How does school get more specialist help for pupils if they need it?

Specialist support is sought after the Graduated Approach (Assess–Plan–Do–Review) has been followed, evidence has been gathered, and the needs remain complex or significant. Any involvement of external specialists is justified with clear records of assessments, strategies trialled, and the impact of support already in place.

Our process

Follow the Graduated Approach (Assess–Plan–Do–Review): implement classroom adjustments and targeted interventions, and record impact (observations, assessments, work samples).
Discuss with parents/carers and the pupil (where appropriate) and agree next steps based on the evidence.
Obtain parental consent for any referral (unless safeguarding or statutory duties apply).
Refer to the relevant service and share information securely, in line with local thresholds and criteria.
Implement specialist advice in school, monitor outcomes, and continue to review and adapt support.

The services below are examples (not exhaustive), and availability may vary.

Agency or service	Who they work with	How we access support
Communication and Autism Team (CAT)	Pupils with communication and interaction needs, including autistic pupils; advice for staff and families.	The school makes a consented referral to the allocated practitioner; support via consultation, in-school advice, and staff training.
Educational Psychology Service (EP)	Pupils with complex or significant barriers to learning across cognition and learning, communication and interaction, SEMH, and sensory/physical needs.	The school requests involvement from the allocated EP with parental consent and evidence of support tried; EP may consult, observe, assess and provide written advice. EPs may contribute to EHC needs assessments alongside other professionals.
Physical Disability Support Service (PDSS)	Pupils with physical needs affecting access, mobility, positioning, equipment or moving/handling.	School refers with consent; PDSS advises on adaptations, equipment, and risk assessments, and supports staff training.
Pupil and School Support (PSS)	Pupils working significantly below age-related expectations; curriculum access and assessment support.	Allocated PSS teacher visits by arrangement; the school agrees to involvement with parents before any direct work.
Speech and Language Therapy (SALT)	Pupils with significant speech, language and communication needs impacting learning or participation.	School or GP refers with parental consent; SALT supports identification/assessment and provides targets, programmes, and classroom/group strategies.
Occupational Therapy (OT)	Pupils with functional, sensory, or motor coordination needs affecting everyday school tasks.	Referral with consent (or via health routes); OT assesses and recommends strategies, environmental adjustments, and equipment.
School Nursing	Pupils with medical or health needs that require care plans, medication guidance, or public health input.	The school completes a consented referral or seeks advice; care plans and training are arranged with families and staff.
Forward Thinking Birmingham (Pause)	Children and young people requiring mental health and well-being support.	Self-referral or drop-in is available; the school can signpost and help families access the service.
Beyond the Horizon (therapeutic support)	Pupils with emotional well-being needs may benefit from counselling or therapeutic input.	School refers with parental consent; goals, session plans, and reviews are agreed with families.
Family Support (Early Help)	Families need practical support, routines, signposting, or coordination with wider services.	Parents/carers can contact the school office (0121 464 5813) or the school can initiate Early Help with consent.