Sen Information Report

Special Education Needs Information Report 2018

1.   What kind of special educational needs is accessible for children at the Primrose Centre?

As a Pupil Referral Unit, the Primrose Centre caters for all Primary aged pupils in the Sandwell area who have social, emotional and mental health needs (SEMH) and have been permanently excluded from mainstream provision. We also offer respite places for students who are at risk of permanent exclusion where a supportive programme is in place to avoid a permanent exclusion from mainstream provision. 

“to learn, to achieve, to grow”

At the Primrose Centre, we have very high expectations of all of our pupils whatever their ability or additional needs. Our aim is that all pupils will become successful, motivated and resilient children who are equipped to face the challenges that may arise during their adult life.

2.   How do we identify and assess individual Special Educational Needs (SEND)?

At the Primrose Centre all pupils are assessed on entry with a review meeting with the parent/carers of the child and the school the child is being referred from. These discussions will highlight any concerns the school or the parents may have. Children who are referred to the Primrose Centre are children who need the most help, support and nurturing.

Ongoing assessments allow teachers to plan for the individual needs of the children. These assessments are used to concentrate on specific areas of need for each individual child and may be used to address specific concerns, such as social skills and behaviour. If the assessment shows that a child may have additional special educational needs then the class teacher or special educational needs coordinator (SENCo) will contact the parents/carers of the child.

Our school leaders analyse the progress of every child each half term, and these results are discussed with class teachers. Interventions are then implemented and monitored to ensure that the child makes accelerated progress. We adapt our teaching to suit the needs of individuals wherever possible.

The identification and assessment of pupils with SEND 


Procedures to identify special educational needs include:-

1. The class teacher or another member of staff identifies that a child may have an additional need these may include academic/social development; speech and language delays; progress against published targets or sensory impairment.

  1. Maths and English records are monitored by post holders and also through Pupil Progress Meetings.
  2. Parental concern.
  3. Social and Emotional difficulties are identified through Behaviour Checklists, Boxall Profiles.

3.   What should I do if I think my child has Special Educational Needs?

Firstly parents/carers should first talk to the Special Educational Needs Co-ordinator (SENCo) or the Head Teacher. School may organise a Community Assessment Meeting (CAM) (see below).

Parents may want to discuss their views with other professionals who work with their child, as they may have a further insight and professional knowledge.
The Primrose Centre and any of the professionals who have been supporting the child will then meet with parents and decide the next steps. The next step may then involve a Community Assessment Meeting (CAM) before a request is sent to the Local Authority (LA).

CAM / Request for an EHC plan

This stage is an assessment stage and a discussion will take place that involves pupil and parent views; evidence of progress and interventions provided by the centre; training offered to staff; involvement by Inclusion Support; pupil profiles and an overview of parental liaison.

EHC plan

Children who have an EHC plan undergo an annual review, which includes the centre, school and external assessments and contributions from parents, pupils and any relevant external agencies. The outcome of the review will determine whether the support should continue or be modified. This is then sent to the LEA.

Parents/carers may wish to contact Sandwell Parent Partnership which can offer assistance:

0121 5520047 or at

4.   How will school staff support my child?

The Primrose Centre is a small centre with a high staff ratio. Each class has a class teacher and support assistants who will assist the teacher by:

  • helping a child or groups of children to take part in the work with the rest of the class (the teacher should ensure that the work is at the right level for your chid)
  • taking small group activities directed by the teacher
  • supporting a child with self-help, physical and social skills
  • preparing work and/or materials for children
  • delivering a programme aimed at developing skills i.e.
  • reading, number etc; outside the class 1:1 or in a small group
  • helping your child to become increasingly independent in their learning

5.   How will teachers adapt the curriculum to meet my child’s needs?

The Centre’s response to children who are not making progress will be quality first teaching targeted to their areas of weakness. The Centre will offer highly individualised intervention for SEND pupils. The expectation is that SEND pupils will make good rates of progress. This will be monitored by the Assess, Plan, Do, Review model illustrated by the Sandwell Handbook for SEND.

