From September 2014, all schools are expected to publish information about their provision for special educational needs and disabilities (SEND).
This includes the ‘Local Offer’, which helps parents/carers understand what services they and their families can expect from a range of local agencies. It should help them understand how the system works, and how the local authority, local area and the school will support both the child and the family
You can read details of our special needs provision and local offer below:
Birmingham’s Local Offer
The Birmingham Local Offer website includes information about the wide range of services that are available to support all areas of a child’s life (0 to 25 years) especially those with a Special Educational Need or Disability (SEND).
This includes support with education, physical and mental health, social care, leisure activities and moving towards independence and adulthood.
Bordesley Green Primary school welcomes pupils, parents and visitors with disabilities. We endeavour to ensure that disabled pupils are fully integrated into the life of the school. Within the limitations of financial constraints we will provide facilities and resources for children with specific physical needs so they can join in the full range of educational and social activities.
We have the following facilities available for pupils, parents or visitors with disabilities:
- A portable ramp to support wheelchair access
- Two toilets equipped for wheelchair access
- Visible fire alarms for hard of hearing (in parts of the school)
- A variety of ceilings lowered with sound proof tiles to support children with a hearing impairment.
Our Sports Hall is also fully accessible for assemblies, workshops and parent review meetings.
For future plans to improve the access to our site further, please view our Accessibility Plan.
If you have any questions or need further information regarding disabled access within the school premises, please do not hesitate to contact the school office.
Bordesley Green Primary School is committed to Inclusion where possible and in line with parents’ wishes. We work within the guidelines set out in the Disability Discrimination Act and use the Standards for Autism document and the Strategic SENCO audit as a tool for self-monitoring and school improvement.
We are constantly reviewing the school environment and curriculum to ensure that all pupils have access. We have made improvements in the school building in line with the Accessibility Audit, this is reviewed annually. We will continue to make improvements to improve accessibility of information and the environment for all in the school community.
Provision, Roles and Responsibilities
It is the class teachers responsibility to ensure that children learn by:
- planning appropriate work / activities for their pupils
- ensuring that support is available for all children – inclusive ‘quality first’ teaching
- differentiating the curriculum to take account of different learning styles, interests and abilities
- ensuring that all children can be included in tasks / activities providing relevant and supportive resources and/or support
- monitoring individual progress in line with school policy and also complete termly Language and Literacy and Maths tool kits for those identified with the most vulnerable needs.
- celebrate achievements
- identifying those children who require additional or different support in order to make progress
- set targets in line with school policy or ITP’s for those who are assessed against the Language and literacy or Maths toolkits.
Teachers are familiar with the relevant equal opportunities legislation covering the protected characteristics: race, gender, disability, sexual orientation, religion or belief and age (See Equality Policy).
It is the teaching assistant’s responsibility to ensure the children learn by:
- supporting the child to access the curriculum through ‘quality first’ teaching planned by the teacher
- encouraging and promoting independence in the children
- liaising with the Class Teacher
- helping to prepare resources and adapt materials
- leading interventions to close the gap for children experiencing difficulty
- promoting the inclusion of all children in all aspects of life at school
- complete relevant toolkits when delivering an intervention.
Gifted and Talented
We aim to identify those children who are gifted across a whole subject or a selection of subjects and those who have talents in a particular area. It is generally agreed that there is no universally accepted definition of ‘giftedness’.
The Department for Education defines Gifted and Talented in the following way:
Gifted and Talented is the term applied to those students who are achieving, or have the potential to achieve, at a levels substantially beyond the rest of their year group. ‘Gifted’ learners are those who have abilities in one or more academic subjects. ‘Talented’ learners are those who have particular abilities in sport, music, design or creative and performing arts.
The term ‘gifted and talented’ pupils in a school is relative to Bordesley Green Primary School and does not refer to the more-able students in the national population.
We will aim to identify the top 5 to 10% pupils in our school cohort and recognise that whilst there may be a higher concentration of gifted and talented students in some groups there will be pupils who meet the gifted and talented criteria in all groups.
It is important to consider that gifted and talented students can be:
- High achievers in one particular area
- Of high ability but have poor written skills
- Not necessarily well-behaved or popular
- Not always given the opportunity to display their ability
- Significantly under-achieving due to contextual factors such as EAL Students with SpLD etc
Meeting the needs of gifted and talented students at Bordesley Green Primary School’s school is the responsibility of all teachers. Meeting the needs of a gifted and talented student is achieved through a clear focus on classroom teaching and learning along with enrichment activities (which may not be specific to G&T but will incorporate their strengths and extend their thinking).
Teachers provide conditions for learning that promote collaboration, critical thinking and creative thinking including:
- a variety of activities
- purposeful and organised group work
- carefully chosen resources
- good pace and momentum to lessons
- encouraging students to contribute through a range of opportunities for participation
- using open ended questions
- working on developing thinking skills
- giving opportunities for independent work.
In KS1 and KS2 we have subject specialist teachers for different curriculum areas. In addition to class based activity Bordesley Green Primary School’s offers a variety of opportunities for out of class activities through
- enrichment days
- residential experiences
- a trip to Parliament in Y6
- school clubs
- external clubs
- musical and sporting activities
- opportunities to work within the local community
Children New to the School
The school office staff will let the class teachers and AHT’s know when new children are due to join our school. The learning mentors or translators will complete induction meetings with all children to help them feel happy, confident and comfortable.
At Bordesley Green Primary we aim to make all children new to our school feel valued and included regardless of gender, race, language or religion. All new starters regardless of having EAL are inducted in the same inclusive way. This is because coming to a new school can be a very scary and intimidating experience for young children and their parents, so we wanted to make all children feel less anxious about starting our school.
Our Inclusion Team
AHT for Inclusion – The strategic lead for inclusion across school, DSL and named SENCO. Available for support, meetings, advice, referrals, parent meetings and child observations. They will ensure that the SEN, EAL and A,G &T children are catered for and have regular termly meetings with staff to discuss this after monitoring and tracking. The Inclusion leader will ensure all legal paperwork and meetings are undertaken and kept up to date. They also identify the children for intervention work and deploy the staff to deliver these. The Inclusion Leader is also strategic lead ASC practitioner who consults with the CAT team and instructs the ASC lead practitioner.
The Inclusion will have the responsibility of ensuring that the governing body’s policies are effectively carried out in school. The AHT for Inclusion manages specific roles and responsibilities to those staff that support children’s learning to ensure that these duties are carried out on a day-to-day basis.
ASC Lead Practitioner – Supports the ASC strategic lead in the provision for ASC children. They will observe children, refer children and provide support, strategies and resources for the class teacher. This person will meet parents to discuss individual needs and support in addition to the parents ASC coffee meeting.
Learning Mentors – Provide support through mentoring on an individual or small group basis either in class or out of class. In addition, they run OOHL during lunchtimes and after-school. There are also may other skills which can be drawn upon if needed.
Speech and Language Support Assistant – Deliver planned programmes either from speech and language therapists or WELLCOMM language interventions. These programmes can be 1-1 or small group. This person may meet with parents too. They also write a half termly report.
Level 2 Teaching Support Assistants – They are directed by the inclusion leader to work with children for 1-1 intervention sessions or group interventions/class support. When in classes they are instructed by the class teacher on what is to be delivered and will support with resources.
Romanian Support Assistants – They are directed by the Deputy Head to support transition into school providing translation when needed. They support children in learning routines and the curriculum. They deliver language activities, meet with parents, support in class and on a 1-1 basis.
Our SEND Governor
We have a designated governor who is available to be contacted through the school office.