Mayfield School
Special Educational Needs (SEN) Information Report
1. Introduction
Mayfield School provides education on two different sites for pupils aged 3 to 19 with a range of complex special educational needs and disabilities. Our vision is to provide person-centred, ambitious and engaging learning opportunities for all students.
2. Types of SEN
All pupils have an EHCP before they come to Mayfield as this is a specialist setting with places commissioned by SENAR. Mayfield caters for pupils with autism and/or cognition and learning and physical and sensory needs.
3. Identification and Assessment
Pupils special educational needs and disabilities have already been identified before they arrive at Mayfield as all children and young people already have an EHCP before joining the school. Identified provision is carefully implemented and all pupils are supported through a graduated assess–plan–do–review approach. Mayfield staff observe children and young people for the duration of their time at the school and work closely with other professionals such as school nurses, health and social care professionals, paediatric doctors, speech and language therapists, physiotherapists and occupational therapists to assess pupil’s needs and provide appropriate support and guidance to ensure new or emerging needs are identified and responded to. The local offer can be accessed here: https://www.localofferbirmingham.co.uk/
4. SENCO and Contacts
Eleanor Howells and Suzanne Bradbury lead SEN provision. Suzanne Bradbury is a qualified SENCo. They can be contacted by email at: admissions@mayfield.eiat.org.uk
5. Admissions
Admissions are coordinated through SENAR at the local authority based on review and assessment of need specified within the EHCP. Mayfield works primarily with Birmingham SENAR but also with neighbouring authorities in relation to consultations for out-of-authority children and young people. The school does not admit children or young people outside of the local authority consultation process. A copy of the admissions policy can be found here: Policies
6. Working with Parents and Pupils
Parents and pupils are involved through annual reviews, parents evenings and ongoing communication. Mayfield’s inclusion team are skilled at advocating for children and young people and enabling them to contribute their views as part of the annual review process. Mayfield strongly encourages regular home and school dialogue via Class Dojo and shares regular updates with parents and carers via this platform which also has a translation tool and can be accessed in a wide range of community languages.
7. Progress Monitoring
Progress is tracked continually through EHCP outcomes and personal learning goals (PLGs) Parents and carers can see regular learning highlights via the Class Dojo platform and receive formal progress updates at parents evening and via the annual review and the end of year school report.
8. Transitions
Support is provided for transitions between key stages and into adulthood. Transition support for new pupils and outgoing pupils is carefully tailored to the individual needs of each pupil and typically involves visits, social stories, regular contact with parents and carers and sharing of information.
9. Teaching Approach
The GET REAL curriculum and pathway model enables meaningful learning experiences for all pupils. The intent of the GET REAL curriculum is:
- To meet individual needs
- To prepare for adulthood and life in modern Britain
- To enable effective communication
- To develop healthy relationships based on trust, respect and tolerance
- To learn how to eat healthily, maintain an active lifestyle, and promote physical and mental health
- To support and nurture resilience, independence, and problem-solving skills
- To provide a wide range of cultural capital opportunities
- To understand how to be safe around school, in the community and online
- To embed mutual respect, dignity, self-advocacy and responsibility
- To promote the development of individual personalities, talents and abilities
- To enable pupils to understand their own rights, other people’s rights, and respect cultures and differences
- To develop an awareness of sustainability and promote global citizenship
10. Evaluating Provision
Provision is reviewed through progress data, feedback and quality assurance. Mayfield school has a robust quality assurance model in place involving internal and external scrutiny, peer review and governance oversight.
11. Adaptations
Curriculum and environments are adapted to meet the individual needs of pupils in line with the provision identified within their education health and care plan or within their individual pupil support passport.
12. Accessibility
Mayfield school aims to enable access for all stakeholders. The school facilities include playgrounds, classrooms, sensory spaces, hydrotherapy and specialist equipment. The school is part of a diverse community where many community languages are spoken – platforms for parents include translation tools to make home to school communication more accessible and facilitate partnership working between home and school, leading to improved outcomes for pupils.
13. Equality and Inclusion
All pupils access a broad and balanced curriculum with appropriate support. In fulfilling our equality obligations, we are led by the principles that all learners are of equal value. We recognise and respect difference. We foster positive attitudes and relationships, and a shared sense of cohesion and belonging. We aim to reduce and remove inequalities and any barriers that already exist. Mayfield is a Unicef Rights Respecting School and pupils are taught about equality through the Rights Respecting agenda as well as in PSHE and through incidental learning.
14. Accessibility Plan
The school maintains an accessibility plan available on the website. You can find it here: https://mayfield.eiat.org.uk/wp-content/uploads/2023/12/Accessibility-Plan.pdf
15. Staff Expertise
Staff receive ongoing training and work with therapists and specialists.
16. External Agencies
The school works with a wide range of external partners including NHS professionals and professionals from the social care sector. All partnership working is designed to support children and families and enable positive outcomes.
17. Inclusion
Pupils are supported to engage in school life and activities. Mayfield has a broad range of fully accessible activities that build cultural capital and enhance the academic, social and emotional development of pupils. No pupil at Mayfield is prevented from accessing opportunities due to their special educational needs or disability and the school strives to include everyone. Lunchtime clubs, transport and external provisions such as residential visits are designed with this principle at the forefront of the planning process.
18. Equipment
Specialist equipment and resources are provided where required in line with the provision outlined within every pupil’s education, health and care plan. Specialist equipment and resources are in place to enable access to learning and facilitate progress towards identified outcomes.
19. Social and Communication Support
Communication and social development is prioritised at Mayfield, and the school has a well-embedded total communication strategy. Communication is the primary means of accessing and conveying information and expressing needs and wants. It is how thoughts and emotions are explained and how the thoughts and emotions of others are interpreted. It is how choices are made; feelings are expressed and how relationships are formed and maintained. It forms the basis of social interactions. By using a total communication approach, pupils are empowered to communicate and express themselves effectively which promotes social and emotional development, relationships, value, belonging and regulation.
20. Anti-bullying
A proactive approach promotes respectful and safe behaviour. Details of how Mayfield addresses bullying can be found in the school’s behaviour policy, linked here: https://mayfield.eiat.org.uk/wp-content/uploads/2025/10/Behaviour-policy-2025-1.pdf
21. Complaints
Mayfield School aims to work in close partnership with parents and carers to resolve issues swiftly and together. If concerns cannot be resolved informally, the school has a complaints process which can be found here: https://mayfield.eiat.org.uk/complaints/
22. Local Offer
Information is available through the Birmingham Local Offer. The local offer can be accessed here: https://www.localofferbirmingham.co.uk/
What is the SEND Code of Practice?
The SEND Code of Practice is statutory guidance for organisations that work with and support children and young people with special educational needs and disabilities.
Useful Links:
SEND code of practice: 0 to 25 years – GOV.UK (www.gov.uk)