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Every child is unique. Children develop, communicate, learn and experience the world in different ways. Sometimes, a child may need additional or different support to help them access learning and participate fully in school life.

SEND stands for Special Educational Needs and Disabilities.

A child has special educational needs (SEN) when they have a learning difficulty or disability that calls for special educational provision — educational support that is additional to, or different from, what is ordinarily available to children of the same age.

Some children's needs are identified early, while others become more apparent as they grow or as the demands of school change.

At Oldswinford, we recognise children's strengths alongside their needs. We listen to children and families, consider the barriers they may experience and work together to identify the most helpful support.

The SEND Code of Practice identifies four broad areas of special educational need.

These help schools understand the different ways children may experience difficulties and the support they might need.

These areas are not labels or fixed categories. A child may have needs across more than one area, and their needs may change over time.

1. Communication and Interaction

This area includes children who need additional support with speech, language, communication or social interaction.

Some children may find it difficult to understand spoken language, express their thoughts and needs, develop speech sounds or use and understand communication in social situations. Others may communicate differently, including through signs, symbols or communication aids.

Children with speech, language and communication needs, including some autistic children, may have needs within this area.

2. Cognition and Learning

This area includes children who need additional support to develop their understanding, knowledge and learning skills.

Some children may have specific difficulties with reading, writing or mathematics, such as dyslexia or dyscalculia. Others may experience broader learning difficulties that affect how they understand, remember, process or apply information.

Children with more complex learning needs may require highly personalised teaching and opportunities to learn through practical, structured and developmentally appropriate experiences.

3. Social, Emotional and Mental Health (SEMH)

This area includes children who need additional support with their emotional wellbeing, mental health, relationships or social and emotional development.

Some children may experience anxiety, difficulties with emotional regulation, low confidence or challenges with attention and impulse control. These needs may be expressed through withdrawal, avoidance, distress or behaviour that others find difficult to understand.

We recognise that behaviour can be a form of communication. Understanding what a child is experiencing, and the support they need, is central to our approach.

4. Sensory and/or Physical Needs

This area includes children whose sensory or physical needs may create barriers to accessing learning or participating in school life.

Some children have hearing or visual impairments, physical disabilities or mobility needs. Others experience differences in how they process sensory information, such as sound, light, touch or movement.

Children may need specialist equipment, environmental adaptations, accessible resources or individual strategies to help them feel comfortable, participate and learn.

Understanding overlapping needs

Children's needs do not always fit neatly into one area. For example, a child may experience communication differences alongside sensory needs, or a specific learning difficulty may also affect their confidence and emotional wellbeing.

At Oldswinford, we look at the whole child, recognising their strengths, interests and individual experiences alongside any barriers they may face.

 

These terms are sometimes used together, but they do not mean the same thing.

A diagnosis

A diagnosis identifies a particular condition or difference, such as autism or ADHD. Specific learning difficulties, such as dyslexia, may also be identified through specialist assessment.

A diagnosis can help children, families and professionals better understand a child's experiences and identify helpful approaches.

However, a diagnosis is not required for a child to receive SEN Support, and having a diagnosis does not automatically mean that a child has special educational needs.

A disability

Under the Equality Act 2010, a person is considered disabled if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.

Some children with disabilities also have special educational needs; others do not.

Schools have a duty to make reasonable adjustments for disabled pupils to help ensure they are not placed at a substantial disadvantage. This duty applies whether or not a child is identified as having SEN.

SEN Support

SEN Support is the additional or different educational provision made for a child who has been identified as having special educational needs but does not have an Education, Health and Care Plan (EHCP).

Support is planned around the child's individual strengths and needs, using a process called Assess, Plan, Do, Review (APDR). This means we work with children and families to understand what support is needed, agree what we want to achieve, put support in place and regularly review how well it is working.

A child can receive SEN Support without a formal diagnosis, and support should not be delayed simply because a family is waiting for an assessment.

Some children have more complex needs that may require an EHCP.

