Parent Survey October 2022
'We, as a family feel supported by Penns. When our child experiences difficulties during the school day, the school supports him in a positive way with clear goal expectations. We have been supported when experiencing 'school refusal' so that he can get into school when he is ready to learn. He feels safe at Penns and is finally enjoying school again - thank you to all'
At Penns Primary School we strive to support all children to enable them to achieve to the best of their ability. In order to do this, many steps are taken to support them through their learning journey. Quality first teaching is vital; however for some children there are occasions when further positive support may be needed to help them to achieve their targets. The information provided on these pages is intended to explain to you the provision Penns Primary has made and will continue to make, for pupils with SEND. It also details the Birmingham Local Offer which is a list of all services that can be accessed in the Local Authority, where Penns Primary School is a part of that offer.
If you have a concern about your child, please do not hesitate to contact our SENDCo: Mrs K Doogan or alternatively email her on: firstname.lastname@example.org
Penns Inclusion Network
We are delighted to announce our new inclusion network. Penns Inclusion Network. PIN. Our aim is to share knowledge and understanding of all issues relating to Special Educational Needs and Disabilities here at Penns Primary. Look out for information via the school newsletter and the website. You could also join our new PIN ‘dojo’ group where our Penns’ community can share information together. If you would like to be part of this group, whether you have a child with SEND or an interest in SEND, please dojo Mrs Unsworth.
At Penns, staff are supported in:
1. identifying barriers to learning (Special Educational Needs when they become frequent)
2. Classroom-based strategies and adaptations which may be useful in meeting pupils' special educational needs within their lesson and in the wider school environment.
Please see the class teacher toolkit below:
|Penns Primary SEND Information Report|
The document below outlines the practice and range of support offered across the school in each area of need. Support is tailored to the needs of an individual class or for an individual pupil and the offering in each class will reflect this and may change accordingly.
Penns Provision Mapping (see below)
Provision Mapping is a transparent method of showing the range of provision available to learners throughout the school. It allows schools to monitor, evaluate and plan the development of provision, increase access for disadvantaged groups, secure the entitlement of all learners and raise achievement and standards.
What is Autism?
Differences in understanding social behaviour and the feelings of others, which informs the development of friendships and relationships.
Differences in perceiving sensory information. Hypo (low sensitivity), hyper (high sensitivity), touch, sight, hearing, smell, taste, vestibular inner ear (balance), proprioceptive (body awareness)
Differences in perception, planning, understanding concepts, generalising, predicting, managing transitions, passions for interests and ability to absorb auditory or spoken information.
Differences in understanding and expressing communication and language, with skills ranging from individuals who are highly articulate, to others who may be non–verbal. Good language skills may mask a deep level of misunderstanding.
The Autism Helpline enquiry service provides impartial, confidential information along with advice for autistic people, their families, friends and carers.
Contact us by:
Telephone: 0808 800 4104
Due to the impact of the COVID-19 virus, our Helpline telephone opening hours have been amended to:
10am – 3pm, Monday to Friday.
How do we support pupils with autism at Penns?
Please follow the link below to access support for children at home with additional learning needs:
Back on Track
Guidance for schools and families
on supporting pupils with SEND
in response to Covid-19