Access & Inclusion: SEND Information Report/Offer for AFMS

"Support provided for disabled pupils and those with special educational needs is very effective and enables them to make rapid progress" - Ofsted

Ordinarily Available SEND local offer

The school's SEND policy (see policies) contains further information on how the school implements it's policy for pupils with Special Educational Needs. For information on admission arrangements see the school's prospectus (see Documents). If parents/carers would like to discuss this further please contact the school's SENDCo, Mrs K Bull.

Aston Fields Middle School – SEND Information Report

‘Striving for Excellence: Learning for Life.’

Our aim for children with special educational needs at Aston Fields Middle School is to ensure that they are safe and happy at school as well as enabling them to meet their full potential.
A young person has a Special Educational Need (SEND) if he or she has a learning difficulty or disability which calls for special educational provisions to be made for them. This is provision that is additional or different to support usually available to young people of the same age in a mainstream school. (SEND code of practice 2014)

Who is responsible for Special Educational Needs and Disabilities (SEND) at Aston Fields Middle School?
Initially every child’s progress and learning is the responsibility of the class teacher, who under the SEND code of practice (2014) is accountable for the pupil’s progress and development, including where pupils access support from teaching assistants or specialist staff. The management and co-ordination of SEND is the responsibility of the SENDCO (Special Educational Needs Co-ordinator), Mrs Bull. The SENDCO is supported by a team of teaching assistants, many of whom have further training in different subjects or disabilities.
The SENDCO will make sure that necessary school staff are aware of your child’s needs and that the correct support is in place to ensure that they become confident learners.

How are pupils with SEND identified?

— Sometimes, pupils start Aston Fields Middle School with a special educational need or disability having already been identified. In order to transition effectively, these pupils will have the opportunity to visit the school before starting the school. Furthermore, a member of the SEND team will visit your child at their first school (where distance is practicable) so they may become familiar with staff from Aston Fields Middle School, in an environment that they are confident and comfortable in. The SENDCO will also have transition meetings with their current school to ensure appropriate provision is able to continue. As parents/carers, you are encouraged to contact the SENDCO to discuss the transition of your son or daughter, as every insight into their needs is considered invaluable in ensuring a successful transition between schools.
— When pupils start in Year 5, a base line assessment is carried out on your child to assess their basic literacy and numeracy skills, including standardised tests for reading and spelling. Regular assessments continue to take place to monitor progress throughout each year. Should a pupil not be making progress, this information, alongside teacher observations, form the basis of discussion at pupil progress meetings. Through this process of gathering information a special education need can become apparent and referred to the SENDCO for further investigation.
— Class teachers may also approach the SENDCO directly with concerns that have been noticed or observed within the classroom or at playtime.
— Parents/carers can also contact either the class teacher or the SENDCO directly to discuss concerns they have regarding their son or daughter.
— Occasionally the school may be contacted by other agencies (e.g. CAMHS or SALT) to discuss SEND that have been identified through other routes. For this to occur, parental/carers permission is required.

How will Aston Fields Middle School support my child?

At Aston Fields Middle School we recognise that there are different barriers children can have that impact upon their ability to reach their full potential. The school does provide extra support and intervention for a wide range of disabilities and needs when required.
We pride ourselves on the high quality of teaching delivered by staff across the school that recognises the different needs and learning styles of our pupils.
It is the class teacher’s responsibility to create the appropriate environment, adapt resources and set work that matches the learning needs of the pupils in their class. Subject leaders and the SENDCO also support teachers as necessary. School staff receive appropriate training so that they have the confidence to support your child’s needs.
Some pupils have needs that require more specific support and these interventions are organised by the SENDCO and class teacher.
Children who need additional support, in accordance with the SEND Code of Practice (2014), follow a four-step cycle called the graduated response.
Pupils are assessed to identify a key area of need, provision is planned to support the child’s next steps, the intervention is completed (do), then finally the whole process is reviewed to monitor its success and identify the next steps.