You can find out more about how we identify needs, plan support and review progress in Section 03.

We do not begin with a label. We begin by getting to know the child.

We consider their strengths, interests, experiences, needs and views, alongside the knowledge of their family and the observations of those who work with them.

Our aim is to understand what helps each child feel they belong, access learning, develop independence and participate in school life.

The right support begins with understanding the individual child.

At Oldswinford, we believe that identifying children's needs early, understanding their individual experiences and reviewing the support we provide are essential to helping every child thrive.

We work closely with children, families, teachers and specialist professionals to identify barriers, agree appropriate support and evaluate whether it is making a meaningful difference.

Our graduated approach is based on a continuous cycle known as Assess, Plan, Do, Review (APDR).

Parents and carers can raise concerns at any time. You do not need to wait for a diagnosis or formal assessment to ask for help.

 

Working together and keeping support under review

We believe that the most effective support develops through genuine partnership.

Children bring important knowledge about their own experiences. Families understand their child's development, interests and needs beyond school. Teachers, support staff and specialist professionals contribute different perspectives and expertise.

By bringing this information together, we can develop a fuller understanding of the child and make better-informed decisions.

We want parents and carers to feel able to ask questions, share concerns and contribute to decisions about their child's support.

We also want children to understand that their views matter and that support is something developed with them, rather than simply for them.

Our commitment is to identify needs thoughtfully, plan support collaboratively, evaluate its impact carefully and keep adapting our approach so that every child has the opportunity to belong, achieve and shine brighter together.

At Oldswinford, inclusion begins in the classroom. We believe that high-quality teaching should be accessible, flexible and responsive to the different ways children learn, communicate and experience school.

Many of the strategies and resources that support children with additional needs are part of our everyday universal offer. Children do not need a diagnosis or an Individual Support Plan (ISP) to benefit from them.

Some children also need individual adjustments, specialist teaching or a personalised curriculum pathway. Our aim is for every child to experience meaningful learning, appropriate challenge, growing independence and a genuine sense of achievement.

Inclusive teaching in action: barrier → adaptation → intended impact

These examples illustrate how an adjustment may help. We check its actual impact for each child rather than assuming it will work.

Barrier	Adaptation	Intended impact
Lengthy verbal explanations make mathematical thinking difficult to follow.	Short instructions, visual modelling and concrete equipment within the CPA approach; check between steps.	The child can engage with the mathematical ideas and show understanding.
Handwriting demands make it difficult to communicate ideas.	A slope board, pencil grip or alternative recording method when handwriting is not the main objective.	The child can demonstrate learning without unnecessary physical barriers.
A busy environment makes it difficult to stay regulated and ready to learn.	Agreed noise-reducing headphones, movement opportunities or sensory circuits.	The child is supported to participate, feel comfortable and return to learning.

Listening to teachers and children

Our commitment: access, participation and independence

Inclusive teaching is an ongoing process of understanding each child, identifying barriers, responding thoughtfully and reviewing what works. We want children to receive the support they need while developing confidence, independence and a positive sense of themselves as learners.

Every child should have the opportunity to believe, achieve

and shine brighter together.

Find out more: Learning, Curriculum Access & Participation; Sensory Differences & Support;  Accessibility Plan .

The right support, at the right time, for every child

At Oldswinford, our inclusive classrooms provide a strong foundation for learning and belonging. Some children also benefit from additional teaching, targeted interventions or highly personalised specialist provision. We identify the barriers each child experiences, listen to children and families, and select support that helps them learn, participate, develop confidence and become increasingly independent.

Our provision map is a working record of the support we are delivering, not a fixed menu. Interventions may be introduced, adapted, reinstated or designed specifically in response to assessed needs. A diagnosis is not required before we consider appropriate support.

Universal provision: Adaptive teaching, accessible resources, communication-friendly classrooms, relational practice and sensory-informed approaches available across school.

Targeted provision: Additional individual or small-group teaching and interventions to address identified skills and needs.

