Information leaflets for parents and carers

The Parent Partnership produces information leaflets to increase parental knowledge and understanding around special education needs.

What is the Parent Partnership Service?

The Parent Partnership Service is a statutory, confidential service for parents and carers of children and young people in Wolverhampton with additional needs. We promote positive partnerships between parents, schools, the Local Authority and other services.

What does the Parent Partnership Service do?

Through our service, parents and carers can access impartial information, advice and support about all aspects of their child’s additional needs. We help parents and carers to feel more confident in taking an active role in the discussion and planning of how their child’s individual needs are met.

We have a responsibility to ensure that parent’s views are heard and understood in the planning and shaping of services. We encourage parental involvement in the development of local services for families of children and young people with additional needs.

We offer parents and carers access to…

· A telephone helpline and a listening ear!

· An individual ‘casework service’. This may include support via our helpline, home visits, meetings at our offices, support to prepare for and attend school meetings and help to understand and complete paperwork.

· Information about how schools and the Local authority support children with additional needs.

· A range of information leaflets.

· Local and national sources of information and advice on a range of issues relevant to special educational needs and disability.

· Events and learning opportunities.

· A termly newsletter.

· Opportunities to meet other parents and carers.

A friendly and flexible service!

We also offer…

In addition to our support to parents and carers of children with additional needs, the service offers two additional areas of support.

Exclusion Support

This service is available to parents and carers whose child has been excluded from school or is at risk of school exclusion. Through our exclusion helpline, parents can access impartial information, advice and support.

The School Choice Advice Service

This is a service for ANY parent or carer whose child is moving from primary to secondary school. The School Choice Adviser is available to provide impartial information about all aspects of the secondary admissions process and can offer support and advice along the way.

Why might parents and carers contact us?

· Does your child have a special educational need, disability or any other additional need?

· Are you worried about your child’s progress in school?

· Do you want to know what help is available to support your child?

· Do you feel that your concerns are not being heard and understood?

· Is your child at risk of exclusion or have they been excluded from school?

· Do you want advice about your child transferring to secondary school?

Working with Professionals

The Parent Partnership Service works closely with schools, the Local Authority, the Primary Care Trust, voluntary organisations and other services to promote positive relationships with parents and carers of children with additional needs. If you would like to find out more about our work in this area, please contact us.

Referrals

The Parent Partnership Service operates a self referral process for parents and carers. We only accept referrals from professionals with parental consent.

Register with us

Parents and carers can register with our service to receive a copy of our termly newsletter and details of events and activities that may be of interest. If you would like to be added to our confidential mailing list, please contact us.

To download this leaflet, click on the PDF link below.

Worried about your child’s literacy?

Some concerns you may have:

· Seems to be falling behind classmates.

· Has difficulty in learning words sent home to be learnt.

· Has had the same book for a long time.

· Does not want to read at home so may ‘forget’ to bring book.

· Cannot ‘sound out’ words.

· Unable to read weekly spelling list.

· Consistently low marks in spelling tests in spite of efforts to learn words.

· Spelling still a problem despite good marks in tests.

Have you checked if your child’s teacher has similar concerns?

Do you know what action is being taken in school?

Helping your child at home

If you want to help your child at home, think carefully about how you might do it.

· Pick a time when neither of you wishes to watch a TV programme.

· Do not worry if you cannot help ever evening. Other activities, e.g. cubs, swimming, can be just as beneficial.

· Keep sessions short.

· Switch off the TV or move to another room.

· Tell you child that s/he is doing well.

· Do not carry on if you or your child feels cross or irritated.

· Always end a session on a happy note.

“What can I do to help my child become interested in reading?”

· Read to your child. Start with simple repetitive stories. As your child gets older read books that other children in the class are enjoying.

· Vary the type of material you read – include interesting newspaper articles (the sports pages), poems, posters, adverts, comics, shopping lists etc.

· Buy or borrow stories on tape. Play them in the car where you have a captive audience!

· Say, sing and read poems, songs and rhymes together.

· Involve children in real reading activities such as reading directions or recipes, finding out the times of television programmes etc.

“How do I listen to my child read?”

· Talk with your child about the book s/he is reading. What is it about? Do they like it? What has happened so far? What does s/he think will happen next?

· With younger and less able readers, talk about the pictures. Pictures help children to understand the words.

· With older and more able readers, discuss the characters and the words and phrases used by the author.

· When a child does not know a word, ask him or her to try it and then tell the child what it is. Only get involved in ‘sounding out’ if the teacher has told you that your child is ready for this. - Never expect your child to ‘sound out’ words which are more than three letters long.

· If a child misreads a word, stop him or her and say the correct word – however if it is a word which makes no difference to the meaning (for example ‘home’ instead of ‘house’ or ‘lady’ instead of woman’), it is usually best to ignore it.

· Use lots of praise and encouragement, and avoid criticism. It is important that your child becomes more confident with reading.

If your child is unable to read one word or more in every sentence take over the reading and advise the teacher the book was too difficult.

“What should I do with the words my child brings home?”

Concentrate on up to 5 words at a time.

· Read the words to your child so that s/he knows which words need to be learnt.

· Ask your child to ‘test’ you on the words.

· Whenever possible make a sentence with the words.

· Before you ask your child what the words say, play ‘Show Me’ i.e. say “show me the word that says…….”

· Make an extra set of words and use them to play matching games e.g. Bingo, Pairs.

· Look out for the words your child is learning on posters, adverts etc.

Helping your child with spelling

· Check that your child has copied down the spellings correctly.

· Check that your child can read the words.

· If spellings have the same letter pattern, e.g. night, fight, tight, light, point this out to your child.

· Encourage your child to practise writing the words.

· Give your child the opportunity to write the words in a number of different ways, e.g. gel pens, felt pens, chalk, paint, crayons.

· This is one method to help your child learn the spellings:-

a) Write the word clearly on card.

b) Show the word to your child and ask him/her to read it.

c) Hide the word and ask your child to write it.

d) Check the word together.

e) Praise your child for any correct parts of the word. Work together on any ‘tricky’ bits.

f) Repeat the process if necessary.

· Memory strategies can be useful for irregular words:-

· e.g. said = save animals in danger

· island = an island is land

· Some children like to invent their own.

· Show your child how to break words up into parts, e.g. Sun/day.

· Encourage your child to say the word as s/he writes it.

· If your child is a good reader, ask for advice about a suitable electronic spell checker.

“Could my child be dyslexic?”

