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Turves Green Primary School, Birmingham

Hearing Support Team Newsletter - Spring 2018


Please see the Hearing Support Newsletter - Spring 2018


Accessibility Plan

                              Turves Green Primary School                             

Accessibility Plan




By whom



Evidence that it is completed

i. Promote equality of opportunity between disabled persons and other persons

Monitor take up of curriculum and enrichment activities by children or adults with disabilities to ensure there are no barriers or perceived barriers to participation.

All staff

On-going basis as part of embedded work

All children and adults’ perceptions are free from stereotype.  Children and adults with disabilities have equality of opportunity to curricular and extra-curricular opportunities.

ii. Eliminate unlawful discrimination

Ensure that LA procedures relating to recruitment and promotion are followed.  Recruitment Policy to be followed at all times.  Ensure that all opportunities for children, staff and parents are free from discrimination.

All staff


All opportunities and activities for all members of the school community are free from discrimination or perceived discrimination.

iii. Eliminate harassment related to disabilities

Ensure that all incidents of harassment related to disability are dealt with effectively by following Equal Opportunities policy procedures.

All staff


Continued nil-return in terms of harassment related to disability.

iv. Promote positive attitudes to disability

Ensure that positive messages about disability equality are promoted through Emotional Literacy, circle time and general class teaching.

All staff

On-going basis as part of embedded work

All children and adults’ perceptions are free from stereotype.

v. Encourage participation by disabled people

Promote all opportunities for all members of the school community and provide additional support as and when necessary to aid participation.  Adapt curricular activities to ensure that all children with disabilities can actively participate in the full range of the curriculum.

All staff


All disabled people have their needs met in order to allow them to actively participate in all activities if they want to.

vi. Take steps to take account of disabled people’s disabilities

Discuss with child or parent how their disability needs can be best met in terms of access, learning and enrichment.  Take appropriate action to support those needs.

All staff


As appropriate according to the needs of children on entry or at any time during their time in school taking into account changes in circumstances.

Appropriate steps are taken to ensure that activities, both curricular and enrichment take into account disabled people’s disabilities.

vii. Ensure all doorways, entrances and exits to school are accessible by all children and adults

Review all doorways to school to ensure access is possible.  When installing new doorways, ensure that ramp or minimal step access is in place.  Purchase portable ramps where permanent ramps are not possible.

Head of School, SENDCo

On-going review and at point of planning or changing doorways.

Permanent and temporary ramps are in place to ensure accessibility for persons with physical disabilities are in place.


SEND Information Report

Special Educational Needs and Disability (SEND) Information Report for Turves Green Primary School – in accordance with section 65(3) of the Children and Families Act 2014

  1. What kind of special educational needs provision is accessible for children at Turves Green Primary?

Turves Green Primary School is a fully accessible mainstream school. We ensure that all pupils achieve their potential; personally, socially, emotionally and academically in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational need.


  1. How do we identify children who may have a Special Educational Need (SEND)?
  • Children entering our Reception are screened using the ‘Development matters in the Early Years Foundation Stage’ assessment profile. This is constantly updated throughout their time in the Early Years foundation stage in order to measure progress.
  • Regular assessments are made throughout the school year and Pupil Progress meetings are held half termly, during which we identify and track children who are not making expected national attainment and/or progress. Interventions/support programmes are then implemented and monitored to ensure that the child makes accelerated progress. Teachers use the Assess, Plan, Do and Review process as advised in the SEN Code of Practice 2014.(p100-102)


  1. What provision is made for children with SEND; with and without an EHC Plan-in respect of:
  2. a) How is the intervention/support monitored as to its effectiveness?

Those children receiving intervention/support are constantly monitored to check whether the gap is being closed.


  1. b) What are the school’s arrangements for assessing and reviewing progress of children with SEND?

Those children identified as having SEN are constantly monitored to check whether they are making progress and that the gap in their learning is being closed.


  1. c) What is the schools approach to teaching children with SEN?

