SEND Information Report



 Bird’s Bush Primary School is an inclusive school and we cater for children with a variety of special needs; we value the individuality of all of our children. We are committed to giving our children every opportunity to achieve the highest of standards. At Bird’s Bush Primary School we are constantly looking at how we can improve the opportunities for our children. The information in this offer will be regularly reviewed and updated as necessary.  


School Context

We are a larger than average primary school, with one and a half form entry. We are located on the outskirts of the town. The majority of our children reside in the Belgrave area of Tamworth. The social economic background is diverse. The proportion of pupils known to be eligible for the pupil premium (the additional funding allocated by the government for pupils known to be eligible for free school meals, and those looked after by the local authority) is average.

We have a much lower percentage of children from ethnic minority groups compared to national. The proportion of disabled pupils and those who have special educational needs is broadly in line with schools nationally.



How does Bird’s Bush Primary School know if children need extra help?


Teachers use AFL (Assessment for Learning) within lessons to monitor children’s progress, and they do summative assessments at each half term. Children who are making slower progress can be flagged up this way. If teachers have specific concerns about a child, they contact the SENCO for support. Checklists and screeners may then be carried out within school.  If parents have concerns about a child, they can arrange a meeting with the class teacher to discuss these, and referrals and a meeting with the SENCo can be made if necessary.

We know when child need help if:

concerns are raised by parents/carers, teachers, or the child’s previous school

there is lack of progress

poor test scores

there is a change in the child’s behaviour

a child asks for help

What should I do if I think my child may have special educational needs?

If you have concerns then contact your child’s teacher initially or Mrs G. Brooke our SENCO.



How will I know how Bird’s Bush Primary School supports my child?


  1. Discussion with the class teacher
  2. Some children may need an Education Learning Plan (ELP). Each child’s ELP will be drawn up by the class teacher with support from the SENCo if necessary. It will be differentiated accordingly to suit the child’s individual needs, setting individual targets. Support provision will vary depending upon the needs of the child. A copy of the targets will be given to parents. This may include additional general support by the teacher or learning support in class or use of particular resources (e.g. a writing slope).


If a child has needs related to more specific areas of their education or social skills, such as spelling, handwriting, numeracy & literacy skills etc. then that  child may be placed in a small intervention group. Intervention takes place outside of core teaching time. These children are identified half termly. Intervention will usually be run by our highly trained Teaching Assistants.  The length of time of the intervention will vary according to need. The success will be regularly reviewed by all involved to check how effective the provision has been to inform future planning.  If you have any queries related to the interventions please do not hesitate to contact the class teacher or the SENCo.


Pupil Progress Meetings are held every half term. In these meetings, the class teacher meets the Senior Leaders to discuss the progress of the children in their class. This shared discussion may highlight any potential problems in order for further support to be planned.


Occasionally a child may need more expert support form an outside agency such as the Paediatrician, Speech Therapists, CAMHS, Autism Outreach Team etc. With parents’  permission, referrals are made. After a series of assessments, a programme of support is usually provided to the school and parents/carers.


A teaching assistant may be allocated to work with the child in a 1-1 or small focus group to target more specific needs.


If appropriate specialist equipment may be given to the child e.g. reading rulers, coloured overlays, writing slopes or pen/pencils grips .

How will the curriculum be matched to my child’s needs?


Teachers plan and use a range of differentiation strategies within their lessons from children’s levels. They differentiate work to closely match children’s ability and learning needs. Teachers plan for different learning styles within their lessons. When a child has been identified with special needs their work will be further differentiated by the class teacher to remove barriers to learning and enable them to access the curriculum more easily. The school has Full Dyslexia Friendly status and teachers confidently make adjustments to their lessons. These may include  using coloured paper and overlays for reading, using talking tins for writing lessons and practical apparatus such as bead strings for maths support. These strategies are embedded within the teacher’s daily practice. Teachers also differentiate the pitch of their lessons for SEN children by using ELP targets and tracking back through previous curriculum objectives.