When a child fails to gain literacy skills at the same rate as the rest of the class, you may suspect that he or she could be dyslexic. However, there are many other signs that would be evident. In addition to pronounced literacy difficulties, a dyslexic child may:

Appear bright and able but have difficulty in getting their thoughts down on paper.
Be able to do one thing at a time very well but cannot remember an entire list.
Be clumsy.
Have a poor sense of direction and confuse left and right.
Have difficulty tying shoelaces and dressing.
Find it hard to remember arithmetic tables, the alphabet or classroom instructions.
Confuse places, times and dates.
Need to have instructions repeated.
Get ‘tied-up’ saying long words, such as ‘preliminary’ or ‘philosophical’.
Suffer poor confidence and low self-esteem.
Forget which books to bring to class.
Have difficulty organising life around a timetable.
Have problems trying to write down notes at speed and completing notes on time.
Have obvious good or bad days, with no apparent reason.

If you are concerned that your child is showing some of these signs please raise the matter with your school’s SENCo (Special Educational Needs Co-ordinator) who will be able to bring it to the attention of the Local Authorities specialist teachers.

To download this leaflet, click on the PDF link below.

Annual Reviews and Transition Planning

What is an Annual Review?

When your child has a Statement of Special Educational Needs, the statement has to be reviewed at least once a year. This process is known as the Annual Review and it will be organised by the headteacher of your child’s school. The purpose of the annual review is to assess whether the statement still meets your child’s needs or whether it needs changing in relation to your child’s progress.

How are parents involved in this process?

Your views are very important and your involvement in the Annual Review process is crucial. It is your opportunity to share your views about your child’s progress over the last year and if the support provided is helping them to progress. The Special Educational Needs Co-ordinator (SENCo) will contact you a couple of weeks before the meeting to invite you to attend the annual review and ask you to forward any comments or information you would like to make about the progress of your child. The information you provide will be discussed alongside reports provided by others involved with your child. The school should circulate this information to you prior to the meeting so that you can prepare yourself for the meeting including questions you may wish to ask.

Who else will be involved in the Annual Review?

The headteacher will ensure that everyone involved in the planning and delivery of your child’s support will be invited to the annual review. This will include your child’s class teacher or form tutor, the SENCo and a range of other people including, an officer from the Local Authority (LA), an educational psychologist, a learning support teacher, a social inclusion pupil support worker, a learning support assistant and possibly an occupational therapist and/or a speech therapist. Everyone involved with your child will have provided a report on how your child is progressing for discussion at the meeting.

Will my son/daughter attend their Annual Review?

They will be invited to attend but they have the option as to whether they wish to attend or not. If they do not wish to attend, talk to them about how they feel they are getting along at school. You can then express their views at the meeting.

What will be discussed at the Annual Review?

The Annual Review will focus on what progress your child has made, including your child’s achievements throughout the last year and any difficulties that need to be resolved. This enables everyone involved to evaluate the effectiveness of the support in place and decide if the statement is appropriate or if any amendments are necessary. The review will assess your child’s progress against the aims of the statement and the targets set out in their individual action plan. It will also consider the effectiveness of any special provision made for your child, including special equipment and resources. As parents you will be fully involved in these discussions. The reports previously prepared and shared with you will be discussed, giving you the opportunity to ask questions and make comments.

What are the likely outcomes of the Annual Review?

The most common outcome of a review will be that the statement is still appropriate but it may be necessary for some changes to be made to your child’s Individual Action Plan, such as setting new targets for the forthcoming year. If amendments to the statement are agreed, the LA will amend the statement, a copy of which will be circulated to you, the school and any other agency involved in the delivery of the support detailed in the statement.

In some cases, the LA may decide that the aims of the statement have been achieved and they should cease to maintain the statement. This would only happen if a child no longer requires the additional support that the statement provides. In such instances the school would continue to provide support through School Action Plus.

Annual Reviews that plan for your child’s future needs beyond school

The Transition Review

The annual review in Year 9 is particularly important and is known as the Transition Review. At this annual review of the statement, a plan is drawn up which sets out the steps needed for your son/daughter to move from school into adult life.

Again your involvement in this meeting is very important and your son/daughter would be encouraged to attend to express their views about what they would like to do once they leave school. The transition process will centre on their views and wishes for their future and ensure any additional needs they have are understood and incorporated in the planning process. This will ensure that their progression from school to adult life is smooth and seamless.

If they do not wish to attend, talk to your son/daughter to find out their views so that you are aware of their wishes and what they may have already discussed during their interview with the Connexions Personal Advisor. Encourage them to attend; highlighting it is their opportunity to express their views and wishes about their future to people involved in helping to make it happen. Even if your youngster has communication difficulties, they may be able to express their interest, likes and dislikes by using pictures or photographs. A member of the school staff working with your child will be able to help them express their views by using whatever means of communication they would normally use at school.

Who should be invited to the Transition Review?

The headteacher must invite all the agencies that may be required to support your youngster as they move through their secondary years at school and beyond into adult provision and services, including a Connexions Personal Adviser who must attend. The connexions Personal Advisor will probably already have met with your son/daughter to discuss their future beyond school prior to the meeting. The transition review will also assess whether your youngster has needs that require assessment in line with current Disability Legislation. Following this review, the headteacher must ensure a Transition Plan is drawn up. This would be done in consultation with the Connexions Service.

What is a Transition Plan?

A Transition Plan will bring together information from a range of different people both from within school and other agencies, who with you and your child, will discuss your child’s future needs and prepare them for their move into adult life. The Connexions Service is responsible for overseeing the delivery of the Transition Plan. For further information on the transition planning process please contact the Parent Partnership Service and request a copy of the ‘Beyond School’ booklet.

Reviewing the Transition Plan

Subsequent annual reviews of the statement will include reviewing the transition plan. You will be invited to each annual review to be part of this important ongoing process, as will your son/daughter. As they get older and more confident, their input may increase and influence the planning process even more, enabling them to make changes and new choices along the way. Each year the transition plan will be updated, reflecting any changes in the wishes and direction that your son/daughter may consider during the course of their final years at school.

What about when my child leaves school?

Depending on the school your son/daughter attends, they may leave school at 16 or remain until they are 19. Once they leave school, the LA will cease to maintain their statement of special educational needs. Whatever they have chosen to do once they leave school, the annual review in their final year at school year has additional significance. The Connexions Personal Advisor must attend the review in their final year at school to make sure the transition plan is updated and ensure that an assessment of the young persons needs on leaving school is completed and relevant provision identified. However, the support provided may depend on their special educational needs and/or disability and their chosen path. Their Connexions Personal Advisor will remain involved as and when your son/daughter requires their guidance to help them reach their full potential. As parents you will continue to support your youngster as they develop their independence skills.

Who can help you understand and be involved in this process?

If you need information and advice about the Annual Review and Transition Planning processes please contact Wolverhampton Parent Partnership Service (01902) 556945

To download this leaflet, click on the PDF link below.

Beyond School

Does your Child have a Statement of Special Educational Needs?

Are they between the ages 13 to 19?

Do you understand how your child will be helped to plan for their future?

Would you like to learn how to support your child through this process?

