Primary SEND
Welcome to Primary's information page for Special Educational Needs and Disability (SEND)
In the Primary Phase of Waverley School, we pride ourselves on being inclusive and are determined that every child has every possible opportunity to succeed. We ensure that children with special educational needs or disabilities are not treated less favourably than other pupils and endeavour to provide a provision that allows children to develop and make progress. Across Primary, our team strives to ensure that each child achieves academically and socially and is able to feel successful. The Primary SENCO is Miss Khatoon, who works closely with staff, pupils, and families to ensure that the right support is in place for every child.
Admission arrangements for children with Special Educational Needs and Disabilities
The School's admission policy is applied to all children with SEND and no child is refused admission on the grounds of SEN, disability or medical conditions. When children start at Waverley School, in our Primary Phase, an induction meeting is arranged where information about the child is shared. This meeting will involve parents/carers and any other professionals who are working with the child. This information is then shared with school staff and supports practitioners to make informed decisions about the nature of the provision required to meet the child’s needs. A phased or amended school day may be offered at the beginning of the induction process.
An accessible school curriculum
The school curriculum is designed to be inclusive for all children, with personalised activities that support individual needs. In line with the SEN Code of Practice, the class teacher leads on SEN for their class and implements advice from the SENCo for SEND and Inclusion. Class teachers also ensure that recommendations from professionals and agencies are embedded within their classroom practice. This may involve amendments or adjustments to lesson planning, resources, or delivery to cater for the specific needs of each child. Support may be provided by the class teacher, a teaching assistant, or a member of the Inclusion Team, including Learning Mentors. Additionally, Birmingham’s Ordinarily Available Guidance (OAG) is used to inform and shape the support offered, ensuring consistency and best practice across the school.
Inclusion
Inclusion is at the heart of what we do at Waverley School. We recognise that children may have different kinds of special educational needs and disabilities (SEND). These needs generally fall into the following categories:
Communication and Interaction
This relates to how a child communicates with others, listens, responds, plays, and learns alongside peers and adults.
Cognition and Learning
This refers to how a child thinks, learns, and understands the world around them. Some children may have specific learning difficulties, such as:
- Dyslexia (difficulty with reading and writing)
- Dyscalculia (difficulty with understanding numbers)
- Dyspraxia (difficulty with coordination and movement)
Social, Emotional and Mental Health (SEMH)
This involves how a child expresses their feelings, manages relationships, solves problems, and copes with changes in routine.
Sensory and/or Physical Needs
This relates to how a child experiences and responds to their environment, including the use of their senses and development of fine and gross motor skills. Children may also have a disability such as:
- Physical disability
- Visual impairment
- Hearing impairment
- Multi-sensory impairment (both visual and hearing)
You Said- We Did
Last academic year, parents shared the following viewpoints and this is what we’re doing about them:
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You Said |
We Did |
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The Inclusion Team needs to have more than one person in it! |
An Admin Assistant who supports SEND has joined the Team and a Resource Base Manager was appointed. |
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The SEND System is complicated and difficult to understand. |
Professional agencies have come into school to lead coffee mornings and talk through Birmingham's Local Offer. The Local Offer has been signposted on our website and is regularly referred to in workshops. |
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The same staff need to work with my child so there is less change and more stability. |
School has advertised for additional support staff roles to support SEND children with funding and wherever possible, successfully appointment. |
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It feels like for my child in the Resource Base they are restricted to one room only. |
A Primary Inclusion remodelling will be undertaken during 2024/2025 to support our children to have the best possible learning environment with more space to learn and thrive in. |
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Can my SEND child attend all clubs? |
Yes indeed. SEND children have the same rights and opportunities to access clubs and enrichment opportunities within the Primary Phase. Places for clubs are filled based on a first come, first serve basis meaning that our SEND children regularly attend booster classes and sporting activities such as afterschool gymnastics and football club. |
Resource Base 2025-26
In our resource base, we provide tailored support for pupils with EHCPs through an individualised thematic curriculum that promotes creative and interactive learning experiences. We are currently developing this curriculum into a four-year cycle, ensuring strong links to the national curriculum. Pupils engage in a wide range of lessons that are carefully adapted to meet their unique needs. Within our resource base, you will find high-quality, personalised teaching where pupils thrive, celebrate their achievements, and enjoy a rich, engaging learning journey.