The David Ross Education Trust

David Ross Education Trust schools create a rich and exciting learning environment that inspires students to become their confident, academic best.

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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 (

Please check out our SEND Information Report

In June 2021, the school achieved the Inclusion Quality Mark and the Centre of Excellence! 

Inclusion Quality Mark provides schools with a nationally recognised framework to guide their inclusion journey. The IQM team help schools evaluate and measure how they are performing; empowering them to improve and grow. And when they’re successful, we recognise their achievement through a system of highly valued awards that provide external validation of their inclusive status. 

All of us at Kings Heath Primary Academy are beyond proud to have secured this recognition, especially as there are only 240 IQM Centres of Excellence nationwide across both primary and secondary school which equates to approximately 32,000 schools.  To have secured this prestigious accolade during such a turbulent time in education, is a true testament to the dedication and commitment, of all staff at KHPA. 

This has currently had two reviews, one in June 2022 and another in June 2023. KHPA continues to hold the IQM Centre of Excellence. 

Check out the Chronicle and Echo news article about the achievement here

Inclusion Quality Mark

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).

Code of Practice 6.79

‘The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEND. The information published must be updated annually and any changes to the information occurring during the year must be updated as soon as possible. The information required is set out in the draft Special Educational Needs (Information) Regulations and reflects the information required for the local offer’.

Schools should ensure that the information is easily accessible by parents and is set out in clear, straightforward language. This should include information on the school’s SEND policy, named contacts within the school where parents have concerns and details of the school’s contribution to the local offer.

In setting out details of the broad and balanced curriculum provided in each year, schools should include details of how the curriculum is adapted or made accessible for pupils with SEND.

Updated September 2022

Local Offer

Accessibility Plan 23 24

KHPA Local Offer 


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:

Wave 1:

All pupils will igh quality teaching and learning in all lessons - responsibility for identifying and managing low attainment and learning gaps lies with the class teacher (all learners have this entitlement).  All intervention comes within the classroom e.g. use of reading rulers, differentiation, slides printed etc. 

Wave 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. Learners continue to receive Wave 1 support from their class teachers in lessons, but with additional intervention away from the classroom. They will now follow the Plan, Do, Review cycle set out by the SEN Code of Practice 2014.

Plan, Do, Review cycle

Wave 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.

eef special educational needs in mainstream schools recommendations poster.pdf


Visiting Professionals 

At Kings Heath Primary Academy all staff are committed to providing high quality education for every pupil. We recognise that this will usually be best achieved when school staff work closely with parents, other professionals and all who are responsible for the care of the children who attend the school.

Each profession has specific roles and responsibilities and works under different systems.  Education is no different except that all children go to school, therefore, we often become a focal point for other professionals who may be involved in some way with individual children and, if cooperation is to be effective, this requires careful coordination and management.

We believe cooperation is best achieved when respective tasks are clearly defined, roles and responsibilities are understood and the perceived requirements of individual professionals, pupils, parents and the school as a whole are correctly balanced.

It follows that the need to liaise about an individual child must be for the direct educational benefit of that child i.e. supporting teaching and learning and must not be at the expense of a whole class of children.

We are acutely aware that if we do not get this partnership right it can be detrimental to us all, particularly our pupils.

The four main paramedical support services the school receives are:

  1. Speech and Language Therapy
  2. Occupational Therapy
  3. Target Autism
  4. School Nurse

They work part time in school on term time only contracts. 

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 has completed 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, after school clubs and external visitors 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

The Heart Intent 

 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 an inclusive, focused intervention where appropriate. This approached is individualised to the need of the children attending. 

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.

Check out the following resource about trauma based practice: Trauma-based video

Please visit Anna Freud for further training opportunities.


Sensory Space

At Kings Heath Primary Academy we have an allocated Sensory Space for our children to use. A sensory space is a designated area within a school which can support a student’s sensory preferences and needs. It is a space which aims to provide students with the individualised sensory input they need to self-regulate, so they can be better prepared for learning and interacting with others. A sensory space addresses the primary senses; sight, hearing, smell, touch, vestibular and proprioceptive.

A sensory space in the school environment promotes a positive school culture and climate in supporting student’s health and wellbeing. Sensory spaces can benefit all students, especially those who have been exposed to trauma, chronic stress and those with specified sensory needs. They can provide a safe environment where the student can be supported to calm and regulate, therefore optimising learning and participation in the school environment.

There are many benefits to creating a sensory space:

  • Sensory Spaces can reduce sensory overload for students who may find the school day overwhelming and enable them to achieve a calmer state for learning.
  • Sensory Spaces can also provide increased sensory input for students who require more stimulation to enable them to regulate their sensory and emotional needs (Middletown, 2021).
  • Sensory spaces can incorporate mindfulness activities to support interceptive awareness to facilitate self-regulation and support social and emotional learning (Lynch, et al., 2020).
  • Sensory spaces can promote self-care, self-nurturance, empowerment, skill development, resilience & recovery (Champagne, 2006).

Sensory Top Tips

Sensory Spaces at KHPA


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