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Collaborative SEND Offer

Our collaborative of local schools (Chapel Fields, Coppice, Damson Wood, Greswold, Lode Heath, Lyndon, Marston Green Infants, St Andrews, Ulverley, Valley Primary, Yew Tree, Triple Crown and Summerfield schools) recognise that not all children are able to access learning in the same way.

As a result of this, we are committed to providing high quality provision for all pupils with Special Educational Needs (SEN) and those with disabilities.  We have strong systems for the early identification of pupils’ Special Educational Needs and Disabilities (SEND) and always welcome and work in partnership with parents and carers and other agencies.

In our schools we have a wide range of expertise to ensure all pupils have access to quality first teaching which enables us to endeavour to meet the needs of every identified child.

We want you to feel able to come to us so we can hear what you have to say, so we can work together to support your child’s learning journey regardless of need from birth to 25 years old.



Chapel Fields Junior School SEND Offer

At Chapel Fields we endeavour to meet the needs; be they academic, social or emotional, of all our pupils.  We ensure all pupils have the opportunity to reach their full potential and to make progress within a positive, stimulating and nurturing environment.  We believe pupils thrive when all key people in their lives work as a team to secure the very best outcomes.

Some pupils may find it more difficult to access the curriculum and may need a different approach or support.

A child is classed as having a special educational need if s/he has a significantly greater difficulty in learning that the majority of children the same age, or a disability which prevents or hinders them from accessing the educational facilities provided.

Here you will find information about our provision and approaches for any pupil identified with a special need or disability.


Who is the SENDCO at Chapel Fields?

Mrs Angela Pimm is the SENDCO (Special Educational Needs and Disability Coordinator).  She is also a member of the school’s an Assistant Head at the school.


What are the school’s areas of strength?

Our school supports all pupils including those with a range of additional needs which include:


  • ADHD (Attention Deficit and Hyperactivity Disorder
  • ASD (Autism Spectrum Disorder)
  • Dyslexia
  • Dyspraxia
  • Speech and Language Difficulties
  • Hearing Impairments
  • Physical Difficulties
  • Learning Difficulties
  • Health Problems (e.g. allergies, asthma)
  • Visual Stress


We listen and respond to the concerns and needs of parents/guardians, including when pupils may not show any areas of need at school and support is sought.  Parents/guardians have told us that we put a great amount of time and effort into providing the appropriate support and that they feel they are able to talk to any member of the team at any time. 

We recognise that all pupils are different and that ‘one size does not fit all’.  Therefore we work flexibly with pupils, adapting tasks and teaching approaches as appropriate.


What specialist facilities/equipment is available to support children with SEND?

Whilst Chapel Fields is not a specialist school, the staff has a wide range of skills and expertise teaching children with additional needs and disabilities.  Our specialist facilities/equipment include:


  • Intervention programmes tailored for pupils’ needs
  • A range of classroom resources to suit whole class needs including; visual timetables, coloured overlays, fidget toys, pen/pencil grips, writing frames, writing slopes, spell checkers, task boards and many more!
  • Breakfast club
  • Daily Activity Room for pupils who struggle in a playground or unstructured environment
  • Small group learning with qualified and experienced staff
  • Use of notebook or laptop where appropriate
  • Use of ICT programmes to reduce barriers to learning and encourage independence such as Nessy and Word Shark
  • Full wheelchair accessibility
  • Disabled toilet facilities
  • Disabled parking space
  • Hearing mic for hearing impaired pupil


What input do you receive from Therapists/Advisory Teachers/Other specialist support services?

A range of services are available to us, offering support and advice including:

  • Solihull Specialist Inclusion Support Service (SISS).  Named teachers from SISS assess and monitor identified pupils, advising school about relevant interventions and strategies and working with individual pupils where appropriate.  This is done within the following areas:
  • CLD (Communication and Learning Development)
  • ASD (Autistic Spectrum Disorders)
  • Hearing and Visual Impairments

We are aware, and understand the importance of, communication, keep parents/guardians/carers informed throughout the whole process and arranging meetings where appropriate.

  • CONATUS (Social, Emotional and Mental Health)
  • Speech and Language Therapy Service
  • School Nurse
  • SOLAR(An emotional wellbeing and mental health service for 0-19 year olds)
  • Support through Solihull’s Early Help Strategy.
  • Other school’s within the area who have staff with specific training and qualifications


This list is not exhaustive and there may be other services from whom we seek advice and by whom we are supported.


