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Special Education Needs & Disability (SEND)



Story Wood School is a mainstream primary school which prides itself on being an inclusive school. We are committed to supporting children with special educational needs and disabilities (whose needs can reasonably be met in mainstream education) to ensure that every child meets their full potential.

What do Story Wood mean by the term ‘Special Educational Need and Disability’ ?(SEND):

A pupil has SEN where their learning difficulty or disability calls for special educational provision; that is provision different from or additional to that normally available to pupils of the same age.

The main areas of need identified at Story Wood are as follows:

  • Communication and Interaction

  • Cognition and Learning

  • Social, emotional and mental health difficulties

  • Sensory and/ or physical needs

The information below outlines in detail how identified SEND children at Story Wood are supported and how parents can access additional information and support.

Here’s what OFSTED had to say about us: Dec 13





The information below outlines in detail how identified SEND children at Story Wood are supported and how they and their parents can access additional information and support.




Contact details

Mrs Jo Jones


Head Teacher

0121 464 3863

Mrs Lorraine


Assistant headteacher / Inclusion Manager (SENCO)

0121464 3863

Mrs Lynne Johnson

Family support worker/learning mentor

0121464 3863

Dr Kate Woodcock

Named link governor for SEND at Story Wood

Can be contacted via the school


All teachers at Story Wood are teachers of SEND pupils and as such provide quality first teaching which takes account of the particular individual needs of pupils within their class. This means that activities are planned and differentiated according to the level the pupil is working at. We know that some pupils will experience difficulties at school and may fall behind their peers. When this happens we will always do our best to meet their individual needs. Our school governing body works hard to ensure that the school’s SEND policy is implemented effectively in order to meet the needs of pupils with SEND and in supporting their families.


Below is a glossary of terms you may come across when reading this document:


Special educational need or disability


Special educational needs co-ordinator



Educational psychology service


Statemented pupil / education and health care plan


Pupil and school support


Communication and Autism team


Autistic spectrum condition


Speech and language therapy


Forward Thinking Birmingham

CAHMS ( part of Forward Thinking Birmingham )

Child and adolescent mental health services


Early help assessment


Targeted mental health in schools


Senior leadership team



Quality first teaching


Individual target plan


Specialist support plan


Code of Practice


Occupational therapy


Special Educational Needs Assessment and Review Service

PATHS Programme

Promoting alternative thinking strategies programme



Frequently asked questions :

Below are some frequently asked questions. If you still have not found the answer to your question please do not hesitate to contact us.

You can also find further information about SEND and the Birmingham Local Authority offer at:


Q.1How does the school know if children need extra help and what should I do if I think my child may have SEN?

A. Story Wood School has very robust tracking systems in place for both learning and behaviour from the moment your child enters school. Every pupil’s progress and attainment is monitored closely and at the end of every term pupil progress meetings are held to review this. If a pupil’s attainment is significantly behind their peers and/or national expectations or they are failing to make the expected progress, a discussion will be held with SLT & the SENCO. The SENCO/class teacher will then use the Birmingham Language and Literacy continuum Tracker to help determine the level of need. The school takes a graduated approach based on a plan do review cycle. This means that additional support / strategies will be implemented initially to try to address the gaps/needs. This will be reviewed at the end of term. If progress has been limited despite intervention or behavioural/emotional difficulties persist (despite intervention and support), and are impacting on learning or their ability to access the curriculum, the SENCO in discussion with parents and SLT will place the pupil on the SEND register and a plan put in place. In Early year this would be in the form of a SSP ( SEND Support Plan) and in Y1-6 in the form of an ITP ( Individual Target Plan) if the primary need is Cognition & Learning. If the needs fall under several categories of SEND or are not solely Cognition & Learning then children in Y1-6 may also have a SEND Support Plan (SSP) outlining their individual targets. The SSPs/ITPs will be reviewed termly. If at this review there appears to be limited progress or the concerns have increased the SENCO will then seek appropriate advice and support from outside agencies.

If the class teacher or SENCO have not raised any concerns but you still have on-going concerns the first place to seek advice is from the class teacher and if necessary the SENCO.As a parent you have valuable information and your views are crucial in making the decision as to whether your child is recognised as having a special educational need.

Q2. How will school staff support my child?

A. Each child is unique therefore the support that a child receives will depend on their individual level of need and the area of need.