We are a fully inclusive school, which ensures that all pupils achieve to their full potential, this will be through whole class teaching, differentiated learning, small group work or through 1 to1 teaching.


  1. d) How does the school adapt the curriculum and learning environment for children with SEND?

The curriculum and teaching sequences are adapted to meet the needs of the Individual through ‘Quality First Teaching’. The school takes all reasonable steps to modify/adapt the teaching and the learning environment to meet the individual needs of children.


  1. e) What additional support is available for children with SEND?

The school provides various interventions/booster groups/ extra support that meet the individual needs of the children, these include:

Phonics/Read Write Inc


Precision teaching


Extra reading

Nurture groups

Sound Training


Talk Groups

Children who may require higher levels of support have access to appropriately trained support staff.


  1. f) What support is available for ensuring the emotional and social development of pupils with SEND?

Children access an Emotional Literacy and Equality Curriculum. In addition, nurture groups/activities/mentoring are also available.


  1. Who is the named SEND contact?

The Sendco (Special Educational Coordinator) is:

Ms Laura Allden

Assistant Head Teacher

Turves Green Primary School

Turves Green


B31 4BP

0121 464 3686

Ms Allden is studying for the Senco Accreditation Award.


Rev Harris is the governor responsible for monitoring the provision and attainment for pupils with SEND.


  1. What specific expertise is available to children with SEND?
  • Children with a visual impairment and their families have access to Teachers working for Visually Impaired Service

Children with a hearing impairment and their families have access to Teachers working for the Hearing Impairment service.

Children with a physical disability and their families have access to outreach support from Victoria Special School (PDSS)

Children with a learning disability and their families have access to Teachers from ‘Pupil and School Support Service’ and the Educational Psychology Service.

  • All staff delivering interventions are appropriately trained.


  1. What specialist equipment and facilities are there for children with SEND?


Accessible Changing facilities

Physiotherapy room

  1. What arrangements are there for consulting and involving parents of children with SEND?

Parents are actively encouraged to be partners in their child’s education through; informal discussions, telephone contact, home school diaries, progress reviews and yearly written reports.


  1. What are the arrangements for consulting children with SEND about, and involving them in, their education?

All children, regardless of SEN, are given targets and are aware of their next steps. Children, who have additional needs, have targets which are shared and reviewed with them. Children who have an EHCP contribute to their annual reviews.


  1. What are the arrangements for parents of children with SEND who may wish to complain about the provision?

Parents who wish to complain are strongly encouraged to initially speak to the SENDCo regarding their complaint. If the issue can’t be resolved at this level or the complaint is regarding the SENDCo, the parent would be directed to the school’s complaints procedure.


  1. How does the school/governing body involve health, social services, LA Support Services, and others in meeting the needs of children with SEN and supporting their families?

In order to meet the individual needs of a child, the school will work with, and seek advice from; an educational psychologist, advisory teacher, speech and language therapist or health colleague to support the child’s academic and social progress.


  1. What are the contact details of support services for the parents of children with SEN, including those for arrangements made in clause 32 of the Children’s and Families’ Bill 2014*?


Children’s information and Advice Service (CIAS)

IPSEA Independent Parent Support and Advice 01799 582030

Educational Psychologists 0121 303 1793

Pupil and School Support Service 0121 303 1792

Sensory Support Service 0121 303 1790

Communication & Autism Team 0121 303 1792

School Nurses 0121 466 4500

SENAR (Special Educational Needs and Review) 0121 303 1888

CAMHS (Child and Adolescent Mental Health Service) 0121 333 8046

Speech & Language Services 0121 465 5419


  1. What are the school’s arrangements for supporting children with SEND in transferring between phases of education?
  • Consultation with parents/carers in how we can best meet the emotional needs of the child
  • Consultation with teaching staff, support staff and other lead professionals as to how we can best support the academic, medical and social needs of the child.
  • Opportunities for the child and parent to have supported visits to the new situation.
  • Transition booklets for the child to prepare them for their new learning environment.


  1. Where is the Local Authorities Local Offer published?