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Kings Heath Primary Academy

Everything we do is based on the highest expectations of the children, staff and the parents - as well as behaviour, commitment and endeavour.


Special educational needs and disability (SEND)

From September 2014, all maintained schools and academies have a legal obligation to publish an annually reviewed Special Educational Needs Information Report.

The purpose of this report is to give information about how the school implements the Special Educational Needs Policy.

Kings Heath Primary Academy is a fully inclusive school and all staff are committed to providing the best education possible for every pupil.

Our SENCo is Sarah Durbin (

We believe all children and young people are entitled to an education that enables them to make progress so that they:

  • achieve their best
  • become confident individuals who go on to live fulfilling lives,
  • make a successful transition into adulthood, whether into employment, further or higher education, or training (SEN Code of Practice, p.81).

Equality and Inclusion for children with Special Educational Needs and/or disabilities (SEND)

What is SEND?

“A child or young person has SEN if they have a learning difficulty or disability which calls for special education 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:

  1. a) has a significantly greater difficulty in learning than the majority of others the same age, or
  2. b) 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.

How does our school know if children need extra help?

We know when pupils need additional support if:

  • Concerns are raised by Parents/Carers
  • Concerns are raised by teachers and school staff
  • Concerns are raised by outside agencies
  • There is a lack of progress over two terms (e.g. from September to Easter)
  • There is a change in the pupil’s behaviour
  • A pupil asks for help

Where pupils’ progress is significantly slower than that of their peers, or fails to match their previous rate of progress, despite high-quality teaching targeted at specific areas of difficulty, it may be that the child has SEN. Information will be gathered, including seeking the views of parents and the pupil, as well as from teachers and more formal assessments.

There can be many reasons for learners ‘falling behind.’ These may include absences, attending lots of different schools, difficulties with speaking English, or worries that distract them from learning. The schools understand that children who experience these barriers to learning are vulnerable. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.

SEND Referral Process

EYFS SEND Referral Process

What types of special educational need do we provide for?

 The Code of Practice identifies 4 broad areas of need: (SEN Code of Practice, p. 86/87)

  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional and mental health difficulties
  4. Sensory and/or physical needs

At any given time we have a small number of pupils experiencing difficulties in one or more of these areas of need. This may be a relatively short term issue which may be resolved with targeted, timely support or it may be a difficulty relating to a long term issue or disability which may need a programme of on-going, rigorously evaluated and highly individualised support.

Levels of support offered by school:

Stage 1:

All pupils will receive well-differentiated, quality first teaching, including, where appropriate, the use of  small group interventions.

Stage 2:

Pupils will be offered additional SEN support when it is clear that their needs require intervention which is “additional to” or “different from” the well-differentiated curriculum offer for all pupils in the school and will therefore be identified as having a special educational need as defined by the SEN Code of Practice 2014.

Stage 3:

A small number of pupils may need support which requires a more individualised and specialist programme of support. In this instance the school will follow the statutory procedure for requesting a statutory assessment which may result in the writing of an Education Health and Care Plan.

The school will ensure that pupils with Education, Health and Care Plans and those with a statement of educational needs, dating from before January 2014, will have access to all arrangements for pupils on the SEN list (above) and, in addition to this, will have an Annual Review of their statement/plan.

FAQ for Parents

How does the school know if children need extra help?

The excellent transition programme provides ensures that we know a great deal about our students and their learning needs before they join us. The SENCO and Pastoral Lead take part in the transition visits and meets the previous settings SENCO to ensure that all of the relevant information and documentation is received. This information is then carefully disseminated among staff, both teaching and support, accordingly.

With emphasis on ‘Early identification’, children have a baseline when they enter our provision and interventions are put in place as needed. If concerns are raised, then the staff follow the referral process mentioned above. 

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

The school does not diagnose specific special educational needs and parents will be notified before referrals are made to other professionals. It is also important that parents notify us of any diagnosis obtained privately or of any additional changes to their child’s learning needs. If parents are concerned about their child, then they should speak to the class teacher in the first instance who will arrange a meeting to discuss any concerns. 

How will school staff support my child?

We endeavour to ensure that the support we offer is discrete and inclusive. We have high expectations for all of our students and the additional support offered is tailored to ensure that students can achieve, that they are prepared for their next stage of education and most importantly it ensures that they become independent learners. It is a stepping-stone towards achievement.

Support is offered on a short term basis with the idea that students learn how to manage and become more responsible for their own learning needs. This in turn enables us to focus more on the students’ strengths and rates of progress as opposed to their additional learning needs. When required, support can take place through our High Quality Intervention groups (see below).

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

 An inclusive, whole-school approach is used to ensure that all students can access and benefit from the curriculum. The individual subject expertise of our teaching staff ensures that lessons are personalised and differentiated to meet the needs of all learners in the classroom.

How will I know how my child is doing and how will you help me to support my child’s learning?

