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At St John's & St Peter's, we are proud to have an inclusive approach. We ensure all children are made to feel welcome and part of our school family. We work with Birmingham Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school

Please see below our SEND Information Report:


The kinds of SEND that are provided for

Our school currently provides additional and/or different provision for a range of needs, including:    

Area of Need 


Communication and Interaction 


The way in which your child will talks, listens, responds, learns and plays with those around them  

Speech, Language and Communication Needs (SCLN) 

Autism Spectrum Condition (ASC) 

Delayed Language Disorder (DLD) 

Cognition and Learning 


The way in which your child thinks, learns and understands the world around them   

Specific Learning Difficulties (SpLD) 



Moderate Learning Difficulties (MLD) 

Severe Learning Difficulties (SLD) 

Profound and Multiple Learning Difficulties (PMLD) 

Social, Emotional and Mental Health difficulties 


The way in which your child expresses their feelings, approaches, and solves problems or problematic situations   

Attention Deficit Disorder (ADD) 

Attention Hyperactivity Disorder (ADHD) 

Attachment Disorder 

Anxiety Disorder 

Mental Health Difficulties 

Social Disorders 


Sensory and/or Physical Needs 


The way in which your child interacts, experiences the environment around them using their senses   

Physical Disability  

Vision Impairment (VI) 

Hearing Impairment (HI) 

Multi-Sensory Impairment (both HI and VI) 



Identifying pupils with SEND and assessing their needs    


At St John’s & St Peter’s we take several factors into account when identifying pupils with potential special educational needs and/or disabilities.   

We encourage an open and honest dialogue when discussing the potential needs of our pupils. Any concerns should be raised with the relevant member of staff and escalated accordingly by:   

  • Having regular general discussions with parents/carers about any concerns you may have regarding your child’s learning or progress    

  • Class teachers raising concerns with parents and the SENDCo following high quality first teaching, observations, and teacher assessments   

  • Class teachers, SENDCo and leadership team will identify pupils who are not making the expected progress using the assessment tracking system   

  • Advice from outside agencies may be requested to help identify specific needs using specialist assessments   

The SEND Code of Practice is a legal framework which is used in the management of Special Educational Needs in schools. The Code of Practice identifies four key areas of need. These are:   

  • Communication and Interaction   

  • Cognition and Learning   

  • Social, Emotional and Mental Health   

  • Sensory and/or Physical   

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something additional or different is needed.    

Consulting and involving pupils and parents   

You can expect to be involved in the educational development of your child through: devotion, Inspire workshops, coffee mornings, parents meetings, sports days, reviewing Needs Based Plans, and Education Health Care Plan (EHCP) Reviews (where applicable). 

We will formally notify parents when it is decided that a pupil will receive SEND support or if it is no longer necessary.  

We will have an early discussion with the pupil (where appropriate) and their parents when identifying whether they need a special educational provision. These conversations will make sure that:  

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty   

  • We take into account the parents’ concerns   

  • Everyone understands the agreed outcomes sought for the child   

  • Everyone is clear on what the next steps are   

Assessing and reviEwing Pupils' progress towards outcomes   

We will follow the graduated approach and the four-part cycle of assess, plan, do, review.    

The class or subject teacher will work with the SENDCo to carry out a clear analysis of the pupil’s needs. This will draw on:   

  • The teacher’s assessment and experience of the pupil   

  • The pupil’s progress and attainment or behaviour    

  • The pupil’s progress from their personal baseline   

  • The pupil’s development in comparison to their peers and national data   

  • The views and experience of parents   

  • The pupil’s own views   

  • Advice from external support services, if relevant   

The assessment will be reviewed regularly.    

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions, and their impact on the pupil’s progress.    

Supporting pupils moving between phases and preparing for adulthood   

We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this. Arrangements will also be made for a carefully planned transition process to support pupils going to new phases or settings where necessary.  Through our Enhanced SEND Curriculum (The Orchard Framework), we encourage our pupils to have an emphasis on keeping healthy, independent living, community inclusion, and employment. 

Our approach to teaching pupils with SEND   

Teachers are responsible and accountable for the progress and development of all the pupils in their class.    

High-quality teaching is our first step in responding to pupils who have SEND. This will be differentiated for individual pupils.    

We also provide the following strategies and interventions for those pupils that require additional support:    

  • Pre- / Post- Teaching   

  • WellComm – Nursery only   

  • Neli – Reception only   

  • Phonics intervention (Little Wandle)   

  • Word Wasp (Dyslexia Intervention)  

  • Talk Boost 

  • No Nonsense Spellings   

  • Maths Intervention   

  • Reading Intervention   

  • Handwriting OR Fine/Gross Motor intervention   

  • SpaG Intervention   

  • SaLT Intervention   

  • SATS Booster Group   

  • Nurture Groups   

  • Busy Boxes (Sensory and Regulation)   

  • Social Stories   

  • In Print   

  • Games Club (social group intervention) 

  • Therapy Dog (Lucca) 

  • Attention Autism 

  • Intensive Interaction 

  • Team Teach (see behaviour policy) 

  • Non-demanding Language Training 

Alison Longvill is our Pastoral Care Manager, and she works closely with pupils who are struggling with Social, Emotional and Mental Health needs. 

