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Harper Bell Seventh-day Adventist Primary School's Local Offer is written with due regard to the Special Educational Needs and Disability Act 2001 and the revised Code of Practice. Harper Bell Seventh-day Adventist Primary School seeks to adhere to the principles of an inclusive education service as set out in the DfES/0774/2001 document on Inclusive schooling.

For further details from Birmingham City Council will be

found on

Harper Bell Seventh-day Adventist Primary School is a mainstream school which prides itself in being an inclusive school.  We are committed to support children with Special Educational and Disabilities (SEND), where needs can be reasonably met within a mainstream setting.

At Harper Bell Seventh-day Adventist Primary School we identify pupils having special educational needs when their learning or disability requires additional provision which is different from or additional to what would be normally available to pupils of the same age.

At Harper Bell Seventh-day Adventist Primary School we identify the main areas of need as:

  • Communication and Interaction

  • Cognition and Learning

  • Social, Emotional and Mental Health difficulties

  • Sensory and/or Physical Needs


We have a single category of SEN support delivered through:

  • Universal support (through differentiation within class)

  • Targeted support (through a specific intervention or targeted teaching)

  • Specialist support (with external specialist support)


All staff at Harper Bell Seventh-day Adventist Primary School are committed to providing Quality First Teaching which takes in to account individual needs of the pupils within their class.

Teachers plan activities that are differentiated according to the level and needs of the individual pupils.

Where pupils experience particular difficulties and may fall behind their peers we will ensure there is a robust cycle in place to Assess, Plan, Do and Review.


Frequently Asked Questions

1. How do I speak to the School if I have a concern about my child?

2. How will the SENCo ensure the necessary people know about my child’s needs?

3. How will my child’s progress be reviewed and when will I be invited into school to discuss this? Will my child be able to give their views?

4. How will the school know if my child needs extra help and what can parents do if they feel their child may have SEN?

5. How will the SENCo ask for my permission to involve other professionals to work with my child?

6. How will I be involved in all decisions and have my views listened to?

7. How will my child be involved in decisions about their learning?

8. How will I be given support in contacting organisations who can give me advice and support?

9. How will my school ensure that parents and children with additional needs are fully included in all school activities?

10. How will my school provide good teaching for my child and extra support when needed?

11. How are staff trained to support the needs of my child?

12. What types of learning resources are available for my child?

13. What resources does the school offer if my child has significant social and or communication needs?

14.  What support is available if my child needs support with managing behaviour or dealing with social situations?


Mrs Ruth Irish 


Key SEND Documents

SEND Local Offer

SEND Policy 

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