Specialist provision: Highly individualised approaches, including provision informed by external professionals, Koala Class and support specified in Education, Health and Care Plans (EHCPs).

Support that makes a difference

Additional support at Oldswinford is not about fitting children into programmes. It is about understanding each child, removing barriers and providing thoughtful, ambitious and developmentally appropriate opportunities to believe, achieve and shine brighter together.

Feeling safe, valued and connected is the foundation for learning. At Oldswinford, we recognise that emotional wellbeing, positive relationships and regular attendance are closely linked. Our approach is relational, inclusive and responsive to individual needs.

Relationships, regulation and belonging

Our relational Behaviour Policy draws on PACE (Playfulness, Acceptance, Curiosity and Empathy), emotion coaching and restorative practice. We seek to understand what behaviour is communicating, help children regulate their emotions and support them to build positive relationships.

Support may include trusted key adults, co-regulation, nurture provision, personalised adjustments and individual behaviour plans. Where these plans are needed, they are co-produced with children, giving them a voice and ownership of the strategies that help them, and are reviewed regularly.

Our Anti-Bullying Ambassadors, trained through the Diana Award's Anti-Bullying Ambassador Programme, lead campaigns and challenges throughout the year, including kindness initiatives, Makaton signing and Anti-Bullying Week.

 

Attendance and positive transitions

Attendance at Oldswinford is a strength: above the national average and improving. Our Headteacher monitors attendance so that emerging concerns can be identified and addressed promptly.

We recognise that some children find separation from parents or the transition into school difficult. We work with children and families to understand these barriers and agree supportive, personalised arrangements.

These may include a trusted adult meeting the child, a soft start, adjusted arrival routines or Monday Morning Movers.

Where additional help is needed, the Headteacher or Deputy Headteacher works directly with the family and consults the child about what would help. This can include meeting a child at home and supporting their journey into school.

When anxiety affects attendance

We recognise that anxiety can become a significant barrier to attendance for some children, and at times can result in Emotionally based school avoidance (EBSA).

We distinguish between difficulties separating from parents and anxiety associated with attending school, taking time to understand each child's experience.

Where needed, we work with the child and family to agree a personalised support or reintegration plan. This may involve trusted relationships, predictable routines, gradual steps, adjustments to the school day and advice from specialist professionals.

Support is regularly reviewed with the child and family, with the aim of building confidence, emotional safety, independence and sustained attendance.

Find out more: Explore our Wellbeing and Neurodiversity pages for further information about our inclusive approaches and resources.

All brains are valued

At Oldswinford, we recognise that every brain is different and every child is valued as an individual. We celebrate neurodiversity and take a strengths-based approach that recognises children's interests, abilities, identities and unique ways of experiencing the world.

We recognise that some neurodivergent children may work exceptionally hard to meet expectations, conceal their difficulties or manage sensory and social demands. We therefore make thoughtful adjustments to reduce unnecessary barriers, anxiety, masking and overcompensation, supporting children's wellbeing and helping to prevent exhaustion and burnout.

Understanding individual needs

Our staff receive training in neurodiversity, including autism, ADHD, dyslexia, dyscalculia and masking. We recognise that children with the same diagnosis may have very different strengths, preferences and support needs. Adjustments are based on the individual child, not assumptions about a label.

Staff observe sensory preferences and work with children and families to understand what helps. Where appropriate, we use sensory screening tools, bringing together the perspectives of the child, home and school to develop a personalised sensory support plan.

Children's Individual Support Plans (ISPs) also capture their own views about their strengths, difficulties and the adjustments that help them learn.

Developing understanding and self-advocacy

A key priority is helping children understand and communicate their own needs, preferences and strengths. Through PSHE, collective worship and everyday conversations, we explicitly teach children about different ways of thinking, learning and experiencing the world.

