SEND Frequently Asked Questions
What do I do if I think my child may have special educational needs?
Act now! Firstly, speak to your child’s class teacher to discuss their progress and/or any barriers to learning. If further support is needed, the class teacher will liaise with the SENCo in school. You can also contact the SENCo Alison Liversage on 0113 235 0539. Arrangements will be made for a meeting where school will listen carefully to concerns and put any appropriate actions in place. This may involve signposting to other professionals if necessary.
How will school support my child?
Every child is different, so the level or types of support given will be dependent upon the individual child’s needs. As well as identifying children to access small group interventions and booster groups, the class teacher will adapt their own class practises to accommodate the child initially, before seeking advice and support from the SENCo and/or Senior Leadership Team.
If necessary, an Individual Education Plan (IEP) or Individual Behaviour Plan (IBP) will be drawn up by the class teacher and SENCo, to provide specific targets for your child to work on. These targets will be reviewed and monitored regularly to ensure progression is achievable for each child.
If a child requires significant support to access the mainstream curriculum, school may apply for extra funding for adaptations to the building, curriculum and staffing, as necessary.
Who will be working with my child?
Staff within school who may work with your child include the class teacher, support staff, SENCo, Nurture Team staff, Learning Mentors and other agency staff as appropriate e.g. Speech and Language therapist, NEST outreach staff.
Children will not automatically receive full time individual support however a package of support will be designed to meet their individual needs whilst developing independence.
How does the school know how effective it’s arrangements are for the provision of children with SEND?
The Senior Leadership team and SENCo, monitor progress on a half termly basis.
The SENCo reports to the Governing Body (including the named SEND governors) on a termly basis regarding the progress of all EYFS, KS1 and KS2 SEN children.
How will the curriculum be matched to my child’s needs?
Again, as the needs of each child are so varied, support will be given as appropriate to the child’s needs.
This may come in the form of one of the following:
· an Individual Education Plan (IEP)
· Individual Behaviour Plan (IBP)/Action plan/Positive Handling Plan
· Differentiation of work within class
· Small group intervention or booster groups for Core subjects (Literacy/Numeracy)
· Use of specific resources or adaptations to the equipment used
· Support from teaching assistants within class
· Extra, personalised support from staff (1:1)
How will I know how well my child is doing and how will you help me support my child’s learning?
In addition to normal reporting arrangements there will be Parent Consultation Evenings in the Autumn and Spring terms where there will be opportunities for parent/carers to discuss their child’s progress with class teachers. The SENCo is always available on these evenings for further discussion and to support parents/carers with any concerns they may have.
As well as this, teachers are always willing to meet parents/carers at other times throughout the year. If your child has an IEP or IBP, you will be provided with a copy of it and are welcome to contribute to the setting of the targets on this document, if you would like to.
Children with an existing Statement of Special Education Needs or Educational Health Care plan (EHC) will also have a formal Annual Review, wherein all parties working with the child (including parents/carers) will be invited to attend to discuss the child’s progress and on-going needs.
How can parent/carers be involved in planning their child’s education?
Parents/carers should share concerns with school staff and provide information from other agencies e.g. CAMHS, GP so that school can incorporate this information into the planning of individual programmes.
Does the school offer any parent training or learning events?
School provides Webster Stratton parenting course each year. In addition, a range of learning events are planned throughout the year e.g. Stay and Play, ESOL.
School will always endeavour to offer relevant parent training and/or learning events and would welcome suggestions from parents on what training to offer.
What specialist services and expertise are available or accessed by the school?
As well as the general expertise of school staff, our SENCo and Pastoral staff are trained to deal with children who have specific Behavioural, Emotional and Social Difficulties (BESD); several members of staff are trained to use Makaton, a form of sign language used by some children in the school.
We are also able to call upon a wide range of external services to gain advice and support for individuals or groups of children within school. These services include (and are not exclusive to):
· An on-site Speech and Language Therapist (SaLT)
· Educational Psychologist
· SENST and SENIT– Special Educational Needs Support/Inclusion Team (specialist teachers and behaviour support)
· Occupational Therapist
· Cluster counselling (Play Therapy, general counselling)
· Local Inclusion Lead (LIL) – behaviour support for our cluster of schools
· STARS – specialist Autism service
· Deaf and Hearing Impaired Team (DAHIT)
· School nurse
· Child and Adolescent Mental Health Services (CAMHS)
How will my child be included in activities outside the classroom?
All children are given the opportunities to partake in extra-curricular activities and trips. Every effort will be made to ensure that children with Special Educational Needs and Disabilities (SEND) are supported by whatever means necessary to join in and enjoy these activities.
How accessible is the school?
The school is mainly all on one level, however there is a lift for access to upper floors. We also have some disabled access and facilities e.g. ramps and a disabled toilet.
How will the school help my child on transfer to the next phase of education?
The school works closely with other agencies to ensure smooth transition for individuals to appropriate placements. Parents will be invited to be involved in this process throughout.
What support will there be for my child’s overall well-being?
Harehills Primary School prides itself on having a caring and supportive ethos. We have an inclusion team includes: Janet Haywood(Inclusion Team Leader), Azhar Ali(Integrated Services Manager Attendance and Admisions), Wendy Lister (Nurture Lead), Julie Drysdale(Family Support Mentor and Learning Mentor for EYFS), Kaniza Liaqat (Parent Support Worker), Joan Cox(Learning Mentor Yrs 1/2), Julie Thompson(Learning Mentor Yrs 3/4) and Christine Summers(Learning Mentor Yrs 5/6)
Our inclusion team make sure children have the highest levels of pastoral care possible. This support may include sessions with our nurture team who plan programmes to meet the emotional and social needs of individual children.
We work in partnerships with many agencies and have parent support workers who ensure cluster support is available for families who may need additional support. Our Parent Support Workers are also trained in the CAF process.
All our staff are trained in Child Protection procedures and we also have five members of staff who are specially designated to ensure the Safeguarding of all children.
How are the school resources allocated and matched to children SEN?
The school is funded on a national formula per pupil. Blocks of £6000 are added to support SEN depending on the number of children who meet the criteria and are on the school’s inclusion register. The school can apply for a ‘top up’, based on strict criteria, if it is felt that a child’s needs are above that which can be provided through the £6,000 block. The school uses the funds to put appropriate support in place to meet the specific needs of a child. These include adaptations to the building, curriculum and extra staffing, as necessary.
How is the decision made about what type and how much support my child will receive?
Initially, each class teacher is responsible for providing in-class support for the pupils in their class. If further support is required, the teacher will liaise with the SENCo and SLT during Pupil Progress Meetings (where each child’s progress is tracked and monitored). The SENCo and/or Pastoral Team will be responsible (under the SLT’s guidance) for seeking external support for children, if required.
Who would be the first point of contact if
a) I am considering applying for a place? Headteacher
b) I wish to discuss something about my child? Class teacher, SENCo, Assistant Headteacher for SEND and Inclusion or Headteacher
c) I want information about other support services? SENCo
d) I want information about the local authority’s local offer? Leeds City Council, Leeds Parent Partnership Service
Head teacher: Mrs. J Summerfield
Assistant Head teacher for SEND and Inclusion: Miss C Pallas
SENCo: Mrs. A Liversage