Leaving school and moving into adult life is a time of significant change for all young people and their parents. For young people with special educational needs and/or a disability these changes may include many aspects of a young person’s life and involve a range of choices in which they and their parents have a key role to help the young person lead a fulfilling life.

This can be an anxious time for parents who need to be informed of services and the range of choices to be considered for their children. Parents need reassurance that their child’s needs will continue to be met through a range of adult services.

If your child has a Statement, effective planning for their future will begin when they are in Year 9 (when they are 13 years of age). This process is called Transition Planning.

Why does Transition Planning start so early (Year 9)?

Forward planning is essential. Like every other student, your son/daughter will be making choices that ultimately impact on what they do once they leave school. This planning process is ongoing and any decision made will be reviewed and changed as your child moves through school to ensure their wishes and aspirations are taken into account.

When will the Transition Planning be discussed?

What is a Transition Plan?

What will the Transition Planning process consider?

The process will set out the arrangements for your child from the age of 13 to 19 years making explicit plans to include the following:

· Education after the age of 16 (further education including residential college).

· Independent living (benefits, accommodation, housing).

· Health and care support (respite care).

· Recreation and leisure.

· Training and employment.

Who will co-ordinate the Transition Planning process?

The school Special Educational Needs Co-ordinator will organise the Annual Review meeting but the headteacher is responsible for ensuring that the Transition Plan is produced. The Connexions Service is responsible for overseeing the delivery of the Plan and the Connexions Personal Advisor is required to attend the Year 9 Annual Review and encouraged to attend subsequent Annual Reviews.

How will my child be involved?

The involvement of your son or daughter is vital in the Transition Planning process. Being part of these discussions will develop their confidence and ability to contribute to all decisions, where possible, which impact on their future.

They may need to discuss a range of issues, such as:

· Making friends and having a social life.

· Meeting partners and having relationships.

· Where they will live.

· Who will look after them?

· Personal care.

· Money matters.

· Holidays.

· Developing their interests.

They will be encouraged to discuss any interests, hobbies and achievements so that future planning can, where possible, influence options of activities or courses considered.

Why should I be involved in Transition Planning?

You have a vital role in your son/daughter’s life .having unique knowledge, experience and understanding of their needs and development. You will be familiar with all existing services involved and be able to support them in this important stage of their life, encouraging and enabling their progression into adult life.

Any contribution you make in the transition plan should be valued. It is of the utmost importance that you are encouraged to express your wishes, views and perspectives in relation to this planning process.

What should I do to help this process?

When your son/daughter is coming towards the end of Year 8 or at the beginning of Year 9, if you have not been informed by the school about the transition process, you could ask them who your son/daughter’s Connexions advisor will be, and get in touch with them. A meeting before the Year 9 Review will help you and your son/daughter understand what is involved.

If your son/daughter is not used to expressing views or has communication problems, it might help to make a picture presentation, using photographs, drawings, computer graphics etc, to show their interests, family and friends, abilities and strengths, wishes for the future etc., so that they can show this at the Annual Review. Check with the school what they are doing in this respect as well. If your son/daughter has something to show at the Annual Review, it will increase their confidence and help them begin to think about the future.

Who can help you understand and be involved in the Transition Planning?

The Parent Partnership Service can help you by providing information and advice to support you through the Transition process. They will ensure you have access to other sources of support and advice to help you be involved throughout this process.

To download this leaflet, click on the PDF link below.

Considering Schools

This leaflet is intended to provide helpful guidance to parents going through the school admission process for their child.

Parents know their children better than anyone and therefore usually have an idea of what environment will suit their child.

When considering schools parents find it helpful to find out as much as they can about each school. They need to know that their preferences have been based on a sound understanding of what each school can offer their child or children.

It is hoped that the suggestions outlined in this leaflet will help parents through this important process in their children’s education.

For the purpose of this booklet ‘parents’ should be taken to include all those with parental responsibility.

WHERE TO START

In the majority of instances children will attend their local school, despite the fact that the Local Authority does not operate a catchment area system of admissions. Parents have the right to express a preference for more than one school.

As a guideline parents may find it useful to consider the following points when deciding which school will be best for their child.

· Make an appointment to meet the headteacher. Visit the school during the normal school day to get a feel for the school. Observe how the teachers work with the children.

· Talk to people you know whose children attend the school to try and build an impression of the school and consider whether it may be suitable for your child.

· Find out what schools other children your child knows will be attending. Friendships are an important part of ensuring a happy start to school, no matter what age the child is (this has no bearing on appeal cases).

No matter what stage of your child’s education, starting or transferring school can be a process that causes concern for parents.

Some of the things parents want to know include:

· How do we know what the school provides?

· How do we know if our child will settle and make new friends?

· How do the school work with parents; what are the home-school links like?

· Is parental involvement welcomed? Are parents encouraged to be part of their child’s education?

As parents, you know your children and you know what makes them happy. When children are encouraged and nurtured they are able to achieve their full potential and develop positive self-esteem. All children have the right to a full range of learning opportunities.

VISITING SCHOOLS

You know your child and what type of environment will suit them. A visit to the school will help you work out the things you need to know about the school. Parents can make an appointment to visit a school and ask to meet the headteacher. All secondary schools hold open days or evenings when prospective parents and children can visit the school. Primary schools tend to arrange such events after the allocation process has taken place.

These are some points you may find useful to know about any prospective schools: -

· How many pupils attend the school?

· How many classes in each year? (Some larger schools may have more than one year group)

· What are the class sizes? (How many children in each class).

· Check out the school’s resources and the children’s work.

· Ask for a copy of the most recent Governors’ report to parents.

· Try to find out what the school’s most recent OFSTED report says about the school. A summary is all parents need to access. (These will be available at local libraries)

All schools produce a prospectus providing details of every aspect of the school.

WHAT IF YOUR CHILD HAS SPECIAL EDUCATIONAL NEEDS

When a child has special educational needs, school preference needs to be given even more careful consideration.

It is important that parents are encouraged to work in partnership with the school. When considering a school, discuss your child’s difficulties and/or disabilities with the school special educational needs co-ordinator who is the person responsible for co-ordinating how the school support children with special educational needs.

If your child has special educational needs you may like to request the following information from the school: -

· Ask to see the school’s SEN Policy (this outlines how the school works to support children with special educational needs)

· Ask how the school supports children with similar difficulties to your own child, i.e. do they provide small group work for those children, differentiated work.

· Try to ascertain from the school’s response to your enquiries if you feel the school has a caring, positive approach to meeting children’s individual needs.

Where a child is going through Statutory Assessment of their special educational needs, parents may be looking at specific schools that offer the type of provision relevant to their child’s individual needs. In such instances the LA would advise parents through this process. For more detailed information on Wolverhampton schools providing special provision, contact the Parent Partnership Service.