During Neurodiversity Celebration Week, children explored the different strengths of their own brains — including creativity, energy and reflection — and shared how they like to learn. This builds on our wider school culture of acceptance, belonging and respect for difference, including recognition that neurodiversity is part of our staff community too. 

Our Anti-Bullying Ambassadors even posted a new Makaton sign for us to learn every day!

 

Explore our Neurodiversity and Sensory Differences pages for further information, examples and resources.

At Oldswinford, inclusion extends far beyond the classroom. We believe every child should have opportunities to play, explore, develop friendships, discover interests, take on responsibilities and enjoy the wider life of our school.

Children with SEND are welcomed and supported to participate in our clubs, educational visits, residentials, PE, OPAL playtimes, Forest School, collective worship, performances and pupil leadership opportunities.

Planning for participation

We plan proactively to identify and remove barriers so that children with SEND can participate alongside their peers.

• Trips and residentials: Our SENCO is also our Educational Visits Coordinator (EVC) and checks access and equality arrangements for every visit. We make reasonable adjustments, including adapted transport, additional staffing and higher adult-to-pupil ratios where needed.

• Individual safety and care: Staff work with children, families and relevant professionals to plan support. This may include individual risk assessments, Personal Emergency Evacuation Plans (PEEPs), care plans and specialist medical training.

• PE and physical activities: Our PE coaches adapt activities and equipment to accommodate different physical needs, enabling children to participate meaningfully.

• Worship and performances: Children may use alternative seating, fidget resources, noise-reducing headphones or quieter spaces. Some children access whole-school worship from an adjoining area or classroom using the same presentation. Koala Class also has adapted worship, while children are welcomed to join whole-school celebrations and performances for as long as they feel comfortable.

Our approach is flexible and personalised. We work with children and families to understand what helps each child feel safe, included and able to participate.

OPAL: Inclusive play, friendships and belonging

Our Outdoor Play and Learning (OPAL) approach offers children a wide range of play opportunities that encourage creativity, physical activity, communication, cooperation and independence.

Our OPAL evaluation has identified positive changes reported by staff, including wider friendship groups, increased activity, greater inclusion, improved communication and teamwork, and fewer lunchtime disagreements.

Feedback from families and staff also highlights how sensory-rich play, opportunities for movement and a wider choice of activities can help children regulate, build relationships and enjoy lunchtimes.

“OPAL assembly gives me courage to try new things.”

Child's voice

“She had never been in the mud kitchen before because she didn’t like the thought of getting dirty. Since having the puddle suits, she gets stuck right in!”

Feedback about a child's growing confidence in play, anonymised

Discovering interests and developing independence

Through enrichment, school responsibilities and pupil-led groups, children have opportunities to develop confidence, friendships, independence and leadership. Our pupil leadership and ambassador groups reflect the diversity of our school community, with children of different abilities, backgrounds and needs represented and valued. We actively support children with SEND to participate, contribute their perspectives and take on meaningful responsibilities, making appropriate adjustments where needed. Every child's voice matters, and every child has something valuable to contribute.

Working together to understand, listen and make a difference

We believe that children and families are essential partners in making decisions about SEND support. Parents and carers know their children best, and children themselves have valuable insights into what helps them feel safe, included and successful.

Our approach is built on open communication, mutual respect and shared decision-making. We listen carefully, involve children in ways that are meaningful to them and use feedback to make practical improvements.

Keeping in touch and reviewing support

Families can communicate with us through everyday conversations, telephone calls, emails, meetings and parent consultations. A senior member of staff is available on the gate or playground at the beginning and end of each school day.

For formal enquiries, please contact contact@oldswinford.dudley.sch.uk.

For children receiving SEN Support, we hold termly reviews to discuss progress, celebrate achievements, consider any emerging needs and agree next steps. Parents' and children's views are gathered and included in these discussions.

Children's Individual Support Plans (ISPs) reflect their strengths, needs, preferences and the adjustments that help them succeed. For children with Education, Health and Care Plans (EHCPs), families and children are actively involved in statutory annual reviews.

