Under the Children and Families Act 2014, Local Authorities are required to publish, and keep under review, information about services that they expect to be available for children and young people with disabilities and Special Educational Needs aged 0-25. This is called the Local Offer. The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for professionals in understanding the range of services and provision in the local area.
If you wish to know more about Solihull’s Local SEN Offer then please follow the link below:
For further information on the Children and Families Act 2014 please follow the link below:
What is St. Peter’s Catholic School’s SEND Information Report?
The SEND Information Report provides parents, children and young people with details of how St. Peter’s Catholic School supports children and young people with disabilities and Special Educational Needs. It forms part of the Local Authority SEND Offer.
If your child has a disability/learning, or additional difficulty we hope that you will find the following information useful in helping you to understand the types of provision that St. Peter’s Catholic School offers. It is however, important for us to recognise that we are limited in terms of resource and expertise in comparison to some specialist settings. Parents when considering St. Peter’s Catholic School as a choice of school for their child must understand that we are a mixed ability mainstream school with limited resources with no specialist provision.
For further information also refer to our SEND Policy on the Information menu at the top of the page.
Should you still have unanswered questions you can contact our Special Educational Needs Co-coordinator, Mrs E Yanez via the main office. Many parents sometimes prefer to visit the school and Mrs E Yanez will arrange this if requested.
Pupils with SEND are allocated places in two separate and distinct ways:
Those pupils with EHCPs have a separate admissions procedure overseen by Solihull’s SEND team.
Those pupils who have SEND but do not have a EHCP are admitted via the normal school admissions criteria.
Please refer to St. Peter’s Catholic School admission arrangements for the year of application. https://www.st-peters.solihull.sch.uk/admissions/
Mrs E Yanez (SENCO)
- Coordinating provision for pupils with SEND and developing the school’s SEND policy to make sure all children get a consistent, high quality response to meeting their needs in school.
- Liaising with parents of pupils with SEND, ensuring that you are:
- involved in supporting your child’s learning
- part of the planning of how to best support your child and achieve the desired outcomes
- kept informed about the support your child is getting
- involved in reviewing the progress of your child
- Liaising with external agencies that may come into the school to help support your child’s learning. This could include: educational psychologists, social care professionals, Speech and Language Therapy, ASD Outreach Team, Sensory Service and Specialist Inclusion Support Services.
- Liaising with early year’s providers and other schools to ensure a smooth transition of children with SEND to St. Peter’s Catholic School.
- Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known by members of staff) and making sure that the records of all pupils with SEND are up to date.
- To provide specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEND in the school) achieve the best possible progress in school.
- Liaising with potential next providers of education to ensure that you and your child are informed about options and a smooth transition is planned.
- Advising on the deployment of the school’s delegated budget and other resources to meet the needs of pupils with SEND.
Learning Support Assistants
Within the Learning Support team at St. Peter’s there are five Learning Support Assistants (LSAs) who support pupils with a range of additional needs across Key Stages 3 to 5, however they are not qualified in specialist areas. Currently our Learning Support Assistants support pupils with a range of SEND including autism, dyslexia, dyspraxia, dyscalculia, Downs Syndrome and visual and hearing impairments.
- Checking on the progress of your child and with either the class teacher and, or the SENCO, identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support in class or in a small group/1:1 setting, organising with the SENCO any additional resources required for the classroom).
- Liaising, when necessary, with the parents of pupils with SEND.
Lead Tutors, Heads of Curriculum, Form Tutors and Pupil Support
The Lead Tutors, Heads of Curriculum, Form Tutors, Pupil Support, SENCO and the Learning Support Assistants work very closely together, sharing on-going dialogue about pupil progress and well-being to help inform decisions over possible support.
We believe very strongly in working in partnership, this means that our Lead Tutors also work in partnership with pupils, external services and parents.
All our staff are involved in and committed to providing education and support for pupils with SEND.
- Checking on the progress of your child and identifying, planning and delivering any additional support your child may need (this could be targeted work, additional support) and letting the SENCo know as necessary.
- Ensuring that all staff working with your child in school are supported to deliver the additional support, so they can achieve the best possible progress.
- Ensuring that the school’s SEND and Teaching and Learning Policy is followed in their classroom, and for all the pupils they either teach or support with SEND.
Mrs M Murphy (Headteacher)
- The day to day management of all aspects of the school.
