Pupil and School Support work with educational settings to help pupils with cognition and learning difficulties and other vulnerable groups progress and achieve to the best of their abilities.

What is SEND? SEND FAQs SEND Terminology

We work with children and young people to:

  • Increase levels of engagement and improve confidence
  • Listen and respond to what pupils and their families tell us and include their ideas and views as part of our feedback to schools

We work with schools to:

  • Develop the strategic approach of SENCOs, ensuring they are able to lead whole school improvement
  • Increase staff capacity to support pupils with SEN
  • Promote inclusive practice, setting aspirational targets and raising attainment
  • Support early identification of need and evidence-based intervention


We work with children and young people to:

  • Increase levels of engagement leading to improved confidence and raised achievement
  • Identify cognition and learning needs and provide recommendations for provision


Working with us, schools can improve outcomes in the following ways:

  • Effective SENCOs better able to lead whole school improvement.
  • All teachers and staff have increased capacity to support children and young people with SEN.
  • Barriers to learning are removed, aspirational targets are set and attainment levels raised.
  • Development of high quality of evidence-based involvement
  • Earlier identification and intervention.
  • Schools kept up to date with policies, initiatives and statutory procedures.

Our Service

Pupil and School Support offer a flexible service that can be customised to meet the exact requirements of your school or setting. The flexibility lies in both the delivery of the service as well as the ways in which you can choose to work with us.

All Birmingham mainstream schools receive a core allocation of support from their allocated Pupil and School Support Teacher. The school’s low prior attainment proxy measure is used to calculate the core allocation of hours. Birmingham grammar schools also receive a core offer each term which can be supplemented by purchasing additional services.

Birmingham Schools:

All Birmingham schools are invited to “top up” their core allocation of hours by purchasing additional blocks of time.

Out of Birmingham Schools:

The form below can be used to purchase a block of hours to be spread across the year according to the needs of your school/setting at a cost of £150 per hour. The form can also be used to purchased a one-off activity e.g. a School SEN Review which can be specified on the form.

The Core Package section below gives a sense of the work we can undertake during these blocks of time.

We are also able of offer a range of packages or one off services to nursery schools, free schools, independent schools, special schools and other settings. Based on our hourly rate we are happy to discuss your personal requirements and build a bespoke package.


Where applicable, our hourly rate is £150

Rates for training for Birmingham family of schools:

  • Full day: £765
  • Half day: £395
  • Twilight: £295

Rates for training provided to schools & settings outside of the authority area:

  • Full day: £825 + travel and resource expenses
  • Half day: £455 + travel and resource expenses
  • Twilight: £335 + travel & resource expenses

There additional trainers are required, rates will be negotiated separately.


Depending on the needs of your setting, you can access the support of a highly experienced PSS Teacher who will work with you to enhance provision for SEN/Underachievement across your organisation.

Following a needs analysis, the level and nature of support would be agreed and could range from casework with individual children and young people to strategic work.

Case work report will provide a setting with:

  • A profile of an individual pupil’ s strengths and areas for development
  • Clear information which can be shared with parents
  • Accurate baseline assessment information to inform target setting
  • Information required to implement appropriate provision to support accelerated progress

Casework could include:

  • Detailed 1:1 assessments of the strengths and weakness of learners followed by a summary report with recommendations to support QFT planning. Areas covered – Literacy, Speech, Language and Communication, Dyslexia, Maths and EAL
  • Advice to SENCO and class/subject teacher following assessments and observations
  • Advice for parents
  • Identification of suitable interventions to implement within the school
  • Follow-up support for monitoring interventions an evaluating pupil progress 

Could include:

  • Developing SENCo skills in order to design a system which enables effective monitoring, evaluation and sharing of information with all relevant stakeholders
  • Review of SEN across your setting – Support in auditing and evaluating the effectiveness of current provision with reference to the Ofsted framework.
  • Consideration of the appropriate methods of recording provision suitable to your setting
  • Support in developing provision
  • Pre and post Ofsted planning


  • Provision is directed by identified pupil need
  • The impact of provision is monitored and evaluated
  • Analysis of school data informs provision
  • Pupil achievement analysed with reference to Ofsted criteria
  • Provision is monitored in terms of value for money