Every child's voice matters

We recognise that children communicate their views in different ways. We use conversations, drawings, photographs, visual choices, questionnaires and other accessible approaches to understand their experiences and preferences.

For children with communication differences, this may include Picture Exchange Communication System (PECS), objects of reference, gestures, pointing, showing or leading an adult by the hand.

We want children to become increasingly confident in understanding their needs, expressing their preferences and advocating for the support that works for them.

Listening, learning and improving

We actively seek feedback through school and Parent Carer Forum (PCF) questionnaires, parent consultations, coffee mornings, pupil questionnaires, pupil voice activities and pupil sampling.

We use this information alongside everyday conversations and individual reviews to evaluate our provision, identify barriers and make improvements.

Working with Dudley Parent Carer Forum

Working with Dudley Parent Carer Forum (PCF)

We value our partnership with Dudley Parent Carer Forum (PCF), an independent, parent-led organisation that represents the experiences and views of families of children and young people with SEND.

Through our involvement in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) project, we have strengthened opportunities for families to connect, share experiences and help shape our inclusive practice.

We hold half-termly parent-carer coffee mornings, alternating between informal sessions attended by parents and carers themselves and collaborative sessions attended by our SENCO. These provide a welcoming space for peer support, open conversations, consultation and co-production, ensuring that families have a meaningful voice in school development.

Our partnership has already influenced our approach to inclusion. For example:

• Behaviour policy: Parent carers were consulted on our revised Behaviour Policy through a SEND lens, helping us consider how effectively it reflects the experiences and needs of neurodivergent children and children with SEND.

• Pupil voice: We have undertaken activities to gather children's views and experiences, helping us better understand what supports their sense of belonging, wellbeing and participation.

• SEND Information Report: We will invite parent carers to review and provide feedback on this updated report, helping us ensure that the information is clear, accessible and genuinely useful to families.

We are committed to moving beyond simply asking for opinions towards collaboration, consultation and co-production, where the experiences of children and families inform meaningful improvements.

Families can also engage with Dudley Parent Carer Forum independently of school to access peer support, share experiences and contribute to wider SEND service development.

[Find out more about Dudley Parent Carer Forum]

Our commitment: We do not simply ask children and families for their views. We listen, respond and work together to make changes that improve children's everyday experiences.

Developing our expertise

At Oldswinford, we believe that effective inclusion depends on knowledgeable, reflective staff who continue to develop their understanding of children's individual needs.

Our SENCO holds the National Award for SEN Coordination (NASENCO) and is supported by an experienced SENCO Assistant with particular expertise in speech, language, communication and learning support.

Our staff team also includes a colleague who has completed the NPQ for Leading Behaviour and is currently undertaking the NPQ for SENCO.

Professional development is informed by the needs of our children, current research, specialist advice and feedback from families. Recent training has included:

• Neurodiversity and learning: autism, ADHD, AuDHD, dyslexia, masking, anxiety, burnout and neurodiversity-affirming practice.

• Communication and language: attention and listening, social communication, Word Aware, Colourful Semantics and communication-supportive teaching.

• Emotional wellbeing and behaviour: PACE, emotion coaching, co-regulation, relational and restorative approaches, and de-escalation.

• Inclusive teaching: adaptive teaching, the graduated approach, identifying barriers to learning and developing pupil independence.

• Medical and physical needs: annual asthma and epilepsy training, with additional diabetes training and other specialist training for relevant staff.

Our ongoing development priorities include refreshing staff understanding of adverse childhood experiences (ACEs), strengthening the use of technology to promote independence and extending specialist communication and sensory-informed approaches.

Working with specialist professionals

We work closely with education, health and local authority professionals, including Speech and Language Therapy, Occupational Therapy, Educational Psychology, the Learning Support Service and the Physical Impairment Team.

Following specialist assessments, relevant school staff are invited to feedback meetings so they can understand the recommendations, ask questions and agree how these will be implemented.

