Special Educational Needs and Disabilites
Our school offer is based on the Leeds local offer.
Our school has an inclusive ethos and works in partnership with children, parents and other agencies to provide the best possible education outcomes for all. At Harehills Primary School we strongly believe that all children are individuals and are entitled to receive a rich, varied and relevant learning experience. We have high expectations of all our children and put support in place at the earliest possible stage where needed. All teachers teach students with special educational needs and disabilities, as a result we foster a whole school approach to SEND. We actively seek to remove barriers to learning and participation; fostering and nurturing a positive approach to meeting the diverse needs of each individual regardless of age, gender, ethnicity, attainment level or background.
An appropriate and accessible learning environment is provided within the school means and confines of the building and adapted where possible with additional funding if available and necessary e.g. intimate care changing facilities.
Miss Caroline Pallas as Assistant Head teacher has the strategic lead for SEND and Inclusion.
All SEND provision is co-ordinated by the SENCo Mrs Alison Liversage and overseen and managed by the Senior Leadership team (SLT). The SLT monitor, review and evaluate all SEND provision on a regular basis throughout the year and report to the school governing body on how individual needs are being met and how SEND funding is used. Funding may for example be spent on additional services. As an example, the school employs the services of a Speech and Language Therapist who works two days a week in school with children who need this additional support.
We have a named governor (Mr Sam Paechter) who takes a specific responsibility for SEND within the Governing Body.
Early Identification of Needs
Upon entering school either as a new starter or during important transition phases, staff monitor and support children as they settle into new routines or prepare for changes. If staff feel extra support is needed for an individual or small group they will liaise with the Special Needs Co-ordinator (SENCo), whose job it is to oversee and co-ordinate all SEND provision within school. Initially, an informal discussion would take place with the class teacher to identify strategies to support each child within the main classroom setting.
Further Support (Action taken within school)
If it is felt that a more formal level of support would benefit the child, the class teacher, along with other support staff and advice from the SENCo, would plan an appropriately differentiated curriculum for the child. This ensures that they continue to receive high quality teaching and learning, effective support and use of appropriate resources or interventions, as necessary.
An Individual Education Plan (IEP) and/or Individual Behaviour Plan (IBP) may be put in place to set achievable targets for each child. IEPs and IBPs are reviewed regularly using evidence of the impact of any interventions. The class teacher tracks progress to ensure planning accurately addresses the individual needs of each pupil. The class teacher and SENDCo meet each term to review strategies, interventions, progress and next steps. Where appropriate, children can be involved in setting their own targets and can review them alongside teachers. Parents are vital partners in the child’s journey through school and are invited to review their child’s progress at Parent’s Evenings, drop-in sessions throughout the year or whenever they feel they would like further support or clarification.
High priority is given to the emotional and social wellbeing of our children and we offer an onsite fully staffed Nurture provision and 1:1 support for children who may benefit.
External Agencies (Action including support from other professionals)
Support for children may also be sought from external agencies, where necessary, in order to increase learning potential. Our school works closely with a Speech and Language Therapist, Occupational Health Services, the Child and Adolescent Mental Health Service (CAMHS) and STARS (Autism); local authority services e.g school improvement, Educational Psychologist, Complex Needs Team; CHESS cluster services e.g. behaviour support, family outreach/counselling services from NEST etc. We also liaise with High Schools during Year 6 in order to provide transition support for SEND pupils moving onto the next phase in their school career.
All staff in school are trained, and have worked alongside other professionals, to develop their skills, knowledge and expertise in specific areas of SEND. Throughout the school year staff training days and meetings are scheduled to deliver whole-school training on specific SEND areas (e.g. Makaton training, Team Teach, Speech and Language support).
Our school policies (including the SEND policy) reflect the school’s commitment to inclusion, safety and general well-being for all children and staff. Please follow the link below to get further information about our policies which include: Inclusion Policy, Relationships Policy, Teaching and Learning Policy, Child Protection Policy, Health and Safety Policy.
Please read our Frequently Asked Questions to find out more.
If you require any further information about any SEND concerns, firstly, contact your child’s teacher or please make an appointment to speak to Mrs. Liversage (SENCo) or Miss Pallas (Assistant Head Teacher).