- Ensuring that the necessary support is made for any pupil with SEND by regularly reviewing how expertise and resources used to address SEND can be used to build the quality of whole school provision.
The Governing Body
The Governing body is confident that every pupil with SEND who is currently on roll at St. Peter’s Catholic School will be provided with the best support that we can offer considering the resources we have access to. The Governing Body is kept informed of any changes of policy which may affect the education of pupils with additional educational needs, and in what way the school will respond to those changes. Our Governor with responsibility for SEND is Mrs T Cund.
- Ensuring the necessary support is made for any child who attends the school who has SEND.
SEND and the Curriculum Offer:
St. Peter’s Catholic School is an over-subscribed mainstream school where the vast majority of learning is delivered in groups set according to the pupil’s academic ability. Every pupil at St. Peter’s has the opportunity to follow all National Curriculum subjects as well as following an appropriate KS4/KS5 pathway (GCSE/ BTEC/GCE).
We are committed to narrowing the attainment gap between SEND and non-SEND pupils. We attempt to do this through quality teaching, the use of whole school intervention programme’s or through targeting specific groups in certain subject areas, particularly in English and Mathematics. It is our policy to not withdraw pupils from lessons wherever possible. However there are occasions when the individual needs of certain pupils do require smaller groups or one to one intervention outside of the mainstream classroom.
Overall our interventions are categorised as the following:
Wave 1: quality teaching from all class teachers to all pupils including children with SEND.
Wave 2: other school based programmes of support that specifically target pupils with SEND support .This level of intervention may include the use of Learning Support Assistants (LSA’s). However, please be aware that priority LSA support is given to pupils with a Statement of Educational Needs or Educational, Health and Care Plan (EHCP) at St. Peter’s.
Wave 3: extra specialist support in school provided by a professional from an external service. This is targeted at children with specific barriers to learning that cannot be overcome, initially, through quality teaching and school based intervention programmes. On the new SEND Code of Practice it is pupils with SEND support (previously these pupils would be at School Action Plus on the old COP). This level of intervention would involve a specialist professional working with your child either individually or in a small group so that they can understand their needs and make further recommendations to staff within the school.
Wave 3 plus: extra specialist support in school provided by a professional from an external service. This is targeted at children with specific barriers to learning that cannot be overcome, initially, through quality teaching and school based intervention programmes. This level of intervention would involve a specialist professional working with your child either individually or in a small group so that they can understand their needs and make further recommendations to staff within the school.
For further information on and how to request a statutory assessment for an EHCP follow the links below:
Wave 1 and 2 interventions
Classroom Teaching and Learning
- All teaching staff at St. Peter’s understand that they are all teachers of Special Educational Needs. Although we do not have any specialist teachers for specific learning difficulties, we do support our children well through a focus on quality teaching and differentiation. This helps to ensure that pupils with SEND can access the learning within the mainstream teaching groups.
- Teachers at St. Peter’s will have the highest possible expectations for your child and all pupils in their class.
- Teachers will use a variety of teaching strategies so that your child is fully involved in learning in class. This may involve using more kinesthetic, visual and auditory strategies.
- Members of the Learning Support team (LSA’s) may also work with individual pupils or in small groups in the classroom using the class teacher’s plans.
Year 7 Paired Tutoring Scheme for Literacy
- This continues to be an excellent source of support for pupils in years 7 at St. Peter’s School.
- In the Literacy sessions improving the reading, spelling and comprehension skills of certain pupils is the main focus.
- Eligible pupils work with a year 12 pupil during 2 sessions of tutor time per week. If your child is eligible you will be informed via a letter.
- Tutors and tutees have had access to new reading materials, the SNIP Literacy programme for spelling and a variety of comprehension activities.
Should you wish to know more about the programmes then please do not hesitate to contact Mrs E Yanez or Mrs Przyrodzki (Literacy Coordinator) via the main school office.
Nurture Group in Year 7
- In the current academic year, 2019 to 2020, a small group of year 7 peupils who did not meet the expected standard mark at the end of KS2, are taught by Mrs Rackham for the following subjects: English Mathematics, Frenhc Geography, History, RE.
- Pupils follow the same curriculum as their peers in year 7 but this provision allows for a smoother transition to secondary school.
- The pupils are taught in the same classroom which minimises movement around the site.
- Pupils in the group are closely monitored and will be moved into other mainstream groups with good progress.