A Partnership Approach.

We work in partnership with parents/carers and supporting agencies to identify the needs of your child, then put in place the correct support, including family support if needed. Sometimes we may need to ask for permission to involve other professionals to support your child. This may include:

  • Educational Psychology
  • Early Intervention Family Support Worker
  • Occupational Therapy
  • School Nurse
  • Speech and Language Therapy
  • Child and Adolescent Mental Health Services.
  • Physiotherapy
  • Chadsgrove Outreach
  • Behavioural Support Team
  • Complex Communication Difficulties Team (including support for Autistic pupils)
  • Integrated Specialist Support Services (including Visual Impairment Team, Medical Education Team, Multi-sensory Impairment Team, Hearing Impairment Team).

We will be happy to give you contact details for organisations who can give you advice and support. We will involve you in decisions and listen to your views. We will also encourage and involve your child in decisions about improving their learning when this is appropriate.

How will Aston Fields Middle School keep me informed about the additional support our child is receiving?

The class teacher will meet with parents/carers in the Autumn and Spring terms.

  • Individual Education Plans (IEPS). If it is felt necessary an Individual Education Plan is put together by the SENDCO and relevant teaching staff. This will identify small, measurable targets that are being worked towards through additional support provided for your child. It should show you the current interventions and targets as well as the success of previous interventions over their time at Aston Fields Middle School.
  • Appointments are offered with the SENDCO and Deputy SENDCOs twice a year to review the IPM’s.
  • Parents/carers are welcome to request an appointment with the SENDCO at any time to raise concerns or discuss their child’s progress.

What is ‘Ordinarily Available’ to support all children within the school?

Type of need and what it could look like

Cognition and Learning
Difficulties in learning to read, spell, write sentences and do maths. Some pupils find it hard to understand and/or remember new information. Some pupils learn at a noticeably slower rate than others.
Examples of support in our school that we might decide to use.

  • TA support in class, to provide opportunities for small group work or one to one support
  • Daily reading with a TA or reading mentor
  • Precision teaching
  • Lexion (an individual intervention used to support spelling skills)
  • Toe to Toe (a personalised approach to learning to read)
  • Read Write Inc (a reading and comprehension programme) delivered in small, targeted groups
  • Memory skills intervention
  • Rapid Writing
  • Rapid Reading
  • Coloured overlays
  • Writing slopes
  • Pencil grips, shaped pencils, rulers, scissors etc.
  • Communicate and Print (a software package that provides pictures to support the written word)
  • Talking Tins
  • Small guided reading groups
  • Targeted comprehension intervention groups
  • Clicker 6 (a typing program supporting sentence construction)
  • Targeted writing intervention (grouped according to ability)
  • Word Shark (Reading/spelling software)
  • Phonics intervention group
  • Maths intervention (we use a number of different programmes including Rapid Maths, to support need both in and out of the classroom)
  • Word mats
  • Detailed assessments to identify strengths and weaknesses in literacy and numeracy
  • Support and advice from Educational Psychology.

How do we know the support is working?

We use a range of evidence to help us know if the support is working. This may include (but is not limited to): a piece of assessed independent writing, standardised reading or spelling assessments, comprehension assessments, teacher observations and formal assessments. Progress is assessed at the start of an intervention and then tested again at the end to measure improvement.

Type of need and what it could look like

Communication and interaction
Some children have difficulties with receptive and/or expressive language. Their words may not be clear, or their vocabulary limited. Some pupils find it difficult to respond to what other people may say to them, this can include following instructions. Some children find friendships hard to make and/or keep. Autism, ADHD and other related disorders can cause pupils difficulties in some of these areas.

Examples of support in our school that we might decide to use.

