SEN Provision

SEND Provision at Annie Lennard Primary School

Statement of Intent for Supporting Equality 

At Annie Lennard Primary School, we are committed to ensuring that all pupils are valued equally and enabled to achieve their full potential. Through our ethos, mission statement, aims, policies, and day‑to‑day practices, we strive to provide a learning environment in which every child can thrive. We promote equality of opportunity for all pupils, irrespective of age, gender, race, ethnicity, disability, special educational needs, background, or prior attainment. We are dedicated to monitoring the provision for, and the progress and outcomes of, all groups of learners, including those with Special Educational Needs and Disabilities (SEND).

Annie Lennard Primary School is an inclusive school. It is our fundamental belief that all children with additional needs should be supported to overcome barriers to learning and participate fully in school life. Pupils identified as having SEND will receive appropriately differentiated teaching, targeted intervention, and personalised support to enable them to access the curriculum and achieve positive outcomes.

We are committed to ensuring that all pupils benefit from the principles set out in the school aims. In particular, Annie Lennard Primary School believes that all pupils should:

• Have their needs identified at the earliest opportunity so that any barriers to learning can be understood and addressed promptly.
• Have access to a broad, balanced, and engaging curriculum that is appropriately differentiated to meet their individual needs.
• Have their Special Educational Needs accurately assessed, with access to timely and appropriate interventions to support their progress.
• Have clear, measurable individual targets set to support their development and ensure their needs are met effectively.
• Have the right—either directly or through their parents or carers—to contribute to decisions about their identification of need, the planning of provision, and the review of their support. In line with the SEND Code of Practice, the views, wishes, and feelings of the child and their family will be actively sought, respected, and taken into account in all aspects of decision‑making.

How We Support SEND here at Annie Lennard 

Annie Lennard Primary School is committed to providing an inclusive and supportive environment in which all pupils can access a curriculum that meets their individual needs. All pupils follow the National Curriculum at a level and pace appropriate to their abilities; however, where necessary, reasonable adjustments or modifications to the curriculum may be implemented to ensure full accessibility and meaningful participation.

In order to ensure that the curriculum successfully matches the needs, abilities, and interests of all learners, the school aims to:

• Ensure that all children have access to the full range of school activities, including extracurricular opportunities.
• Support pupils in developing confidence, improving self‑esteem, and achieving their full potential.
• Enable staff to be aware of, and responsive to, the needs of all pupils, and to adapt their teaching approaches appropriately.
• Work in partnership with parents, carers, pupils, and relevant external agencies to ensure effective and holistic support for pupils with Special Educational Needs and Disabilities (SEND).
• Identify Special Educational Needs at the earliest possible stage to allow timely intervention and targeted support.
• Provide suitable provision, including adaptations and scaffolds, to enable children with SEND to develop their abilities, interests, and aptitudes, and to ensure maximum access to the curriculum.
• Ensure that every child experiences a sense of achievement.
• Regularly review policies, procedures, and practices to maintain and improve high‑quality provision.

With parental or carer permission, the school may seek advice from external agencies, such as health professionals, specialist teachers, or educational psychologists. These professionals may:

• Conduct further assessments to clarify the child’s needs.
• Provide recommendations to staff on how best to support the pupil.
• Suggest additional resources or strategies to help the child make progress.

Teachers and teaching assistants work collaboratively with parents/carers and the school’s Special Educational Needs Coordinators (SENCos) to identify appropriate support for each child. This partnership includes offering guidance to parents/carers on how to support their child’s learning at home.

Targets for pupils with SEND are shared with parents/carers during Parents' Evenings, review meetings, or at other appropriate times. These targets are kept under regular review to ensure that provision remains effective and responsive.

If a child has Special Educational Needs, the SENCos, Mrs Groves (KS2) and Miss Kealey (EYFS/KS1), will:

• Ensure that appropriate support is in place for the pupil.
• Advise teachers and teaching assistants on strategies to meet the child’s needs and ensure that they have up‑to‑date Learning Passports and Provision Maps (where appropriate).
• Arrange training for staff to deepen their understanding of the pupil’s needs.
• Work closely with parents/carers to discuss the child’s progress, share information, and respond to any concerns or suggestions.
• Liaise with external professionals, such as speech and language therapists, medical practitioners, or educational psychologists, where appropriate.

All teachers recognise that children learn in different ways and at different rates. Some pupils may require additional time or a more structured approach to ensure secure understanding before moving on to new concepts.

A Learning Passport is developed for any child with SEND. These plans include:

• Short‑term, measurable targets directly linked to the child’s identified needs.
• Details of additional support to be provided.
• The name of the staff member responsible for delivering the support.
• The frequency and nature of the support.
• Information on when and how progress will be reviewed (typically at least twice per year).

Parents/carers will always receive a copy of their child’s plan and will be encouraged to contribute to new targets and share their own suggestions.

Where a child’s needs are complex and/or severe, the school may request that the Local Authority carries out an Education, Health and Care Needs Assessment (EHCNA). This is a comprehensive assessment involving written reports from parents/carers, the school, and a range of relevant professionals. If agreed, this assessment may lead to the development of an Education, Health and Care Plan (EHCP) to ensure that long‑term, coordinated support is in place.

Current Overview of needs at Annie Lennard Primary School:

We have 42 children across school on SEND support this is 18.4% of the school’s population.
The level of SEN is within the national average (19%)
We have 16 children with EHCPs plans in school this is 7% of the school population.

(National- SEND- 14.2%, EHCP- 5.3%)

Breakdown of needs.

EYFS/KS1 the main area of need is Communication and Interaction – this includes Speech and Language difficulties/disorders and Autism.

KS2 currently the main area of need is Cognition and Learning.

SENDCos
EYFS & KS1 SENDCo - Miss E Kealey 
KS2 SENDCo - Mrs S Groves 
SEND Governor – Mr H Moss.

Outside Agencies
We are supported in school by a fantastic inclusion support team from the local authority.
We are able to access support from Educational Psychologists, Behaviour Support team, Learning Support team, Complex Communication and Autism team, Visual or Hearing-Impaired team, NHS Speech and Language Team and Child and Adolescent Mental Health Team.
Support from these teams is requested with consent from parents.

Sandwell SEND:
Sandwell LA Local offer for SEND children is available via this link
Sandwell Local Offer | Family Information Service Hub

Contact us

Telephone: 0121 569 8240
Email: sen_team@sandwell.gov.uk
Address:
Sandwell Council House

Freeth St

Oldbury

B69 3DE