What CPD (Continued Professional Development) have staff received in order to meet the needs of children with SEND?

All staff are offered a range of CPD opportunities to support them in meeting the needs of children with SEND.  Training which has been made available to all staff:


  • The Dyslexia Friendly Classroom
  • Working with children on the Autistic Spectrum – Level 1 Training and Level 2 Training.
  • How to support pupils with sensory impairments
  • SEND – legislative changes for September 2014
  • Education and Health Care Plans
  • Using Personal Learning Plans
  • Support from an Educational Psychologist for managing SEMH difficulties


In addition to this, Teaching Assistants have received training in delivering intervention programmes such as Read, Write Inc and Numicon


Mrs Pimm has held the role of SENDCO since 2005 and has experience of working in a range of specialist provisions in previous posts.  She attends regular SENDCO updates and network meetings as well as training in specific areas of need.  She is the Lead for Autism in school.


How do you promote inclusion within school?  (Including day and residential trips)

Chapel Fields Junior School is a fully inclusive environment and by careful planning and differentiation, every pupil has the opportunity to participate in all aspects of the curriculum and school life.  Needs of individual pupils are assessed and reasonable adjustments made in order that all aspects of the curriculum and the wider school life are made accessible.  All school trips and visits are assessed for risk and suitability with particular attention being paid to any specific needs of pupils.  Providers are informed of any such needs and staff will let parents/guardians/carers know what has been put in place.


What proportion of children currently at the school have SEND?

There are 34 pupils currently placed on the school SEND Register. 


How do children with SEND perform compared to their peers?

At Chapel Fields Junior School, our pupils with SEND perform at least as well as the rest of their cohort, and in a lot of cases outperform the rest.  OFSTED have identified how well pupils with SEND perform.


How do you involve/support the parents of children with SEND regarding identifying and meeting their needs?

At Chapel Fields Junior School we value the involvement of parents and believe in open communication.  Should the school or parents/guardians/carers raise a concern, we discuss suitable pathways and hold regular meetings with all parties as appropriate.  We operate an open door policy ensuring that any issues can be promptly addressed.  We also support by:


  • Signposting parents/guardians/carers to relevant outside agencies
  • Meetings with professionals from SISS
  • Parents meetings
  • Half Termly Target Reports
  • Opportunity to meet/discuss with staff PLPs (Personal Learning Plans) at least termly
  • SENDCO support for meetings/appointments if requested
  • Access to Family Inclusion Support Worker
  • Parent volunteers welcome in school
  • Workshops/Coffee Mornings


How do you communicate their progress and areas of difficulty?

Parents’ consultation evenings are held bi-annually; in the Autumn and Spring term, and a written report is sent home in the Summer Term.  Review meetings to discuss Personal Learning Plans are offered termly with class teachers and these may be attended by the SENDCO if requested.  At any time during the course of the year parents/guardians/carers may request a meeting with class teachers/and or the SENDCO if they have any concerns.  There is also an opportunity for parents/guardians/carers and class teachers to meet with the professionals from the outside agencies used.


Views’ of the child?  

At Chapel Fields Junior School we believe that it is important to hear the views of the child.  The SENDCO meets with the children from each year group who have special educational needs or disabilities at different points throughout the year to ensure that they are aware of and understand targets in their Personal Learning Plan and to listen to their views about the provision and support put in place for them.  Pupil questionnaires are also completed to ascertain thoughts and views.  Where appropriate, pupils may be invited to attend meetings and/or give their thoughts about their own progress and needs. 


How will school prepare children with a SEND to join the next stage of education or life?

Transition, either between year groups or key stages, is a very important point in a pupil’s school life.  Within school, Teachers are given early access to PLPs/reports and given time to discuss these with the previous class teacher/SENDCO.  Pupils always have an opportunity to meet their new class teacher in the summer term and where appropriate/necessary, transition booklets for individual pupils will be written. We have strong links with our feeder schools within the Collaborative (both KS1 and KS3) and good lines of communication.  Meetings take place between class teachers/Heads of Year and SENDCOs from other schools where the needs of individual pupils are discussed.  To enable a smooth transition to the next phase, visits extra to the main taster day may be offered and Pupil Profiles or Passports may be produced with pupils so that new teachers know all the key information about them.  Meetings with outside agencies involved may take place and advice given is incorporated into a transition plan where appropriate.   Pupils who are anxious about their transition will have access to a named person in school to discuss their concerns and anxieties with.


What is Solihull’s Local Offer for children with SEND?