  • Support for learning difficulties:

Literacy/ Numeracy and other curriculum areas:

  • Quality First Teaching: the class teacher will be expected to differentiate activities so that they are accessible to all. This may be by providing additional resources such as an electronic spellchecker or access to a computer for word processing instead of hand writing or simplifying the task for example.

  • Small group targeted work: the teacher will target identified pupils to enable them to close the gap. This may involve extra homework or additional teaching time.

  • Setting /reduced class sizes: where appropriate the school will make use of ability grouping and reduced class sizes in order to address learning needs.

  • 1:1 tuition: if necessary staff in school will target specific pupils in order to accelerate progress and close the gap.

  • Additional classroom support: All classes are supported by dedicated and able teaching assistants. They are directed by class teachers and can provide support for pupils with additional needs through working with a small group or working 1:1 if necessary.

  • ITP support: Teaching assistants also support pupils with additional needs through 1:1 or small group support working on their Individual Target Plans ( Y1-6) or SEND Support Plans .

  • Specific interventions: The school uses a range of interventions designed to close the gap these include: Speech and Language Therapy, Language Land, Fresh Start, Project X, Play therapy.

  • Reduced content curriculum: Where appropriate the school will adjust the content or hours of the school day in order to meet the needs of pupils.


    Support for social/behavioural/emotional difficulties :


    Our learning mentor ( Mrs L Johnson) works tirelessly with identified pupils to remove barriers to learning, including social, behaviour and emotional difficulties. This is offered in many forms dependent on the needs of the child. It may be through 1:1 counselling work or small group work on developing friendships, self-esteem or giving specific support to individuals such as bereavement counselling or anger management. We also employ a Play Therapist – Denise Thorne, for one day a week to support our most needy children with therapy through play.

    Pupils at Story Wood are also supported through:

  • Close monitoring :through computerised programmes – MyConcerns/Behaviour Watch : behaviour is tracked and monitored on a daily basis to identify needs and patterns

  • Additional support : some pupils will require additional adult support in class

  • Specific interventions : the school uses a variety of interventions to address behaviour/social /emotional difficulties such as TAHMS Fun Friends/Friends for Life/ Thrive/Forest Schools

  • Autistic Spectrum support: All staff have had Tier 1 ASD training and are aware of specific pupils.

  • Social skills groups: Forest schools programme designed to improve social skills, raise self-esteem, build confidence.

  • Use of behaviour diaries: children who require closer monitoring have an individual daily behaviour diary which is shared with parents.

  • Use of reward systems: in line with the behaviour policy there are various reward systems in place including Class Dojos, certificates, treats from the Golden Box. Where necessary children have individual sticker/merit charts.

  • Use of PATHS programme across the school promotes social skills and emotional literacy

  • Use of the multi-sensory room: for providing a calm environment for pupils to calm down and/or relax.



Support for children with medical needs:

Where pupils have a recognised medical need the SENCO will discuss these needs with the parent, pupil and child’s class teacher as appropriate. This may mean that the child will require:

  • An individual care plan which can be drawn up in consultation with parents and health care professionals

  • Individual support

  • Access to medication ( in accordance with our medicines policy)

  • Staff to be specifically trained ( for example to use an epipen for allergic reactions)

  • Adjustments to be made to adapt the environment to ensure access.

  • Adjustments to provision to ensure pupils are fully included in activities.

We will do our best to accommodate and meet the needs of our pupils within the capacity at Story Wood. A child who has a medical need which does not impact on their learning or ability to access the curriculum may not need to be placed on the SEND register.


Q3.How will the curriculum and learning environment be matched to my child’s needs?


  1. Staff are skilled at identifying specific needs and seeking appropriate help and advice from outside agencies when necessary. We are always willing to make reasonable adjustments in order to meet pupil’s needs for example:


  • Providing pupil’s with a differentiated curriculum to match the needs of the individual.

  • Reduced content curriculum as appropriate – developing individual strengths and interests

  • Providing visual timetables for pupil’s who require them

  • Providing additional classroom resources as necessary such as coloured overlays for visual difficulties, pencil grips for fine motor difficulties. Distraction screens / weighted lap mats, fiddle box, ear defenders etc.

  • Adapting the environment to suit needs e.g: distraction free area, use of the sensory room.


Q4. How will I know how my child is doing and how will you help me to review and support my child’s learning?

You will be kept informed of your child’s progress through:

  • Attending the termly parent’s evenings where you will have chance to discuss your child’s progress with their class teacher and the SENCO if necessary.

  • Receiving termly written reports from the class teacher outlining progress.

