School Name: Birch Wood School
Policy owner: Phil Leaney
Review Date: September 2026
Next Review Date: September 2027

Contents

  1. What is the provision for students at Birch Wood School and how is it evaluated?
  2. Which categories of SEN does the school provide for?
  3. Which staff will support my child, and what training have they had?
  4. What are the school’s policies for the identification and assessment of students attending the school?
  5. What are the arrangements for assessing and reviewing the progress of students at Birch Wood School?
  6. How is progress communicated at Birch Wood School?
  7. How will I be involved in decisions made about my child’s education?  
  8. How will my child be involved in decisions made about their education?  
  9. What is Birch Wood School’s approach to teaching students with Special Educational Needs?
  10. How will equipment and facilities be provided to support students at Birch Wood?
  11. How does the Advisory Board involve others – including health, social services, local authority services and voluntary organisations, in meeting the needs of students at Birch Wood and in supporting their families?
  12. How will children be included in activities outside the school curriculum, including class trips?
  13. What support is in place for my child’s overall wellbeing?
  14. What support will be available for my child as they transition between classes or settings or in preparing for adulthood?
  15. What support is in place for looked-after and previously looked-after children with SEN?
  16. What are the arrangements made by the Advisory Board for dealing with complaints from parents/carers of students in relation to the provision made at Birch Wood?
  17. What support is available for me and my family?
  18. Glossary

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This information report explains how Birch Wood School implements its SEN Policy and how support for children and young people with SEND works across the school.

If you want to know more about our arrangements for SEND, read our SEN policy which you can find on our website.

If there are any terms we’ve used in this information report that you’re unsure of, you can look them up in the Glossary at the end of the report.

Birch Wood School’s SEN Information Report is reviewed and updated at least annually, and sooner whenever material changes occur, so that the published information remains accurate. This is a statutory publication requirement for academies and cannot be treated only as a standing item awaiting change. The report describes current provision across Grange Drive, Birch Wood Vale, Ashton House and Birch Wood Post-16 College.

Membership of Discovery Trust
Birch Wood School is an academy within Discovery Schools Academies Trust. The school retains its distinctive ethos and specialist provision while benefiting from collaboration with other Trust schools, shared professional development, central support and Trust-wide quality assurance. Statutory responsibility sits with the Discovery Trust Board, with local oversight and community engagement provided through Birch Wood’s Advisory Board under the Trust’s Scheme of Delegation. References in this report to school policies should be read alongside any applicable Trust-wide policies.

1. What is the provision for students at Birch Wood School and how is it evaluated?

Our provision is based on a strong vision that:

 An education at Birch Wood School ENABLES!

  • E– Empowering students for independent lives.
  • N– Nurture
  • A– Aspire and Achieve
  • B– Belonging
  • L– Love of learning grows
  • E– Engage and Interact
  • S– Safe and happy

We aim to:

  • Promote success by emphasising abilities, not disabilities.
  • Create a caring, stimulating, challenging environment, free from inhibiting pressures and restrictions, where students can grow in confidence and self-esteem.
  • Value the contribution of parents, governors, the community and other agencies by involving them whenever possible in the life and work of the school.
  • Provide joined up services under one roof.
  • Ensure that every pupil reaches their potential in all aspects of education.
  • Promote an atmosphere of openness, personal dignity and worth, tolerance and respect for others, regardless of disability, race, colour, creed, gender or age, promoting British values.
  • Encourage positive behaviour and attitudes.
  • Provide a broad, balanced, well-resourced curriculum.
  • Provide a wide range of relevant and motivating experiences.
  • Recognise achievements throughout the school, by the use of appropriate rewards.
  • Support the professional development of all staff.
  • Develop and work within clear policies and guidelines.
  • Encourage independence and involve students in making informed choices.
  • Equip students to use their leisure time effectively.
  • Integrate students with their peers and the local community including learning in a variety of situations and inclusion with mainstream schools.
  • To be committed to collaboration and partnership working to improve teaching and learning by working with colleagues in Leicestershire and beyond.

We have a strong commitment to:

  • Ensuring that e-safeguarding is paramount in keeping all members of the school community safe
  • Provide all staff with training and development opportunities to enable effective practice

Our key purpose is the construction, delivery and constant improvement of quality learning experiences appropriate to the needs of all our students.

Further details of all areas of our school curriculum and assessment processes can be seen on our website. School staff details are on the website, as are the school contact details.

Staffing levels are enhanced so that students are usually taught in small class sizes with a teacher and at least one senior teaching assistant (at Grange Drive) and an appropriate number of additional learning support assistants to meet the needs of the class group. Classes may also have a personal care assistant or midday supervisor, where appropriate.

