Our school currently provides additional and/or different provision for the four broad areas of need as referenced in the SEND Code of Practice (2015): 

• Communication and interaction (e.g. autistic spectrum and language disorders) 
• Cognition (thinking) and learning (e.g. moderate learning difficulties, specific learning difficulties, global development delay) 
  
• Social, emotional and mental health (SEMH) needs  (e.g. ADHD, attachment disorders, emotional and mental health difficulties) 
  
• Sensory and/or physical needs(e.g. cerebral palsy, visual or hearing impairments). 

All learners will have access to quality first teaching, which is a style of teaching that emphasises high quality, inclusive teaching for all pupils in a class. Some vulnerable learners will have access to carefully differentiated activities or approaches directly related to the school curriculum, which are part of our good practice in making teaching and learning accessible to pupils learning at different rates.  These will probably be pupils who are underachieving and have been identified by the school as needing to make accelerated progress but will not necessarily be pupils with a special educational need or disability.  This is considered to be a differentiation of the usual school curriculum – not a special intervention for pupils with SEN.

The progress of every child is monitored termly at pupil progress meetings through class trackers, Progress Reviews, Progress Meetings with the class teacher, Head Teacher and Deputy Head Teacher. Where children are identified as not making progress, in spite of quality first teaching, appropriate support will be identified and included on the Provision Map, following the graduated response (assess, plan, do and review).

​We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those who, in spite of receiving quality first teaching, shows progress that:

• Is significantly slower than that of their peers starting from the same baseline
• Fails to match or better the child’s previous rate of progress
• Fails to close the attainment gap, therefore widening the gap between the child and their peers.

This may include progress in areas other than attainment, for example, social communication needs or sensory or physical needs.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND. 

Children who are new to English are not classified as SEND unless there is a clear need or diagnosis. However, when a child who is learning English as an additional language makes slow progress over time in school, it is difficult to tell whether the delay is caused because they are not confident using the language, or because they have additional learning difficulties independently of the language difference. The pupil will have an assessment (including an assessment of their learning in their own language if possible) before a decision is made to include them on the school’s SEND register, where parents are included in the process and informed appropriately. If external support is required to identify a need for a child who has English as an additional language (EAL), the school will utilise the CLL (Citizenship, Language and Learning) team, who will complete a specialist  assessment for pupils.

Parents sometimes ask us to look more closely at their child’s learning. We take all parental requests seriously and investigate them all.  
Inquiries about an individual child’s progress should be addressed at first to the class teacher, since he or she is the person who knows the child best. Other enquiries can be addressed to the SENCO , Mrs R Williams.
 
Contacted by calling the school’s office or sending an email to bantockprimary.groupemail@wolverhampton.gov.uk.  

Our objectives are:  
• To identify, at the earliest possible opportunity, barriers to learning and participation for pupils with SEND;  
• To ensure that every child experiences success in their learning and achieves to the highest possible standard;  
• To enable all children to participate in lessons fully and effectively;  
• To value and encourage the contribution of all children to the life of the school;  
• To work in partnership with parents/carers; 
• To work with the Governing Body to enable them to fulfil their statutory monitoring role with regard to the Policy Statement for SEND;  
• To work closely with external support agencies, where appropriate, to support the need of individual pupils  
• To ensure that all staff have access to training and advice to support quality teaching and learning for all pupils  
 
​We believe that all children learn best with the rest of their class. Our aim is for all children to be working independently, in class, at the cusp of their potential and this is made possible by utilising appropriate differentiation, visuals and specific support strategies. Children with SEND are entitled to be taught by their teacher, not always by a Teaching Assistant (TA). Teachers aim to spend time each day working with all children with SEND, individually or as part of a group.

All pupils are entitled to a broad and balanced relevant curriculum including the Early Years Foundation Stage (EYFS) Curriculum and the National Curriculum, as appropriate to their key stage and stage of development. These are the methods by which entitlement is met and access for all pupils is secured. 
The school makes provision for increased curriculum differentiation, curricular adaptions and pastoral or disciplinary procedures dependent on the child’s strengths and weaknesses.  

• A variety of approaches are employed to maximise the achievement of all pupils. 
  
• Learning and teaching strategies and resources are employed. 
  
• Alternative provision is made for a child through an assessment of their needs which seeks to provide the best educational outcomes for the individual. This could include a modified time table or Wave 1, 2 or 3 intervention. 
  
• Uniformity of approach by all staff is made consistent through regular monitoring. 

The range of resources and teaching strategies within the school are identified on the school’s Provision Map, making provision for pupils within each of the four categories of SEND identified in the SEND Code of Practice 2014.  
These include: 

• Intervention staff with relevant training appropriate to the needs of the children identified. 
  
• Small group work provided outside of the classroom. 
  
• 1:1 work provided by the class teacher or a support member of staff. 
  
• External agency involvement working 1:1 with identified children e.g. speech and language support, specialist teacher support and Base 25 emotional support, etc. 
• A range of resources provided to meet individual needs, including equipment for those with physical needs. 
  
