SEND Further Information and Frequently Asked Questions
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.
The class teacher tracks progress to ensure planning accurately addresses the individual needs of each pupil. Following Pupil Progress meetings, the class teacher and SENCo meet to review strategies, interventions, progress and next steps. A SEN Support Plan may then be put into place to set achievable outcomes for each child. SEN Support Plans are reviewed termly, using evidence of the impact of any interventions. 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.
Children with Complex Communication or Complex Learning Difficulties may benefit from accessing The Willows. Within The Willows the curriculum is language based and children are offered provision which is focussed on their communication, learning, social and emotional wellbeing. Some of the children in The Willows also access learning within their classes with additional adult support. The Willows closely follows the structure of a Nurture Provision
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 our traded Speech and Language Therapist from Chatterbug, the NHS Speech and Language Therapy Team, Occupational Health and Physiotherapy Services, the Child and Adolescent Mental Health Service (CAMHS) Specialist Training in Autism and Raising Standards (STARS) and liaise closely with the Child Development Centre (CDC) at St. James’s Hospital. Local authority services include school improvement, Complex Needs Team - Educational Psychologist, Special Educational Needs Inclusion Team and the Area Inclusion Partnership. 2gether Cluster services offer a range of family support services. We also liaise with Nursery Settings and High Schools during N2 and 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 training on specific SEND areas (e.g. Speech and Language support, Autism, Dyslexia and Working Memory Training).
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 Strategic Leadership Team.
If necessary, a SEN Support Plan will be drawn up by the class teacher and SENCo, to provide specific outcomes for your child to work on. These outcomes will be reviewed and monitored 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.
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 Strategic Leadership team and SENCo, monitor progress on a termly basis. Formative assessment is ongoing and daily and summative assessment is used to update progress against outcomes termly.
The SENCo reports to both the Governing Body and the Governor for SEND on a regular 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:
- SEN Support Plan
- Positive Handling Plan and/or Individual Pupil Risk Assessment
- Pupil Passport
- Sensory Profile
- 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
- Personalised Timetable with support from staff (1:1)(1:2) or small group
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 a SEN Support Plan you will be provided with a copy of it and are welcome to contribute to the setting of the outcomes on this document, if you would like to.
Children with an existing Educational Health Care Plan (EHCP) 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 parent groups throughout each year, these include; Stay and Play, ESOL and Early Words. School will always endeavour to offer relevant parent training and/or learning events, for example on-line parent training from the CDC. As part of both our Traded Educational Psychology and Traded Speech and Language Therapy offer parents have the opportunity to meet with and work with our EP and S<.
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 Social, Emotional and Mental Health (SEMH) needs; members of staff are also trained to use Makaton and PECS to support communication within school. We also have an Autism Lead Practitioner.
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):
- Speech and Language Therapist (S<) Traded from Chatterbug Ltd 2.5 days a week and from the NHS
- Educational Psychologist (EP) – including Core and Traded hours
- Special Educational Needs Inclusion Team (SENIT)
- Occupational Therapist (OT)
- Physiotherapist (PT)
- Cluster Counselling (Play Therapy, Emotional Support)
- Area Inclusion Partnership (AIP) and their Local Inclusion Lead (LIL) –inclusion/ behaviour support for our cluster of schools
- Specialist Training in Autism and Raising Standards (STARS)
- Deaf and Hearing Impaired Team (DAHIT)
- Visual Impaired Team (VIT)
- Health Visiting /School Nursing Service (HV) (SNS)
- 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 in the annexe building. We also have some disabled access and facilities e.g. changing table, 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 and the future school to ensure smooth transition for individuals to appropriate placements. Parents will be invited to be involved in this process throughout. The same process applies if the pupil is transferring into our school.
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 which includes: Janet Haywood (Pastoral Care and Safeguarding Lead), Azhar Ali (Attendance and Admissions Manager), Wendy Lister (The Willows Lead), Julie Drysdale (Family Support Mentor and Learning Mentor for EYFS), Kaniza Liaqat (Family Support Worker), Joan Cox (Learning Mentor Yrs 1/2), Julie Thompson (Senior Learning Mentor Yrs 1/2) and Christine Somers (Learning Mentor Yrs 3/4) and Joan Cox (Learning Mentor Yrs 5/6)
Our inclusion team make sure children have the highest levels of pastoral care possible.
We work in partnership with many agencies and have parent support workers who ensure cluster support is available for families who may need additional support. Members of this team are also trained in the EHP 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 SEN register. The school can apply for ‘top up’ Funding For Inclusion, 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? School Office
b) I wish to discuss something about my child? Class teacher, SENCo, Senior Lead for SEND and Inclusion or Head Teacher
c) I want information about other support services? SENCo or Pastoral Care and Safeguarding Lead
d) I want information about the local authority’s local offer? Leeds City Council, Leeds Special Educational Needs and Disability Information Advice and Support Service (SEND IASS), Harehills Primary School Website
Head teacher: Mrs. J Summerfield
Senior Lead for SEND and Inclusion and acting Deputy Head Teacher: Miss. C Pallas
SENCo: Mrs. A Liversage