St Anne's Catholic Primary School

achieving excellence in all our God given talents

Lowe Street, Birmingham, West Midlands, B12 0ER

0121 675 5037

SEND Information



At St. Anne’s Catholic School, we provide a broad and balanced curriculum for all pupils based on three principles:

  • Setting suitable learning challenges;
  • Responding to pupils’ diverse learning needs;
  • Overcoming potential barriers to learning.

Children have a learning difficulty if they:

  • Have a significantly greater difficulty in learning than the majority of children of the same age;
  • Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age. This may relate to impairments in communication and interaction, cognition and behavioral learning, emotional and social development, or sensory or physical needs.

For children who have a specific learning difficulty or a disability, our Special Educational Needs and Disabilities (SEND) policy outlines the educational support we provide – this is often referred to as our ‘SEND Offer’, detailed below. This provision is alongside the Birmingham Local Offer.


My name is Naomi Tighe and I am the SENCO I work with children, teachers, parents and agencies to ensure that our pupils needs are met.


Under the new Special Educational Needs and Disability Code of Practice (September 2014) our school is expected to provide SEN information with reference to:

  • Appropriate and Effective Teaching and Learning;
  • Open and Honest Communication;
  • A Partnership Approach.

Special educational needs and disabilities (SEND) can affect a child or young person’s ability to learn. They can affect

  • to for struggle to make friends
  • Writing, for they have dyslexia
  • Understand things
  • , for they have ADHD
  • Under the new Special Educational Needs and Disability Code of Practice (September 2014) our school is expected to provide SEN information with reference to:

    • Appropriate and Effective Teaching and Learning
    • Open and Honest Communication
    • A Partnership Approach

    Click on the questions at the end of this page  to find out more:


Who to talk to

If you think your child may have special educational needs, contact the SEN co-ordinator, or ‘SENCO’ in your child’s school or nursery.

Contact your local council if your child is not in a school or nursery.

Your local Information, Advice and Support (IAS) Service can give you advice about SEND.

Support your child can receive

Your child may be eligible for:

Birmingham Local Authority's Local Offer

Birmingham's Local Offer can be found on the Birmingham City Council website.



Please see posters below which include how you can be supported and contact details for Birmingham Educational Psychology Service  and for the Communication and Autism Team.

In our school we make provision for pupils who have any of the needs in the table below. We know that some pupils will have difficulties in more than one of these areas and we will always do our best to meet their needs. The support in this table acts as a guide but the things we do may vary and actual support will be based on the specific needs of each pupil.

All children in school have support within lessons through differentiation and quality first teaching strategies. This means that activities are planned according to the level the child or young person is working at. This can include a variety of adaptions including changes to the physical environment, changes to teaching styles as well as levels of adult support.

At Saint Anne's Catholic Primary we identify pupils where:

  • Progress is significantly slower than that of peers starting from same baseline.

  • Fails to match or better the child's previous rate of progress.

  • Fails to close the attainment gap between the child and peers.

  • Widens the attainment gap.

In school we use a variety of different ways to assess whether a child or young person has special educational needs. Some of these ways include:

  • Observations.

  • Assessments.

  • chool based test results/tracking and monitoring, eg. Language and Literacy continuum.

  • Information from parents and carers.

  • Information from the child or young person.

  • Specialised assessments carried out by members of the school's support services.

  • Information from previous schools or settings.

  • Results from end of key stage assessments.

  • Discussions with adults who work with the child or young person.

Once a child or young person is identified as having a special educational need, a graduated approach to support is taken. The child or young person's needs will first be assessed, then support will be planned, carried out and then reviewed. At the review any necessary changes will be made.

All children's progress, including those children or young people with special educational need, is tracked using the school's assessment tracking system. Pupils are assessed regularly using teacher marking, observations and questioning as well as more formal assessments such as curriculum tests and standardised test.

In Birmingham we also have access to the Birmingham Language and Literacy and Maths toolkits which support assessment when a child or young person is making small steps of progress. In addition for children or young people with special educational needs we also set individual targets that are reviews at least three times a year. This helps the school to monitor how well interventions are working.

The progress each child is making is discussed at pupil progress meetings with a member of the Senior Leadership team, the class teacher and the SENCo.