TRANSFERRING BETWEEN SCHOOLS

Prior to starting or transferring school between the various Key Stages, the Local Authority will provide the parents with a preference form for completion.

Some important points to note are: -

Changing Schools

When transferring between schools, no matter what the reason, parents will need to establish which schools have places available. Once parents have established which schools they consider suitable for their child/ren, they should then express their preferences for consideration by the admitting authority. At year of normal entry, parents should obtain details of school place availability from School Admissions at the Civic Centre, Tel: (01902) 554224, 554156 and 554176.

What if the school does not have a place for your child?

Sometimes it may be that the school you would like your child to attend does not have a place available. This can be very distressing for parents but unfortunately schools are not permitted to exceed their admission limit. Such levels are determined to ensure standards and quality of education provision is satisfactorily maintained. Parents wishing to appeal against the lack of a place for their child at the school of their preference should write to School Admissions.

Moving from Nursery to Primary School

A nursery place within a school does not guarantee the child a place in the same school at the age of five. Parents will need to apply through the normal process by expressing preferences for schools. This process is also necessary when a child moves from infant to junior education. At the appropriate time parents will be issued with a form to complete. Those children attending a primary school from 5 years old have the right to continue at the school through to Year Six (Age 11 years).

Moving onto Secondary Education

When children are in Year Six, parents will need to complete a preference form for transition to secondary school. At the secondary school ‘Open Evenings’, children and parents have the opportunity to go along to the school where they will have the opportunity to meet staff and learn more about what the school offers pupils. Yet again it is vital for parents to use every opportunity offered to discover what is available for their child.

If a child is unsuccessful in obtaining a place at any of their preferred secondary schools, there is a process available to parents. Parents will be advised of this process if and when it is necessary. Details can also be found in the Local Authority’s booklets that are issued with the preference forms.

OTHER FACTORS TO CONSIDER

How your child will travel to school?

· Is the school within walking distance or do you have your own means of transport to get your child to and from school.

· Travelling to school is a parent’s responsibility.

However, if your child has a Statement of Special Educational Needs or a disability/medical condition, they may be entitled to transport provided by the LA (Up to age 8 – 2 miles and over, age 8 and over – 3 miles and over) or a free bus pass.

Does the school offer extra curricular activities?

Schools organise a variety of school based clubs, including after school clubs. Some examples of what might be available include:

· Playing musical instruments

· Joining the school choir/orchestra

· Sporting activities

· Breakfast clubs

· Homework clubs

· Holiday playschemes

· Computer clubs

Make enquires when you contact or visit the school.

How does the school cater for talented/gifted children?

Parents need reassurance that their children will be helped to achieve their full potential. In the case of a particularly capable child this may mean differentiated work. A bored child can often lead to an unhappy child.

YOUR RIGHTS

Your child has the right to a school place while he or she is between the ages of five and sixteen.

You have the right to express a preference of schools you would like your child to go to, whether the school is inside or outside the area you live in.

If you are not offered a place for your child at the schools you have expressed a preference for, you have the right to appeal to an independent panel.

IMPORTANT POINTS TO REMEMBER

You should never assume that your child will get a place at a school without you having to do anything. You have to apply to a school. Even if your child is at a nursery linked to an infant school, or an infant school linked to a junior school, you still need to make an application to move them on to the next stage.

As a parent it is your responsibility to ensure the appropriate forms are completed and returned within the stated timescales.

The LA produces a booklet listing all the primary and secondary schools in your area and will tell you: -

· What pupils they admit

· Their admission arrangements

· How popular they are

· Where to get more information

Booklets are only relevant if they are obtained the year before the admission year.

SCHOOL ADMISSIONS

Wolverhampton City Council

Civic Centre, St Peter’s Square

Wolverhampton, WV1 1RL

Tel: (01902) 554224, 554156, 554176

To download this leaflet, click on the PDF link below.

Has your child been excluded from school?

Exclusion Helpline: 01902 555860

What is an Exclusion?

A child can be excluded from school if their behaviour has caused serious concerns.

An exclusion can be either fixed term or permanent depending on the severity of the incident.

Only the headteacher or senior member of staff acting in their absence, can exclude a pupil.

If your child has been excluded from school you may need advice on what happens next and how to help your child continue their education.

How will the school inform parents?

Usually a telephone call followed by confirmation letter, will explain:

· The reason for the exclusion.

· How long the exclusion will last.

· What your rights are in the process.

· What arrangements will be made to enable your child to continue their education, e.g. homework.

· Any meeting dates to discuss the exclusion.

· Who you can contact for information and advice.

What can parents do?

· Talk to your child about the incident that led to the exclusion.

· Discuss the exclusion with the headteacher.

· Work with the school and your child to resolve the difficulties.

· Submit a written statement expressing your views.

· Attend any meetings organised to discuss the exclusion

· Ensure your child completes homework provided by the school.

Who can help?

The Exclusion Helpline offers a confidential service providing individual support to parents of excluded children across the City.

They can help you by:

· Providing information and advice on the exclusion process.

· Informing you of your rights.

· Assisting you with written statements.

· Supporting you at school meetings including pre exclusion and disciplinary meetings.

· Suggest who else can help.

The exclusion notification letter you receive from the school will include information on who you can contact in the Local Authority to discuss your child’s exclusion.

The Exclusion Helpline is co-ordinated by Wolverhampton Parent Partnership Service who work closely with parents, schools, the Local authority and other agencies to help parents and carers support their children’s education.

It is important for parents/carers of excluded pupils to be aware of their rights.

To download this leaflet, click on the PDF link below.

HELPFUL INFORMATION PARENTS AND CARERS CAN PROVIDE SCHOOLS

Useful information parents should provide

The welfare of your child/children is an important part of the school’s role. In order for them to be fully informed they require the following details:

General Information

· Home address and telephone number (update the school with any changes).

· Details of who has parental responsibility including access arrangements and particularly who must not have access if this applies.

· Emergency contact details such as work or mobile telephone number.

· Details of who to contact if parents are not available.

· Information on any other adults who may have a care role with your child such as grandparents, childminders, neighbours and friends.

· Relationships to other members of the family such as brother(s), sister(s), step or foster family.

If your child is unable to attend school for any reason, i.e. Medical appointments, feeling unwell, family holidays etc it is important that you inform the school as soon as possible!

Health Information

· Details of any known medical condition your child has such as asthma, epilepsy, diabetes, allergies etc.

· Details of any medication your child may need to take during the school day (remember to update the school should any changes occur).

· Any concerns about your child’s general development.

· Anything that is upsetting or worrying your child at school.

Any other changes that may affect your child such as…

· Moving house.

· Birth of a brother or sister.

· Relationship difficulties in the home environment.

· Bereavement in the family or of a family pet.

· Anything that may make your child anxious, upset or even too excited to concentrate on school work.