Supporting you to:

  • Interpret and analyse data
  • Identify vulnerable groups
  • Monitor effectiveness of interventions


  • Provision matches identified needs
  • Action planning linked to data analysis
  • Selection of effective evidence based intervention
  • Systems and frameworks for monitoring

Supporting you to: 

  • Review and update policies in line with current national legislation and local guidance
  • Reflect upon the New Code of Practice
  • Respond to school and pupil need efficiently and effectively
  • Share information across the setting and broader community


  • School will have up-to-date policies reflecting individual ethos
  • Policies will meet legal requirements
  • Support in preparation of annual report to governing body
  • Clear information for parents

Supporting you to: 

  • Complete needs analysis and priority action planning
  • Turn theory into practice around SEN policy, systems and procedures


  • SENCO to have increased knowledge of SEN
  • Effective management of SEN
  • Effective and reflective practice developed
  • All statutory requirements are met

Supporting you to:

  • Review provision for SEND across your setting
  • Interpret and analyse Data
  • Develop Pre or post Ofsted action planning

Schools can also commission an SEN review to identify areas for development.

Outcomes for school/setting:

  • Increased staff confidence in preparation for Ofsted relating to SEN
  • Focused action planning
  • Meeting statutory requirements
  • Provision related to SEN data

Supporting all staff to:

  • Use appropriate tools for differentiated planning and delivery
  • Reflect on current practice in relation to SEN and develop additional practical strategies, adaptations and resources
  • Evaluate medium and long term planning with reference to effective differentiation


  • High Quality Teaching delivered with increased confidence
  • Increased knowledge of the Ofsted education inspection framework requirements with a focus on SEN pupils

A menu of services is available to support improvements in high quality teaching.

Supporting you to: 

  • Develop and implement strategies to support learning
  • Use and implementation of the Inclusion Development Programme
  • Identify appropriate assessment and tracking materials

A Training Package is also available on raising awareness and practical strategies for children with Speech, Language and Communication Needs.


  • School is able to identify correctly and respond to pupils with SLC needs
  • Increased staff confidence in meeting the needs of SLC needs
  • Creation of a communication-friendly environment.
  • Raise attainment across the curriculum as reflected in school tracking data and PSS assessment


The following are one-off stand alone products which can be purchased.

In the first instance, please contact your named PSS teacher for further details; enquiries from other settings can be addressed to the Area Leads named on the Contact Page.

If this is required please provide as much advance notice as possible.
  • School is following correct procedures around Exam Access Arrangements
  • All evidence is in place to satisfy inspectors.
Could Include:
  • Support and advice around the gathering of evidence
  • Advice to schools on planning a coherent approach to Exam Access Arrangements
  • Delivery of correct assessments to meet JCQ requirements for Extra time, Reader and Scribe
  • Support with analysis of assessments carried out by school
  • Support with completion of online paperwork including Form 8
  • Recognition of strengths and identification of areas for development
  • Focused action planning
  • Increased staff confidence at removing barriers to learning
  • Shared vision of aspirational vision for SEN across the school
Could Include:
  • Planning with Senior Leadership Team
  • Interviews with Senior Leadership Tam, curriculum coordinators, agrees number of class teachers, support staff, parents and pupils
  • Lesson observations with a focus on SEN pupils within the classroom, utilising the Ofsted framework
  • Summary report and recommendations compiled to support school in identifying ways forward and planning next steps
Time Required:
Pre-planning and follow-up 1 day.
1 full day review in school with 2 interviewers.
  • Identification of strengths and areas for development
  • Action plan developed
  • Understanding and development of evidence portfolio
  • Knowledge of the quality mark standards
Could Include:
  • Providing initial consultation around  interpretation of each of the standards
  • Support to  carry out a self-audit of the school against the standards
  • Guidance around evidence collation
  • Advice as to whether or not the school meets the criteria or whether more development needs to take place in a particular area
  • Support with action planning to address areas that need further development
  • Support to identify and plan the activities that need to take place in order to meet the identified criteria within an appropriate timescale