SEND Information
At The Royal Sutton School, we are committed to ensuring that our students turn their “potential into reality.” Our vision for our students is that they will leave school prepared to: flourish as individuals, contribute to their communities and lead positive change in the world.
In doing so we are wholly committed to meeting the needs of all students, but especially for those with Special Educational Needs and Disabilities (SEND). As educators, we aim to develop the whole child and nurture them in a caring environment. In doing so, they will imbue our character and intellectual values, feel a sense of belonging, thrive in school and beyond, and be proud of their achievements.
The Royal Sutton School works within the Single Equality Act 2010 framework, where reasonable adjustments are used to offer bespoke support to students with SEND. We ensure that all students, regardless of their specific needs receive high-quality inclusive teaching to enable them to make the best possible progress in a mainstream setting. Our goal is to prepare them for the next stage of their lives.
Our SEND and Inclusion team is experienced and knowledgeable, they have excellent working relationships with a wide range of external agencies so we can best support students with SEND. In addition to the expertise of the Head of Inclusion and SENCO, Assistant SENCO, Inclusion Manager and Social, Emotional and Mental Health (SEMH) Strategic Lead, we also have experienced Teaching Assistants and mentors who offer support to our students with SEND to give them the best possible chance of success in our inclusive setting. Each team member is a key worker assigned to every student with an Education Health Care Plan or SEND Support Provision Plan to ensure effective home-school communication and liaison.
Our approach is designed to promote students working towards becoming independent and resilient learners prepared for adulthood. To facilitate this approach, we have a dedicated suite of rooms and bespoke interventions to support our students.
Facilities
- The Hub, a classroom to deliver interventions and support students on the SEND Register
- English as an Additional Language classroom
- SEMH classroom, to deliver interventions and mentoring to students with Social, Emotional and Mental Health needs.
- Intervention and Sensory room
- Access to the Fitness Suite
- Access to the Learning Resource Centre to deliver learning programmes
Quality First Teaching
We are an inclusive school and aim to offer a range of interventions to support students with communication and interaction, cognition and learning difficulties, social, emotional and mental health difficulties or sensory or physical needs.
The range of support deployed may be tailored to individual needs following thorough assessment by internal or external agencies. We are committed to fulfilling the ‘Guidance for inclusive education and Ordinarily Available Guidance (OAG) for SEND support,’ authored by Birmingham City Council.
To facilitate the highest standard of learning and teaching for our students with SEND, we have regular staff meetings where all teaching staff receive training and updates on our most vulnerable students including our students with SEND; this training includes effective strategies to support our students.
We are committed to ensuring all students, especially those with special and additional needs, use built-in accessibility tools and features within their lessons. Each student has an iPad, and with Apple TVs in every classroom, we synchronise their learning and enable accessible features from their devices to promote their independence. By working closely with the central team from the Arthur Terry Learning Partnership, we can enhance our expertise and use reputable software to adapt our teaching methods and effectively meet the diverse needs of our students.
The Royal Sutton School works within the Single Equality Act 2010 framework, where reasonable adjustments are used to offer bespoke support to students with SEND.
Pastoral Care
The SEN & Inclusion Faculty works symbiotically with highly skilled pastoral leaders, to offer extensive pastoral support to all students we work with. We routinely attend ‘Child in Focus,’ meetings to ensure all appropriate staff around an individual student provide solutions to meet their needs. These meetings are followed up with parental meetings to collaborate on the best approach moving forward before change is initiated.
Collaboration
Working in partnership with home and school is a key part of our strategy for success. Equally, we also work closely with professional services to seek guidance, advice and strategies to improve outcomes for those students with targeted specialist support.
We collaborate with Professional Services to access external support for students who require more than what is typically available to everyone. These referral-based services, subject to long waiting times, are essential for securing a Specialist Support Plan (SSPP) and, in some cases, an Education Health Care Plan (EHC). Please refer to a diagram designed by Pupil and School Support (PSS) which illustrates how the graduated approach using school-based provisions can lead to additional support beyond our allocated resources and budget.
The Graduated Approach to Provision
Identification
Young people may struggle with a range of difficulties and may experience challenges such as:
reading and spelling, learning new information and concepts, working with numbers, working memory, concentration, organisation, balance and coordination, language difficulties, vision, hearing, fine motor skills, self-organisation, self-esteem, anxiety, attendance, relationships and/or specific conditions like autism, dyspraxia, dyscalculia, dyslexia, cerebral palsy, ADHD and so on. Duration: Observations and gathering evidence (3-6 weeks)
Universal Support
At TRSS, we offer Quality First Teaching with appropriate adaptations which all beneficial for all, but necessary for some (including those with identified needs). Homework club and quiet spaces to learn in our Learning Resource Centre. The whole school reward system recognises our character virtues in action. Each year group has a Head of Year and tutor teams as a first point of contact. Access to specialist spaces with Teaching Assistants and Mentors to support all those who need it. Duration: 2 cycles of Assess, Plan, Do Review (a minimum of 12-24 weeks)
Specialist Support
We work with a variety of professional services to ensure comprehensive support for our students, including Education Psychologist Services, School Nurse, Speech and Language Team, Occupational Health, Pupil and School Support, COBS Behaviour Support Team, Communication and Autism Team, Compass, Bereavement and Counselling Services, Forward Thinking Birmingham and SEND Networks. Each of these services provides valuable advice and support to the school, the young person, and their family. Together, we collaborate to create an action plan that outlines the next steps, whether it involves additional provisions within the school or seeking further specialist support.
Next Steps
A meeting with home, school and professional services. Either apply for SEND Support Provision Plan (SSPP) or apply for an Education Health Care Plan (EHCP)
Repeat cycle
Contact Information
Our Special Educational Needs & Disability Co-ordinator (SENDCo) is Ms Charlotte Jordan. She can be contacted via email at: senco@trss.bham.sch.uk
Our Assistant SENDCo and Access Arrangements Co-Ordinator is Mrs Gail Gilbert. She can be contacted via email at: senco@trss.bham.sch.uk
If you would like impartial advice please contact SENDIASS Birmingham at: https://www.birmingham.gov.uk/info/50258/sendiass
Birmingham’s Local Offer contains lots of information for parents:
The school uses Birmingham Council’s guidance ‘Identifying and supporting Special Educational Needs in Birmingham schools and settings’.
Information about what the specialist services offer can be found on the Birmingham Council web page: https://accesstoeducation.birmingham.gov.uk/
Our case officer is: Samia Solomon 0121 675 0207 Samia.Solomon@birmingham.gov.uk
The principal officer for our area is: Naseeb Khan 0121 675 1288 Naseeb.Khan@birmingham.gov.uk Parent Link service and officers can be reached between 09:00 and 17:00 on 0121 303 8461
To read the latest Local Offer Newsletter – please click here
Key Documents