How to contact the school

The school prospectus usually provides information on when and how to contact the school. However, the way in which you do this may depend on how urgent or personal the matter you wish to discuss is.

General Information:

Provided this is not urgent then something in writing will probably be the best way of communication.

· Urgent Information:

This is best given face to face or over the telephone.

Should you require information from the school or need to talk to a member of staff, you may have to leave a message for someone to get back to you, or make an appointment.

Other ways on contacting the school:

If you are able to use e-mail or fax, this can be a quick and easy way to communicate with the school.

Who do you contact?

The school prospectus should give you details of the best member of school staff to contact. This may be the Class teacher, Special Educational Needs Co-ordinator, Deputy or Headteacher.

General Guidelines:

· For Primary Schools this may be the Class teacher or Special Educational Needs Co-ordinator. For general information the office team may be able to help.

· For Secondary Schools the Form Tutor or Year Co-ordinator are normally the first point of contact, however the office team may be able to advise you further.

Some schools may operate a Home/School Diary or Record of Achievement Book to convey messages between parents and school staff. If you are unsure, just ask!

To download this leaflet, click on the PDF link below.

HOW SCHOOLS SUPPORT CHILDREN WITH SPECIAL EDUCATIONAL NEEDS.

Introduction

All children learn in different ways and at different rates. Many children will therefore need extra help at some time during their school life. In most cases schools will help children overcome any difficulties by providing work that is suitable for their level of ability. This is called differentiation.

However, a few children will have difficulties that require help in addition to this. These children are said to have Special Educational Needs (SEN) and could have difficulties with:

· Some or all of their work

· Reading or writing

· Number work

· Expressing themselves or understanding others

· Behaviour

· A hearing or visual impairment

· A physical or medical condition.

You may be concerned about your child’s progress in school. This leaflet is designed to inform you how schools and other services support children with special educational needs and how you can be involved in this process.

Remember, schools and early years settings have a statutory duty to ensure that the needs of children and young people with special educational needs are met.

Who can raise concerns about my child’s progress?

You, your child, school staff or other professionals can raise concerns about your child’s progress. If you are worried about how your child is getting on in school, it is important that you speak to your child’s class teacher or the Special Educational Needs Co-ordinator (SENCo) straight away. If the school has similar concerns, staff will discuss and plan with you what action needs to be taken.

What happens next?

The school will collect information about your child’s progress from all the staff who work with him or her. You will also be asked to give your views, as you are an important source of information and know your child better than anyone else. After discussing your child’s needs, it may be decided to place your child on school action. If your child is under five, this stage is called Early Years Action.

What is School Action/Early Years Action?

This simply means that work is being done within the school to help meet your child’s individual learning needs. This help will be additional to and different from what is generally given to children of the same age. Your child’s class teacher or the SENCo will write down the support your child needs in an Individual Action Plan and discuss this with you.

What is an Individual Action Plan (IAP)?

An Individual Action Plan (IAP) outlines the additional support that your child will receive in school. It should be clearly written and will usually focus on 3 specific, relevant targets for your child to work towards for the term. These targets will be based on your child’s special educational needs. Schools sometimes refer to Individual Action Plans (IAPs), Individual Education Plans (IEPs) or Action Plans.

What should an Individual Action Plan include?

· Targets for your child to work towards

· What special help your child is being given to meet their targets – remember this is in addition to what is generally available to children of the same age

· How often you child will receive the help and from whom

· Any specific resources to help your child

· How and when your child’s progress will be monitored

· What help you can give your child at home

· Your signature and comments

The SENCo or your child’s class teacher should discuss and agree the IAP with you and your child (when appropriate). You should be given a copy of it. If you have any questions about it or do not have a copy, ask!

How will the Individual Action Plan be reviewed?

Your child’s IAP will be reviewed regularly, which usually means every school term. Your child’s class teacher or the SENCo will invite you to be involved.

The review will look at your child’s progress and how well your child has worked towards achieving their targets. Wherever possible your child should be involved in reviewing their progress. Sometimes, reviews are held at Parents’ Evenings but you can ask for a separate appointment if you wish.

What are the outcomes of a review at School Action/Early Years Action?

1. Your child makes adequate progress and therefore no longer requires an IAP. S/he will, however continue to be closely monitored by the class teacher.

2. Your child remains at School Action/Early Years Action and will receive a new IAP with 3 fresh and/or revised targets.

3. If, after at least 2 reviews at School action/Early Years Action, your child has fallen further behind, or fails to make adequate progress, s/he is moved from School Action/Early Years Action to School Action Plus. For children under five, this stage is known as Early Years Action Plus.

Who will decide if my child should be at School Action Plus/Early Years Action Plus?

If your child continues to make little or no progress over a period of time at School Action/Early Years Action, the school may need the help and advice of professionals from the Local Authority Multi-Agency Support Team (MAST) who have specialist knowledge of children’s special educational needs. The school will consult with you about who might need to be involved in supporting your child, explain their role and why their advice is needed. The SENCo will then make any necessary referrals and keep you informed at all times. The school should always speak to you before making any referrals.

Who else might be involved at School Action Plus/Early Years Action Plus?

· An Educational Psychologist

· A Learning Support Teacher/Area SENCo

· A Social Inclusion Pupil Support Worker – often referred to as a SIPs Worker’

· An Education Welfare Officer

· A member of the Special Needs Early Years Service if you child is five or under

Other people may also need to give their specialist advice on how to support your child but this is at any stage, not just School Action Plus/Early Years Action Plus. These professionals may include:

· Colleagues from Sensory Inclusion Services (SIS)

· An Occupational Therapist

· A Speech and Language Therapist

· A Physiotherapist

· Other medical professionals

· Colleagues from one of Wolverhampton’s Outreach Services

What are Outreach Services?

There are a number of Outreach Services in Wolverhampton that have been established to assist school in developing their capacity to meet the needs of children with a range of difficulties across the City.

Outreach Services can provide school with:

· Training

· Advice, guidance and practical solution

· Tailor made support to meet the needs of pupils and staff

· Information on how to structure the school, learning environment and teaching approaches

· Examples of resources and assistance with developing resources

· Opportunities to observe good practice.

Outreach Services can offer advice and support to schools on working with children who have:

· Severe/complex communication needs

· Autistic Spectrum Disorders

· General Learning Difficulties

· Multiple Disabilities with Visual Impairment

· Physical Difficulties

· Hearing Impairment (Key Stage 1)

· Significant special educational needs in mainstream nursery schools

For further information about Outreach Services, please ask your child’s school or contact us at the Parent Partnership Service.

What happens next?

These specialists can advise the school on how to meet you child’s individual needs. They may suggest particular teaching methods or behaviour management styles. They can advise on special resource materials, access needs, adaptations and specialist equipment. As well as talking to your child’s teachers about how best to support your child, these people may need to do some individual work with your child to help meet their specific needs.