A learning support assistant may be allocated to work with the child in a 1-1 or small focus group to target more specific needs.

If appropriate specialist equipment may be given to the child e.g. reading rulers, writing slopes, coloured overlays or pen/pencils grips.

 How will I know how my child is doing?


You will be able to discuss your child’s progress at Parents Evenings and review meetings. Class Teachers will set termly and end-of-year targets which will be shared with you.  Appointments can be made to speak in more detail to the class teacher or SENCO, by visiting the school office. We have an open door policy and parents are welcome to come into school at any time to discuss issues. If teachers and staff agree that it is necessary a home-school book can be implemented.

ELPs are reviewed at least termly. Targets are usually set by the class teacher but Parents/carers as well as children are encouraged to contribute to the targets and strategies.  



How will you help me to support my child’s learning?

  1. The class teacher may suggest additional ways of supporting your child’s learning at parents’ evenings, review meetings or by arranging a meeting with you.
  2. Mrs Brooke (SENCo) may meet with you to discuss how to support your child. This would normally follow on from when a child has been assessed or discussed at the termly review meeting.
  3. Mrs Brooke  (SENCo) may meet with you to discuss strategies to use if there are problems with a child’s behaviour/emotional needs.
  4. Outside agencies or the Educational Psychologist may suggest advice or programmes of study that can be used at home.
  5. We offer family learning courses.  Parents of new entrants are invited into school to learn more about how to support at home with reading and phonics.


What support will there be for my child’s overall well-being?

The school offers a wide variety of pastoral support for children who are encountering emotional, social and behavioural difficulties. These include:

  1. Positive Play - 
  2. Nurture provision during lunchtimes.
  3. A full-time Family Support Worker based in school.
  4. Home-School Link Support
  5. Behaviour and Attendance is monitored and support is offered. Children are only excluded in very exceptional cases.


What if my child has medical needs

  1. If a child has a medical need then a detailed Medical Support Plan will be compiled by the SENCO in consultation with parents/carers. These are discussed and shared with all staff involved with the child.
  2. Where necessary and in agreement with parents/carers medicines are administered in school where a signed medication form giving consent is completed and held at the office.
  3. Occasionally, a child’s needs may need further support requested through an Education and Health Care Plan. (EHCP)


What specialist services and expertise are available at or accessed by the school?


The SENCO is experienced and attends training on a regular basis. Mrs Brooke has successfully completed the National Award for SENCos. We have a number of teaching assistants who have been accredited with Speech and Language training (ELKLAN). Many of our teaching assistants have training in Precision Teaching, Better Readers and Talking Partners.

At times it may be necessary to consult with outside agencies to receive their more

specialised expertise.

The agencies used by the school include:



An Educational Psychologist is allocated to each school. He/she would normally only work directly with children who needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them. In order to help understand the child’s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed. He/she will offer advice to the school and parent/carers on how to best support the child in order to take their learning forward.


 What training are the staff supporting children and young people with SEND had or are having?

All staff have received training from our SENSS support team – writing IEP targets, Dyslexia Friendly Strategies,

All staff have attended training from our EP on managing pupils’ behaviour.


Other training has included:

Early Years Language training

Speech and Language Training

Dyslexia Friendly spelling strategies

Dyslexia training

Precision teaching

Behaviour management training

Managing behaviour at lunchtime-  Lunchtime Supervisors

Children and Attachment

Dyscalculia training

Dyslexia Friendly spelling strategies

Refresher Dyslexia Friendly training

Dyscalculia training

Precision teaching

Autism training

CAMHS training

Nurture training

We audit staff training and look at what gaps there are in order to help plan staff training.

Our TAs also receive additional support and training from our curriculum leaders.


 How will my child be included in activities outside the classroom including educational visits?


We try to ensure every child can access all of the activities in and outside of the classroom including educational visits; we would look at the child’s individual needs and plan accordingly with the parents.