• Specialised training for all staff appropriate to the identified needs of their children with SEND. 
  
• A working partnership with Pennfields Outreach Service. 
• A sensory room to support individual’s sensory needs.  
• An immersive suite for sensory learning and experiences.  

We aim to have good and informative relationships with all of our parents/carers. If a child is experiencing difficulties, parents will be informed either at parents’ meetings (termly) or during informal meetings to discuss the child’s progress. It shouldn’t come as a surprise to a parent to learn that their child is being identified as having SEND. 
 
We will follow the graduated approach and the four-part cycle of assess, plan, do, review.   
The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on: 

• The teacher’s assessment and experience of the pupil 
  
• Their previous progress and attainment  
  
• Other teachers’ assessments, where relevant 
  
• The individual’s development in comparison to their peers and national data 
• The views and experience of parents 
  
• The pupil’s own views 
  
• Advice from external support services, if relevant  

The assessment will be reviewed regularly.  

If a child has an Education, Health and Care Plan (EHCP), an annual review will take place with parents and the relevant professionals to review the progress made over the previous 12 months (6 months if the outcomes have been met) and to determine the progress towards the outcomes. If changes need to be made to the EHCP, these can be discussed at the annual review meetings. We welcome all opinions and views of the relevant stakeholders to ensure the needs of the child are being consistently met.

Parents/ carers and all teachers and support staff, who work with the pupil, will be made aware of the child’s individual needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions, and their impact on the pupil’s progress.  

We will have an early discussion with the pupil, if appropriate and their parents when identifying whether they need special educational provision. These conversations will make sure that:

• Everyone develops a good understanding of the pupil’s areas of strength and difficulty.
• We take into account the parents’ concerns and the pupil’s view when appropriate.
• Everyone understands the agreed outcomes sought for the child.
• Everyone is clear on what the next steps are.

This is part of the graduated approach cycle of “Assess, Plan, Do, Review” required in the Code of Practice.

Together, by working with parents/carers and other specialist services when appropriate, we will identify whether your child will require SEN Support and once agreed, you will be formally notified.

Thereafter, parents/ carers – and children- are invited to a meeting at least each term to review progress made, set targets and agree provision for the next term. In the summer term, there is an annual report of the child’s progress.

Teachers are available at the end of the day and informal meetings can be arranged to discuss your child’s learning. Parents evenings are held termly for you to discuss your child’s learning in depth with their class teacher and a report will be shared to show your child’s progress.

Provision we offer at Bantock:

• WELL Programme – an emotional literacy intervention
• Base 25 Emotional Support
• Nurturing Allotment Group
• Reflexions Mental Health Support
• Core subject (Maths, English and Reading) keep up and catch up interventions
• Extracurricular booster groups.

We will evaluate the effectiveness of provision for pupils with SEND by: 

• Reviewing pupils’ individual progress throughout the year 
  
• Using pupil questionnaires  
  
• Monitoring by the SENCO 
  
• Using provision maps to measure progress and review the impact of interventions 
  
• Holding annual reviews for pupils with Education, Health and Care Plans. 

All pupils complete the Stirling’s Well-Being Scale questionnaire every year to identify any children who may need social or emotional support, or intervention. 
 
As a scaffold to support pupils in discussing their feelings, and therefore to develop emotional literacy, Bantock uses the visual representation of emojis. Through emojis children are able to identify and communicate a feeling that they may otherwise not be able to put into words. Through questioning, children are then supported in identifying why they are feeling this way, how to resolve any negative emotions and consider strategies to prevent these negative emotions from reoccurring. 

​As well as being embedded throughout the curriculum, there are a broad range of extra-curricular opportunities such as; Change 4 Life, Cooking Club, Health and Fitness Club, Gifted and Talented Football, Gifted and Talented Athletics, Allotment Nurture Group, the WELL Programme and Cool Kids to develop the health and well-being of pupils, some of which utilise the expertise of outside agencies. Such clubs help foster a healthy lifestyle, increase resilience and encourage children to explore individual talents. 
 
If parents and school are concerned that the child may have mental health needs, we encourage parents to ask their GP for a referral to Child and Adolescent Mental Health Services (CAMHS). 
 
The school has a zero-tolerance approach to bullying, especially towards children with SEND. We will actively investigate all allegations and, if there is cause, work with both the bully and the victim to improve their social skills. 

The SENCO has a library of Outreach services available to meet specific needs of children with SEND, including: 
 
Education:  
City of Wolverhampton Council Inclusion Support 
Speech and Language Team (SALT) 
Special Needs Early Years’ service (SNEYs) 
The Information, Advice and Support Service: for special educational needs and disability (formerly known as Parent Partnership) 
Pennfields Outreach Service 
Base 25 Counselling 
Education Service for Travellers (EST) 
INSPIRE
Education Psychologists
Citizenship Language and Learning Team
NHS Reflexions Mental Health Service 

Health: 
Vision Impaired Team 
Hearing Impaired Team 
School Nurse 
Occupational Therapy 
CAMHS 
 
All teams here work with our children through individual referrals made by our school or privately by parents through their GP’s. If you have any questions regarding making a referral, please speak to our SENCO – Mrs R Williams.