We aim to ensure that our students take responsibility for their own learning and are therefore aware of the progress they are making and understand how to improve. Regular information is sent to parents through MCAS and on our website; this includes newsletters, updates and reports to ensure that parents are also aware of the progress their child is making.

For students on the SEN register our SENCO may also make additional contact with parents to discuss their child’s learning needs and progress or may arrange more formal review meetings to discuss academic and learning matters in more detail. We aim to work in collaboration with parents to ensure that their views are heard, and to ask that parents support our work at home.

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

Well-Being Academic Learning Needs Specialist Needs
Key Stage Lead Subject Specialist Teachers Educational Psychologist*
Psychological First Aiders Bespoke Interventions* Speech and Language Team*
School Nurse* Teaching Assistants CAMHS* (Child and Adolescent Mental Health Services)
Bereavement Counselling Differentiated Materials Early Help*
PSHE Curriculum Dyslexic Friendly Classrooms Hearing Impaired Team*
School Assemblies Visual Impairment Team*
Tutor Time Specialist Support*
Family Support Worker Protective Behaviour*
Well-Being Counselling* Anger Management*

 *Provided to students on a 'needs only basis', where other strategies and resources have already been tried, reviewed and evaluated. 

What training have the staff supporting children with SEND received?

We feel that it is important for all of our staff to remain abreast of the ever changing decisions and approaches towards Special Educational Needs and Disabilities. Staff are involved in regular training sessions to this end. Teaching Assistants have received additional training to support our young people with Special Educational Needs.

The SENCO is currently completing  the National Accredited SENCO Award and has had additional experience and knowledge in managing Special Educational Needs. 

How will my child be included in activities outside the classroom including school trips?

The broad variety of extra-curricular activities that we offer, including school trips, are available to all.

For more information please see our extra-curricular sporting activities for this term.

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

We promote inclusive learning; consequently teachers will use a range of resources to ensure that the majority of additional learning needs are met in the classroom.

Further resources and additional short-term interventions may be offered by the SENCO to assist students towards making good progress.

 Who can I contact for further information?

If your child already tends our provision, then please speak to their class teacher in the first instance. If your child does not, then please contact the school office on 01604751165, who will be able to put you in touch with the right member of staff. 

High Quality Intervention

The Heart

Kings Heath Primary Academy with the support The David Ross Educational Trust has expanded its current provision for children with high needs. With a proven track record of high quality provision, Kings Heath Academy continues to pass on the benefits of a unique and personalised, safe and stimulating environment for children to develop, where they may struggle within another school settling.

The Heart provides a unique and personal educational experience that meets the specific needs of children, that are at most risk of not realising their potential. For those children with high needs, the Heart provides smaller class sizes and target support through appropriately trained staff. All of our provision is delivered through class teaching or group work. We group students according to their primary learning needs in order to deliver appropriate and well planned teaching

Its objective is to ensure all pupils make accelerated progress in all areas and close the gaps between themselves and their chronological age expectations. The Heart does this by developing personal, social and emotional skills, improving communication skills and to improve academic abilities in reading, writing and maths so accelerated progress is achieved.



At Kings Heath Primary Academy the Harmony group provides a nurture provision and offers a six-week, inclusive, focused intervention. The Harmony are classes of between six and ten children. Each group is run by two members of KHPA pastoral team. Children attend the Harmony in the afternoons but remain an active part of their main class group.

The Harmony assess and develops social and emotional needs and gives the necessary help to remove the barriers to learning. There is great emphasis on language development and communication. Nothing is taken for granted and everything is explained, supported by role modelling, demonstration and the use of gesture as appropriate. The relationship between the two staff, always nurturing and supportive, provides a role model that children observe and begin to copy. Food is shared at ‘snack time’ with many opportunities for social learning, helping children to attend to the needs of others, with time to listen and be listened to.

As the children learn academically and socially they develop confidence, become responsive to others, learn self-respect and take pride in behaving well and in achieving.

School Dog

At Kings Heath Primary Academy, we are proud to share that we have our very own school dog. Research shows that pets can help to build children’s empathy, responsibility and life skills. Our school dog is a Fox Red Labrador called Kobe who belongs to Mrs Duff, the Principal. 

Kobe is going through training to become a Therapy Dog.  These dogs have calming effects and reduced stress levels in most students but with children with disabilities Therapy dogs can have an even greater impact. The kindness and the gentleness of therapy dogs help children with special needs simply by being there. The child may not speak or may want to engage in compulsive behavior and the therapy dog is by his/her side, ready to engage.

Some of the benefits of having a school dog include:

  • a calming effect on pupils, particularly those with behavioural or learning difficulties
  • encouraging expression and participation in quieter children
  • teaching children to nurture and respect life
  • motivating children to think and to learn, as most children have a high level of natural interest in, enthusiasm for and enjoyment of animals
  • fostering a sense of responsibility
  • The Department for Education has recognised the many studies which demonstrate the benefits of having a school dog


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