  1. Risk assessments are carried out and procedures are put in place to enable all children to participate.
  2. A  health and safety risk assessment may suggest that that an intensive level of 1:1 support is needed in addition to the usual school staff.

How accessible is the school environment?


We are committed to providing a fully accessible environment which values and includes all children, staff, parents and visitors.  As a school we are happy to discuss individual access requirements. Please refer to our Accessibility Plan.

 How will the school prepare and support my child when joining Bird’s Bush Primary School or transferring to a new school?


Bird’s Bush Primary school understands what a stressful time moving schools can be.

Thereforewe have put strategies are in place to enable the child’s transition to be as smooth as possible.

These include:


On entry:-

• A planned programme of visits in the summer term for children starting in September including “Play and Stay” visits with parents/carers and a visit to their new class (without parent/ carer).

• Parent/carers are invited to a meeting at the school so that they know what to expect and are encouraged to share any concerns with the school.

• Our Foundation Stage teacher visits all children in their pre-school setting. Where concerns are raised, Mrs Brooke (SENCO) will visit the setting and a meeting with parents to discuss any issues may be arranged.

• In some circumstances individual arrangements may be made for starting school such as starting part time if necessary.

• Additional days can also be arranged if needed.  


Transition through the school:-

• A visit to their new class in July.

• Information sharing sessions between year group teachers.

• The class teacher is always willing to meet parents/carers prior to the child moving to their class. We have Parents’ Open Afternoon every summer term.

Secondary transition:-

• Opportunities to work with local secondary schools are actively encouraged so that children are familiar with them. This occurs throughout the time at primary school.

• Secondary school staff visit children prior to them joining their new school.

• Mrs Brooke (SENCO) meets the SENCOs from the secondary schools to pass on information regarding SEN children.

• Mrs Brooke (SENCO) arranges an extra visit for those SEN children who need/want one prior to transition days.

• Children attend transition day’s particular to the school they are going to.

• The Y6 teaching assistants work with children anxious about the move. This provides them with the opportunity to discuss any concerns they may have.

Mid-year transition

Our induction for children arriving mid-year includes:-

• Currently we give all children a tour of the school with their parent/carer.

• Introduce children to their new teacher and show them where they will put their coats etc.

• Agree the start date. In certain circumstances, such as the child not having attended school before, special starting arrangements may be agreed.

• Contact the previous school for the child’s records. Where there are concerns the SENCo will be contacted by phone

 How are the school’s resources allocated and matched to children’s special educational needs?


  1. The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.
  2. The additional provision may be allocated after discussion with the class teacher at child progress meetings or if a concern has been raised by them at another time during the year.
  3. Further support or resources may be allocated to your child following assessments by school staff or outside agencies (e.g. Educational Psychologist).
  4. Funding may be used to buy in specialist support.
  5. Individual Pupil Premium payments are used to support that child’s learning.



 How is the decision made about how much support my child will receive?


  1. The decision about the type of support your child will receive will be made by the Senior Leadership team, the SENCo and the parents collaboratively.  It will be closely monitored. This support may take the form of additional individual or small group support in class or in other intervention groups tailored to your child’s needs.
  2. During their school life, if further concerns are identified due to the child’s lack of progress or well-being then other interventions will be arranged.
  3. Parents/carers will be notified if their child is receiving 1-1 or small group support outside of the classroom.



 How will I be involved in discussions about and planning for my child’s education?


We value the contributions parents/carers make to supporting their child at school. These may be through:

  1. discussions with the class teacher
  2. during parents evenings and termly reviews
  3. during discussions with Mrs Brooke
  4. during discussions with other professionals
  5. Parents are encouraged to support on their child’s ELP with possible suggestions that could be included

Who can I contact for further information?


If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling please contact one of the following:

  1. Your child’s class teacher
  2. Mrs Ginny Brooke – SENCo
  3. Mrs Sharon Barnes - Head Teacher


Appointments can be made with any of these people through the school Office.   01827 214666


I hope this has answered any queries you may have. Please do not hesitate to contact the school if you have further questions.


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