SEND

We aim to create an inclusive environment which meets the individual needs of every child. We aim for all our children to have full and equal access to all elements of the school curriculum and all other aspects of school life. We have high expectations of everyone, children and adults alike; and provide an inclusive, creative, exciting and relevant curriculum where all children can succeed. All children are encouraged to Let their light shine through our key values of: have faith, have courage and have respect.

We believe all children should access a broad and balanced curriculum which will meet the needs of all learners. Some learners will need special educational provision which is underpinned by high quality teaching. We want all children to feel motivated, inspired and eager to learn. We aim to create a happy and healthy environment where children feel valued, respected and have a platform to, ‘Let their lights shine’.

The SEND Code of Practice provides the following definition of SEND:

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• Has a significantly greater difficulty in learning than the majority of others of the same age.

• Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

There are four broad areas of SEND, these are:

Communication and Interaction- This area of need includes children with Autism Spectrum Disorder (ASD) and those with Speech, Language and Communication Needs.
Cognition and Learning - This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties.
Social, Emotional and Mental Health Difficulties - This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn.
Sensory and/or Physical Difficulties - This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.
Some children may have needs in one or more of these areas.

Treeton C of E Primary School is committed to early identification of special educational needs, in line with the SEND Code of Practice (2015). As a school, we understand that early identification is crucial to improving long term outcomes for children. The class teacher is responsible for gathering a range of evidence through the normal assessment and monitoring procedures for all learners. If the child is identified as making less progress than expected from their starting points, despite high quality teaching within the classroom, then action is taken.

The pupil is discussed with the school’s SENDCo, parents are consulted and together a decision is made if additional/different provision is required. If the decision is a yes, the next steps are to decide what this provision will look like, often in the form of an Individual Education Plan (IEP) or and SEN Support Plan which will be implemented immediately to ensure better progress for the child.

At Treeton Church of England Primary School we follow a graduated approach for SEND. This consists of:

Assess - Assess the child's needs or difficulties.
Plan - Plan the specific support required.
Do - Do/put the support into action.
Review - Review child's progress regularly and identify the next steps.

At Treeton, we carefully track and review the progress of all children, including those with Special Educational Needs and Disabilities (SEND). We believe assessment should help us understand each child’s strengths, identify areas for support, and plan the next steps in their learning.

We use a range of approaches to make sure we have a full picture of your child’s development — academically, socially and emotionally.

Ongoing classroom assessment
Teachers assess children’s learning every day through lessons, observations and discussions. This helps us quickly identify when extra support may be needed and ensures teaching is adapted to meet individual needs.

The Birmingham Toolkit
We use the Birmingham Toolkit to break learning down into small, manageable steps. This helps us measure progress in a detailed and meaningful way, particularly for children who may not be working at age-related expectations. It allows us to celebrate small but important steps forward.

The Boxall Profile
For children who may need support with Social, Emotional and Mental Health (SEMH) development, we use the Boxall Profile. This assessment helps us understand a child’s emotional wellbeing and guides us in putting the right support in place.

Termly academic assessments
In KS1 and KS2, all children complete formal assessments in Maths, Reading and Spelling, Punctuation and Grammar (SPAG) each term. These help us monitor progress over time and ensure that support and interventions are having a positive impact.

SEND Support Plans and IEPs
For children receiving SEND support, we follow a clear Assess – Plan – Do – Review cycle termly.

Assess – We look at progress, assessment information and feedback from teachers, parents and the child.
Plan – We agree clear, achievable SMART targets and the support needed.
Do – The plan is put into action in the classroom and through any additional interventions.
Review – We review progress and decide on the next steps.

This cycle ensures that support is regularly evaluated and adapted to meet changing needs.

Education, Health and Care Plans (EHCPs)
For children with an Education, Health and Care Plan, we hold a formal Annual Review at least once a year. This meeting brings together parents, school staff and any relevant professionals to review progress towards EHCP outcomes and plan the next steps.

We work closely with parents and value your insights. If you ever have questions about your child’s progress or the support they receive, please speak to your child’s class teacher or our SENDCo. Working together helps us achieve the very best outcomes for your child.
 
 

At Treeton, we believe every child should feel valued, included and able to take part in all areas of school life. Children with SEND are fully included in classroom learning, school trips, clubs, performances, sports events, school roles/jobs and wider enrichment activities.

We make reasonable adjustments where needed — this may include adapting activities, providing additional adult support, using specialist resources or planning carefully to remove barriers to participation. Our aim is always to ensure that every child can enjoy the same opportunities as their peers, build confidence and develop a strong sense of belonging within our school community.

We believe that working closely with parents and carers is key to achieving the very best outcomes for children with SEND. We keep communication open and regular in a number of ways. Each year, we send out a Parent Voice questionnaire to gather feedback about our SEND provision and to help us continually improve what we offer. We also publish termly SEND newsletters, sharing important updates, helpful information and signposting to support services. In addition, we hold termly SEND parents’ evenings. Two of these meetings take place face to face, and our summer term meeting is held via a phone call. These provide valuable opportunities to review progress, discuss next steps and ensure we are working together to support your child.

At Treeton, we currently work with a number of external agencies to best support our pupils. External agencies currently supporting our school are:

• Specialist Inclusion Team (SIT) – a traded service which allows a specialist teacher’s involvement to assess, recommend targets and review a child’s progress.
• Educational Psychology Service (EPS) – a traded service to support identification of need, offering observation, cognitive assessments and advice.
• Speech & Language Therapy Service (S&LT) – offering support via SPLT programmes, or blocks of speech therapy within school for identified learners with a Speech, Language and Communication Need.
• Hearing Impairment Team (HIT) – offering hearing tests and support for identified learners with a hearing impairment.
• Visual Impairment Team (VIT) – offering sight tests and support for identified learners with a visual impairment.
• Occupational Therapy (OT) - helps children with physical, social, or sensory difficulties participate in everyday activities at home and school.
• Aspire Outreach Services – a specialist service to support learners with Social, Emotional and Mental Health presenting needs.
• Early Help – a first step service for supporting children and families.

We regularly review and evaluate how well our SEND provision is supporting children’s learning and development. This includes looking at progress data from assessments, monitoring the impact of interventions, and reviewing the outcomes of Individual Education Plans (IEPs), SEND Support Plans and EHCP targets. We also gather feedback from parents, children, and staff to make sure our support is meaningful and effective. By reflecting on this information each term, we can celebrate successes, identify areas for improvement, and make changes to ensure every child receives the support they need to thrive and 'Let Their Light Shine'.