SEND

SEND and Inclusion at Hawkesley Church Primary Academy

At Hawkesley Primary Academy, we aim to raise the aspirations of and expectations of all pupils, including those with special educational needs, or disabilities (SEND). We endeavour to achieve maximum inclusion of all children, whilst meeting their individual needs. We make every effort to narrow the gap in attainment between vulnerable groups of learners compared to others, focusing on individual progress as the main indicator of success. We strive to make a clear distinction between a child who is classed to be underachieving, compared to a child with a SEND.

Our approach to special educational needs, or disabilities (SEND) is centred around True Inclusion and a sense of Belonging. As a Church school, our school ethos, vision and values are at the heart of the service and support that we provide to our children and their families. True Inclusion is a holistic approach to meeting pastoral and educational needs, which increases a sense of belonging within our school community. When supporting learners with SEND, we follow Hawkesley’s ‘Lighthouse Keepers’ Approach’ – to light the best route through stormy seas, enabling them to ‘Let their Light Shine’ (Matthew, 5:16) and to ‘Live Life in its Fullness for All’ (John, 10:1-10). We recognise that all learners have the same end points, but their journey in reaching that point may look different, as we look to provide them with the support and tools, they need to achieve their greatest aspirations – ‘Therefore welcome one another as Christ has welcomed you, for the glory of God’. (Romans, 15:7).

BDMAT – Vision for SEND

Our school is proud to be part of the Birmingham Diocesan Multi-Academy Trust (BDMAT). We are committed to upholding the Trust’s vision and principles of belonging, which underpin everything we do.

BDMAT’s vision for SEND is to ensure that every pupil feels a true sense of belonging and is empowered to achieve their very best. This is driven by the Five Principles of Belonging, which guide our approach:

1. Dignity for ALL Children who learn at different rates are embraced; their education should be characterised by dignity and learning with support for their needs.
2. All empowered to enact change
   Accountability and action at all levels — everyone across BDMAT has the agency and responsibility to act.
3. Together we thrive
   Greater complexity merits greater expertise — All professionals working in BDMAT have a responsibility to provide a high-quality education for all where all children across the trust thrive.
4. Great destinations, different journeys
   Children who learn at different rates are embraced across BDMAT — education is characterised by recognising that some children may have a different journey but will still reach the destination they are capable of.
5. Celebrating every success
   Success does not look the same for all children within BDMAT — we value and celebrate a wide range of achievements and experiences, including different ways of participating in and contributing to society.

These principles are embedded in our daily practice and reflected in our SEND guarantee for all pupils across the Trust.

Who is the SENDCo?

Our Inclusion Leader and SENDCO is Mr Adam Sale.

Mr Sale has worked at Hawkesley Church Primary Academy since 2018 and has been the designated SENDCO since September 2022. He completed his National SENDCO Award with the University of Birmingham in July 2023.

The SENDCO’s role is to oversee and manage the provision and support for children with SEND throughout the school.

We have an open-door policy, please do not hesitate to get in touch if you have a query about SEND provision and support.

If you need to contact Mr Sale, please contact the school on:

0121 459 6467 or email: [email protected]. 

With the subject add ‘FAO Mr Sale SENDCO’

Alternatively, you can approach Mr Sale in person on the playground during drop-off or pick-up times.

What is a Special Educational Need or Disability (SEND)?

“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.” – Code of Practice, 2014

What kind of SEND do we support?

• Cognition and Learning. This area of need refers to those children who learn at a slower pace than their peers, even with appropriate differentiation is put into place. It also can include dyslexia, dyscalculia and dyspraxia.

• Communication and Interaction Needs. This includes needs associated with: Autistic Spectrum Conditions, Speech & Language delay and other communication difficulties.
• Social, Emotional, Mental Health (SEMH) Needs. This includes additional needs around behaviour, social support groups, emotional well-being and difficulties with mental health.
• Sensory and Physical Needs. These are needs such as hearing impairment, physical needs, medical issues or wider sensory needs

How do we involve the children in their journey?

Whenever possible, the views of the children are listened to and acted upon. This is true in all areas of school but especially for those with Special Educational Needs.

We work hard to tailor support that children themselves are comfortable and happy with. Children are invited to take part in termly reviews and when appropriate, are invited to SSPP and EHCP reviews.