Adaptations to the curriculum and learning environment    

We make the following adaptations to ensure all pupils’ needs are met:   

  • Differentiating our curriculum, teaching style and content of lesson to ensure all pupils can access it.    

  • Providing a range of staffing ratios such as small groups, 1:3, 1:2 (and 1:1 where appropriate) or to ensure all pupils can access the learning.   

  • In more specialist cases, we will use an enhanced curriculum and augmented assessment to ensure pupils can show the smaller steps of progress made.   

  • Adapting our resources and staffing    

  • Using recommended aids, such as laptops / tablets (where advised), coloured overlays, visual support, larger font, etc.    

  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary/concepts, reading instructions aloud, etc.   

To better meet the needs of pupils with SEND in the current climate, St John’s & St Peter’s CE Academy has developed an Enhanced Intervention. This provision is overseen by the SENDCo while the learning is facilitated by the SEND specific support staff and this is available for pupils to access on a hybrid basis. Pupils who access this provision learn through highly adapted teaching methods which incorporate learning aids, multi-sensory teaching, augmentative communication methods, augmented curriculum (based on The Orchard Framework), augmented assessment (SOLAR) and a structured environment where communication is at the forefront of the practice.  

Working with Other Agencies and Additional support for learning    

We work with the following external agencies to provide support for pupils with SEND:   

  • Speech and Language Therapy (SaLT) – Laura Williams & Saarah Rafiq 

  • Communication and Autism Team (CAT) – Catherine Mohan 

  • Pupil and School Support (PSS) – Elizabeth Coleman 

  • Physical Disabilities and Sensory Support (PDSS) – Hayley Robbs 

  • Educational Psychologist (EP) – Peter D’lima 

  • Occupational Therapist (OT) – Gordon Heath 

  • School Nurse – Angelique Jarvis 

  • Child Development Centre - CDC   

  • Developing Local Provision Project (DLP) – Caron Davis 

  • Bright Sensory (St Luke’s Church) 

  • Aston Villa 

  • Ladywood Interfaith Education Project (LIEP) 

  • Suited for Success 

  • Eat, Make, Play 

Expertise and training of staff   

Our SENDCo is Mr Taylor and he is allocated 5 days a week to manage the SEND provision at St John’s & St Peter’s CE Academy.   

We have a team of twelve support staff which consists of three Learning Support Assistants (LSA) four Teaching Assistants (TA) four Higher Level Teaching Assistants (HLTA) and one Intervention Tutor. We have weekly INSETs and specific training session where we look teaching assistants, including seven higher level teaching assistants (HLTAs) who are trained to deliver SEN provision.  

In the last academic year, staff have been trained in the following strategies and approaches to date:  

  • Attention Autism 

  • Intensive Interaction 

  • Team Teach (see behaviour policy) 

  • Non-demanding Language Training 

  • Dyslexia – Raising Awareness  

Securing equipment and facilities   

While St John’s & St Peter’s CE Academy sits on a multi-level site, we aim to ensure our building is as accessible as possible. We offer accessibility to the ground floor which also has access to a disabled toilet and fire exits.  

There are, however, four classrooms situated on the first floor of the building. If a case arises where a pupil cannot access the classrooms upstairs, we will seek advice for further support and/or specialist equipment where necessary. Please see the Accessibility Plan for more information. 

Evaluating the effectiveness of the SEND provision    

We evaluate the effectiveness and quality of our SEND provision by:   

  • Reviewing pupils’ individual progress towards their goals each term    

  • Reviewing the impact of interventions on a 6- / 12-week basis 

  • Using pupil, staff, and parent questionnaires   

  • Monitoring by the SENDCO which includes: 

  • Regular classroom check-ins 

  • Book-looks 

  • Planning and learning reviews 

  • Moderation  

  • Updating provision maps 

  • Augmented curriculum and assessment 

  • Enhanced curriculum 

  • Holding annual reviews for pupils with EHCP plans   

  • Reporting to governors  

Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND   

All of our extra-curricular activities and school visits are available to all pupils, including our before-and after-school clubs. St John’s & St Peter’s CE Academy is an inclusive school that encourages the inclusion of its pupils regardless of ability or disability. We also have a zero-tolerance approach to bullying (see behaviour policy and Anti-bullying policy).    

Contact details for further information   

If you would like to contact the SENDCo directly, please use the following email address:  

If you would like to contact the Pastoral Care Manager directly, please use the following email address:  

If you would like to contact the Head of School directly, please use the following email address:    

The local authority local offer   

St John’s & St Peter’s CE Academy is a school located within Birmingham City Council. Birmingham’s SEND Local Offer website can be accessed using the following website link:    

There you will find help, advice and information about the services available for your child or young person from birth to 25 years with a Special Educational Need or Disability (SEND). 

Please click the link to watch a clip about information Birmingham SEND Local Offer: