As a Warwickshire County Council maintained school, we follow the County Admissions Policy. All parents must apply directly to Warwickshire County Council for admission into the Reception class and any in-year transfers from other Authority Schools. Please see our Admissions page for more information. We are committed to meeting the needs of all children including those with Special Educational Needs and Disabilities. We would ask parents to discuss the identified needs with the school prior to starting so that appropriate intervention and support can be planned and implemented. Additionally, advice from Warwickshire County Council or other agencies may be requested to ensure the school can meet any needs appropriately. Children and young people with an EHC Plan follow a different admission and transfer process for a new school (please refer to the Warwickshire County Council for specific guidance). Parents continue to have a right to request a particular school and this will be considered alongside the information that we have about your child’s special educational needs. The information would have been provided as part of the Education, Health and Care assessment or following the review meeting. If you would like to discuss moving a child to our school please contact our school office. As a school, we aim to do the very best in order to make all children feel welcomed and included during transition. If you would like to discuss your SEND requirements in more detail, please contact the school to arrange an appointment.

The school is fully compliant with DDA (Disability Discrimination Act) requirements. The school is single-storey with a ramp on the Key Stage two playground and wheelchair access via the car park. There is a disabled toilet. We ensure wherever possible, equipment used, is accessible to all children. After-school provision is accessible to all children, including those with SEND. Extra-curricular activities are accessible for all children including children with SEND. Individual children are supported at lunchtime by a member of staff, if their needs require specific support. Teachers plan educational visits carefully, ensuring that the needs of individual children are met.

