Olton Primary School

Learning Together, Achieving More

Special Educational Needs



Olton Primary School is a fully inclusive school committed to providing the best possible education to support all of its children in achieving their potential personally, socially, emotionally and academically in all areas of the curriculum regardless of gender, ethnicity, social background, religion, sexual identity, physical ability or educational need. This document is intended to give you information regarding the ways in which we ensure we support all of our children, including those with SEN, in order that they can realise their full potential. It may not list every skill, resource and technique we employ in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual children.




School Response

1. The kinds of special educational needs for which provision is made at the school

Do you have children with SEND in your school?

What kinds of SEND do those children have?


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

Olton Primary School is a mainstream school and the majority of our pupils are expected to reach the learning goals for their age. A small number of our pupils do have special educational needs. Children are identified as having SEND when their progress has slowed or stopped and the interventions, resources etc. we normally put in place do not enable improvement.

We have children with a range of different needs in our school including ADHD, ASD, dyslexia, dyscalculia, dyspraxia, hearing impairment, visual impairment, SEMH difficulties, moderate learning difficulties, speech and language difficulties (including speech disorders), and health problems (e.g. asthma, allergies).

The class teacher and, if appropriate, the SENCO 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. 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.  Your doctor may also be able to offer advice.

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

2. Information related to mainstream schools about the school’s policies for the identification and assessment of pupils with SEND

How do you know if a pupil has SEND?


How will I know if my child is receiving SEND support?

Whilst Olton Primary is not a specialist school, staff have a wide range of experience teaching children with additional needs and disabilities.  Our class teachers closely monitor the progress made by all the children and ask advice from the SENCO as soon as they have concerns about any pupil. The SENCO helps class teachers to plan activities such as small group work or special programmes to help the child. If these activities don’t help the child to make good progress, the SENCO might suggest other programmes or temporary additional support, or may ask for advice or assessment from an external specialist service – this will be done in conjunction with parents/carers. If the child still does not make good progress the SENCO and class teacher will meet with parents/carers and together agree that additional SEND support will be put in place.

As soon as your child’s SEND has been identified we will contact you and invite you to come into school to discuss plans to help him or her make better progress.

NB:  due to the current covid pandemic, it may not be possible for you to come into school in which case, we will arrange an alternative meeting method.

3. Information about the school’s policies for making provision for pupils with SEND whether or not pupils have EHC plans

Where can I find information about the school SEND Policy?

Our SEND Policy will give you the information you need about how we make provision for all pupils with SEND. Our SEND policy can be viewed on our school website:  If you would like to discuss our SEND provision or find out more, please contact our SENCO.

3a. How the school evaluates the effectiveness of its provision for such pupils

3b. The school’s arrangements for assessing and reviewing the progress of pupils with special educational needs

How do you make sure that the SEND support is helping pupils make better progress? How do you check and review the progress made by pupils with SEND?

How will I know that my child is making progress?

How will I be involved in those reviews? Who else will be there?

Our class teachers and SENCO regularly monitor each child’s progress using the school’s OTrack system and through pupil progress meetings. The impact of any intervention that has taken place is closely monitored by the SENCO and continued or changed depending on the effect it has had on progress.

In addition to the whole school reporting process, parents of children with SEND are invited to meet termly with the class teacher and/or SENCO, where required, to discuss progress and next steps. If/where appropriate, representatives from external agencies may be in attendance at such meetings.  At any time during the course of the year parents/guardians/carers may request a meeting with class teachers/and or the SENCO if they have any concerns. Annual reviews are held annually for children with an EHC plan.

NB:  due to the current covid pandemic, it may not be possible for you to come into school in which case, we will arrange an alternative meeting method.



3c. The school’s approach to teaching pupils with SEND

How do your teachers help pupils with learning difficulties or disabilities to learn, including what they learn? How can I find out more about what my child is learning at the moment?

The teacher will have the highest possible expectations for all pupils in his or her class including children with SEND. All teaching is based on building on what children already know, can do and can understand. Teachers will put in place different ways of teaching so that every child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for specific children. Teachers will also put in place specific strategies (which may be suggested by the SENCO or staff from outside agencies) to enable all children to access the learning task. Each teacher will have carefully checked on each child’s progress to monitor if they have gaps in their understanding/learning and needs some extra support in order to close the gap between the child and their peers. He/ She will plan sessions for children with SEND with targets to help the child to make more progress. Via the ‘Dojo’ system class teachers will give parents more information about what their child is learning on a weekly basis and how parents can help their child make good progress. There is more information about the school curriculum on our website at  

3d. How the school adapts the curriculum and learning environment for pupils with SEND

How have you made the school buildings and site safe and welcoming for pupils with SEND or disabilities?


The school is fully wheelchair accessible.  A sensory audit of the school has been carried out and the sensory needs of all pupils is considered. 

3e. Additional support for learning that is available to pupils with SEND

Is there any extra support available to help pupils with SEND with their learning? How will I know if my child is getting extra support?

The school employ a number of learning support assistants to support children with SEND. In some instances, support from Solihull Specialist Inclusion Support Service (SISS) may be implemented in the form of direct teaching or monitoring and advice given to teachers as necessary.  During the termly meetings there will be opportunity to discuss the additional interventions your child is receiving. 

