Special Educational Needs and Disability (SEND)

At Amblecote, we take pride in being a welcoming and inclusive community for every child.
Every child is valued, respected, and encouraged to achieve their full potential, whatever their needs or abilities.

We recognise that some children may need extra help and support at times during their learning journey. This page explains how we provide that support and how we work closely with parents, carers, and professionals to ensure that every child, including those with Special Educational Needs and Disabilities (SEND), is supported to thrive.

We value the unique insight parents and carers have into their child’s needs. By working closely together, we can share important information and ensure every child remains at the heart of all we do.

Our aim is to ensure that:

• All children have access to a broad, balanced, and creative curriculum.
• Pupils with SEN are identified quickly and supported effectively.
• Parents and carers are involved in all stages of their child’s learning journey.
• Staff are well-trained and confident in meeting a range of needs.

We follow the SEND Code of Practice (2015) and the four broad areas of need:

1. Communication and Interaction
2. Cognition and Learning
3. Social, Emotional and Mental Health
4. Sensory and/or Physical Needs

• SENDCo: Mrs Gill Dunckley
  gdunckley@amblecote.dudley.sch.uk

       01384 906535

• Pastoral/SEN Support: Miss Alyson Edwards
  aedwards@amblecote.dudley.sch.uk

      01384 906535

• Headteacher: Mrs Jane Cook
• SEND Governor: Mrs Lisa Pinches

The SENDCo works closely with class teachers, support staff, and parents and carers to coordinate provision and monitor progress.

Under the Children and Families Act 2014, Local Authorities are required to publish a 'Local Offer,' which provides details of services and support available for children and young people with SEND aged 0-25. In addition, schools must publish a School Information Report that explains the support they offer.

You can find links to both Dudley's Local Offer and our School Information Report below.

Dudley SEND Local Offer

What is Dudley's SEND Local Offer?

Amblecote Primary School Information -

SEND Information Report

Our SEND Information Report explains:

• How we identify children with additional needs
• The support available in school
• How we monitor and review progress
• How we involve parents / carers and pupils
• Support for transition between classes and schools

We are committed to making our school accessible for all.
Our Accessibility Plan details how we adapt the environment, curriculum, and communication to meet pupils' needs.

Facilities include:

• Ramps and accessible toilets
• Visual aids in classrooms
• Quiet spaces for emotional regulation

• SEND Code of Practice (2015)
• SENDIASS (Information, Advice and Support Service)

• Autism West Midlands
• British Dyslexia Association
• Dyspraxia Foundation
• Down's Syndrome Association
• Anna Freud National Centre for Children and Families(supporting children and families with mental health)

We believe parents and carers know their children best. We work in partnership through:

• Regular meetings and review discussions
• Clear targets and personalised plans (Individual Target Plans, Pupil Passports or EHCPs)
• Home–school communication (Class Dojo, email, or phone)
• Parent workshops and information sessions

If you have concerns about your child’s progress, please speak first to their class teacher. You can also contact our SENDCo directly.

At Amblecote, we are a welcoming mainstream setting where most children make expected progress and achieve age-related expectations. We know that every child’s journey is unique, and sometimes progress—whether academic, social, or emotional—may slow down. When this happens, we work closely with families to provide thoughtful, targeted support. If progress remains limited, we may identify a Special Educational Need (SEN) and put in place personalised targets and tailored provision to help every child thrive.

We are proud to offer a warm, inclusive environment where neurodiverse children feel safe, valued, and supported. We celebrate the unique strengths and perspectives they bring to our school community. If you are a parent or carer of a neurodiverse child and are considering Amblecote School, please know that we are here for you. We would love to talk about how we can work together to make your child’s transition smooth and ensure they thrive on their learning journey.

Most children progress most effectively when they are taught alongside their peers within a mainstream classroom, which aligns with the principles outlined in the SEND Code of Practice. Our approach begins with delivering high-quality, flexible teaching that can be tailored to meet the individual needs of each child. For some children who require additional support, we ensure that appropriate and targeted assistance is provided to facilitate their learning and development. 

Our graduated approach includes the following stages:

Stage M: Early Monitoring (Amblecote SEND First Steps Form)

If a teacher or parent/carer has any concerns regarding a child's progress, they are encouraged to contact the Special Educational Needs and Disabilities Coordinator (SENDCo) or our Pastoral Support Practitioner. The SENDCo will undertake observations of the child, provide guidance, and monitor their progress closely. Should concerns persist, then the child may be placed on the SEND Register under the category of ‘monitoring’, and additional support strategies will be implemented. The class teacher will consistently communicate these measures with parents/carers to ensure all parties are kept informed.

Stage 1: Additional ‘In-Class’ Provision

At this stage, the school identifies pupils who need additional or different support and provides this within the classroom alongside necessary interventions, without relying on external advice or extra local authority resources.