Within SEND Parents’ Evenings, teachers share/review the child’s SEND pupil profile which provides characteristic description, additional needs, provision required, recent achievement and provides opportunity to gather parent and pupil voice. These meetings occur termly.

SEND Pupil Voice (Autumn Term, 2025-26)

“The teachers help me do my best in my work, I get extra help ” – Y1 Student

“My teacher finds ways to make work easier for me to understand ” – Y2 Student

“My teacher finds ways to make work easier for me to understand ” – Y2 Student

“Whenever I’m struggling, my teacher comes and sits next to me to help” – Y4 Student

“I struggle to see, so I am sat right at the front and have a special board to write on ” – Y5 Student

“Because of my autism, I can get very anxious. So I have a purple card which allows me to seek space and help, whenever I need it” – Y5 Student

“I have ADHD, so it helps me to have a fiddle-toy. I also get extra time to complete tasks” – Y6 Student

How are parents/carers involved with their child’s journey?

• Regular informal communication with teachers (in person or via dojo messenger)
• SEND Parents’ Evenings and Celebration Events
• Annual reviews of SSPPs and EHCPs
• Through SEND focused coffee mornings and/or parent workshops
• Through informal discussions with class teachers, TAs, our SENCo or SLT.
• Open Door Policy: Parents are regularly invited to meet with teachers, the SENCo, and external professionals to discuss needs

Parents/Carers of SEND Voice:  (Autumn Term, 2025-26)

“They help with my son’s emotional needs and his anger issues and help him to be happy and enjoy school”

“School listen to their voice/knowing them well. We feel the love for them as individuals and the care to help them be their best.”

“Gives my daughter confidence and support to help get through difficult days when her legs are hurting her”

“Good communication and good relationship with parents, teachers and pupils. The kids actually enjoy coming to school”

“Communication between student, teacher and parents is clear and respectful. Taking thoughts and feelings on-board to adjust daily”

“The SENDCO is very helpful, so easy to talk too, very helpful and gives you lots of support, he’s gone above and beyond to help us”

A recent SEND parent survey rated us 4.88/5 for our SEND Support.

What is Birmingham’s Local Offer for SEND and where can I find it?

Birmingham’s Local Offer identifies what is available for those children in Birmingham with a Special Educational Need.

The link for this can be found here – Local Offer Birmingham | SEND Advice, support and Information

Contact details for Birmingham’s SEND support service:

Birmingham SENDIASS Tel. 0121 303 5004, Email: [email protected]

Useful Links to SEND Services

BCBC Speech & Language Therapy – Birmingham Speech and Language Therapy Service : Birmingham Community Healthcare (bhamcommunity.nhs.uk)

SENAR – Contact – Local Offer Birmingham
SCHOOL WEBSITE – Hawkesley Church Primary Academy – Home

Forward Thinking Birmingham – Home | Forward Thinking Birmingham

Central Autism Team – Communication & Autism Team – Access to Education (birmingham.gov.uk)

Educational Psychology Service – Birmingham Educational Psychology Service | Birmingham Education Support Services

Pupil & School Support – Pupil & School Support – Access to Education (birmingham.gov.uk)

Glossary of SEND Terms and Acronyms

SEND – Special Educational Needs and Disabilities

SENDCO – Special Educational Needs and Disabilities Co-ordinator

EHCP – Educational Health Care Plan

SSPP – Special Support Provision Plan

LLaSS – Language, Learning and School Support

CAT – Central Autism Team

EP – Educational Psychologist

SALT – Speech & Language Therapist

OT – Occupational Therapist

EYFS – Early Years Foundation Stage (Nursery & Reception)

KS1 – Key Stage 1 (Years 1-2)

KS2 – Key Stage 2 (Years 3-6)

QFT – Quality First Teaching

Complaints: If I am unhappy, who shall I speak to first?

In the event of any complaint being made, the class teacher should be contacted in the first instance; should the matter remain unresolved:

The case will be passed to the SENDCo, then the Head teacher for further investigation and reported to the SEND Governor, Ms Khushboo Longhurst

These are the recommended stages of complaint:

1st – Class Teacher

2nd – SENDCO, Mr Adam Sale

3rd – Head Teacher, Miss Petrina Poleon

4th – Lead Governor for SEND, Ms Khushboo Longhurst

Please contact the school on:

0121 459 6467 or email: [email protected].