The school receives advice from a range of health professionals in order to meet the needs of the students as assessed by the appropriate professionals. We also work closely with our health and social care colleagues to implement the SEN Code of Practice. 

As an academy within Discovery Trust, Birch Wood School evaluates its provision through the school development plan, ongoing self-evaluation and Trust quality-assurance arrangements. The Discovery Trust Board is ultimately accountable for the academy, with responsibilities delegated through the Trust’s Scheme of Delegation. Birch Wood’s Advisory Board provides local challenge, support and stakeholder insight, including oversight of SEND provision.

2. Which categories of SEN does the school provide for?

Birch Wood School is a special academy for children aged 4-19 years. Children will be provided with an appropriately paced and differentiated curriculum.

Across Birch Wood School, students have complex and significant needs in one or more of the four broad areas described in the SEND Code of Practice: cognition and learning; communication and interaction, including autism and speech, language and communication needs; sensory and/or physical needs; and social, emotional and mental health needs. Birch Wood School’s autism provision is integrated across the school and provides personalised support to help students reach their potential in a safe and nurturing environment.

More detail on our commitment to high-quality educational provision for all our children is detailed in our Quality of Education Handbook.

3. Which staff will support my child, and what training have they had?

Birch Wood School is highly committed to the ongoing development of staff. The Senior Leadership Team (SLT) track all staff development ensuring it is up to date and statutory duties are met.

All staff have clear job descriptions which detail the required qualifications for each post in school. All staff have a core training programme related to their work. Training is specifically related to the needs of children in our school and also as required by statutory guidance.

Other staff continue to gain a range of certificates to mark their commitment to courses such as Senior Teaching Assistant, Paediatric First Aid and Makaton.

We continue to commit to having qualified trainers in school for courses such as Makaton and Moving and Handling. We have a skilled team who work collaboratively to lead Behaviour and Safety. Safeguarding and PREVENT training are provided by our Designated Safeguarding Lead, and our SLT, all of whom are Deputy Designated Safeguarding Leads.

We always look for opportunities to bring highly regarded professionals in to the school and network with other special schools. Birch Wood School works closely with the 6 Leicestershire special schools. The Executive Head Teacher meets half termly with the Leicestershire Special School Heads.

All of our teachers have undertaken specialist further professional development. This includes autism specific training, Makaton, AAC device training, Training in Hearing and Visual Impairments, and training in First Aid.

Our Learning Support Assistants have a range of expertise – including the areas of Physiotherapy, Sensory diet, Manual handling, Delegated Health Care tasks, Makaton, and Autism. This is not an exhaustive list and ongoing professional development is key to ensuring staff of all grades remain updated and skilled. Training is highly individualised and made specific to the child’s needs, particularly if a child has an additional need e.g. respiratory care or an alternative feeding method.

Our staff undertake a range of leadership and specialist professional qualifications, including National Professional Qualifications. We are committed to developing staff at all levels so that leadership, teaching and support remain responsive to the needs of our students.

4. What are the school’s policies for the identification and assessment of students attending the school?

All students attending Birch Wood School will have an EHC Plan. There may be agreement with a Local Authority that a young person is placed pending the outcome of an assessment for an EHC Plan. Further information can be found within ourAdmissions Policy, which can be found on the school website.

5. What are the arrangements for assessing and reviewing the progress of students at Birch Wood School?

Every young person with an EHC plan has an annual review at which progress towards their outcomes is considered and appropriate new outcomes are agreed, taking account of their education, health and social care needs. Birch Wood School has four curriculum pathways designed to meet the needs of a wide range of learners and support the school’s ambition without limits. Progress within each pathway is assessed rigorously and communicated regularly to parents and carers. Because provision is personalised, students may move between pathways when this better meets their needs. Mental health and wellbeing, community inclusion, and communication and interaction are embedded across all four pathways.

More specific information regarding our curriculum pathways can be found within our Quality of Education Handbook.

6. How is progress communicated at Birch Wood School?

There are parents’ evenings each term to hold a structured conversation to discuss targets for your child, progress within school and any general discussions that are needed between school and home. Progress is discussed at multiagency Annual Review meetings once a year. Home school communication takes place via email. An Annual Review report will detail progress each year, as well as a progress report.

7. How will I be involved in decisions made about my child’s education?

We recognise that you know your child best. We will work in partnership with you, keep you informed about the support your child receives and involve you in decisions about their education. Your views will help us understand your child’s needs, strengths and aspirations, and agree the approaches that are most likely to support their progress.

We also want to hear from you as much as possible so that we can build a better picture of how the SEN support we are providing is impacting your child outside of school. At Birch Wood School – parents are fully included in the process of working with their children/young adults.

