Kim Silvers
Our SENDCo (Special Educational Needs and/or Disabilities Coordinator.)
You can contact them through the main school office or:
EmailLift Greenwood aims to meet the needs of all students with special educational needs and or disability, in line with the guidance provided by the local authority and the Code of Practice. Through quality first teaching we strive to ensure all students, irrespective of their needs, make progress in all aspects of school life; academically, socially and emotionally.
- Communication and Interaction
- Cognition and Learning
- Social, Mental and Emotional Health
- Sensory and/or Physical Needs
The Government provides some advice for parents and carers about Special Educational Needs and Disabilities which you can access here https://www.gov.uk/children-with-special-educational-needs
View our SEND policies here
We are committed to ensuring that pupils with medical conditions are fully supported in school so that they can:
- Play a full and active role in school life;
- Access and enjoy the same opportunities at school as any other child, including school trips and physical education;
- Remain healthy and safe;
- Achieve their academic potential.
If a student has a medical need, they will have a Care Plan, which is compiled in consultation with parents and one of our medical assistants. The plan is discussed with all staff who are involved with the student and is added to the student’s profile, so staff can access it.
Staff receive regular medical training delivered by the school medical assistant and are aware of where they can access further information as required.
Where necessary and in agreement with parents, medicines are administered in school but only with signed parental consent and with medicines in the original packaging.
We welcome students with special educational needs or disabilities and support students across four teams. Students are organised into the teams during their transition from their previous school and it is based on the student’s main area of need. An Area of Need leader will monitor their academic progress and attendance whilst ensuring that the student’s needs were been met both through teaching and structured interventions.
Cognition and learning support
For students with specific learning difficulties such as dyslexia, or moderate learning difficulties that affect students in a range of cognitive areas.
Social, emotional and mental health support
For students who struggle to engage in the social aspects of school, or who find it hard to cope with challenging emotions. This will range from students needing short-term assistance during a turbulent time in their life, to students with a recognised condition such as ADD or ADHD.
Communication and interaction support
For students who have speech, language and communication needs, a specific language impairment or a range of communication difficulties. Students who find it difficult to interact with others are supported within this area.
Sensory and physical support
Students whose need is primarily sensory and, or physical have their support overseen by the area of need leader in this team. This team would support students with hearing or visual impairments as well as students with physical needs.
The Resource Base
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.
How does the school allocate resources to match the needs of students with SEND?
- 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
How will you match the curriculum to meet my child's needs?
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.
How will you support my child in starting school and moving on?
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
How will my child be involved in planning for their education?
- 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
How can I help my child's learning?
- 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
How will you let me know about my child's support?
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
How will you know if my child needs extra help?
- 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.
What should I do if i think my child has SEND?
- 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.
What is Greenwood's approach to teaching children with SEND?
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.
Meet the Team
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