  • If your child has an ITP or SSP you will be invited to the termly reviews of these targets – this will be a chance to review the current targets and set new ones with the SENCO and your child.

  • If your child has a statement/EHCP you will be invited to participate in the annual review.

  • Liaising with outside agencies as appropriate


    You will be helped to support your child’s learning through:


  • Attending the ITP review meetings with the class teacher /SENCO and your child to discuss needs.

  • Discussion and advice from class teacher/ TA who is working regularly with your child. Often they will provide activities and packs to do at home.

  • Taking advice from outside agencies either directly or passed on through the SENCO.


Q5. How will my child be involved in their own learning?

A. Your child’s views are crucial to the whole process. Wherever possible and age appropriate children are expected to contribute to their SEND reviews. Pupil voice is regularly used in monitoring.

When targets are set these are always discussed and negotiated with the child as age appropriate.

Pupils are routinely involved in self-assessment activities and are encouraged to become independent learners.


Q6. What support will there be for my child’s overall well-being?

A. The welfare of all our pupils is taken very seriously. This is shown through :

  • Pupil well-being surveys are carried out annually for our KS2 pupils and results are analysed by SLT.

  • Our school council ensures that pupil’s voices /opinions are heard. Pupil voices form part of school’s monitoring process.

  • Staff are vigilant to pupil’s well-being and concerns are recorded on the school’s computerised MyConcerns programme. The Inclusion Manager/Head of School monitors these concerns and takes appropriate action when necessary.

  • The school has a learning mentor who spends a considerable amount of time working with individual pupils who have specific concerns/difficulties. She tailors support around the needs of the individual but examples include: daily emotional check-in,

    Anger-management, family issues, friendship issues.

  • The school works closely with Family Support Teams and if necessary families can receive intensive support with issues such as behaviour management, debt, housing issues.

  • If necessary to facilitate the well-being of our pupils, the school can initiate or support with an Early Help Assessment.

  • The school offers an extensive extra-curricular programme of activities both after school and during lunch time.

  • The school delivers a programme of weekly in-class support through PATHS. Children are taught about emotional well-being, relationships and making positive healthy choices.

  • Access to daily free breakfast club on site, ensuring a healthy start to the day from 8.15am to 8.45am.

Q7. What specialised services and expertise are available at or accessed by the school?

A. The school works collaboratively and extensively with a wide range of external agencies and services. Below are the most commonly accessed services:

  • Pupil & School Support ( PSS ) : Story Wood School buys into this service. A named person is assigned to the school and supports us with assessment and advice regarding target setting, interventions and training for specific learning difficulties.

  • Play Therapy – The school employs a play therapist for one day a week to provide therapy for children requiring specific.

  • Educational Psychologist – Our school buys into The Educational Psychologist Service. Our allocated school EP provides us with advice for a range of Special Educational Needs including social, emotional and mental health needs and /or learning needs.

  • Communication & Autism Team (CAT) : we have a named worker who is in regular contact with the school to provide us with advice and support for individual pupils either with a diagnosis of ASC or with Autistic tendencies such as social /communication difficulties.

  • Speech & Language Therapy ( SALT): we have decided to employ an independent speech therapist who comes into school on a weekly basis to work with pupils who have been identified as having specific communication and language difficulties.

  • NHS Speech & Language Therapy ( SALT): we refer to the NHS for additional support for pupils as required.

  • Integrated Family Support team ( IFST ) : we work closely with the team to support individual families and pupils as required.

  • The school Nurse team/ Health visitors : we are linked to a school nurse team who provide us with valuable advice and information regarding medical issues and health visitors provide support for our youngest pupils

  • UDB : a group who provide external nurturing support for groups of pupils to develop their : social / emotional/behaviour skills

  • Forest schools : we have a forest schools expert who comes into school weekly to support pupils with their behaviour/social skills

Less commonly used, but still accessed as and when required, we have links with:

  • Occupational Therapy: as required for specific medical needs

  • ADHD nurse : provides training/ advice for specific pupils

  • Specialist support services such as Hearing Impaired Team/ Visually impaired team : provide support and advice as necessary regarding specific pupils

  • GP/Consultants : SENCO liaises with medical professionals regarding specific individual pupils.

  • FTB/CAHMS : SENCO liaises with medical professionals regarding specific pupils.

  • Children’s services: school will seek advice as necessary




Q8. What training/experience have the staff supporting children with SEND had or having?