This includes:

  • Initial visits to school
  • Introductory meetings
  • Communication via email for information exchanges and key messages
  • Parent/Carer and teacher meetings including update from professionals
  • Annual Review meeting and report
  • Coffee mornings
  • Parent representation on the Advisory Board
  • Parent involvement in changes in school through informal and formal consultations

8. How will my child be involved in decisions made about their education?

All children and young people in our school are treated with dignity and respect. There is full personalisation for the curriculum for each student so that they can access and experience success through-out their school life.

Birch Wood Vale has a Student Voice team, while views at Grange Drive are gathered through Talking Walls. These arrangements enable students to contribute to decisions about aspects of school life that affect them. Students also complete surveys during the year to share how they feel about their provision, helping the school to review and adapt its practice.

The assessment and annual review process of EHC Plans includes the choices and views of students and families, and where appropriate, the young person will be encouraged to attend their annual review.

The curriculum is adapted so that it is relevant and broad, helping children to become as functionally literate, numerate, communicative and independent as possible in an environment that promotes positive learning experiences.

9. What is Birch Wood School’s approach to teaching students with Special Educational Needs?

Our Accessibility Plan, available on the school website, explains how young people access Birch Wood School’s provision. Students follow a varied, purposeful curriculum that is personalised from the Early Years Foundation Stage to Post-16. The school’s four curriculum pathways reflect students’ needs as well as their knowledge and understanding. A Total Communication Environment supports every young person to develop their communication potential. Teachers and support staff undertake ongoing training and work closely with professional agencies so that their practice reflects current educational approaches.

We aim to help every young person become as independent as possible and prepare for life beyond school. Teachers are responsible for the progress and development of all pupils in their class, and high-quality teaching is the first step in responding to each child’s needs. Every student has access to a broad and balanced curriculum throughout their time at Birch Wood. Students work towards appropriate qualifications and accreditations and may also learn in partnership with mainstream settings. Where required, personalised timetables support highly individual needs. Teachers use assessment for learning to provide an appropriate level of challenge. Small class groups, appropriate staffing, individualised learning plans and personalised opportunities help students to make progress. Our Total Communication Environment enables young people to communicate using the strategies most appropriate to them. Families can arrange a school tour by contacting the school office or view the virtual tours below.

Birch Wood School virtual tours.

10. How will equipment and facilities be provided to support students at Birch Wood?

Grange Drive is a purpose built building and is fully accessible for wheelchair users being on one level. At Grange Drive, we have:

  • Sensory Integration room
  • Therapy rooms
  • Hydrotherapy Pool
  • Soft Play
  • Rebound Therapy
  • Cookery room

Birch Wood Vale School is a modern, well-resourced building on 2 floors with a wheelchair accessible lift. Birch Wood Vale School has also had outside development which includes an outdoor gym area, a sensory garden and a gardening area.

Ashton House is fully accessible and has enclosed play areas with gardening facilities. It has age-appropriate play equipment and playgrounds. It has small class sizes with low arousal classrooms, including individual study booths.

Where appropriate, students can access the facilities from each site.

Our SEN policy details the wide range of provision for our children including the range of equipment and facilities for children with different needs. This policy can be found on our website and is reviewed annually.

All parents and families are welcome to visit the school prior to their child or young person attending the school by liaising with our Family School Link Worker..

11. How does the Advisory Board involve others – including health, social services, local authority services and voluntary organisations, in meeting the needs of students at Birch Wood and in supporting their families?

The Discovery Trust Board and Birch Wood Advisory Board are aware of the wide range of staff working together within the school to support the children, young people and their families. Some staff are employed directly by the school, others have different lines of management as can be seen below. There is a consistent monitoring of practice to ensure that children and family’s needs are met through meetings and reports.

Classroom staff are employed directly by the school. This includes teachers, senior teaching assistants, learning support assistants and personal care assistants. Administrative staff are also school employees. The school employs its own Health and Wellbeing Officers and Family School Link Worker

Other professionals work for a range of agencies – some are based within the school, others have office bases elsewhere and work in school on particular days or as necessary. Speech and Language Therapists, Occupational Therapists, CAMHS LD team and Physiotherapists are employees of Leicestershire Community Health Trust. All these professionals work within school training staff, advising staff, working with children and young people who are on their caseload.

We work closely with external professionals and experts, where appropriate, to support your child. This may include working closely with GPs or paediatricians, Social services and other LA-provided support services. Transport to school is organised by the Local Authority, not by the school. Transport staff are employed by the transport companies. If families have a query relating to these areas it is best to contact the professionals directly. This ensures that any message/queries/concerns from families are dealt with in the most efficient way.