  • TA’s experienced with pupils who have communication difficulties.
  • Key worker.
  • Task management.
  • Communicate and Print (a software package that provides pictures to support the written word).
  • Visual timetables.
  • Learning Mentors who support pupils in their social understanding.
  • Emotional literacy programmes (including resources such as Talk About and Black Sheep Press)
  • Nurture groups.
  • Access to Speech and Language Therapist.
  • A Teaching Assistant who is specifically supported and trained by Speech and Language Therapy to deliver SALT.
  • Social stories.
  • Comic strip conversations.
  • Pre-teaching of topic vocabulary.

How do we assess the support?

A number of the above mentioned interventions have built in assessments. Observations may be carried out by the SEND team to monitor progress over a period of time. We also use the Speech, Language and Communication Progression Tool (produced by the communication trust) to baseline and assess progress in speech and language.

If your child is seen by a Speech and Language Therapist, they may carry out assessments that measure progress over time.

Type of need and what it could look like

Social, Emotional and Mental Health Difficulties
When a child has difficulties with their Social, Emotional or Mental Health, they can appear hyperactive, aggressive towards peers and adults, be very demanding of adult attention, lack concentration, disturb the learning of others and present very challenging behaviours. Alternatively they can lack friends, be socially withdrawn, refuse to communicate, be socially immature or isolated from their family or peers.

Examples of support in our school that we might decide to use.

  • Social and emotional literacy groups.
  • Nurture, both during the week or at playtimes to provide opportunities for structured play.
  • Learning mentors.
  • Personalised behaviour charts.
  • Individual behaviour plans.
  • Personal Support Plans.
  • Assessment strategies using the Boxhall Profile.
  • Behaviour Support Services.
  • Social stories.
  • Comic strip conversations.
  • Emotions charts.
  • Visual timetables.
  • Preparing pupils for changes to the day.
  • Key worker.
  • Anger Management.
  • Regular meetings with parents/carers.
  • Referrals to Early Interventions Family Support Worker.

How do we know the support is working?

Initially the behaviours of concern will be identified and tracked to identify the frequency and severity of the behaviours. Logs and records are then kept to monitor progress. We also use the Boxhall profile as a way of identifying and monitoring progress. Some of the emotional Literacy resources have their own base line that we use to monitor progress towards very specific targets.

Type of need and what it could look like

Sensory and/or Physical Needs
This includes pupils with visual impairments, hearing impairments, physical disabilities and medical conditions that specifically impact on that pupil’s education. Please note: a pupil with a medical condition that DOES NOT impact upon their education, are able to take part fully in school life are not considered to have a special educational need.

Examples of support in our school that we might decide to use.

  • Environmental sensory audit
  • Movement group, daily
  • Health care plans
  • Support and advice from Occupational Therapy
  • Chadsgrove Outreach
  • Support from the Visual Impairment or Hearing Impairment Support Teams
  • Equipment such as writing slopes, pencil grips, radio aids etc.
  • We will liaise closely with parents/carers to ensure that they are as fully included in school life as possible.

How do we know the support is working?

This need is monitored through teacher observations, observations from visiting agencies and pupil/parent feedback.

What should I do if I’m not happy about the support my child is receiving?

It is our aim to always strive to do our best and we welcome your feedback regarding the support we provide. We would encourage you to raise your concern with your child’s class teacher in the first instance. The class teacher may be able to resolve your concern or recommend and arrange an appointment with the SENDCO. You can also request an appointment with the SENDCO to discuss your concerns. The Schools SEND Policy (on the School website) gives a detailed description of further steps that may be taken to make a complaint about Special Educational Needs should you feel that is necessary.

The Special Educational Needs and Disabilities Information and Advice Support Service (SENDIAS) are able to provide independent and neutral advice. You can access this information from their website or call them on 01905 610685

Where can I access the Local Authority’s Offer?

Worcestershire Local Education Authority must publish a local offer, setting out in one place information about provision that is available for children and young people with Special Educational Needs and Disabilities.

You can find this information at

This SEND Information Report is reviewed annually in September. Last review September 2020.