SEND

Inclusion

Special Educational Needs

Elms Farm is an inclusive school and we work hard to meet the needs of all our children. All children on the Special Educational Needs and Disabilities (SEND) register have the appropriate support and guidance. Our SEND Leader is always available for advice and support. Here are her details:

Miss C. Abell
0121 464 4634

Our SEND leader has an open surgery for parents every Monday afternoon 1:00pm-3:00pm, please make an appointment with the main school office if you would like to discuss your child's needs with Miss Abell.

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.

The kinds of SEND that we support are:

Cognition and Learning

How your child thinks, learns and understands their world.

Communication and Interaction

How your child talks to, listens, responds, plays and learns with other children and adults.

Social, Emotional and Mental Health difficulties

How your child shows their feelings, negotiates and solves problems in different situations and handles changes of routine.

Sensory and/or Physical needs

How your child responds to their environment and learning using their senses and any diagnosed medical issues.

How does the school identify pupils with SEND?

At Elms Farm Primary School children are identified as having special educational needs through a variety of ways. Class teachers will make regular assessment of progress for all pupils and identify those whose progress:

If significantly slower that of their peers starting from the same baseline.
Fails to match or better the child’s previous rate of progress.
Fails to close the attainment gap between the child and their peers
Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.