SENCO - Kim Silvers

Resource Base Manager - Mr G Latham

ADHD  - Mrs A Walters

SEMH  - Mr S Jordan

Speech and Language  - Miss S Leach

EAL - Ms K Jackson

At Greenwood we believe in inclusive education and that the best place for students to learn is within the classroom with their expert teachers and their peers.  Work is made accessible by the teachers through QFT, and teachers are regularly supported and guided by the SEND team to ensure they have the most up to date information and opportunities for CPD.

 In some cases, some students require additional timely targeted intervention. This may be in the form of support for English/ Maths or specific interventions from our SLCN, ASC, ADHD, or SEMH teams.  All out of classroom interventions will be for a particular length of time and will be agreed with parents prior to them starting.  They will be monitored for impact and changes made if appropriate.

We believe in early intervention and as such we breakfast run clubs before school to support students with their reading and after school study clubs to support with homework. 

• Speak to your child’s form teacher/subject teacher;

• Referral to the SENDCo if there are still concerns. The SENDCo at Greenwood is Miss Silvers. Email: ksilvers@greenwoodacademy.org

Points which you may want to consider before meeting with the SENDCO:

–  why you think your child has SEN/disability

–  what the school can do to help

–  what you can do to help

• Speak to your doctor if you have any concerns about your child’s learning/ behaviour /well-being

• Also, if you have any medical paperwork which may be appropriate, please bring it with you to the meeting.

• At transition, paperwork is exchanged between schools

• Transition coordinator/TA’s/SENCO’s visit primary schools to gather information

• Schools make contact with external agencies at transition regarding pupils within their service using information gathered from Year 6 Annual Reviews

• Students undertake NGRT assessments to give us a baseline for their levels.

• KS2 Results/Teacher Assessments

• Referral will be made to the SENDCO from subject teachers after differentiation and intervention within the classroom.

Communication via one or more of the following:

• Contact from teaching staff via letter/phone-call/email

• Parents evenings

• Invitation to a meeting with appropriate staff members

• Letter/phone-call from Special Educational Needs Department (SEND)

• Outcome from meeting could result in:

– Plan/Do/Review meeting

– Student Profile

• We will write to you about Exam Access Arrangements for your child

• Visit the school website and the links to relevant information

• Check homework planner regularly

• Encourage your child to attend homework/revision clubs

• Know your child’s targets and actively encourage your child to work towards them

• Encourage your child to engage in extra-curricular activities

• Follow advice given by staff/external agencies

• Attend planning and review meetings

• Take responsibility for their learning

• Keep their homework planner up-to-date

• Talk to form teachers/subject teachers/TAs when they have a problem

• Undertaking relevant assessments to qualify for intervention

• Be involved in the writing of their Student Passports

• Discussions with staff/TA’s about how their education could be improved i.e. what intervention is necessary to enable them to achieve their targets

• Identified children (at SEND support level or with an Education and Health Care Plan (EHCP)) will plan/do/review their progress

Primary Transition

• General/SEND information requested from primary schools

• Primary transition meetings with Y6 teachers and/or SENDCO

• Year 6 Transition Day

• Enhanced transition visits for nominated students from primary schools in partnership with the East Birmingham DLP

• Review meetings e.g. Annual reviews

Post-16 Transition

• Liaison with Careers advisor in school

• Careers education including information about post-16 education options

• Information about sixth forms, colleges, training providers is given

• Transition meetings are arranged and relevant information is shared with support staff at college

As outlined in our SEND policy, there is graduated response to meeting the needs of all students with SEND.  The views of the student/ parents / guardians are at the heart of our decision making when reviewing appropriate provision.  Examples of ways in which we match the curriculum are shown below.  (This is not an exhaustive list):

• Quality First Teaching.

• Differentiated planning

• Additional in-class support in appropriate lessons

• Subject specific intervention sessions

• Use of Student Passports to inform staff

• Exam Access Arrangements

• LEXIA lessons

• Specific interventions.

• Emotional coaching

• Morning check ins

• Homework support

We also offer specialist support with ASC, ADHD, SLCN and SEMH.

• All staff are teachers of SEND and are trained to enable them to meet the variety of needs of students within the classroom

• In-class support from TA’s

• Small group support

• Availability of accessible resources and equipment

• Exam Access Arrangements

• External agency support e.g. Speech and Language Therapists, CAT, PSS, EP, OT, Visual Impairment Team, Hearing Impairment Team etc.

• Provision of specialist resources where an identified need is established

• Birmingham City Council website

www.birmingham.gov.uk/SENDIASS

• Parent Partnership

www.SENParentPartnership@birmingham.gov.uk

• Autism West Midlands https://autismwestmidlands.org.uk/

• Autism Education Trust https://www.autismeducationtrust.org.uk/ 

• Independent Parental Special Education Advice (IPSEA) http://www.ipsea.org.uk/

• British Dyslexia Association (BDA) http://www.bdadyslexia.org.uk/

• National Autistic Society (NAS) http://autism.org.uk/

• Careers and Participation Services http://nationalcareerservices.direct.gov.uk/jobprofiles

This is not an exhaustive list, other sources are available.      

ADHD: Information for Parents and Carers

Birmingham Community Healthcare (NHS) with information and Videos explaining ADHD, medication and behaviour management.

• Information about ADHD

• Information about medications

ADHD Foundation

A foundation who works with individuals with ADHD and those around them to provide support, raise awareness and promote positive change. 

Helpful booklets for your child - 

-A Teenager’s Guide to ADHD Booklet

-ADHD for Children Booklet 

- How to sleep well - A teen guide

ADDISS (National Attention Deficit Disorder Information and Support Service)

ADDISS (020 8952 2800) provides information and support for parents and children with ADHD. 

Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD)

CHADD is an organisation that provides education, advocacy and support for individuals with ADHD and their families.

National Centre for Mental Health - ADHD

National Centre for Mental Health (NCMH) brings together world-leading researchers, healthcare professionals, patients and carers to improve our understanding of Mental Health and improve diagnosis, treatment and support for those affected.

A resource base provides specialist support within a mainstream school. Here at Greenwood Academy we are fortunate to have a 23 place resource base catering for children diagnosed with autism and who have an Educational Healthcare Plan.  Through the Resource Base our students  are supported to access a mainstream eductation.

Admissions to the Resource Base are entirely separate from places in the main school, and are made through Birmingham’s Special Educational Needs Admissions Team.

Our Resource Base staff include: 

Mr Latham - Resource Base Manager

Ms Gunn - Resource Base TA

Miss Silvers - SENDCO and Teacher of SEND

We also work closely with  other professionals such as:

• Pupil and School Support (PSS)

• Educational Psychology Services (EPS)

• Communication and Autism Team (CAT)

• Speech and Language Therapists (SALT)

• Occupational Therapists (OT)

Greenwood Academy is committed to adopting an inclusive approach in all aspects of its work. We believe that access to mainstream classes can help to promote independence and social awareness. This can take several forms: shared playtimes, lunchtimes, assemblies and trips, as well as participation in mainstream lessons and clubs. All learners have the opportunity to be included in this way across the school. Our resource base is part of the main school building, not set apart from it, and we seek to ensure that our practice reflects that. 

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