a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching)At Wheelwright Lane Primary School, we believe that every child deserves to feel included, supported and successful in their learning. We recognise that children learn and develop at different rates and that some children may require additional support or adaptations to help them achieve their full potential.We follow a five-stage approach to identifying and supporting children with additional needs, ensuring that the right support is provided at the right time.Our approach is based on early identification, high-quality teaching, appropriate adaptations and close partnership with parents and carers. We regularly assess children's progress and review the effectiveness of the support provided.Not every child who receives additional support will have an identified special educational need or be placed on the school's SEND register. Our staged approach enables us to respond to children's needs as they emerge.Stage 1 – Universal ProvisionHigh-quality teaching for all childrenAll children at Wheelwright Lane benefit from high-quality, inclusive classroom teaching, sometimes referred to as Quality First Teaching.Our teachers have high expectations for every pupil and carefully plan lessons that build upon children's existing knowledge, skills and understanding.What does this look like for your child?Consistent teaching through our school's seven-step lesson approach.Learning activities adapted to support different abilities and learning needs.Access to support from the class teacher and teaching assistants.Opportunities to work independently, collaboratively and with adult guidance.Access to classroom resources such as number lines, phonics boards, vocabulary charts and working walls.Practical resources and equipment to support learning, including mathematical apparatus, pencil grips and writing aids.Regular assessment to identify children's strengths, progress and any gaps in learning.Class teachers are responsible for the progress and development of every child in their class, including pupils who receive additional support.How do we monitor progress?Teachers continually assess children's learning through classroom activities, observations and formal assessments. Where concerns arise, the class teacher will consider whether further adaptations or support may be beneficial.Stage 2 – Universal PlusAdditional classroom adaptations and early supportSome children may need additional adaptations or short-term support to help them access learning successfully.At this stage, the class teacher will discuss any concerns with the Special Educational Needs and Disabilities Coordinator (SENDCo), who may suggest additional strategies.What does this look like for your child?Support may include:Adapted seating arrangements or changes to the classroom environment.Visual timetables, Now and Next boards and additional visual prompts.Sensory resources, movement breaks or sensory circuits.Additional adult guidance during particular learning activities.Short-term interventions, such as additional phonics, reading or mathematics support.Adjustments to instructions, learning resources or classroom routines.Advice and guidance from the SENDCo or phase leader.Where appropriate, the school may also seek advice from external professionals, such as Speech and Language Therapy (SALT) or Occupational Therapy (OT).How do we monitor progress?The class teacher monitors the impact of the adaptations and discusses progress with the SENDCo where necessary.Some children may be placed on the SENDCo's watch and wait list. This allows the school to monitor their needs more closely without automatically placing them on the SEND register.Parents will be informed of concerns and involved in discussions about how best to support their child.Stage 3 – Targeted SupportAdditional interventions and closer monitoringWhere a child continues to experience difficulties despite classroom adaptations, more targeted support may be required.At this stage, the class teacher and SENDCo work together to develop a clearer understanding of the child's needs and identify appropriate support.What does this look like for your child?Targeted individual or small-group interventions delivered by a teacher or teaching assistant.Additional support for literacy, numeracy, communication, emotional regulation or other identified needs.Continued adaptations within the classroom.More detailed assessment and monitoring of progress.Advice or assessment from external professionals, where appropriate.Individual support strategies, risk assessments or emotional regulation plans where required.Depending on the child's needs, the school may seek advice from services including:Warwickshire Specialist Teaching Service (STS).Educational Psychology Service (EPS).Speech and Language Therapy (SALT).Occupational Therapy (OT).Child and Adolescent Mental Health Services (CAMHS). How do we monitor progress?Where targeted support is required, teachers may use the Assess, Plan, Do, Review (APDR) process to identify specific, achievable and measurable targets.Interventions are monitored and reviewed, typically following a planned block of support, which may be approximately six to eight weeks.The class teacher and SENDCo consider the impact of the intervention and whether further support is required.Children may remain on the SENDCo's watch and wait list while additional information is gathered and strategies are evaluated.Parents are involved in discussions about their child's needs and progress. Where appropriate, advice from external professionals will be incorporated into the child's support plan.Stage 4 – Targeted Plus (SEN Support)Personalised support for children with identified special educational needsWhere a child continues to require ongoing, additional and personalised provision, they may be identified as having special educational needs and placed on the school's SEND register.At this stage, the SENDCo and class teacher work closely with parents and external professionals to develop a personalised approach to supporting the child's learning and development.What does this look like for your child?Your child will be placed on the school's SEND register following discussions with parents.A personalised Assess, Plan, Do, Review (APDR) document will identify individual targets, strategies and provision.Your child may receive enhanced interventions or additional adult support.Recommendations from external professionals will be incorporated into classroom practice.Learning activities and resources may be further adapted to meet individual needs.Some children may access a bespoke curriculum pathway, enabling them to make and demonstrate progress through smaller developmental steps.Additional planning may be undertaken to support emotional wellbeing, communication, independence and successful transitions.How do we monitor progress?We use the Assess, Plan, Do, Review cycle to continually evaluate the support provided.AssessPlanDoReviewAssess: Identify your child's strengths, needs and barriers to learning.Plan: Agree appropriate targets, support and strategies.Do: Put the agreed support into practice.Review: Evaluate progress and decide whether the support needs to continue, change or increase.We value the views of children and parents and aim to ensure that everyone involved understands the support being provided and the difference it is making.Stage 5 – Specialist SupportHighly personalised provision and Education, Health and Care Plans (EHCPs)A small number of children may have more complex needs that require a higher level of specialist support.Where a child continues to experience significant difficulties despite appropriate targeted provision, the school and parents may consider whether an Education, Health and Care Needs Assessment (EHCNA) is required.This is a statutory assessment undertaken by the Local Authority to determine whether a child requires an Education, Health and Care Plan (EHCP).What does this look like for your child?Depending on individual needs, support may include:Highly personalised teaching and learning opportunities.A bespoke curriculum pathway with individual developmental targets.Enhanced adult support to enable access to learning and promote independence.Specialist advice and involvement from external professionals.Adaptations to the learning environment and school routines.Additional resources, specialist equipment or staff training.Support from Local Authority inclusion services or specialist outreach teams.Consideration of alternative provision or specialist educational placements where appropriate.What happens if an Education, Health and Care Needs Assessment is requested?Parents or the school can request an EHC needs assessment from Warwickshire County Council.The Local Authority considers the information provided by parents, school staff and other professionals to decide whether a statutory assessment is necessary.If an assessment takes place, information is gathered about the child's educational, health and care needs and the support required.The Local Authority then decides whether an EHCP is necessary.An EHCP is a legally binding document which sets out:The child's identified needs.The outcomes they are working towards.The special educational provision required to meet those needs.Relevant health and social care provision.The educational placement and arrangements for reviewing progress.An EHCP does not automatically mean that a child requires one-to-one adult support. Provision is determined by the child's individual needs and may include specialist resources, targeted teaching, additional adult support or adaptations to the curriculum.How do we monitor progress?Children with an EHCP continue to have their progress monitored through the APDR process, with individual targets linked to the outcomes identified in their plan.An EHCP is formally reviewed at least annually, with parents, school staff and relevant professionals involved. Reviews are more frequent for children under five.The school continues to work closely with families and the Local Authority to ensure provision remains appropriate and supports the child to achieve their potential.