Is there an Individual Action Plan at School Action Plus/Early Years Action Plus?

Yes. When the decision is made to place your child at School action Plus/Early Years Actions Plus, the SENCo will draw up a new IAP with 3 new targets. The professionals who have been asked to be involved may suggest your child’s new targets and what help your child will need to achieve them. The new IAP will again include:

· What special help your child is being given to meet their targets

· How often your child will receive the help and from whom

· Details of any other professionals involved with your child

· How and when your child’s progress will be monitored

· What help you can give your child at home

· Your signature and comments

As at School action/Early Year’s Action, the SENCo or your child’s class teacher should discuss the IAP with you and give you a copy of it.

Are Individual Action Plans reviewed at School Action Plus/Early Years Action Plus?

Yes, in exactly the same was as at School Action/Early Years Action. You and the other people who have been involved in helping your child will be involved in the review process. Your views about your child’s progress are important and you will have the opportunity to discuss them at the review meeting.

What are the outcomes of a review at School Action Plus/Early Years Action Plus?

1. Your child makes adequate progress and therefore may be moved from School Action Plus/Early Years Actions Plus to School Action/Early Years Action.

2. Your child remains at School Action Plus/Early Years Action Plus and will receive a new IAP with 3 fresh targets.

3. It may be suggested that your child is put forward for a statutory assessment. A statutory assessment would only be considered if your child continues to make little or no progress in specific areas over a period of time (at least two or three terms) despite getting additional support through School Action/Early Years Action and School Action Plus/Early Years Action Plus.

Provision Mapping

Recently, many schools have started using ‘provision mapping’ instead of Individual Action Plans to give support to groups of children with similar special educational needs. Pupils at ‘School Action/Early Years Action’ fit well into this type of planning.

Provision Mapping provides an ‘at a glance’ way of showing everything that the school does which is additional to and different from that which is offered to all pupils of the same age.

A Provision Map will:

· Identify additional or different support

· Link the support to individuals

· Record individual pupil targets

· Record individual pupil success

· Monitor and review how effective the support has been

Individual Action Plans still play an important role however, especially for children with significant difficulties. For these pupils they could still be needed. The important thing is that they will be individual.

Provision Maps will be monitored by the Local Authority. Gradually they may replace Individual Action Plans for most pupils and give parents and carers a clear picture of all the support their child is receiving during the school day.

What is a Statutory Assessment

For most children, their needs will be met through support provided by the school from those resources/services available at and to schools at School Action/Early Years Action or School Action Plus/Early Years Action Plus. However, for a small number of children they may have needs which cannot be met at these levels. In such instances it may be necessary for a statutory assessment to be completed to identify a child’s special educational needs.

A statutory assessment is a detailed assessment of a child’s needs to find out exactly what extra help is needed that is over and above what the school can normally be expected to provided at School Action/Early Years Action and School Action Plus/Early Years Action Plus. Statutory Assessment is sometimes referred to as Formal Assessment and should not be confused with other assessments such as an Educational Psychologist’s assessment.

When would statutory assessment be considered?

A statutory assessment would only be considered if your child continues to make little or no progress in specific areas over a period of time (at least two or three terms) despite getting additional support through School Action/Early Years Action and School Action Plus/Early Years Action Plus.

For further information, contact the Parent Partnership Service on 01902 556945 or email ppservice@wolverhampton.gov.uk and ask for a copy of our leaflet “Understanding the Statutory Assessment Process”. You can download this leaflet from our website.

Who can I talk to about my concerns?

If after reading this leaflet you are confused about what kind of help your child is getting, you should make an appointment to discuss your concerns with your child’s class teacher and/or the school’s Special Educational Needs Co-ordinator (SENCo).

What should I find out?

Schools and early year’s settings have a duty to inform you of any special help your child is receiving and should plan this support with you. You should also have copies of any paperwork relating to your child’s special educational needs. If you are still unsure about the help your child is receiving you should find out the following:

· What sort of difficulties your child is experiencing in school

· What concerns school have about your child and/or if they share your concerns

· If your child is supported at School Action/Early Years Action or School Action Plus/Early Years Action Plus

· If your child has an Individual Action Plan or Provision Map. If so, ask for a copy of it and any previous Individual Action Plans

· How you can help at home

· What additional help your child is getting is school

· If your child is making adequate progress

· What the next steps are

If you feel that your child is having difficulties in school but that he/she is not receiving additional support, you should speak to your child’s teacher or the SENCo about the possibility of your child receiving support through School Action/Early Years Action.

Who else can help?

If you need independent information and advice relating to your child’s progress at school you can contact the Parent Partnership Service.

The Parent Partnership Service provides confidential and impartial advice, information and support to help parents understand how children’s special educational needs are identified, assessed and supported.

We support parents and carers to be actively involved in discussion relating to their child’s education.

If you feel wee can help you, please contact us.

IMPORTANT POINTS TO REMEMBER!

· Many children will need additional support at some point in their school life. Some statistics suggest one in five.

· Most children will have their needs met through School Action/Early Years Action and School Action Plus/Early Years Action Plus.

· Very few children need to be put forward for a statutory assessment. Your child does not need a statement of special educational needs to get help in school!

· If you have any concerns about your child’ progress, you should speak to your child’s teacher of the Special Educational Needs Co-ordinator as soon as possible.

If you would like further information, support or advice regarding your child’s individual needs, please contact us.

To download this leaflet, please click on the following pdf.

How to get more out of Parents’ Evenings

PARENTS’ EVENINGS

Parents’ evenings are important events which enable parents and carers to discuss their child’s strengths and weaknesses, share concerns, and take an active part in their education.

Attendance at parents’ evenings gives an important message to your child, and the school, that you are interested in their time spent at school.

If you are unable to attend you may wish to contact the school to make an alternative appointment to discuss your child’s progress either over the telephone or face to face.

YOUR QUESTIONS ANSWERED

How often are Parents’ Evenings held?

In primary schools these tend to be more frequent, anything from once a term to twice a year.

In secondary schools such evenings are usually held once a year, however, other important events such as Curriculum or Open Evenings may provide parents with the opportunity to talk to school staff.

Can I just turn up?

It is usually best to make an appointment particularly for secondary schools where you may need to talk with more than one teacher. Secondary schools tend to operate an appointment system as standard practice.

Who will I talk to about my child?

For primary schools this is normally the class teacher. For secondary school the form tutor and subject teachers are usually available.

How long are the appointments?

Appointments with individual teachers can vary from 5 to 15 minutes. Should you need to discuss your child’s progress in more detail you may need to arrange another convenient time.

MEETING YOUR CHILD’S TEACHER

Before you go to Parents’ Evening, it’s a good idea to make a list of questions you would like to ask.

These might include:-

· What is my child good at?