Recommendations are incorporated into children's Individual Support Plans (ISPs), Assess–Plan–Do–Review (APDR) records or intervention maps, as appropriate. Where additional staff training is required, this is arranged.

This helps ensure that specialist advice becomes part of a child's everyday learning and support, rather than remaining solely within an assessment report.

 

Specialist equipment and resources

We identify and purchase specialist equipment in response to children's individual needs, including recommendations from Occupational Therapy and the Physical Impairment Team.

 

 

Our aim is to build expertise throughout the school, so that every child benefits from informed, consistent and personalised support.

 

Helping every child feel prepared, confident

and ready for their next step.

Changes can be exciting, but they can also bring uncertainty. At Oldswinford, we plan transitions carefully, recognising that some children need additional time, reassurance, familiar relationships or personalised support to feel safe and confident.

Starting school: getting to know your child

We welcome children from more than 20 different nursery and early years settings. Our Early Years Lead aims to visit as many feeder settings as possible to learn about children's strengths, interests and individual needs before they join us.

We work closely with Dudley's Integrated Early Years Service (IEYS), including transition meetings for children already known to the service.

Our induction arrangements include:

• A comprehensive information pack so families can share what matters most about their child.

• A new-parent induction meeting in July, attended by our SENCO, offering an early opportunity to discuss additional needs.

• Reception taster sessions in June and July.

• A carefully phased September start, with children initially attending part-time in smaller groups of approximately 30, helping them build relationships and friendships in a calmer environment.

Where children need additional support, we work with families and professionals to plan a more personalised transition.

Moving into a new class

Every child receives a Meet the Teacher information sheet before the summer holidays and spends a transition morning with their new teacher and classmates in July.

We also provide a whole-class transition social story so that everyone can become familiar with their new classroom, routines and expectations.

For children who benefit from additional preparation, we arrange enhanced visits, opportunities to meet key adults and time to explore unfamiliar spaces, including toilets and other areas that may cause uncertainty.

Moving to secondary school

We work closely with receiving secondary schools to make sure children's strengths, needs and successful support strategies are understood.

Our transition arrangements include:

• Teacher-to-teacher handover meetings with secondary school Heads of Year.

• Additional SENCO-to-SENCO discussions for every Year 6 pupil on the SEND register.

• Secure transfer of relevant SEND records and support information.

• Enhanced visits, with a familiar adult from Oldswinford accompanying children where helpful.

• Individual or small-group transition programmes supported by Autism Outreach for identified children.

Children and families are involved in planning additional support so that their questions, preferences and concerns can be addressed.

Growing independence

Preparing for the future also means developing confidence, practical skills and increasing independence throughout school life.

Opportunities such as our Year 6 residential and Bikeability programme help children develop resilience, responsibility, road awareness and confidence beyond the classroom.

For children with SEND, we adapt experiences and teach independence skills in ways that are meaningful, achievable and appropriate to their individual needs.

Our aim is for every child to approach their next step feeling known, supported and increasingly confident in what they can do.

We want every family to feel listened to, respected and confident about raising questions or concerns.

We recognise that sometimes things may not be working as well as they should, and that families and school staff may occasionally have different perspectives. Whatever the concern or disagreement, we share the same priority: the wellbeing and best interests of the child. We welcome open, honest and respectful conversations and are committed to working together to understand concerns, find solutions and ensure that every child feels safe, supported and able to thrive.

How can I raise a concern?

1. Speak to your child's class teacher

Your child's teacher is usually the best person to contact first. For a quick question or informal concern, you can use ClassDojo or speak to staff directly.

2. Contact our SENCO

If your concern relates to additional needs or requires further discussion, you can request a meeting with our SENCO. We will always do our best to accommodate meetings in person, by telephone or via Microsoft Teams.

3. Speak to the headteacher

If your concern remains unresolved, you can ask for it to be considered by the headteacher.

4. Follow our formal complaints procedure

If you remain dissatisfied, our published Complaints Policy explains how to make a formal complaint and how it will be considered, including any further stages of escalation.

