Leopold Street, Leeds, West Yorkshire LS7 4AW

0113 8246300

Holy Rosary And St Anne's Catholic Primary School

Excellence & Enjoyment Together in God's Love

SEND (Special Educational Needs & Disabilities)


Our school has an inclusive ethos and works in partnership with children, parents/carers and other agencies to provide the best possible outcomes for all.  At Holy Rosary and St Anne’s Catholic Primary School we strongly believe that all children are individuals and are entitled to receive rich, varied and relevant learning experiences.  We have high expectations of all our children and put support in place at the earliest possible stage where needed.  All teachers teach and all class-based support staff support children will 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 participations; 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.



Mrs Nichol is the  Inclusion Manger/SENCo.-contact can be made via e-mail at hrsa@hrsaprimary.co.uk

Mrs Nichol as the Inclusion Manager/SENCo has the strategic lead for SEND and Inclusion. All SEND provision is coordinated by Mrs Nichol 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, e.g. Speech and Language, specialist training for staff.

We have a named governors Mrs Forbes and Miss Parker who take specific responsibility for SEND within the Governing Body.



On 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 or advice is required a referral is made to the school Guidance and Support Panel (see below).  The Inclusion Manager maintains the strategic lead for SEND and Inclusion.


The Guidance and Support Panel ensures a rigorous and coordinated approach to meeting the needs of the most vulnerable children. It identifies the individual needs, the most appropriate support and reviews and evaluates the impact on outcomes.

All stakeholders are clear about their roles and responsibilities and are held to account.

Key personnel from the Senior Leadership and Management Team sit on the panel ensuring key decisions can be made without delay: Head of School / Phase Leader's and the Special Educational Needs Co-ordinator.  Each contributes knowledge, skills and specialisms when making decisions about the most appropriate support for a child and family.

The panel meets regularly to consider new referrals and review the existing caseload.  Referrals can be made for Cognitive, Medical/Physical, Social, Emotional and Mental Health support.


Following a review, if it is felt by the G&S panel that a more formal level of support would benefit the child, the class teacher along with support staff and advice from the SENCo, would plan an appropriate differentiated curriculum for the child.  This ensures that they continue to receive high quality teaching and learning, effective support and use of resources or interventions, as necessary.

A SEND Support Plan may be put in place to set SMART (Specific, Measurable, Achievable, Result-Focused, Time-bound) for each child.  SEND Support Plans are reviewed regularly using evidence of the impact for any interventions. The class teacher tracks progress to ensure planning accurately addresses the individual needs of each child.  The class teacher and SENCo 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 staff.  Parents/carers are vital partners in the child’s learning journey and are invited to review their child’s progress at Parent Consultation Evenings, drop-in sessions and at point throughout the year when they feel they would like further support of clarification.

High priority is given to the social, emotional and mental health (SEMH) of our children and we offer an onsite fully staffed specialist Nurture Provision.  Mrs Atkinson, our Nurture Lead offers a range of flexible support including 1:1 support for individual children, small group and family Nurture as well a Universal Nurture programme for children in Nursery to Year One.


Support for children may also be sought from external agencies, where necessary, to help further reduce barriers to learning and increase learning potential.  Our school works closely with Speech and Language Therapist, Occupational Health Services, Child and Adolescences Mental Health Service (CAMHs), STARS (Autism); local authority services, e.g. school improvement, Educational Psychologist, Complex Needs Team; 2gether Cluster Services, e.g. behaviour support, family outreach/counselling services, etc.

We also liaise closely with High Schools before and particularly during Year 6 to ensure a bespoke transition programme is in place for our SEND children, as required.  We recognise that the transition period can be a difficult and worrying time for the children and their families and work with the High Schools to ensure an appropriate support package is in place as they move onto the next phase of their learning journey.


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 year staff training days and PDM’s (Professional Development Meetings) are scheduled to deliver whole school training on specific SEND areas, e.g. Team Teach, Dyslexia, SpLD, Short Term Memory, Mindfulness, etc.


All our school policies, including SEND, reflect the school’s commitment to safeguarding, inclusion, equality, safety and general well-being of all children and staff.

Please click on the link below for further information about our policies including:  SEND, Child Protection, Teaching and Learning and Health and Safety.



Please read Frequently Asked Questions to find out more.

Frequently Asked Questions

If you require any further information about SEND, firstly contact your child’s class teacher or please make an appointment to speak to Mrs Nichol (Inclusion Manager/SENCo).

Call 0113 8246300 or email hrsa@hrsaprimary.co.uk


Click on the documents below to view or download a copy.

 2021 November 25 SGTG SEND policy.pdfDownload
 Accessibility Policy and Plan April 2021-2023.pdfDownload
 School Offer 2020-2021.pdfDownload
Showing 1-3 of 3