SEND (Special Educational Needs & Disabilities)
At Holy Rosary and St Anne’s Primary School, we follow statutory guidance in identifying and describing Special Education Needs and Disability (SEND):
“A child or young person has Special Educational Needs (SEN) if they have a learning difficulty or disability which calls for additional educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
- Have a significantly greater difficulty in learning than the majority of others of the same age or
- Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.”
(SEND Code of Practice 2015)
Disability has been defined by the Equality Act, 2010 as follows:
“A person has a disability if:
- The person has a physical or mental impairment, and;
- The impairment has a substantial and long-term adverse effect on a person’s ability to carry out normal day-to-day activities.”
(Equality Act, Chapter 15, 2010)
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. 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 the barriers they may face.
We provide a broad and balanced curriculum, that ensures appropriate challenge for all groups of children we teach. To this end we:
- Differentiate our planning effectively
- Respond to pupils’ diverse learning needs
- Provide high quality additional adult support where necessary
- Implement interventions to support specific learning needs
An appropriate and accessible learning environment is provided within the school means and confines of the building and are 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 email@example.com
Mrs Nichol as the Inclusion Manager/SENCo has the strategic lead for SEND and Inclusion. Mrs Nichol leads the team of a SEND Support Officer, Family Welfare Officer and SEND Support Assistants. 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 governor, Miss Parker, who takes specific responsibility for SEND within the Governing Body.
EARLY IDENTIFICATION OF NEEDS
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, they would communicate with the SENCo or SEND Support Officer (Mrs Kirkwood) and parents/carers. The Inclusion Manager maintains the strategic lead for SEND and Inclusion.
FURTHER SUPPORT (ACTION TAKEN IN SCHOOL)
Following a review, if it is identified 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. Miss Wickham, our Family Welfare Officer, offers a range of flexible support including 1:1 support for individual children, small group and family support.
EXTERNAL AGENCIES (ACTION INCLUDING SUPPORT FROM OTHER PROFESSIONALS)
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 Therapists, SENIT, Child and Adolescences Mental Health Service (CAMHs), STARS (Autism); Educational Psychologist and 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, Working 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.
For more information about policy and procedure for children who have a specific learning difficulty or a disability, please download our Special Educational Needs and Disabilities (SEND) policy. In addition to this, school produces an annual Information Report, which outlines the educational support we provide for children with SEND. This provision runs alongside the Leeds Local Offer https://leedslocaloffer.org.uk
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 firstname.lastname@example.org
KEY DOCUMENTS AND POLICIES
Click on the documents below to view or download a copy.