Welcome to OLSK's SEND Information Report

Review Date: October 2024

Next Review: October 2025

Our mission statement talks about 'bringing out the best in EVERYONE' and this, we hope, is certainly true of our pupils with special educational needs and disabilities. We understand that no child is the same -they are all unique and in turn have their own strengths and areas for development. If a child requires additional support we will always endeavour to put into place whatever they require to fulfil their potential.  

SEND Support for Families

At Our Lady & St Kenelm’s, we are committed to ensuring that every child is valued, supported, and able to reach their full potential. Our Catholic ethos guides us to care for each pupil as a unique child of God, embracing their gifts and responding to their individual needs.

We provide a comprehensive SEND support framework, working closely with families to understand each child’s strengths and challenges. Our dedicated Special Educational Needs Coordinator, Mrs Hale, (SENCo) and teaching team collaborate with parents, pupils, and external professionals to develop personalised support plans, ensuring that every child has access to a broad and balanced curriculum.

We aim to create an inclusive environment where pupils with SEND are supported to thrive academically, socially, and spiritually. We also provide guidance and resources for families, ensuring that you are fully involved in every step of your child’s learning journey.

At Our Lady & St Kenelm’s, partnership with families is central to our approach: together, we seek to nurture confident, independent, and compassionate learners who feel safe, supported, and inspired to grow.

In an ever-evolving educational landscape, the need to provide inclusive, supportive, and adaptive environments for all students has never been more critical.

This SEND and AP Strategy for Dudley sets out a comprehensive approach to ensuring that every learner— regardless of ability, background, or circumstance—receives the tailored support they need to thrive. Inclusion is not just a concept; it is a practice rooted in the belief that diversity in learning strengthens the fabric of our schools and our society. Children and young people with Special Educational Needs and Disabilities (SEND) are entitled to an education that fosters their development, builds their confidence, and prepares them for life beyond the classroom.

Equally, those accessing Alternative Provision (AP) must be afforded the same high expectations and opportunities for success as their peers. It is our responsibility to create pathways that enable each individual to achieve their full potential.

The SEND and AP Sufficiency Strategy (2025-2031), establishes Dudley Council’s commitment to meeting the rising demand for specialist educational provision while promoting inclusive practices in mainstream settings for the next 7 years. The strategy aligns with national priorities, focusing on early intervention, capacity building, and sustainable, high-quality education solutions.

The key objectives of the strategy are to :

1. expand local SEND and AP provision to reduce reliance on costly independent placements
2. strengthen mainstream inclusion through targeted interventions and support frameworks.
3. enhance early identification and intervention pathways for children with SEND.
4. develop a Provision Model, integrating specialist support within mainstream schools.
5. ensure financial sustainability by optimising resource allocation and reducing out-of-borough placements.

Through these strategic priorities, Dudley aims to provide high-quality, sustainable, and affordable educational provision that meets the needs of all learners.

View the strategy on the Dudley SEND Local Offer

The Special Educational Needs Code of Practice.

In September 2014 a new Code of Practice was put in place. Children who are identified as having a Special Educational need will receive a graduated response to their individual needs.  This is called ‘additional SEN Support’.  It has been designed to be a more simplified, rigorous approach with the focus being on the impact of the support provided to that individual child.