Special Educational Needs - our offer of support to all our pupils
This school has an inclusive ethos. All pupils are encouraged to achieve the best they can. This is monitored by progress meetings every term and an extensive provision map for early intervention as soon as possible.
We have an effective SENCO who has dedicated time to monitor, review and evaluate our SEN provision. Data is collected every half term for all pupils and the achievement and progress of children with IEPs or IBPs is monitored and reported to Senior Leadership. We also employ a part-time learning mentor, who works with pupils experiencing emotional and social difficulties.
We have a governor with specific responsibility for SEN who liaises with the SENCO and reports to the full governing body.
Funding for SEN is used according to the specific needs of the children. Some is used for resources eg. IT equipment. Some is used to employ additional staff to work with small groups of children and sometimes on a 1:1 basis with a child. The school also uses some of the main budget to support SEN at various levels throughout the school.
The school has a range of policies related to SEN. These policies include:
Teaching and learning
Health and safety
These policies are reviewed regularly and are available to parents.
Curriculum, teaching and learning
Our curriculum is well planned and differentiated to allow all children to be taught at an appropriate level for them to make progress. Class teachers are well supported by teaching assistants who deliver small group work and 1:1 work for children. They also deliver some specific intervention work such as speech and language programmes. Pupils may have an IEP or an IBP with small achievable targets. The class teacher and the teaching assistant will ensure this is working for the pupil. These IEPs and IBPs are shared with parents and reviewed regularly. If a specific intervention would benefit the pupil, this is organised, delivered and reviewed. This may include nurture work or 1:1 mentoring. The school ensures that there are appropriate resources for all children. The learning environment is accessible for everyone. We have specific transition arrangements for all our pupils. Every class spends time in their new class during the summer term, working (whenever possible) with their new teacher and teaching assistants. Special liaison meeting are held between staff to ensure a responsive start in September. This is in addition to the ongoing transition work with PHGS involving regular visits and lessons throughout KS2 and a full transition day in early July.
All pupils are assessed every term in reading, writing and maths. These levels are reviewed by the Headteacher, and help determine which pupils receive intervention work. All our intervention programmes are entered on our provision map, and are monitored for effectiveness. All pupils who have been identified as having a special need are monitored every term to see if that need still exists, to see if progress is being made by that pupil, and if necessary, to identify what additional help is required to support that pupil.
All our teaching staff access additional training to ensure they have the appropriate skills to support pupils with any additional needs. Teaching assistants are also trained to deliver tailored support such as speech and language. Along with all other schools in the Otley cluster, we are supported by the Orchard Centre, where specialist staff support pupils in this successful learning support centre. We have a staff member trained to lead on CAFs and 3 members of staff trained to deal with child protection issues.
The school works closely with the Local Authority for support, including a school improvement adviser, educational psychologist and attendance improvement officer.
The school also works with other agencies eg. speech and language, school nurse, CAMHS and parent partnership.
The school works very closely with the other local schools (The Otley, Pool and Bramhope family of schools and cluster) and the Children’s Centre. The cluster employs a parent support worker and a TaMHS worker, who can be accessed by the school as required. The school is part of the NW Leeds AIP. This ensures that there is additional provision for pupils with severe needs.
Frequently asked questions:
What do I do if I think my child may have special educational needs?
Speak to your class teacher initially and ask to arrange a meeting with the SENCO. The school will work with you to establish what additional help your child may need.
How will school support my child?
The class teacher and the SENCO will develop a plan for your child. This may be an IEP or and IBP. This will have specific targets for your child. The targets will involve the teacher, the teaching assistant, your child and yourself. It will be shared with you. The school leaders will monitor how effective this provision is. When necessary, the school will access additional help for your child.
How will the curriculum be matched to my child’s needs?
Work will be differentiated for your child. Your child may be taught in small groups with a teacher or a teaching assistant. Your child may need additional resources. The curriculum will enable the targets on the IEP or IBP to be met.
How will I know how well my child is doing and how will you help me support my child’s learning?