6.   How is the decision made about the type and how much support my child will receive?

The impact and quality of the support and interventions will be evaluated along with the views of the child and their parents. The support and outcomes will be revised in light of the pupil’s progress, development and any changes made will be decided through consultation with the parent and pupil.

The SEND Code of Practice states:
Where a pupil is receiving SEND support, schools should talk to parents regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help them achieve and identify the responsibilities of the parent, the pupil and the school. Schools should meet parents at least three times each year. 

Code of Practice 6.65

7.   What support will there be for my child’s overall well-being?

The Primrose Centre offers a different approach to children; the ethos of the school is welcoming to all pupils, staff are flexible in approach and work together to create a nurturing environment to solve the complex issues that can sometimes arise. As the Centre is unique in Sandwell the approach is also unique. All support is universal. Pupils have a very high pupil to staff ratio to ensure that any needs are addressed as quickly as possible. The curriculum is tailored to the needs of the specific child. Therefore the Centre, the curriculum (including the extended curriculum, enrichment, School Council, breakfast and lunch) and the management of the children make a substantial difference to the emotional wellbeing of vulnerable children.

8.   How will school monitor the effectiveness of the support offered to my child?

The Centre regularly monitors the progress of the children. The Social, Emotional and Mental Health (SEMH) difficulties of the children are monitored both in the Centre and through external links with other agencies such as inclusion support. 

Half termly pupil progress meetings are held with the Head Teacher, SENCo and teaching staff. From these meetings a half termly provision map is created to identify appropriate interventions.

The Governor who oversees this work is Mr Richard Hipkiss.

9.   How will I know how well my child is progressing? Who do I talk to?

Parents/carers are always welcome to speak to staff about the progress of their child. At the Primrose Centre we have an open door policy. If at any point a parent/carer would like to increase the amount of contact given then there are other options available:
• weekly phone calls
• home/school diary
• individual report system

If there is something a parent/carer would like included this can be discussed with the staff to discuss if it can be incorporated for that individual child.

10.   How will my child be included in activities outside the school classroom including school trips?

All children at the Primrose Centre are included in all activities. Children are able to earn “golden time” at the end of the day if all work set has been completed to a good standard and “enrichment” activities are available on a Tuesday and Thursday afternoon. Children are allowed to choose from a catalogue of activities such as; football, Lego Therapy, board games, computer club, drawing, colouring, painting or sitting quietly with a member of staff. The West Bromwich Albion Foundation also work with the children on a Monday and Friday afternoon to promote social skills and team building skills.

Trips are offered to those pupils who again have worked hard towards personal targets and shown good progress. Any trips offsite are rigorously controlled and organised by trained staff who adhere to the Sandwell Trip Leader protocols. Parental permission slips are completed in advance where any health, SEND or medical needs are highlighted. This information is added to the overall plan.

11.   Who in school is responsible for the management of SEND?

Mr Richard Hipkiss (SEND Governor).

12.   What specialist services and expertise are available at or accessed by the school?

The Centre works closely with Inclusion Support who offer a variety of services:

Connor Education Centre, 
Connor Road, 
West Bromwich, B71 3DJ or by telephone on 0845 352 7552.

The Centre works closely with other outside agencies when required, such as SALT (Speech and Language Therapy)

13.   What training and expertise do staff have to support the additional needs of my child?

Permanent staff are all trained in MAPA, this is a course to support the staff in their management of actual or potential aggression (MAPA). MAPA offers a range of physical interventions which include a suit of disengagement techniques designed to enhance personal safety. 
All staff who work at the Centre have to be trained in Safeguarding and training is held regularly.

Provision Offered at the Primrose Centre

Wave 1: Quality first teaching ensures activities are differentiated to meet the needs of all children.