For formal communication, please email contact@oldswinford.dudley.sch.uk, indicating who you would like your message directed to.

[Read our Complaints Policy ]

Where can I get independent SEND advice?

Families can access free, impartial advice and support from organisations outside school.

Dudley SENDIASS provides confidential and impartial information, advice and support for children and young people with SEND and their families, including help understanding SEND processes, support arrangements and rights.

Visit SENDIASS https://dudleyci.co.uk/services/dudley-sendiass-special-educational-needs-and-disabilities-information-advice-support-service

IPSEA (Independent Provider of Special Education Advice) is a national charity providing free, independent, legally based information and advice about SEND law, EHCPs and statutory appeal rights.

Visit IPSEA – https://www.ipsea.org.uk/

What if I disagree with a decision about an EHCP?

Concerns about support provided by school are normally addressed through our school communication and complaints arrangements.

Disagreements about decisions made by the local authority, such as whether to carry out an EHC needs assessment, issue an EHCP or the provision specified in a final plan,  follow a separate statutory process, including mediation and/or appeal to the SEND Tribunal.

Families can also seek independent guidance from SENDIASS or IPSEA at any stage.

Our SENCO will always do their best to support families in understanding these processes, accessing appropriate information and advice, and working towards the best possible outcomes for their child.

We're here to help you find the right information, advice and support.

If you have questions about your child's learning, development or additional needs, please get in touch. You do not need to wait until a concern becomes significant, or until your child has a diagnosis, to ask for advice.

Our SEND contacts

Mrs Jo Seker
Deputy Headteacher, Inclusion Lead & SENCO

Telephone: 01384 283695
Email: contact@oldswinford.dudley.sch.uk

Please address your email to Mrs Seker or ask the school office to arrange a conversation or meeting.

SEND Link Governor: [Name to be confirmed]

Our governing body provides oversight of the school's SEND provision, inclusion priorities and statutory responsibilities.

Dudley Local Offer and independent advice

Dudley SEND Local Offer

Dudley's Local Offer brings together information about education, health, social care, family support and community opportunities for children and young people with SEND aged 0–25.

https://www.dudley.gov.uk/localoffer

Dudley SEND Assessment Team

For enquiries about local-authority EHC needs assessments and EHCP processes.

Telephone: 01384 814360

Email: enquiries.sendteam@dudley.gov.uk 

https://www.dudley.gov.uk/residents/best-start-in-life/send/

Dudley SENDIASS

A free, confidential and impartial service offering information and advice about SEND support, EHCPs, rights and disagreements.

Telephone: 07900 161363
Email: dudley.sendiass@dudley.gov.uk

https://www.dudley.gov.uk/dudleysendiass

IPSEA – Independent Provider of Special Education Advice

A national charity providing free, legally based information and advice about SEND law and children's educational rights.

https://www.ipsea.org.uk/

Dudley Parent Carer Forum (PCF)

An independent parent-carer group providing opportunities to connect with other families, share experiences and influence SEND services. We also work with the PCF through parent-carer coffee mornings at school.

Dudley PCF

School policies and useful documents

The following documents provide further information about our statutory responsibilities, procedures and inclusive practice:

• SEND Policy

• Accessibility Plan

• Behaviour Policy

• Anti-Bullying Policy

• Supporting Children with Medical Conditions Policy

• Complaints Policy

• Dudley Ordinarily Available Inclusive Provision (OAIP) Framework

• SEND Code of Practice

View our school policies: https://www.oldswinford.dudley.sch.uk/policies-1

About this report

Published and updated: November 2026
Next scheduled review: November 2027

Prefer to read offline or print a copy? Download the full report here: Complete report · PDF · November 2026

This SEND Information Report will be reviewed at least annually and updated sooner where significant changes to provision, services or statutory requirements make this necessary.

We welcome feedback from children, parents and carers to help keep our information accessible, accurate and useful.