  1. Our school SENCO (Mrs Smith) is an experienced teacher with over 20 years’ experience of working as a SENCO. All our Teaching Assistants are NVQ level 3 trained or equivalent.

Q9. How will my child be included in activities outside the classroom including school trips?

A. As a school we aim to be as inclusive as possible by making reasonable adjustments so that no child is excluded from activities where possible. This may take the following form:

  • Arranging for additional support for the pupil either through their own parents or school staff

  • Providing additional resources to enable the pupil to participate e.g providing transport to the venue to avoid walking long distances

  • Checking visits in advance to ensure they are fully accessible


Q10. How accessible is the school environment?

A. The school has an accessibility plan. We can offer:

  • Wide doors to enable wheel chair access

  • Strategically placed ramps to enable access to all areas

  • A disabled toilet with showering and changing facilities

  • Automatic doors to entrance

  • Single level building with no steps/stairs and wide corridors

Q11. How will the school support and prepare my child to join the school or to transfer to a new school or the next stage of education and life?

  1. Transition for new pupils to our school:

  • The school holds an induction meeting with the parents and child to discuss individual needs and what the school can offer. The pupil will meet their new teacher and fellow pupils during this visit.

  • The SENCO liaises with the child’s previous school or school nurse team/health visitor to discuss any learning/ medical needs and to ensure that the appropriate provision is in place prior to the pupil starting.

  • The school may negotiate a staggered induction where necessary with parents/support agencies to meet the needs of the individual. This may start with mornings only for example, dependent on the needs of the pupil.

  • Home visits are made for pupils coming into Nursery and Reception in order to discuss needs fully in the home environment. Where appropriate the SENCO will accompany staff to speak in person to parents.


Transition to a new class/Key stage within Story Wood:

  • Transition days are planned in order to prepare pupils for their move within school. Familiar staff will accompany pupils where necessary in order to minimise stress.

  • Additional transition visits are arranged on an individual needs basis.

  • All SEND records and information are passed on to your child’s new teacher and time is allocated discuss individual needs.

  • Pupils can be given photographs/ information about their new class and teacher in advance if necessary.

Transition from Story Wood to a new school including transfer to Secondary School:

  • The SENCO will liaise with the new school’s SENCO in order to ensure the receiving school is fully aware of the pupil’s needs. Wherever possible the SENCO will take the records personally and have a face to face discussion with staff at the new school.

    1. from receiving schools are invited to attend annual reviews /final reviews where appropriate and necessary.
  • Staff from the appropriate secondary schools or receiving school will be invited to visit pupils and meet with staff and/or pupils to gather information.

  • Pupils visit new settings with familiar staff from Story Wood whenever possible.

  • Pupils in Y6 participate in transition sessions preparing them for the changes they are about to experience.

  • New schools are invited to attend annual reviews/ final reviews where necessary.

Q12.How are the school’s resources allocated to children’s SEND?

A. Resources ( including staffing ) are allocated on an individual needs basis. Where a pupil has a statement of educational need or new Education, health care plan ( EHCP) the resource needs may be mapped out in an individual provision plan or CRISP ( Birmingham’s model of assessing need, determining provision and allocating funding ). The school is responsible for allocating SEND resources to meet pupils’ needs (up to £6000). For pupils with EHCPs whose needs require more than the nominated amount we can apply for TOP UP funding in order to meet their individual needs.

Q13. Who can I contact for further information?

A. You can access the Birmingham’s Local Authority SEN offer at: : this outlines support in Birmingham

You can contact parent partnership for impartial advice at:

You can find out more about funding for SEN at :

Q14. Who can I contact if I am not happy with the provision or level of service received from school?

  1. We can hopefully resolve most issues in school through initially contacting your child’s class teacher or the school’s SENCO – Mrs L Smith or the Head Teacher – Mrs J Jones. If you are still not happy you can put your concerns in writing to our SEND Governor – Miss Kate Woodcock. You can also contact Parent Partnership as above for support and advice.

We have tried to cover everything that existing and new parents may want the answers to. However if you have any additional questions or comments regarding the school’s SEND provision or the school’s SEN offer your feedback is always helpful and valued. You can email the SENCO directly at:

This offer is what we can currently provide in terms of provision for pupils with SEND.



This offer is what we can currently provide in terms of provision for SEND pupils. From September 2014 the SEN New Code of Practice is coming into force. Schools have 3 years in which to implement the recommendations and make the necessary changes to their current practice, so watch this space!