SEND and Inclusion

Inclusion

Special Educational Needs

At Elms Farm, we are ambitious for every child, committed to providing an inclusive, high-quality education where all pupils – regardless of need – are supported to achieve well and to thrive as happy, confident and successful individuals. We value and celebrate the diversity of our community, recognising every child's unique strengths, needs and experiences, using these to shape their learning journey. Our provision is designed to ensure that all pupils with SEND leave Elms Farm, fully prepared for their next steps in learning and life beyond primary school.

At Elms Farm, we promote a culture where every individual is valued, and where access, participation and opportunity are ensured for all; pupils with SEND are provided with equitable support, rich experiences and meaningful opportunities to discover their own talents and develop a strong sense of self-belief.

We do not place limits on what our pupils can achieve; instead we design a logically sequenced curriculum that builds knowledge step-by-step, removing barriers to learning.

We are determined to raise the bar for all pupils, maintaining high expectations for every learner, ensuring that the right systems, structures and adaptations are in place, equipping our pupils to become resilient, knowledgeable and independent thinkers.

At Elms Farm, we believe that every child can succeed and it is our mission to provide the provision, encouragement and ambition needed to help them reach their full potential.

Our SEND leader is always available to offer guidance and support. You can contact her using the details below.

Mrs Johnson
0121 464 8723

In the absence of the SEND Leader, please liaise with the Pastoral Team or Class Teacher. If you are concerned about your child’s progress please request an appointment with the class teacher in the first instance.

Birmingham City Council - SEND offer

How Elms Farm meets this offer:

Universal Support:

Differentiated teaching: Adapting lessons to meet the needs of all pupils, ensuring a child-centred approach is used

Classroom strategies: Visual aids, clear instructions, interactive activities, chunked learning, brain breaks, sensory resources and scaffolding.

Positive behaviour management: Encouraging positive behaviour choices through clear expectations, modelled behaviour and an inclusive, restorative approach.

Inclusive Environment: Ensuring that a whole school ethos of inclusion is cultivated, so all pupils feel valued, included and safe.

Targeted Support:

Phonics catch-up sessions: Ensuring that all our children are supported to improve their reading skills.

Speech and language interventions: Giving all our children the opportunity to improve their communication skills.

SEMH interventions: Our pastoral team work closely with our children to support them with emotional well-being and regulation.

Clicker: Using adaptive technology to support all children with their writing.

Colourful semantics: Using colours to explore how sentences are constructed.

WellComm: Screening and supporting speech and language development.

Specialised Support:

The kinds of SEND that we support are:

Cognition and Learning

How your child thinks, learns and understands their world. This includes children with specific issues such as dyslexia or general learning difficulties.

Communication and Interaction

How your child talks to, listens, responds, plays and learns with other children and adults. This includes children with autism, who may struggle with social interaction.

Social, Emotional and Mental Health difficulties

How your child shows their feelings, negotiates and solves problems in different situations and handles changes in routine. This includes children who have emotional or behavioural challenges.

Sensory and/or Physical needs

How your child responds to their environment and learns to use their senses and any diagnosed medical issues. This includes children who may need special equipment or additional support to help them learn.

How does the school identify pupils with SEND?

The Graduated Approach

What does the cycle look like?

Assess: Early identification is used by all staff to identify any barriers to learning.

Plan: Class Teacher and SENCO co-produce an individual learning plan, using personalised SMART targets, with a clear review date in place. Plans are shared with parents and children.

DO: Targets are worked towards, both in class and in targeted intervention groups.

Review: Class Teacher and Senco look at progress towards these targets and decide on next steps.

Our Partnership with Parents

At Elms Farm we believe in strong partnerships with parents and have an open-door policy to ensure that we are always approachable. Here are some of the ways that we involve parents in their child's education.

Regular Meetings: With class teacher and SENCO

Class Dojo: Keeping parents up to date with activities within class and special events

Parents Evenings: To ensure parents are kept up to date with progress within school

Involvement in educational support plans: Parents are informed at every point in their child's educational journey

Class and group workshops: We invite parents regularly to take part in workshops. These include curriculum activities, SEND meetings and opportunities to celebrate our community.

You can read about our SEND Local Offer and School SEND Policy below:

SEND Information Report and Policy

E.F.P.S Local Offer

Parent Information about SEND:

Parents and carers can find out more about Birmingham Local Authority's local offer here.

The Local Authority also has a website with online information and advice guides for families in Birmingham. This can be found here:

http://www.mycareinbirmingham.org.uk

Ambition, Community, Equality