· What does he/she need help with?

· How can we help at home?

· What can my child do to help him/herself?

· What are they learning and at what sort of level are they expected to understand things?

· Does he/she mix with other children at school?

· Does he/she ask questions or join in class talks?

Other points for discussion

· Ask to see some examples of your child’s work.

· Go through their school report.

· If your child is on the special needs register ask to see a copy of their Individual Action Plan (IAP)

· Talk about the home/School agreement (this sets out what is expected of your child, the parents, and how the school approaches teaching and learning).

REMEMBER

· It’s a good idea to have a chat with your child before you attend parents’ evening. Any worries or difficulties can then be shared with school staff.

· It’s important to give your child feedback. A pat on the back if they have done well. Support and encouragement if they need to try harder.

· Close co-operation and communication between home and school is of importance in ensuring your child’s best interests are met.

· You don’t have to wait until Parents’ evening to discuss your child’s progress, make an appointment.

To download this leaflet, click on the PDF link below.

HOW TO RESOLVE DISAGREEMENTS

This booklet provides useful information for parents and carers who feel they have a disagreement with their child’s school or the Local Authority about the way in which their child’s special educational needs are being met.

It explains why disagreements may develop and steps that can be taken to help resolve them, including who can support parents throughout the process.

Disagreements between whom?

Sometimes parents do not agree with the decisions or arrangements made by schools or the Local Authority (LA) for their child’s special educational needs (SEN). This may lead to communication between the parties becoming difficult and unproductive, and result in parents feeling the need to take action such as appealing to the Special Education Needs and Disability Tribunal.

How can disagreements be resolved?

Parents who have a disagreement with a school or the LA can access support through the Parent Partnership Service. The Parent Partnership Service ensure parents are aware of their rights and their children’s entitlements in education. The confidential and impartial information and advice they provide helps parents be actively involved in any discussions and decisions about how their child’s special educational needs will be met. They will help parents express their views in any discussions relating to their child’s special educational needs. Voluntary organisations are also often able to help.

Parents can also access Midlands SEN Mediation and the Special Educational Needs and Disability Tribunal process to resolve their disagreement with the Local Authority or their child’s school.

If a child is going through the statutory assessment process or has a statement of special educational needs, the Local Authority will inform parents of the mediation arrangements and the right to appeal to the SEN and Disability Tribunal during the statutory assessment process. Information on both these processes can be obtained from the Parent Partnership Service.

What is mediation and why does there need to be a mediation service?

Mediation is usually used to describe a process that empowers those involved in a dispute, or disagreement, to find a resolution that they can live with. A mediator manages the process, but does not influence the content.

Local Authorities have a statutory duty to ensure parents and carers of children with special educational needs have access to independent local arrangements for resolving disagreements. This is why Midlands SEN Mediation has been developed and is totally independent from the Local Authority.

What may the disagreement be about?

The types of disagreements that may be appropriate to take to mediation between parents and the LA are:

· Refusal to carry out a statutory assessment

· Refusal to issue a statement

With regard to a statement;

· The parts that describe a child’s special educational needs and the special educational help that the LA think the child should get

· The school named in part 4 of the statement

· The LA not naming a school in part 4

· LA refusal to change the school named in a child’s statement

· Refusal to reassess a child’s SEN (6 month time frame)

· LA decision to not maintain (cancel) a statement

· LA decision not to change the statement after reassessing a child.

The types of disagreements that may be appropriate to take to mediation between parents and schools are:-

· Lack of schools response to parental concern over a child’s difficulties

· Lack of action taken to identify a child’s SEN

· Lack of support provided by school to meet the child’s identified needs

· Breakdown in communication between home and school relating to the decision for a child’s SEN

What is the criteria for referral to Midlands SEN Mediation?

· The issue must be an SEN issue

· Parties are agreeable to participate in mediation voluntarily

· Parties involved in mediation are willing to see joint agreement

What are the benefits for parents using mediation?

By accessing these local arrangements for resolving disagreements, whether it is through the Parent Partnership Service or Midlands SEN Mediation, disagreements can be resolved early and informally, be acceptable to all parties and ensure the minimum disruption to a child’s education.

The process aids communication and greater understanding between the different positions and perceptions, and restarts the building of relationships between the parties concerned.

Parents who have the right to appeal to the Special Educational Needs and Disability Tribunal continue to be able to exercise that right if required.

How can parents access Midlands SEN mediation?

If you feel you have reason to contact Midlands SEN Mediation, you can contact them direct to make a referral or discuss you concerns with Parent Partnership Service. Midlands SEN Mediation Tel: 01952 275038.

What if mediation doesn’t resolve the disagreement?

If parents have not been able to resolve their disagreement with the LA about their child’s special educational needs they may be able to appeal to the SEN and Disability Tribunal. There is a two-month time limit for making an appeal, which starts with the LA informs parents of its final written decision.

Whether or not parents choose to use either the Parent Partnership Service or the mediation service to resolve the disagreement, they still continue to have the right to appeal to the Tribunal. Even if parents decide to send in an appeal they should continue to try and resolve their disagreement with the LA. More information is available through the Parent Partnership Service or the Special Educational Needs and Disability Tribunal helpline 01325 392555.

If you would like more information about how you can access help with resolving a disagreement relating to your child’s education, please contact the Parent Partnership Helping 01902 556945.

To download this leaflet, click on the PDF link below.

SPECIAL EDUCATIONAL PROVISION IN WOLVERHAMPTON

All schools are able to support children with special educational needs and most children with special educational needs will have their needs met in mainstream early education settings or schools. Some children may require more specialist support and need to attend either a mainstream school that has specialist resources or a special school.

This booklet briefly outlines how support is provided for children with special educational needs in Wolverhampton schools, including details of schools offering specialist provision.

Special Educational Needs Support in Schools

Support for children with special educational needs works on three levels.

· Firstly through Early Years Action or School Action

· Secondly through Early Years Action Plus or School Action Plus

· Thirdly, for some children following a statutory assessment of a child’s difficulties, they may need additional support as identified through a statement of special educational needs.

Responsibility for providing support to meet the needs of children identified as having special educational needs, including funding, works like this:

Type of Support, Responsibility AND Funding

· Early Years Action and School Action, responsibility of school – Funding from school budget and possible Area SEN Panel funding

· Early Years Action Plus and School Action Plus, responsibility of school with support from other agencies e.g. LA Area Team – Funding from school budget and possible Area SEN Panel funding.

· Statemented support, responsibility of School and the LA - Funding from School Budget and additional funding or resources from the LA – Funding from LA.

Area SEN Panel Funding

Area SEN Panel Funding is additional delegated Local Authority funding which is used proactively within schools to meet the identified needs of children in an area of the City.

Schools providing education for children who have a Statement of Special Educational Needs.

If a child has a statement of special educational needs, that support may be provided through a range of options.