3f. Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum

What social, before and after school and other activities are available for pupils with SEND? How can my child and I find out about these activities?


Children with SEND are welcome at all extra-curricular clubs. More information about extra-curricular activities can be found on our website at  

3g. Support that is available for improving the emotional and social development of pupils with SEND

How does your school support pupils’ emotional and social development?

All children take part in personal and social development with their class. Friendship groups, social stories and anxiety management groups are organised for children who find the social and emotional aspect of school life challenging. For children with specific social, emotional and mental health difficulties we work closely with the SEMH team in Solihull and will refer to other services, i.e. SOLAR, if necessary.  Our Family Support Worker offers pastoral support where required.

4. In relation to mainstream schools, the name and contact details of the SEND Coordinator

Who should I contact if I want to find out more about how the school supports pupils with SEND?

Mrs Pimm is the Lead SENCO for both sites and Mrs Sainsbury is the SENCO for the infant site.  Both can be contacted via the school office on 0121 706 2644 or via email:

5. Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured

How are the adults in school helped to work with children with a SEND and what training have they had?

The school has a school development plan that includes identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole staff training to share knowledge, strategies and experience, & ensure consistency of the school’s approach for children with a SEND as well as training to support identified groups of learners in school with difficulties such as such as autism, dyslexia, etc. Teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class. The SENCO and teacher work closely with specialists from external support services who may provide advice or direct support as appropriate.  The SENCO offers ‘Drop-in Clinics’ for staff to discuss concerns regarding pupils’ needs and strategies to support them.

6. Information about how equipment and facilities to support children with SEND will be secured

What happens if my child needs specialist equipment or other facilities?

The school will liaise with the appropriate professionals to discuss the needs of your child if they need specialist equipment. The LA provides specialist equipment such as wheelchairs /standing frames etc. when prescribed by a relevant health specialist.

7. The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child.

How will I be involved with planning for and supporting my child’s learning?


Who will help me to support him/her at home?


Parents of children with SEND are invited to meet termly with the class teacher and/or SENCO to discuss progress and next steps. Annual reviews are held annually for children with an EHC plan. Parents/Carers will be signposted to relevant outside agencies where appropriate.

Mrs Pimm or Mrs Sainsbury will keep parents informed of any support meetings or parents groups to enable parents to support their child at home.  Mrs Watkins (Family Support Worker) also keeps families informed of different support groups.

NB:  due to the current covid pandemic, it may not be possible for you to come into school in which case, we will arrange an alternative meeting method.

8. The arrangements for consulting young people with SEND about, and involving them in, their education.

How is my child involved in his /her own learning and decisions made about his /her education?

Class teachers set targets and discuss them with the children. Children with an IEP are invited to make contributions to their targets where appropriate.  Pupil conferencing may take place at various points throughout the year to give children the opportunity to contribute to teaching and learning and curriculum development.  Children with an EHC Plan are asked to contribute their views as part of the annual review process.

9. Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school.

Who should I contact if I’m not happy with my child’s learning and / or progress?

In the first instance you should make a complaint directly to the child’s class teacher or SENCO. If the complaint isn’t resolved parents can follow the school’s official complaints policy which can be viewed via the school website.  

10. How the governing body involves other bodies, including health and social services bodies, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils.

Who else provides services in school for children with SEND or disabilities? How can my family get support from these services?




School is supported by the SISS team and termly meetings are held with the SENCO to plan relevant support. These services work with the school, the child and families to ensure the best possible outcome for the child. Mrs Pimm or Mrs Sainsbury, the SENCOs at each site, can put you in contact with the relevant agencies. They can be contacted via the school office on 0121 706 2644 or via email:

11. The contact details of support services for the parents of pupils with SEND, including those for arrangements made in accordance with clause 32.

Who should I contact to find out about other support for parents and families of children with SEND or disabilities?

Solihull SENDIAS offer a free confidential and impartial service for children and young people with Special Educational Needs & Disability (SEND) and their parents and carers. They are legally trained to offer information advice and support to children, Young People & 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. They can be contacted via:

Phone: 0121 516 5173



Kids independent support provide independent supporters who are trained to help families and young people through the Education, Health and Care Plan (EHCP) assessment process. Contact:

Phone: 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.




13. Information on where the LA’s local offer is published.

Where can I find out about other services that might be available for our family and my child?

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




Other Information

Who can be contacted?

Olton Primary School Office – 0121 706 2644 


  • The class teacher is the first point of contact
  • Mrs Pimm – Lead SENCO (Across both sites)
  • Mrs Sainsbury – SENCO (Infant site)
  • Mr Chamberlain – Head Teacher
  • Mrs Gray – Deputy Head Teacher
  • Mrs Watkins – Family Support Worker
  • Miss Jordan – Assistant Head Teacher (Junior site)
  • Miss Morgan – Assistant Head Teacher (Infant site)


Date: September 2020

Update: September 2021


Table of abbreviations


Special Educational Needs and Disabilities


Special Educational Needs Coordinator


Attention Deficit and Hyperactivity Disorder


Social, Emotional and Mental Health


Education and Health Care Plan


Emotional Wellbeing and Mental Health Service


Specialist Inclusion Support Service


Autistic Spectrum Disorder