You will be invited to parent consultation evenings twice a year. You can also request additional meetings with the class teacher and/or SENCO. You will receive a written report once a year. Whenever your child’s IEP or IBP is being reviewed, you will be invited to discuss the progress made and the new targets.
What support will there be for my child’s overall well-being?
Your child will be cared for primarily by the class teacher. If they experience emotional or social difficulties, they may receive support from the leaning mentor for a time. If they have additional physical needs, these will be discussed with you and the SENCO. Suitable plans will be put in place eg. intimate care plans. If necessary, there will be a teaching assistant designated to look after additional physical needs. The school’s health and safety policy and medicine policy will be followed.
What specialist services and expertise are available or accessed by the school?
The SENCO will access any additional support your child needs. This will vary but could include: school nurse, educational psychologist, speech and language therapist, occupational therapist, TaMHs counsellor, STARs team, hearing impaired team, visually impaired team.
What training do staff supporting children with SEND have/what training have they had?
Staff regularly undergo specialist training eg. attachment disorder, communication difficulties. Training is organised by the SENCO according to the needs of the pupils at any given time. All staff have had Level 1 training in working with pupils on the autism spectrum, and key members of staff have also accessed Level 2 and Level 3 training. The SENCO also is qualified to administer tests relating to dyslexia and allied conditions.
How will my child be included in activities outside the classroom?
Whenever possible, your child will be included in every aspect of school life. You will be consulted about how the school can organise events. If additional adults are required, you may be asked to come on a visit. After school clubs are also available to all. Activities eg. dance, will be differentiated to allow your child to take part.
How accessible is the school?
The school is on one level. Three external doors are wide enough for wheelchairs and have ramp access. There is a disabled toilet, located centrally in the building, which is accessible by wheelchair. Additional equipment is available, and is stored safely within school.
How will the school help my child on transfer to the next phase of education?
PHGS runs an ambassadors project in the last half of the summer term. Children who may need additional transition attend PHGS for several sessions, some with staff and some with parents. The sessions are at different times during the day so your child will gain an understanding of how the day runs at PHGS.
How are the school’s resources/funding allocated and matched to children’s needs?
The school spends the money it receives wisely to ensure everyone can succeed. Where necessary, additional teaching assistants are employed to support your child. This will usually be in a small group, as most children do not need 1:1 support. If a child needs this support, then the money is spent on staffing. The SENCO, Headteacher and class teacher will discuss what will best support your child. Parents are involved in these decisions. Some money is spent on additional resources eg. sloping desk tops, laptops, changing equipment.
How are parents involved in the school and how can I be involved?
Parents are regularly invited into school to discuss the needs of their child. Parents are always welcome to ask for an appointment with any member of staff. Parents are given the opportunity to be involved in school life at the level they want. Many parents are unable to help due to work commitments, but if parents are able to volunteer, they will undergo a DBS check to ensure they are allowed to work with children in the same way that all staff are checked.
Who can I contact for further information?
If you wish to apply for a place at Otley All Saints CE Primary school, please contact the Headteacher to make an appointment. Mr Thomson-Smith will show you around the school and discuss the needs of your child.
If you want to know more about how the school works with SEN children, please make an appointment with the SENCO, Miss Wilson.
If you want more information about school policies, please visit our website www.otleyall saintsprimary.co.uk.
If you want more information about the Leeds local authority offer, please visit the authority website
SEND - special educational needs and disabilities
SENCO - special educational needs co-ordinator
SEN - special educational needs
IEP - individual education plan
IBP - individual behaviour plan
IT - information technology
PHGS - Prince Henry’s Grammar School
EYFS - early years foundation stage age 3-5, nursery and reception
KS1 - Key Stage 1 age 5-7, Y1 and Y2
KS2 - Key Stage 2 age 7-11, Y3, Y4, Y5, Y6
EP - educational psychologist
CAF - common assessment framework
TaMHS - targeted mental health in schools
STARs team - autism support service
CAMHS - child and adolescent mental health services
AIP - area inclusion partnership