At Wheelwright Lane Primary School, we believe that every child deserves the opportunity to achieve their full potential, feel included and flourish in their learning. We recognise that children develop at different rates and may require additional support at different stages of their education.We take a proactive approach to identifying Special Educational Needs and Disabilities (SEND), ensuring that any emerging needs are recognised early and that appropriate support is put in place. We work closely with parents and carers throughout this process, recognising that you know your child best and that your knowledge, experiences and views are invaluable.How do we identify children who may have SEND?Our teachers continually assess and monitor children's learning, development, progress and wellbeing. Through regular assessment, classroom observations, discussions with parents and professional dialogue, we identify children who may be experiencing barriers to their learning or development.We consider children's needs across four broad areas:Communication and Interaction: Including speech, language, communication and social interaction difficulties.Cognition and Learning: Including children who experience difficulties acquiring, understanding or retaining new knowledge and skills.Social, Emotional and Mental Health (SEMH): Including difficulties with emotional regulation, relationships, confidence and wellbeing.Sensory and/or Physical Needs: Including sensory processing differences, physical disabilities, and hearing or visual impairments.We recognise that children may have strengths in some areas and require additional support in others. Our approach focuses on understanding the individual child rather than simply identifying a difficulty.What happens if there are concerns about my child?If your child's class teacher identifies that they are not making expected progress, or has concerns about their learning, communication, development or wellbeing, they will discuss these concerns with you.A meeting with the class teacher and, where appropriate, the Special Educational Needs and Disabilities Coordinator (SENDCo) will be arranged to:Listen carefully to your concerns and experiences of your child at home.Share observations, assessment information and any concerns identified in school.Discuss your child's strengths, interests and areas where additional support may be helpful.Consider any adaptations to teaching, learning or the classroom environment.Agree appropriate strategies, additional support or targeted interventions.Consider whether advice or assessment from external professionals may be beneficial.Agree how your child's progress will be monitored and when support will be reviewed.We aim to ensure that parents feel informed, listened to and actively involved in decisions about their child's education.Our five-stage approach to identifying and supporting SENDAt Wheelwright Lane, we follow a five-stage graduated approach, ensuring that children receive the right support at the right time.Stage 1 – Universal ProvisionAll children access high-quality, inclusive classroom teaching. Teachers regularly assess children's progress and adapt their teaching to meet individual learning needs.Stage 2 – Universal PlusWhere concerns arise, the class teacher works with the SENDCo to identify possible barriers to learning and consider additional classroom adaptations. Progress is carefully monitored to establish whether these strategies are effective.Stage 3 – Targeted SupportWhere a child continues to experience difficulties, additional targeted support may be introduced. The class teacher, supported by the SENDCo, will identify small, achievable and measurable targets using our Assess, Plan, Do, Review (APDR) approach.Targets and progress are shared with parents through Learning Review Reports and meetings. Following approximately two review cycles, usually over one term, staff evaluate the impact of the support and consider the next steps.Stage 4 – Targeted Plus / SEN SupportWhere a child requires ongoing, additional and individualised provision, they may be placed on the school's SEND register following discussion with parents.A personalised APDR plan identifies the child's needs, targets, strategies and provision. The SENDCo may also seek advice from external professionals, including the Specialist Teaching Service, Speech and Language Therapy or Educational Psychology Service.Parents are invited to termly SEND Learning Review Meetings to discuss progress, evaluate provision and agree future targets. Additional meetings may be arranged where necessary.Stage 5 – Specialist SupportFor children with more complex or significant needs who require a highly personalised approach, specialist assessments, adapted curriculum pathways or additional provision may be necessary.Where appropriate, the school may work with parents and professionals to request an Education, Health and Care Needs Assessment (EHCNA) from the Local Authority.If an Education, Health and Care Plan (EHCP) is issued, the school works closely with parents and professionals to deliver the agreed provision and review progress, including through a formal annual review.How do we assess whether support is working?At Wheelwright Lane, we use the Assess, Plan, Do, Review (APDR) cycle as part of our graduated response to SEND.Assess: We identify your child's strengths, needs and barriers to learning using assessments, observations and discussions with you and your child.Plan: We agree clear, achievable targets and identify the strategies, adaptations or interventions that will support progress.Do: Teachers and appropriately trained staff implement the agreed provision, with the class teacher maintaining responsibility for your child's learning.Review: We evaluate the impact of the support, celebrate progress and identify any changes needed.Targeted interventions are generally evaluated following a block of teaching, often around 6–8 weeks, depending on the intervention.For some children, progress may be measured through smaller developmental steps rather than age-related academic expectations. We use personalised curriculum pathways, including our Green and Pink Pathways, to identify starting points, recognise achievements and track progress over time.

The SEND budget is allocated each financial year. The SENDCo and most of Teaching Assistants are funded through the school’s general and dedicated budget. The SENDCo and Headteacher meet regularly to discuss children’s needs, including continuing provision and identification of new support or resources, resulting in allocating resources from the budget on a needs basis. If the support required for a child costs more than is allocated in the SEND budget the school will apply for further funding from the central SEND budget through the higher needs funding allocation. The SEN team regularly review provision and resources, taking into account the changing needs of all learners. The SEND budget is also used to purchase specific specialist support provided by professional services identified in Q14.

How will parents be involved?We believe that positive relationships and open communication between home and school are essential to supporting children with SEND.Depending on your child's needs, we provide:Face-to-face meetings with class teachers and the SENDCo.Termly SEND Learning Review Meetings for children receiving SEN Support.Additional half-termly reviews or more frequent meetings where required.Personalised targets and APDR documentation to help parents understand the support being provided.Opportunities for parents to contribute to decisions and share successful strategies used at home.Advice, signposting and referrals to external services where appropriate.Pastoral and family support through our school Learning Mentor.We also believe that children's voices matter. Wherever possible, we involve children in reflecting on their learning, identifying what helps them and celebrating their achievements.Who should I contact if I have concerns?Your child's class teacher should always be your first point of contact.If you have any concerns about your child's learning, development, communication, behaviour or emotional wellbeing, please speak to their class teacher. You do not need to wait until a parents' evening or formal review meeting to raise a concern.The class teacher will listen to your concerns, discuss the support currently in place and, where appropriate, seek advice from the SENDCo.Our qualified SENDCo is Mrs Janette Crozier, who completed the National Qualification for Special Educational Needs Coordination in 2025.Mrs Crozier works closely with teachers, teaching assistants, school leaders, families and external professionals to ensure that children with SEND receive appropriate support.Her responsibilities include:Supporting staff to identify children's additional needs at the earliest opportunity.Advising teachers on appropriate teaching adaptations, interventions and individual provision.Overseeing the school's graduated approach and SEND register.Monitoring the progress and provision of children with SEND.Supporting the development and review of APDR plans and personalised curriculum pathways.Coordinating advice and referrals from external agencies.Working with parents to ensure that they are informed and involved in decisions about their child's education.Supporting families through statutory assessment processes where appropriate.If you would like to speak to Mrs Crozier, please contact the school office, who will be happy to arrange a meeting.Our commitment to youAt Wheelwright Lane Primary School, we understand that discussing concerns about your child's development or learning can sometimes feel worrying. We want to reassure families that identifying an additional need is about understanding how best to support your child, recognising their strengths and removing barriers to their success.Our aim is always to work together with you to ensure that your child feels happy, safe, valued and included, develops independence and makes the best possible progress throughout their time at Wheelwright Lane.Learning for Life – developing every child, fostering a love of learning, belonging and flourishing in everything they do.