Information about Solihull’s Local Offer can be found by following the link.



What is the Collaborative provision/approach for children with SEND?

Our Collaborative works very closely together, meeting at least termly, to ensure that we all offer the same provision for SEND pupils.  We also share expertise within the group and have produced our own Collaborative Local Offer which can be found at the start of this document.



What services, external agencies or support groups are available for parents?

In addition to the teams from SISS, there are a range of services and agencies who we may access or who we may signpost parents/guardians/carers to including:


  • Solihull SENDIAS Service *
  • Audiology
  • Meadows Centre
  • Young Carers
  • SOLO
  • Autism West Midlands
  • Family Equip
  • Str8 Up
  • Understanding Your Child’s Behaviour
  • Face to Face


*Solihull SENDIAS offer a free confidential and impartial service for children and young people with Special Educational Needs and Disabilities (SEND) and their parents and carers.  They are legally trained to offer information, advice and support to children, Young People and their parents to help them make informed decisions, and play an active role in their own or their child’s education.  They explain SEND processes and procedures in straight-forward language so everyone knows what to expect and what part they play.  Solihull SENDIAS can be contacted via:

Telephone: 0121 516 5173




Additionally, support and advice is available from ‘Kids Independent Support’ too.  Independent Supporters are trained to help families and young people through the new Education, Health and Care Plan (EHCP) assessment process. They can be contacted via:

Telephone: 01384 423868



Links to other services that may be of interest to you:


This list is not exhaustive and agencies/groups may not be relevant to all families.


What are the arrangements for making a complaint?

The Complaints Policy for CFJS can be found on the school website or you can telephone the school office for a copy.

These are some questions you may wish to have answered

Who can I talk to?

  • Your child’s class teacher will be your first point of contact if you have any concerns.
  • The SENDCO (Special Educational Needs Coordinator), Mrs Pimm, may become involved to support and advise you and the class teacher in the best provision for your child.
  • Our Family Support Worker, Ms Watkins, may also be able to offer support and signpost to relevant agencies.
  • Mrs Rogers (Head teacher) Mrs Pimm / Miss Jordan (Assistant Heads) can also be approached to discuss and advise you about provision.


How are children with special educational needs identified?

  • The progress of pupils is tracked and monitored against national, local and school expectations.  Pupils are identified as a result of rigorous analysis.

· Where necessary, the SENDCO will use a variety of assessment resources to help establish pupils’ needs.

· Parents/Carers or any member of staff and external agencies may raise concerns about pupils’ progress, health, wellbeing, safety or behaviour.

  • Mrs Pimm (SENDCO) completes any necessary training in order to ensure effectiveness in offering advice and guidance to staff.

How are the individual needs of children met when identified?

  • In the majority of cases pupils’ needs will be met through the class teacher’s differentiated planning and targeted work.

· A child may require a PLP (Personal Learning Plan).  This will be drawn up in collaboration with school and parents and will give clear targets and interventions to ensure specific needs are met.

· PLPs will be reviewed and further plans developed if required.

· In some cases pupils may join a small intervention group with a qualified teaching assistant/teacher for support in core work such as reading, writing and or maths.



What if I have concerns about my child’s progress?

  • The class teacher and, if appropriate, the SENDCO will meet with you to discuss if further advice and support is required and depending on the area of concern, we may recommend a referral to an external agency (see below). These practitioners have specific expertise in academic development, sensory difficulties, behavioural issues, language difficulties and autistic spectrum disorders.

· Your child may need very specialist support for some complex emotional needs.  This may require a referral to SOLAR who may refer on to CAMHS (Child and Adolescent Mental Health), or we may involve one of our colleagues from CONATUS

· Your doctor may also be able to offer advice.

· We may ask our Family Support Worker (Ms J Watkins) to assist your child if s/he requires support emotionally, behaviourally or around relationships in school. You can also ask our Family Support Worker for advice or even a cup of tea and a chat!


Other Information

Who can be contacted?

Chapel Fields Junior School Office – 0121 706 2644


  • The class teacher is the first point of contact

· A Pimm – SENDCO

· J Watkins – Family Support Worker

· N Rogers – Head Teacher

· Mrs Pimm / Miss Jordan – Assistant Head Teachers

  • K Tipton – SEND Governor


Completed by:  Angela Pimm – SENDCO / Assistant Head Teacher

Parents views gathered via questionnaire May 2014 and 2016

Date: September 2017

Update: September 2018

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