Key Stage 4 Pathway
- At the end of KS3 pupils who are in danger of not attaining a grade C in GCSE English Language and Mathematics will be placed on an appropriate pathway. These pathways are available to all pupils in this category as well as pupils with SEND.
- These pathways involve pupils having additional lessons in English and Mathematics. Please be aware that the curriculum offer is annually reviewed during the Autumn term of each academic year and does change according to staffing and other resources available to the School.
For further information on this pathway then please contact Mr. Chesterman (Assistant Head with responsibility for KS4).
Further support from the Learning Support Team
- Members of the team, including Mrs E Yanez, may also work with pupils outside of the classroom to give more focused 1:1 support. This includes supporting pupils with the demands of their homework in tutor time and after school; supporting pupils with specific difficulties in literacy and numeracy both in tutor time and through the withdrawal of pupils from certain lessons. The latter is always done with the agreement of the pupils, parents and staff.
Wave 3 interventions
- Your child will have been identified by the class teacher/SENCO (or you will have raised your concerns) as needing more specialist input instead of or in addition to outstanding classroom teaching and school based intervention programmes.
- A meeting will be arranged to discuss your child’s progress and help plan possible ways forward.
- You may be asked to give your permission for the school to refer your child to a specialist professional e.g. Educational Psychologist, Specialist CLD or SEMH teacher. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
- The specialist professional will work with your child to understand their needs and make recommendations, which may include:
- making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better
- support to set better targets which will include their specific expertise for teachers to implement
- a group run by school staff under the guidance of the outside professional
- a group or individual work with outside professional
- The school may suggest that your child needs some agreed individual support in school. They will tell you how the support will be used and what strategies will be put in place.
For pupils who have a statement of SEND or an Educational, Health and Care Plan (EHCP) we create, in partnership with the pupil and parents, a Provision Map with personal targets and success criteria.
- These personal targets will be reviewed internally every term and with parents, at least, once a year as part of the annual review process
- Priority is given to supporting pupils in class with an LSA
Birmingham SENAR – Special Educational Needs Assessment and Review Service
The Special Educational Needs Assessment and Review Service (SENAR) are responsible for coordinating the statutory assessment process that can lead to an Educational Health and Care Plan. SENAR can be contacted in the following ways:
Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met through differentiation.
- Learning Support Assistants may support with your child’s learning in the classroom where it is deemed necessary. Please be aware that priority is given to those pupils with a Statement of Educational Needs or EHCP.
- Specific resources and strategies as outlined in the Further Advice and Support Strategies will be used to support your child individually and/or in groups in the classroom.
- Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
- Teaching and support staff are made aware of pupils with SEND via the school’s SEND register. Further Advice and Support Strategies are available on individual pupils on the staff shared drive. The advice and support strategies provide teachers with details of how they can best support the learning of the pupil with SEND in their class (Pupils, parents, LSA’s, SENCO and in some cases an external specialist professional have contributed to these documents)
- Through departmental and whole staff meetings we share examples of good practice in order to improve the teaching and learning of pupils including those with SEND. This promotes our firm belief in quality teaching
- Mrs E Yanez (SENCO) offers advice and training to all staff in supporting pupils with specific educational needs in the classroom. This includes whole school information and training on SEND issues.
- Additionally we have utilised specialist teachers to deliver training sessions on how to support pupils with specific difficulties in literacy, the readability of texts and behaviour for learning,
- The SENCO provides opportunities for staff to attend after school twilight sessions to further discuss suitable teaching and learning strategies for pupils with SEND
- Individual teachers and LSA’s attend training courses run by outside agencies that are relevant to the needs of specific children
St. Peter’s Catholic School works in a collaborative partnership with many different agencies. This means that a supportive plan can be developed to meet your child’s needs both in and out of school.
Services provided are categorised into 3 areas and are as follows:
Directly funded by the school:
- Learning Support Assistants
- Learning Mentors (Pupil Support)
- Specialist for teachers for SEMH and CLD
Paid for centrally by Solihull LA:
- Educational Psychology Service for pupils with an EHCP
- Specialist Inclusion Support Services (SISS) The Local Authority (LA) currently, in agreement with schools, maintains a centrally retained non-traded ‘low incidence’ service which is made available to schools on a referral based system
The current services in this category include:
- Sensory and Physical Impairment
- Autism Outreach team
- Speech, Language and Communication Disorders
- SEND Under 6 support
- Speech and Language Therapy (SLT) – provided by health but paid for by the LA
Provided and paid for by the Health Service:
- School nurse – weekly sessions in school
- Occupational Therapy (OT)
All referrals, within school, will be made through the SENCO or Lead Tutors.