1. Remaining at existing Mainstream School – A child may continue to be educated at the school they currently attend and receive support in addition to what is provided through School Action Plus.

2. Mainstream School with Resource Base/Area – For children who require some specialist support to help them effectively engage in the curriculum there are mainstream schools with Resource Bases/Areas. Mainstream schools with Resource Bases are equipped to meet the needs of children with specific types of special educational needs, e.g. moderate learning difficulties, speech, language and communication difficulties, visual or hearing impairment. Although described as a ‘base’ this only implies that the school has extra resources available. In some instances this may be a specialist area within the school or it may be that the school generally has specialist resources throughout the school to aid children’s access to their learning. This type of provision enables children with more specific special educational needs to be educated in a mainstream school.

3. Special School - For children with special educational needs requiring a higher level of support and care, there is specialist provision. These schools are usually referred to as Special Schools.

Parents Rights

Once a child’s needs have been assessed and identified the Local Authority will inform parents of the schools available that can meet their needs. Parents have the right to express a preference for a school before the statement of special educational needs is finalised. This will also apply when a child is transferring between schools.

The following includes information of all schools in Wolverhampton offering specialist provision.

The key below will help you to identify what specialist provision the school has.

Key ASD – Autistic Spectrum Disorder

BESD – Behavioural, Emotional and Social Difficulties

HI – Hearing Impairment

SLCN – Speech, Language and Communication

` GLD – General Learning Difficulties

MLD – Moderate Learning Difficulties

PD – Physical Disability

PMLD – Profound and Multiple Learning Difficulties

SLD – Severe Learning Difficulties

Mainstream Schools with Resource Bases/Areas

Infant Schools

East Park Infant School, Hollington Road, WV1 2DS Tel: (01902) 558899 – specialism – HI pupils aged 3-7
Springdale Infant School, Warstones Drive, Penn, WV4 4NJ Tel: (01902) 558805 – specialism – SLCN pupils aged 3-7
Stow Heath Infant School, Vaughan Road, Portobello, Willenhall, WV13 3UD Tel (01902) 558815 – specialism – MLD pupils aged 3-7

Primary Schools

Bushbury Hill Primary School, Old Fallings Lane, WV10 8BY Tel (01902) 558230 specialism – BESD pupils aged 5-11
Castlecroft Primary School, Windmill Crescent, Castlecroft, WV3 8HS Tel: (01902) 556606 – specialism – VI pupils aged 3-11
Graiseley Primary School, Graiseley Hill, WV2 4NE Tel: (01902) 558745 – specialism – MLD pupils aged 3-11
Northwood Park School, Collingwood Road, Bushbury, WV10 8DS Tel: (01902) 558715 – specialism – MLD pupils aged 5-11
Palmers Cross Primary School, Windermere Road, Tettenhall, WV6 9DF Tel: (01902) 558322 – specialism – SLCN pupils aged 5-11
St Andrew’s Church of England Primary School, Coleman Street, Whitmore Reans, WV6 0RH Tel: (01902) 558848 – specialism – MLD pupils aged 3-11
St Jude’s church of England Primary School, Paget Road, WV6 0DT Tel: (01902) 558848 – specialism – ASD pupils 3-11

Junior Schools – Pupils aged 7-11 years

East Park Junior School, Hollington Road, WV1 2DS Tel: (01902) 558735 – specialism – HI
Springdale Junior School, Warstones Drive, Pen, WV4 4NJ Tel (01902) 558522 – specialism – SLCN
Stow Heath Junior School, Hill Road, Portobello, Willenhall, WV13 3TT Telephone (01902) 558848– specialism – MLD

Secondary – pupils aged 11-18 years

Aldersley High (Technology College), Barhurst Lane, Codsall, WV8 1RT Tel (01902) 556868 – specialism – SLCN
Colton Hills Community School, Jeremy Road, Goldthorn Park, WV4 5DG Tel: (01902) 558420 – specialism – PD
Coppice Performing Arts School, Ecclestone Road, Wednesfield, WV11 2QE Tel: (01902) 558500 – specialism – MLD
Deansfield High School, Deans Road, WV1 2BH Tel: (01902) 556400 – specialism – HI
Heath Park Business & Enterprise College, Prestwood Road, WV11 1RD Tel: (01902) 556360 – specialism – MLD
Moreton Community School, Old Fallings Lane, WV10 8BY Tel: (01902) 558310 – specialism – BESD/MLD
Moseley Park Technology College, Holland Road, Bilston, WV14 6LU Tel: (01902) 353901 – specialism –MLD
Our Lady & St Chad Catholic Sports College, Old Fallings Lane, WV10 8BL Tel: (01902) 558250 – specialism – MLD
Parkfield High School, Wolverhampton Road East, WV4 6AP Tel: (01902) 558660 – specialism – MLD
Smestow School (A specialist sports college), Windmill Crescent, Castlecroft, WV3 8HU Tel: (01902) 558585 – specialism – VI
The Northicote school, Northwood Park Road, Bushbury, WV10 8EP Tel (01902) 623800 – specialism – MLD

Special Schools

Broadmeadow School, Lansdowne Road, WV1 4AL Tel (01902) 558330 Broadmeadow is a school that can take children up to the age of 6 or until an agreement is reached about the best school placement for them. – specialism – SLD & PMLD pupils aged 3-6
Green Park School – Green Park Avenue, Bilston, WV14 6EH Tel (01902) 556429/556430 – specialism – SLD & PMLD pupils aged 5-19
New Park School, Cromer Gardens, Whitmore Reans, WV6 0UB Tel: (01902) 551564 – specialism – BESD pupils aged 7-14
Penn Fields School, Birches Barn Road, Penn Fields, WV3 7BJ Tel: (01902) 558640 – specialism – MLD/GLD pupils aged 4-16
Penn Hall School, Vicarage Road, Penn, WV4 5HP Tel: (01902) 558355 – specialism – PD pupils aged 3-19
Tettenhall Wood School, School Road, Tettenhall Wood, WV6 8EJ Tel: (01902) 556519 – specialism – SLD pupils aged 5/19
Westcroft School and Vocational College, Greenacres Avenue, Underhill, WV10 8NZ Tel: (01902) 558350 – MLD/GLD pupils aged 4-16

You can contact any school and request a copy of their prospectus or you can contact the Wolverhampton Parent Partnership Service where information is available on all Wolverhampton schools offering specialist provision.

Contact us

For more information you can contact us using our online form or by:

Parent Helpline: 01902 556945
Exclusion Helpline: 01902 555860
School Choice Advice Helpline: 01902 550941
Fax: 01902 446272
email: ppservice@wolverhampton.gov.uk

Write to:

Wolverhampton Parent Partnership Service, The Gem Centre, Neachells Lane, Wolverhampton, WV11 3PG