We understand how important it is for all children to be involved in their learning. We will involve your child through: Reviewing their individual Learning Review Report details and discussing the progress made. Including your child’s views in the review with parents and professionals. Providing next steps in learning through verbal discussion with adults and effective feedback and marking during lessons. Providing specific targets for English and Maths and PSED to improve on aspect of their learning or to support them to engage with learning. For children with an EHC Plan we will obtain their views and feelings about their work and progress and this will be included in their Annual Review.

Your child’s progress will be continually monitored by his/her class teacher. His/her progress will be reviewed formally by a Senior Leader and SENDCo termly. If your child is in Nursery or Reception then a sensitive approach will be adopted as delays may be due to your child’s age/maturity and possible adjustment to school life. We will closely monitor their learning and progress and any concerns will be discussed with you and the class teacher initially. At the end of Key Stage 2 (i.e. year 6), all children are required to be formally assessed using Standard Assessment Tests (SAT). This is something the government requires all schools to do and the results are published nationally. If your child is not able to access the tests then their class teacher will assess their attainment and progress using national standards. Parents will be invited to talk with the SENDCo and class teacher so that they are involved in the process. Where necessary, children have an individual Learning Review Report based on their individual strengths and needs. Class teachers will set targets, designed to accelerate learning and close the gap. Progress against these targets is reviewed regularly, evidence for judgements assessed and a future plan of intervention made. The progress of children with an EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education. The SENDCo will also check that your child is making good progress within any individual work and in any group that they take part in.

We recognize that transitions can be difficult for a child with SEND, and we take steps to ensure that any transition is a smooth as possible. If your child is joining us from another school: The SENDCo will visit pre-schools with the Foundation Stage Leader when appropriate. If your child would be helped by a transition book (visual aids eg. Photographs of classroom and adults) to support them in understanding and moving on, then one will be made for them. Your child will be able to visit our school and stay for a taster session, if this is appropriate. If your child is moving to another school: We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that needs to be made for your child. Where possible, a planning meeting will take place with the SENDCo from the new school. We will make sure that all records about your child are passed on as soon as possible. If your child would be helped by a transition book (visual aids eg. Photographs of classroom and adults) to support them in understanding moving on, then one will be made for them. When moving classes in school: Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. Learning Review Reports will be shared with the new teacher. All children have a transition book (visual aids eg. Photographs of classroom and adults) prior to moving class and a welcome video recording from their new teacher to refer to in the time between moving classes. On Induction Day, your child will meet and work with their new teacher and additional visits to and from your child’s teacher will be arranged to settle them gently into their new surroundings. In Year 6: The SENDCo will discuss the specific needs of your child with the SENDCo of the child’s secondary school. In most cases, a transition review meeting to which you will be invited will take place with the SENDCo from the new school. Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead. We will work with secondary schools to arrange additional visits and plan opportunities to discuss your child’s needs in advance of them leaving primary school Where possible, your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school. If your child would be helped by a transition book (visual aids eg. Photographs of classroom and adults) to support them in understanding moving on, then one will be made for them.

Class teachers plan lessons according to the specific needs of all groups of children in their class and to ensure that your child’s needs are met. Specific resources and strategies will be used to support your child individually and in groups. Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs. The learning environment will be adapted as necessary to support your child, for instance to provide an area to support independent or one to one working. Every classroom is communication friendly, using visual prompts and strategies recommended by STS. For example, all classrooms have visual timetables on display.

The SENDCo’s job is to support the class teacher in planning for children with SEND. The school provides training and support to enable all staff to improve the teaching and learning of all children, including those with SEND. This includes whole school training on SEND issues, such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) speech and language difficulties (SALT) and Social and Emotional and Mental Health (SEMH) needs. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from STS and Educational Psychology Service. Specialists from outside agencies work in partnership with the school to train staff and to develop specific expertise. Some support staff have received training for Sensory Circuit, Communicate In Print, Speech and Language Support, ASD approaches, Nurture, Zones of Regulation, Attention Autism as well as Precision Teaching and Sensory Integration.