For further information on SISS follow the link below:
For further information on the Educational Psychology Service in Solihull follow the link below:
For further information on the Educational Psychology Service in Birmingham follow the link below:
- Your child’s progress is continually monitored by class teachers, Form Tutors, Lead Tutors, Heads of Curriculum and the Assistant Heads for KS5, KS4 and KS3. You are able to arrange meetings to discuss your child’s progress as well as attending annually arranged parent and Key Stage Progress evenings
- 3 times a year all teachers provide key assessments of pupil progress and report an attainment and attitude to learning score in each subject
- At the end of Key Stage 3 the school provides attainment levels to determine the appropriate KS4 pathways for all pupils including children with SEND
- The progress of children with an EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education
- If your child does not have EHC Plan then Mrs E Yanez (SENCO) can arrange an additional meeting to discuss any concerns that you have about your child’s progress at St. Peter’s. However, you can also do this with Lead Tutors, Heads of Curriculum and Form tutors
- The SENCO will also check that your child is making good progress with any individual or group intervention they take part in
- If you have concerns about your child’s progress you should speak to your child’s teacher, Form Tutor, Lead Tutor or Heads of Curriculum initially
- The concerns may need referring if your child is still not making progress to the SENCO
- If you continue to feel that your child is still not making progress you should speak to the Assistant Heads for the relevant Key Stage:
- Mrs. Hobbs and Mr. Williams: Assistant Heads responsible for Key Stage 3
- Mr. Chesterman: Assistant Head responsible for Key Stage 4
- Mr. Carr: Assistant Head responsible for Key Stage 5
If you continue to feel that your child is still not making progress you should arrange to meet with the Deputy Head teacher Mr Clinton or Murphy (Head teacher)
- When a teacher has raised concerns about your child’s progress, and specific strategies carried out by the teacher has not met the child’s needs, the teacher must raise their concerns with the SENCO. The SENCO will then request information from all of your child’s teachers with your agreement. This information will be shared at a subsequent meeting
- St. Peter’s holds regular pastoral year team meetings at which pupils who are a concern are discussed and appropriate actions agreed and reviewed (you will be informed about this and will be part of this process). Through subsequent meetings the SENCO will be informed, if it is necessary at this stage
- Regular meetings within Departments lead to professional discussions about strategies to ensure all children are making good progress. This is another way your child may be identified as not making progress
- If your child is then identified as not making progress the school will set up a meeting to:
- listen to any concerns you may have too
- plan any additional support your child may receive
- discuss with you any referrals to outside professionals to further support your child’s learning
- arrange subsequent meetings to review the impact of any additional support on your child’s progress
- We would like you to talk to your child’s teachers, Form Tutor and Lead Tutor regularly so we know how your child is doing at home and we can tell you about their well-being and progress in school. We hope this will make sure that we are using similar strategies to support your child and can share what is successful
- The SENCO, Form Tutor or Lead Tutor is available to meet with you to discuss your child’s progress or any concerns/worries you may have
- All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report. The SENCO or Lead Tutor will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child
- Please use the School’s Parent Portal to regularly check your child’s homework assignments, attendance record and the number of blue (rewards) and yellow (consequences) cards
- St. Peter’s Catholic School is an older school site, which has seen certain developments in recent years. Subsequently we have quite a large and extensive site, which is not easily accessible to all. Wherever possible alterations made to the original building now give disabled access
- Significant additions have been added over a number of years resulting in split levels, two storey buildings and flights of stairs that restrict access. Some of the corridors are narrow with congested bottle necks. However, strategies can be discussed and put in place to support pupils with their movement around the school site
- Within the Science and Sixth Form Teaching block there is a lift and there are certain routes which are accessible for wheelchair users
- We would strongly recommend that you have a look around the site on our Open Evening before making a decision or arrange a visit by contacting Mrs E Yanez (SENCO) via the main school office
- We ensure that equipment used is accessible to all pupils regardless of their needs
- There are a variety of after school clubs and sporting activities and teams for pupils to attend/get involved with which are published via tutor group notices and on the notice boards in the PE department. Many pupils with SEND get involved in sports, the cooking club, radio club etc. If you have any concerns then please contact the teacher in charge or Mrs E Yanez (SENCO)
We recognise that ‘moving on’ can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.
