SEND & Inclusion

Message from SENDCo

Dear Parents/Carers,

I would like to introduce myself, my name is Katie Whitney and I am the Special Educational Needs and Disabilities Coordinator (SENDCo).  I work with children, teachers, parents and external agencies to support children who have additional needs.

I would like us to develop our relationship and work in partnership to support your child’s needs, as they are on the school Special Educational Needs (SEN) database.

Each term there will be an opportunity to come into school, to have a meeting to discuss your child’s progress. You may also be invited into school to discuss feedback, as a result of an observation which has been completed by an external agency.

If you have any concerns regarding SEN, please do not hesitate to contact me directly.  If I am unavailable, due to my teaching commitments, alternatively speak to Ms Moon who is the Inclusion Coordinator.

I am available between 1pm and 4pm on Monday afternoons, if you would like to discuss your concerns with me, regarding SEN.  Please call the office to make an appointment for a 15-minute slot.

Thank you for your support.



The school daily supports SEND children through Universal Quality First Teaching, Targeted interventions and Specialist external support to ensure children identified as SEND are able to access learning and make progress.  Additional to our daily supporting strategies the whole school focus for developing Teaching and Learning strategies for the next two terms is Speech, Language and Communication.  SLCN is the second highest identified need on the SEN register after MLD, therefore, the whole school SEND focus is developing Speech, Language and Communication in the classroom environment.  The links below will share with you the school action plan, Teaching and Learning toolkit for a friendly environment and a link to the Speech, Language and Communication Framework the school will use to support professional development.

SLCN whole school approach to developing Teaching and Learning Strategies.

Communication friendly environments checklist.

SEND Information Report

All schools are expected to publish information about their provision for special educational needs and disabilities (SEND).
This includes the ‘Information Report’, which helps parents/carers understand what services they and their families can expect from a range of local agencies. It should help them understand how the system works, and how the local authority, local area and the school will support both the child and the family.
Please use the link below for information regarding the Birmingham Local Offer and the support that you are entitled to.

SEND Information Report – Firs Primary School

Accessibility Plan

Purpose of the Plan

The purpose of this plan is to show how Firs Primary School intends, over time, to increase the accessibility of our school for disabled pupils.  Firs Primary School is committed to providing an environment that enables full curriculum access that values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs.

Legal Background

Under the Equality Act 2010 all schools must have an Accessibility Plan. The Equality Act 2010 replaced all existing equality legislation including the DDA. The effect of the laws is the same as in the past, meaning that ‘Schools cannot lawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation’.

This plan has been drawn up based upon information supplied by the Local Authority, and in conjunction with pupils, parents, staff and governors of the school and will advise other school planning documents.

This Accessibility Plan sets out the proposals of the Governing Body of our school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:

  1. Increasing the extent to which disabled pupils can participate in the school curriculum; which includes teaching and learning and the wider curriculum of the school, such as participation in after school clubs, leisure and cultural activities or school visits;
  2. Improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
  3. Improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled.

Documents and policies

The Accessibility Plan should be read in conjunction with the following school policies, strategies and documents:

  • Equality Policy
  • Health and Safety Policy
  • Special Educational Needs Policy
  • Promoting Positive Behaviour and Conduct Policy
  • School Development plan

Accessibility Plan Firs Primary School 2017 – 2020