Provision for individuals with an EHC Plan is evaluated in partnership with parents and other professionals at Annual Reviews. Recommendations are made and implemented by the school. The school may put in place mid-year reviews if we are concerned that the provision is not meeting your child’s needs. Individual SEND provision is evaluated in partnership with parents and other professionals at Learning Review meetings for SEND children. Recommendations are made and implemented by the school. Meetings are held on a termly basis. The SENDCO and class teachers make decisions about suitable and appropriate interventions and resources used to support learning. This support will be reviewed each half term to monitor the impact. Intervention programmes are regularly reviewed by SENDCo, Headteacher and subject leaders, to ensure that the programme is appropriate for your child and learning is improving. The SENDCo monitors effectiveness of interventions through observations of whole class teaching and any group or individual intervention work. The sendco will work closely with class teachers and senior phase leaders in school. Termly reviews take place to ensure that SEND children are making good progress. During this time, specific adaptations, provisions and targets will be discussed with your child.

Wheelwright Lane positively promotes inclusion. We recognise that individual children may have difficulties in accessing all that the school has to offer. We aim to meet all our children’s needs by: Including SEND children in whole class teaching but may be withdrawn, on occasion, for specific identified work identified by the SENDCo and class teacher or professionals involved. Supporting children at lunchtime and playtime, ensuring that they are able to make and play with friends and able to keep themselves safe. Some children find making friends difficult and so the school will teach skills through PSHE, to help them make friends. This will sometimes be taught in small groups and through Nurture provision. Working with our Sports coaches so that differentiated provision can be made for children to join in all curriculum sports and extra-curricular activities. All children will be given the opportunities to speak and take part in class assemblies and school plays and extra support/resources will be allocated to ensure this takes place. All trips, including residential trips, will be available to all children and any adjustments to activities or additional support needed will be allocated by the school. All whole school activities will be available to all children and any specific support identified will be provided to enable all SEND children to participate in the life of the school.

We recognise that some children have additional social, emotional and mental health needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative. All classes follow a structured PSHE (Personal, Social, Health end Economic education) curriculum, including Protective Behaviours and Jigsaw PSHE to support their social and emotional development. However, for those children who find aspects of this more challenging, we offer: The use of positive books to reinforce self-esteem and to share success with parents at home. Lunchtime and playtime support through planned activities and groups. Additional lunch club in a quieter area of the school with access to games Small group circle time sessions using a range of resources and strategies developed through our PSHE Jigsaw Programme Small group work using the Zones of Regulation guidance. Small group targeted support with our Learning Mentor; Protective Behaviours Positive Reward systems to promote self esteem and self confidence If your child still needs extra support, with your permission the school can access further support through: Early Help process. Rise (formerly CAMHS) Sign posted Counselling Services School based parenting workshops Vulnerable Learners Service The Education Entitlement Team Kooth Mind RISE Dimensions Tool

Wheelwright Lane Primary School has a commitment to working in partnership with other professional bodies to meet the needs of all of our children. Provision delivered in school is provided by both Warwickshire and Coventry County Councils depending on where your child lives. The school works with both county councils using the specific service from the list below: Specialist Teaching Service (STS) Educational Psychology Service (EPS) Flexible Learning and Ill-health Team Occupational Therapy Service (OT) Physiotherapy Service Sensory Service for children with visual or hearing needs Special Educational Needs and Disabilities Information and Advice Service (SENDIAS) Speech and Language Therapy (SALT) Specific counselling services Additional Speech and Language Therapy input to provide a higher level of service to the school School Nurse Service (Compass) RISE (Emotional wellbeing and mental health services for children and young people) Early Help Team

We are aware that there may be times when you are not happy with the advice or support given. We recommend that the following action: Speak directly to your child’s class teacher, they will be able to offer advice and support. Speak to the SENDCo for advice and guidance. If you are still not satisfied then speak to the Headteacher who will inform you of the steps the school will take to support you and your child and also advise you of how to make a complaint through the school’s Complaints Policy. If your child has an EHC Plan you can contact Warwickshire County Council, SENDAR Team or Special Educational Needs and Disabilities Information and Advice Service (SENDIAS) for advice. Parents may also refer to the independent disagreement resolution arrangements available from the county council.

Warwickshire’s Local Offer of SEND support Coventry’s Local Offer of SEND Coventry and Warwickshire Rise Coventry Educational Psychology Service Coventry Occupational Therapy Service Coventry SEND Information, Advice and Support Service (SENDIASS) Coventry Physiotherapy Service Coventry Speech and Language Service