- If your child is moving to another school:
- We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child
- We will make sure that all records about your child are passed on as soon as possible
- When moving years in school:
- Information about your child will be shared with their new teachers via whole school information training sessions and the staff shared drive
- If your child requires a personalised transition plan for moving to another year, we will put this in place
- In Year 11/Year 13
- If your child has an EHCP they will meet with our Careers adviser and SENCO to ease the transition
- If your child does not have an EHCP a personalised plan will be created with parents and the pastoral team/SEND staff to support the transition
- The SENCO and Careers Advisor will support your child in finding a new school/college/university
- If necessary, the SENCO/pastoral team will arrange visits to new schools/colleges/university for your child
- The school budget, received from Solihull LA, includes money for supporting children with SEND
- The Head Teacher, Mrs. Murphy, decides on the budget for Additional Needs in consultation with the school governors, on the basis of needs in the school
- The Head Teacher and the SENCO, Mrs E Yanez, discuss all the information they have about SEND in the school, including:
- the children getting additional support already
- the children needing additional support
- the children who have been identified as not making as much progress as would be expected
- the resources, training and support that is required
- All resources/training and support are reviewed regularly and changes made as needed
My child has needs currently supported by their primary school. How will St. Peter’s know about this?
- In the Summer Term of year 6, Mrs E Yanez (SENCO), Mrs. Hobbs (Assistant Head) and Mrs Costello (Lead Tutor for Year 7) will visit primary schools to collect all appropriate information from the school’s SENCO’s/Inclusion Managers and class teachers
- Our transition process ensures that we have a comprehensive overview of our children’s needs prior to them starting in year 7. On the first day of term in September, all of our teaching and support staff are provided with information to identify and inform them of children in their classes with SEND. In some cases team meetings are held with relevant teachers and Lead Tutors
- Primary SENCO’s contact us or invite us to join review meetings near the end of year 6 and in some cases Mrs E Yanez also attends year 5 reviews for SEND/EHC plans
- Some parents and pupils may come in to meet with Mrs E Yanez and the Learning Support team before their child arrives in September. This can be arranged by contacting Mrs E Yanez via the main school office or is often arranged via the Primary schools
My child is on their primary school SEND Register. What happens when they transfer to St. Peter’s?
- The SEND Code of Practice designation (SEND support) is maintained where appropriate. Liaison with feeder schools provides us with the information we need to determine whether or not the pupil needs to remain on the SEND register
- All teaching staff will be informed via email and the circulation of Further Advice and Support Strategies. These are currently held on the Staff Shared Drive
- Pupils with an EHCP will be issued with a Provision Map and Individual Targets (IEP); these are issued via letters home during the first half term of the school year. They will be reviewed, at least, once a year
My Child has a EHCP. What happens when they transfer to St. Peter’s?
- The Local Education Authority will notify us of this and send copies of the EHCP. We will then study the information during the summer term of your child’s year 6 to ensure that appropriate provision is in place for year 7
- The main details and teaching strategies of the statement/plan will be circulated to staff as part of the Provision Map. Pupils and parents have the opportunity to contribute to this
- We will respond to the demands of the plan and where necessary, discuss provision with our external specialists
- As a part of the transition process children with a plan are invited along with some other children who we feel would benefit from an additional open morning or afternoon. This allows the children to meet teachers, the SENCO, LSA’s, ask questions and familiarise themselves with the school
Will there be any support mechanisms in place during year 7?
- Pupil Support provides support for pupils of all year groups in the school. This includes a mentoring programme
One of the following agencies was involved with my child at Primary school. What does this mean for their transfer to St. Peter’s?
Solihull Specialist Inclusion Support Services:
- Communication and Learning Difficulties (CLD) Team
- Social Emotional and Mental Health Service (SEMH) formerly ESBD Service
- Autism Team
- Sensory and Physical Impairment (SPI) Team
- Speech, Language and Communication Disorders (SLCD) Team
- Speech and Language Therapy
- Occupational Therapy
- Educational Psychologists (EPs)
- School Nurse
- The work of some of these agencies continues irrespective of transfer and we will be informed and contacted by them, as will parents
- Records of all previous involvement are sent to us
- We can also refer or re-refer to our external support agencies
My child has SEND. What role can we play to support them and to help the school to support them?
