Special Educational Needs
Supporting All Learners at Monkspath School
At Monkspath School, we are proud to be an inclusive community that welcomes all children. We are committed to helping every pupil make strong progress — academically, socially, and emotionally.
As a mainstream school for children aged 2 to 11, we place great value on building positive relationships with all members of our school community. 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 reach their full potential.
We recognise that parents and carers have a unique understanding of their child’s needs. By working in partnership, we can share key information and ensure that each child is truly at the heart of everything we do.
Our SEND Support
We have a dedicated team of staff who provide additional support for children and families with SEND. Our Inclusion Team is led by our experienced SENDCo (Special Educational Needs and Disabilities Coordinator), Sally Watson.
The Local Offer and School Information Report
Under the Children and Families Act 2014, all Local Authorities must publish a ‘Local Offer’ — a guide to services and support available for children and young people with SEND aged 0–25. Schools are also required to publish their own School Information Report, outlining the support they provide.
You can find links to both Solihull’s Local Offer and our School Information Report below.
Below are some useful links that explain how Monkspath School supports children with Special Educational Needs and Disabilities:
SOLIHULL INFORMATION
Solihull Local Offer (website includes a wide range of information and support)
Your Voice Solihull Engagement Hub
MONKSPATH SCHOOL INFORMATION
Monkspath School Information Report
Overview of Inclusion at Monkspath School
Pastoral Support at Monkspath School
Our SEND Policy and SEND Information Report can be found on our Policies page
OTHER SUPPORT INFORMATION
NDCS (National Deaf Children’s Society)
Anna Freud National Centre for Children and Families (supporting children and families with mental health).
Children with Special Educational Needs at Monkspath School
At Monkspath School, we are a mainstream setting where the vast majority of pupils make at least expected progress and achieve Age-Related Expectations. However, we recognise that for some children, progress — whether academic, social, or emotional — may slow or stop. When this happens, we provide carefully targeted support. If progress remains limited, we may identify the child as having a Special Educational Need (SEN), and they will begin working towards specific, personalised targets with clearly identified provision in place.
We are proud to provide a welcoming and inclusive environment for neurodiverse children. We value the unique strengths and perspectives that neurodiverse learners bring to our school community. If you are a parent or carer of a neurodiverse child and are considering Monkspath School, we warmly invite you to get in touch — we are always happy to discuss how we can support your child’s transition and learning journey.
As part of our commitment to inclusive practice, Monkspath School is participating in the PINS (Partnerships for Inclusion of Neurodiversity in Schools) programme during the 2025–2026 academic year. This partnership helps us further develop our inclusive strategies and ensure that all children thrive.
What support is in place for children with SEND?
In line with the SEND Code of Practice, we believe that most children should be educated together in a mainstream setting. Our first level of support is always high-quality, adaptive teaching tailored to individual needs. For some children, additional support is required. Our graduated approach includes the following stages:
Early Monitoring (Record of Concern)
If a teacher or parent has concerns about a child’s progress, they can speak with a member of the Inclusion Team. The Inclusion Leader or another team member will observe the child, offer advice, and monitor progress over time. If concerns persist, the child may be added to the Register of Need at Band 0+, and further interventions will be introduced. These are shared with parents by the class teacher.
Band 0+ – Additional Support Within School
At this stage, the child has received targeted interventions that go beyond the usual classroom differentiation. The class teacher, with guidance from the Inclusion Leader, provides additional support. A formal diagnosis may be present, but external agency involvement is not required. Progress is monitored by the Assistant SENDCo and Inclusion Leader.
Band 1 – Targeted Support with External Involvement
If a child continues to make limited progress despite Band 0+ support, they may move to Band 1. This includes regular interventions and involvement from external professionals. Children at this level may have emotional, behavioural, sensory, physical, or communication needs that significantly impact their learning.
A Needs-Based Plan, Inclusion Plan, or Management Plan is created collaboratively by the Inclusion Leader and class teacher. These plans are reviewed twice a year with parents, staff, external professionals, and where possible, the child. If the child does not attend the review, their views are still gathered and included.
Band 2 – Specialist Support
A small number of children may require highly individualised support. In these cases, we may apply for an Education, Health and Care Plan (EHCP). This is always discussed in full partnership with parents or carers.
How is the Curriculum Adapted for Children with SEND?
We aim to provide a rich, inclusive curriculum that enables all pupils to succeed. High-quality planning and teaching take place in every classroom, with lessons adapted to meet a range of learning needs. This may include:
- Flexible grouping
- Adjusted teaching styles or pace
- Alternative ways of recording work
- Use of different materials or resources
- Additional adult support
- Changes to the learning environment
Subject leaders also suggest reasonable adjustments specific to their curriculum areas. Where appropriate, we work with specialist agencies to provide further support — always with parental consent.
How are Special Educational Needs identified and Progress Measured?
All children are regularly assessed by their class teachers. If a child’s progress slows or differs significantly from expectations, we investigate further through:
- Observations
- Assessments
- Discussions with parents and other key adults
We always inform parents if we have concerns and involve them at every stage. We may recommend checking eyesight or hearing to rule out underlying causes.
We follow a continuous Assess–Plan–Do–Review cycle for all pupils, including those with SEND. This helps us monitor progress, plan effective support, and evaluate its impact. The SENDCo also tracks SEND pupil progress at key points throughout the year.
How do we Support Transitions?
Transitions can be a challenging time for any child, especially those with SEND. We support transitions in the following ways:
- 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 teacher during the final week of the summer term to ease anxiety.
- For Year 6 pupils, we liaise closely with secondary schools and arrange transition visits.
- Relevant information is passed on to ensure continuity of support.
Working in Partnership
If you have any concerns about your child’s needs — or if you’re considering Monkspath School for your child — please don’t hesitate to get in touch. We’re always happy to arrange a meeting to discuss how we can best support your child.