12. How will children be included in activities outside the school curriculum including class trips?

At Birch Wood School every child will have the opportunity to access trips and visits. Provision is again highly differentiated and if for example an activity is not deemed appropriate an alternative activity will be organised. Birch Wood School takes great pride in its educational trips and visits offer, including residential activities and each child will be provided with an opportunity to attend a residential visit during their time at Birch Wood School.

We plan activities so that every child can participate in a safe and meaningful way. Where an activity is not appropriate for an individual child, we will work with the child and their family to identify suitable adjustments or an appropriate alternative.

13. What support is there for my child’s overall well-being?

We have a robust Safeguarding policy and protocol in place. Pupil’s health and well-being is paramount. Intimate care is conducted discreetly and with dignity; fostering independence whenever possible. Birch Wood School will provide close communication with parents and carers to monitor student’s overall wellbeing and provide additional support. Within classrooms, students will have opportunities to share their wellbeing and emotions, leading to skilled staff supporting the young person. Students are also able to share their overall wellbeing via our student surveys.

We work closely with medical practitioners if your child has a health need and will discuss with you a Health Care Plan and administration of prescribed medication. We also work closely with the Children’s Services Disabilities Team.

Within school we have staff trained in Emotional Literacy Support, Music Therapy and we have Health and Wellbeing Officers who will provide additional support and intervention. Birch Wood School is supported by an Educational Psychologist, Speech and Language Therapist and an Occupational Therapist who liaise with the Senior Leadership Team and teachers to best support our young people.

We also work closely with Children & Adolescent Mental Health Service (CAMHS) if a child needs that level of support.

14. What support will be available for my child as they transition between classes or settings or in preparing for adulthood?

All transitions are well planned for throughout school as students move from class to class and phase to phase. Parents/carers always have the opportunity to meet the new teacher and class staff.

Students are supported to plan for their transition from school to adult life. We work with each student to help them pursue their ambitions in areas such as further or higher education, employment, independent living and participation in the community. School staff work with relevant careers and transition services to help students and their families understand the options available after leaving Birch Wood.

We continue to have strong links with local provisions including the Homefield College, Brooksby Melton College and Sense College. Opportunities to visit the college campus are available for parents and students from Key Stage 4 onwards at Birch Wood.

15. What support is in place for looked-after and previously looked-after children with SEN?

Birch Wood School’s Designated Teacher, Lauren Carroll, will work with teachers to make sure that they understand how a looked-after or previously looked-after child’s circumstances and their SEN may interact, and what the implications are for teaching and learning.

Children who are looked-after or previously looked-after will be supported much in the same way as any other child who has SEND. However, looked-after pupils will also have a personal education plan (PEP). We will make sure that the PEP and any SEN support plans or EHC plans are consistent and complement one another. 

16. What are the arrangements made by the Advisory Board for dealing with complaints from parents/carers of students in relation to the provision made at Birch Wood?

The process for all complaints is set out in our Complaints Policy, which can be found on the school website.

17. What support is available for me and my family?

If you have questions about SEND, or are struggling to cope, please get in touch to let us know. We want to support you, your child and your family.

There is further detail on our website on our own school offer and this links to the Local Offer for children with Special Educational Needs and Disabilities and their families, which is found on the local authority website:

Leicestershire Local Offer

Our local special educational needs and disabilities information advice and support services (SENDIASS) organisations are found here:

Leicestershire SENDIASS

National charities that offer information and support to families of children with SEND are:

  1. IPSEA
  2. SEND family support
  3. Family Action
  4. Special Needs Jungle

18. Glossary

The glossary below explains key terms used throughout this report.

  1. Access arrangements – special arrangements to allow pupils with SEND to access assessments or exams
  2. Annual review – an annual meeting to review the provision in a pupil’s EHC plan
  3. Area of need – the 4 areas of need describe different types of needs a pupil with SEND can have. The 4 areas are communication and interaction; cognition and learning; physical and/or sensory; and social, emotional and mental health needs.
  4. CAMHS – child and adolescent mental health services
  5. EHC plan – an education, health and care plan is a legally-binding document that sets out a child’s needs and the provision that will be put in place to meet their needs.
  6. Local offer – information provided by the local authority which explains what services and support are on offer for pupils with SEN in the local area
  7. Outcome – target for improvement for pupils with SEND. These targets don’t necessarily have to be related to academic attainment 
  8. SEN – special educational needs
  9. SEND – special educational needs and disabilities
  10. SEND Code of Practice – the statutory guidance that schools must follow to support children with SEND
  11. SEN information report – a report that schools must publish on their website, that explains how the school supports pupils with SEN
  12. SEN support – special educational provision which meets the needs of pupils with SEN
  13. Transition – when a pupil moves between years, phases, schools or institutions or life stages