- It is crucial to remember that we have a shared goal of ensuring that your child is happy and successful, in order to do this it is essential that we apply the same encouragement, rewards and sanctions and provide a consistent and well communicated level of support
- Keeping in close contact is absolutely crucial to ensuring a happy and successful education. If any problems occur at school, at home or both, regular phone contact is encouraged, particularly in difficult circumstances. Nipping negative signs, however small, in the bud is the one recognisable successful way to avoid problems growing
Solihull SEND Information, Advice and Support Service aims to:
- Provide information, advice and support to children and young people up to the age of 25 with SEND
- Provide information, advice and support to the parents of children and young people up to the age of 25 with SEND
- Provide impartial advice about matters relating to special educational needs or disabilities, including matters relating to health and social care
- Offer support to parents and children and young people with SEND in participating in decisions made about the child/young person’s education, health and social care
Based at Sans Souci, Tanworth Lane, Shirley, Solihull B90 4DD.
- Telephone: 0121 5165173
- Email: email@example.com
The Birmingham Special Educational Needs & Disability Information, Advice and Support Service (SENDIASS) offers impartial information, advice and support to children and young people with special educational needs or disabilities.
The service is impartial, confidential, accessible and free, and can help with a range of subjects, including:
- Assessment processes for education, health and care plans
- Information about the support available in nurseries schools and colleges
- Social care and health issues that relate to education
- Individual casework and support in preparing for and attending meeting
- Advice and representation through appeals and complaints processes, if appropriate.
SENDIASS works at arms-length from the Council and is available to:
- Parents/carers of children with special educational needs (SEN) or disabilities
- Young people (over the age of 16) with special educational needs or disabilities.
The SENDIASS team is available from 8:45am to 5:00pm, Monday to Friday.
- Telephone: 0121 303 5004
- Email: firstname.lastname@example.org
Worcestershire SEND Information, Advice and Support Service,
Office opening hours are Monday to Friday from 8.30am to 4.00pm
Telephone: 01905 768153
Solar (CAMHS Solihull)
Solar is the emotional wellbeing and mental health service for those aged 0-19 years, in Solihull.
Provided by Birmingham and Solihull Mental Health NHS Foundation Trust in collaboration with Barnardo’s and Autism West Midlands, the service aims to:
- Meet the emotional wellbeing and mental health needs of children and young people, and support them to move on from the service when they are ready.
- Provide simple and timely access for families and practitioners to information and services relating to the emotional wellbeing and mental health of children and young people.
- Provide care which is child and family focused, that treats children, young people and their carers with compassion, dignity and respect, without stigma or judgment, and which emphasises recovery and prevents problems from recurring.
- Strengthen capacity within services such as schools and primary care settings to identify and support children and young people with emotional wellbeing and mental health problems.
- Support parents and carers to understand their children’s needs and behaviours, and develop strong attachments.
Bishop Wilson Clinic
Telephone: 0121 301 2750
Age range: 0 – 19 years
Monday (09:00 – 17:00)
Tuesday (09:00 – 17:00)
Wednesday (09:00 – 17:00)
Thursday (09:00 – 17:00)
Friday (09:00 – 17:00)
Telephone: 0121 301 2730
Forward Thinking (CAMHS Birmingham)
Works with young people and families, around mental health issues for 0-25 year olds.
Can contact the Access Centre, to make a referral or advice and support on:
0300 300 0099
General advice and referral support is provided as follows:
Monday-Friday 8am – 8pm
Saturday and Sunday 10am – 3pm
If you need to write, the address is:
Forward Thinking Birmingham – Access Centre
5th Floor, 1 Printing House Street, Birmingham, B4 6DF
Please note: No clinical appointments take place at the above address. These will take place at one of their locations throughout the city.
Autism Family Support Solihull – SASSI
SASSI is an Autism Support Group for parents/guardians of children or young people with an autism spectrum disorder (ASD). All are welcome whether there has been a diagnosis or there is one pending. Monthly meetings ae held in the evening at different primary schools in Solihull. They provide talks on topics connected with ASD and offers the opportunity for parents to meet socially.
Specialist Inclusion Support Service
The Specialist Inclusion Support Service (SISS) offers multi-disciplinary support for children and young people with a range of special educational needs and disabilities (SEND).
The service is based at:
Specialist Inclusion Support Service
37 Burtons Way
Telephone: 0121 704 6690