Where concerns persist, the teacher carries out further assessments (e.g. WellComm Screening Tool, Literacy Gold Dyslexia Screener, NAPA Phonic Screener) to identify if the child does have specific SEND or is experiencing underachievement because of other factors.

If a pupil requires additional social and emotional strategies to be in place, a Pupil Passport may be created a little earlier to make sure all staff working with the child understands possible triggers as well as tried and effective ways of supporting this pupil. Pastoral support may also be offered.

Stage 2 – Targeted Support with External Involvement

If a child continues to make limited progress after a period of regular targeted interventions, referrals may be made to relevant external professionals, e.g. a Speech and Language Therapist. At this stage, children may have emotional, behavioural, sensory, physical, or communication needs that significantly affect their learning. Pupils are then added to the SEND register.

An Individual Target Plan (ITP) or Pupil Passport is collaboratively developed by the SENDCo and the class teacher. This plan is reviewed three times annually in consultation with parents/carers, staff, external professionals, and, where appropriate, the child. In instances where the child is unable to attend the review, their views will be obtained in advance and incorporated into the review process.

Stage 3 – Specialist Support (EHCP)

Some pupils have needs that are so significant or complex that they cannot be adequately addressed through the ordinarily support available within the school. These pupils often require highly individualised programmes and increased adult support. When this level of provision is needed, the school may apply for an Education, Health and Care Plan (EHCP), always in full partnership with parents/carers. Alongside an EHCP, the child will also have an Individual Target Plan (ITP), reviewed in the same way as for pupils receiving Stage 2 support.

We strive to deliver a rich and inclusive curriculum that supports every pupil’s success. Teaching in all classrooms is carefully planned and of high quality, with lessons adapted to accommodate a wide range of learning needs. This may include:

• Adapting teaching approaches – allowing for extra processing time, breaking tasks into smaller, manageable steps
• Alternative ways to record learning – recording answers verbally, use of a laptop or tablet
• Use of visual materials or resources – ‘now and next’ boards
• Providing extra adult guidance where needed – pre-teaching vocabulary or concepts
• Flexible grouping – opportunities for 1:1 check-ins with an adult
• Adjustments to the learning environment – providing movement breaks, offering clam places
• Adapted curriculum materials – larger print, coloured overlays, or modified worksheets

Where additional expertise is needed, we work with specialist agencies to provide further support and recommended strategies.

Class teachers regularly assess each child’s progress. If a child’s learning begins to slow or looks quite different from what we would usually expect, further investigation is put in place. This may include:

• Observing the child in class
• Carrying out additional assessments
• Talking with parents / carers and other key adults who know the child well

We always keep parents / carers informed if we have any concerns and involve them throughout the process. At this point, we may also suggest checking a child’s eyesight or hearing to rule out any underlying issues.

We use a continuous Assess–Plan–Do–Review cycle to monitor progress, plan support, and check its effectiveness. The SENDCo also reviews SEND pupil progress at key points throughout the year.

At Amblecote, we are committed to supporting pupils who encounter significant challenges in cognition and learning, helping them unlock their potential and celebrate every success along the way.

While attainment for these pupils may be below the national standard, our expectations remain high for every child. We set ambitious goals for all pupils, recognising every tiny step and celebrating success no matter how big or small.

We continuously track progress using the Ascent Assessment Tracker (AAT), a purpose-built tool designed to monitor the development of SEND pupils in both mainstream and special settings.

Moving to a new class or school can be an anxious time for any child, and it can feel especially challenging for those with SEND.

Ways we support pupils to navigate change:

• Class teachers meet to share information about each child, including what works well and any areas of need.
• All children spend time with their new class teacher and support staff during the final few weeks of the summer term to help ease anxiety. Pupils with more complex needs will have earlier opportunities to visit and engage in activities within new areas of the school, and to complete tasks in collaboration with new keyworkers.
• We produce transition books containing photographs of new staff members and classroom areas, both indoors and outdoors, to enable families to share them with their child during the holiday period.
• For Year 6 pupils, we work closely with secondary schools to arrange transition visits. Vulnerable pupils are also given additional days in their new setting to meet key adults and feel more comfortable, helping to reduce anxiety.
• SENDCo meetings are held with secondary mainstream and specialist provisions where relevant information is passed on to ensure continuity of support. If the pupil has an EHCP, secondary SENDCos are invited to the Annual Review to gain a better understanding of the pupil’s strengths and needs.
• The SENDCo participates in transition meetings for new families joining the school, providing parents / carers with the opportunity to discuss their child’s needs and learn about the support and provision Amblecote offers for pupils with additional needs.
• Preparation For Adulthood (PFA) – We offer early support for some more complex children with an EHCP to develop the knowledge, skills and confidence they need to move successfully into adult life. The four main areas are employment, independent living, community inclusion and health and wellbeing.

If you have any questions regarding your child's needs or are considering Amblecote School as an option for your child's education, we would be pleased to hear from you. Together, we can discuss how to best support your child's learning journey. We look forward to welcoming you and your family to our school.