved in reviewing their progress. Children are involved in target setting during annual reviews. Pupil Conferencing

16. A Partnership Approach A partnership approach 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.

17. A Partnership Approach A partnership approach Contact details for organisations who can give advice and support for you and your child. Local Authority Support Services: Birmingham City’s local offer: www.mycareinbirmingham.org.uk SENAR Tel: 0121 303 1888 Educational Psychology 0121 303 1792 Communication and Autism Team Tel: 675 5057 City of Birmingham School (COBS) Tel: 303 0272 Health Services: School Nurse Service Tel: 0121 465 2432 Child Development Centre Tel: 465 1582 Speech and Language 0121 465 4261 Social Services and voluntary organisations: Birmingham Right Services, Right Time 0121 303 8117 Social Services Tel: 0121 303 1888 Featherstone Hub 0121 3031415 Parent Partnership Tel: 0121 303 8021

18. A Partnership Approach A partnership approach 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 on the website. Contact the school office for support. Tel: 0121 464 2920 :