The school curriculum is adapted to meet the specific needs of individuals and groups of children. We meet these needs through:

  • Setting appropriate learning challenges through differentiation of the curriculum.
  • Assessment for individuals and groups of pupils.
  • Provision maps must be drawn up and maintained where appropriate for children with special educational needs and reviewed by the SENCo, classroom teacher and parents on a regular basis.
  • Advice and support will be requested for children with special educational needs to ensure the needs of all children are met.
  • Collaboration between schools, inclusion support, children, parents and other outside agencies will be sought to ensure the needs of the child are met.
  • Access to a weekly Personal, Social and Health education (PSHE) curriculum and therapeutic strategies such as emotion coaching and mindfulness.

Wave 2: Small group work and catch up groups:

Social, Emotional and Mental Health Needs:

  • Daily Circle Time
  • Lego Therapy
  • Resilience Training
  • PSHE Well Being-Individual Work
  • Enrichment Activities to promote peer collaboration

Wave 3 Intervention: Specialised, small group or 1:1 support

Social, Emotional and Mental Health Needs:

  • Nurture Group (100 Minute Model)
  • Therapeutic Mentoring
  • Play Therapy (Delivered by external agencies)

The Centre also offers specific intervention programmes such as:

  • Precision teaching 
  • Five minute boxes (Maths and English)
  • 1:1 Phonics (letters and sounds) teaching.
  • Lego Therapy
  • Resilience Training
  • Sandwell Writing Intervention

14.   How accessible is the school both indoors and outdoors?

The School is a single story building with doors suitable to accommodate a wheelchair. There is access to a disabled toilet. The outside playground is accessed through external doors in all classrooms and is therefore not a barrier to any children with additional needs.
See Accessibility Plan.

15.   How are parents involved in the school? How can I get involved?

Parents/carers are welcome to call and speak to the staff at the Primrose Centre whenever they would like to. We welcome parent/carers to attend meetings to review the progress of their children or to discuss any concerns they may have.

Parents evening is held once a term and parents will receive termly individual pupil reports. 

Parent Governors positions are also available to those parents who would like to take a more active role in the Centre.

16.   How will my child contribute their views?

There are many ways at the Primrose Centre by which the child’s voice is heard;
• Targets are shared, discussed and worked upon with pupil
• Self-assessment
• Next steps
• School council
• One page profiles
• Individual provision reviews
• Pupil questionnaires

17.   Who do I contact if I am not happy with the support provided to my child?

If a parent or carer is unhappy with anything at the Primrose Centre then please contact us immediately so we can try to rectify this where ever possible. If there is still an issue after contacting the Centre then please ask for a copy of the complaints policy.

18.   How does school contact support agencies?

The Primrose Centre works closely with a variety of agencies. These agencies will only be contacted to work with a child after a discussion has been had with the Special Educational Needs Coordinator and parent/carers. This is part of the graduated response to support children who may need more specialist help and advice.

19.   Contacts details for support services: 

• Inclusion Support –

TEL: 0845 352 7552

• Speech and Language Therapy, Occupational Therapy, Physiotherapy 
Parents should use the FASTA line to make referrals to all three services: FASTA line – 0121 612 2010

• SENDIASS (Previous SEN Parent Partnership) – 0121 555 1821, 

• Travel Assistance –

20.   How will school staff prepare and support my child when joining the school or transferring to a new school?

The Primrose Centre works very closely with parents/carers, other professionals and the Local Authority and will only place a child back into mainstream when the child and the family are ready to do so. This decision is made on a case by case basis as every child is an individual and has individual needs. Some of these needs may have not been detected in the child’s previous school and may need further exploration, therefore extending the child’s stay at the Centre.

Once the child is returned to mainstream or an alternative provision, the support will not end there. There is a clear transition plan set out which offers a graduated introduction to the new school. This will be supported by the Local Authority.

21.   Where will I find Sandwell’s Local Offer?

"To learn, to achieve, to grow!"

To encourage pupils to recognise and develop their talents to believe in their potential for success.