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Rood End Primary School

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SEND at Rood End Primary School


At Rood End Primary School we ensure that all pupils, regardless of their specific needs make the best possible progress.

There are now four broad areas of SEND, these are:

Communication and Interaction

This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs

Cognition and Learning

This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties

Social, Emotional and Mental Health Difficulties

This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn

Sensory and/or Physical Difficult

This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties


Through our high quality planning, teaching and provision we aim to:

  • Identify, at the earliest possible opportunity, barriers to learning and participation for pupils with SEN
  • Ensure that all children have access to a broad and balanced curriculum which is differentiated to enable children to understand the relevance and purpose of learning.
  • Provide an accessible learning environment which is tailored to the individual needs of all pupils.
  • To value and encourage the contribution of all children to the life of the school
  • Develop children’s independence and life skills
  • To closely monitor and track those children with education, health and care plans (EHC Plans) and those categorised as needing Special Educational Needs Support (SENS).
  • Provide good quality and relevant training for all staff members supporting children with SEND.
  • Work in partnership with parents and carers.
  • Work closely with external agencies and other professionals to hone and develop our provision for children with SEND.





At Rood End Primary School, pupils with SEND will:

  • Be included in all aspects of school life.  
  • Be provided with quality first teaching, differentiated to their needs.
  • Be respected and their contributions valued and acknowledged.

Every teacher is a teacher of SEND. As such, inclusion is a thread that runs through every area of the school enhanced by collaboration between senior leaders, teachers, support staff, external agencies, parents and most importantly, the child. All children on the SEND register will be on the class provision map where progress will be monitored in relation to individual targets. The SENCO will monitor data alongside class teachers to ensure progress is being across all areas of learning and with individual targets.


Pupils with SEND may have a range of support in place. This may include:

  • Specific 1:1 or small group intervention to support their Phonics, Maths or Literacy learning.
  • Differentiation through resources, support given, questioning and outcome
  • Have an individualised curriculum tailored to meet their needs
  • Taking part in social and emotional support interventions.
  • Having additional support from our Family Support Team.
  • Attending Nurture provision 
  • Receiving additional support with their speech, language and communication development.
  • Carrying out some of their learning in ‘The Hub” – a structured teaching area for children with complex speech, language and communication needs.
  • Working alongside external agencies.
  • Making adaptations to physical resources.
  • Following Sandwell Skills Ladders curriculum
  • Using The Engagement model to plan learning opportunities



As a result:

  • Children are happy to come to school
  • Children demonstrate high levels of engagement in learning activities
  • Children with SEND make good progress at Rood End from their starting points due to the use of resources and small group intervention which meets the needs of the pupils.
  • On leaving Rood End Primary School, children with SEND have developed good independence and life skills.




Rood End SENCO: Mrs S Billingham