Staff have attended CPD in: Autism Spectrum Disorder, Behavioural Support, Play Therapy, English as an Additional Language, ELKLAN, Cool Kids, Catch Up Literacy, Precision Teaching, The WELL Programme and Safer Handling.

As SENCO, Mrs Williams has completed the National SENDCo Award, as part of her duty and has also completed the Autism Leader Award and Senior Mental Health Lead course.

Staff have attended CPD in Autism Spectrum Disorder, Behavioural Support, Play Therapy, English as an Additional Language, ELKLAN, Cool Kids, Catch Up Literacy, Precision Teaching, The WELL Programme and Safer Handling. 
 
As SENCO, Mrs Williams has completed the National SENDCo Award, as part of her duty and has also completed the Autism Leader Award and Senior Mental Health Lead course.
 
If we identify information we can’t access without the aid of additional, more specialist help, the school is able to buy-in additional expertise from the LA. This includes access to Educational Psychologists and Specialist Teachers.  

All of our children have equal access to lunchtime and after school clubs which develop engagement with the wider curriculum as stated in the Equality Act 2010. Where necessary, we make accommodations and adaptations to meet the physical and learning needs of our children. Class trips, including residentials, are part of our curriculum and we aim for all children to benefit from them. No child is excluded from a trip because of SEND, disability or medical needs.

All pupils, including those with SEND are encouraged and selected to hold a variety of ambassador roles in school, such as Sports and Digital Ambassadors or lunchtime prefects, in order to develop self-confidence, independence and social skills.

We want all children to experience a smooth transition throughout their school life, so that the pace and quality of learning are maintained to ensure that children are happy and continue to make the very best progress.

Prospective children in each year group visit their new class in the summer term experiencing a range of activities that support their emotional and social development. Class teachers will have transition meetings to ensure all relevant information and paperwork relating to a child’s SEND is discussed and shared.

We work closely with our local secondary schools in the Summer term to ensure a positive and effective transition for the children in Year 6 as they move into Year 7. Year 6 staff will liaise with secondary schools to discuss support needed and arrange additional visits ahead of main transition events when necessary. The SENCO – Mrs R Williams – will work closely with parents, together with the Wolverhampton Outreach Service, to identify the best transition support for SEND children beginning in the Summer term of Year 6 and continuing in to the Autumn term of Year 7.

We also liaise closely with external agencies such as the Special Needs Early Years’ Service, Social Care and SENDStart to ensure plans are in place to accommodate any pupils new to Bantock with SEND and the SENCO will meet parents and their child/ren at an arranged induction meeting prior to the pupil/s starting at school.

If a child with SEND transfers to a different educational setting, transition meetings and days will be held where appropriate and the relevant paperwork will be sent to the appropriate school, when a start date and the attendance of the child has been confirmed. 

All provision is based on inclusive practice enabling physical and social access, and access to learning. As a school, we are happy to discuss individual access arrangements. To include children with disabilities the curriculum is modified and technology, such as laptops and iPads, are provided to meet their needs. The building has ramp access for the lower ground floor and a toilet and shower for the use of those with a physical need, and surfaces raised or lowered for access.

We use a wide range of learning resources such as progressive learning strategies, which include progression in language structures,  progression in questioning stems and learning walls to support the development of language and communication and interaction needs. Our school uses a range of communication methods to ensure information is accessible. Large print resources, internal signage, pictorial or symbolic representations would be made available dependent on the needs of the child. PECS (Picture Exchange Communication System) is used for pupils, who require this specialist support and visual timetables are used within all classes to support with transitions.

The SEND budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs. The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another point in the year. Resources may include deployment of staff depending on individual circumstances. Support staff have been trained to deliver specialised interventions, for example, precision teaching, Catch-Up Literacy and the WELL programme.

All parents are encouraged to contribute and take an active role in their child’s education. This may be through: 

• Discussions with the class teacher 
  
• During parents evening 
  
• During discussions with the SENCO and/or other professionals. 

If you wish to discuss your child’s Special Educational Need, make a complaint or want to speak to a member of staff, the school can be contacted on 01902 558710. 
Head Teacher: Mrs H. Sarai                        
Senco: Miss R Edwards
Governor: Mrs H Smith

Complaints about SEND provision in our school should be made to the class teacher in the first instance. They will then be referred to the school’s complaint policy. 
Parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding: 

• Exclusions 
  
• Provision of education and associated services 
  
• Making reasonable adjustments, including the provision of auxiliary aids and services 

The Wolverhampton Local Offer sets out all services available to support young people with special educational needs and/or disabilities, from birth to 25 years, and their families.  
 
Please click here for more information about the Wolverhampton Local Offer. 
 
Please click here for Wolverhampton Information, Advice and Support Service.