The class teacher

Responsible for:

• Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support) and letting the Special Education Needs/Disabilities Co-ordinator (SENDCo) know as necessary.

• Evaluating Individual Education Plans (IEPs) and writing new targets that form the basis of the ‘Plan, Do’ Review’/Cycle documentation and with the support of the (SENDCo) sharing and reviewing these with parents at least once each term and planning for the next term.

• Personalised teaching and learning for your child as identified on the child’s graduated approach

• Ensuring that the school’s SEND Policy is followed.
  
  

The SENDCo: Mrs A Sharrock

Responsible for:

• Working with the Trust to develop and review the school’s SEN policy.

• Co-ordinating all the support for children with special educational needs or disabilities (SEND)

• Ensuring that you are

i) involved in supporting your child’s learning

ii) kept informed about the support your child is getting

iii) involved in reviewing how they are doing.

• Liaising with all the other people who may be coming into school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology.

• Updating the school’s SEN register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.

• Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.

 

The Head teacher: Mr J Travers

Responsible for:

• The day-to-day management of all aspects of the school; including the support for children with SEND.

• The Head teacher will give responsibility to the SENCo and class teachers, but is still responsible for ensuring that your child’s needs are met.
• The Head teacher must make sure that the ACG is kept up to date about issues relating to SEND.

• When pupils have identified SEND (Special Educational Needs and Disabilities) before they start at Oakworth Primary School, we work with the people who already know them and use the information already available to identify what their specific needs will be in our school setting.

 

• The progress of all pupils is monitored regularly

 

• If you inform us that you think your child has a Special Educational Need or Disability, we will discuss this with you and look at what assessments or provision may be required– we will share with you what we find and agree with you what we will do next and what you can do to help your child.

 

• If our teachers think your child may have a Special Educational Need or Disability, this may be because they are not making the same progress as other pupils. We will observe them, and carry out further assessments to pinpoint what is causing difficulty (what is happening and why).

 

• The SENCO may work with your child at this point in order to complete a range of assessments to highlight your child’s strengths and possible areas of weakness, so that support can be carefully targeted to their needs.

• Children in school will get support that is specific to their individual needs. This will be provided by the class teacher and may also involve other staff in the school. 

 

• Staff who will visit the school from the Local Authority central services; such as the SCIL Team  or Low Incidence Team.

 

• Staff who visit from outside agencies such as the NHS Speech and Language therapy (SALT) Service.

Areas of Strength:

• Highly trained Teachers and Learning Support Assistants with a range of
• Well planned lessons ensuring the highest possible expectations of children with SEND and all pupils in the Excellent differentiation and resources/staffing to meet individual needs.
• Use of multi-sensory teaching and learning strategies to engage and support children in their
• Use of multi-media
• A creative curriculum that encompasses and encourages children to develop and show their areas of strength and talent.
• A wide range of inclusive extra-curricular activities and after-school
• Strong transition links from playgroup/home–Nursery, throughout school, Y6–Secondary.
• Community and Parent involvement – family activities provided in
• Teaching staff and Learning Support Assistants run their own nurture and intervention sessions within their year group. This ensures all pupils are offered tailored support and nurture to address their individual
• Strong links with our other academy schools; especially Oldfield
• Sensory room with EYFS provision as required.

Specialist Facilities/Equipment to support SEND:

• All staff attend regular in-house training to update their knowledge and inform practice with children who have Special Educational Needs and disabilities.
• Some of our Learning Support Assistants have completed zones of regulation training
• Use of additional resources to support learning including; voice recorders, iPads, pencil grips, reader pens etc
• Additional assessment, screeners and checklists used to help identify
• Children’s needs are assessed on an individual basis and the correct adaptations, resources and equipment are provided, following advice from external support services (Bradford LA and health professionals) as well as in school daily provision as part of good practice.
• We have trained staff to deliver Little Wandle reading interventions

Input from Therapists/Advisory Teachers/other specialist support services:

We have some access to a range of Specialist and Advisory Teachers through the 0-25 Inclusive Education Service. We have a specialist teacher working with us from the Bradford SCIL Team. The school has access to local Educational Psychology Hub meetings and to Speech & Language Therapy, School Nurse via a panel and other health services through Airedale. In school, we have the SENDCO,  Nurture Team and our Parental Involvement Worker, who all provide support to children and families in their own specialist areas.

We use our Academy colleagues for help and advice and use their staff where needed.

Breakfast and After School Club:

We also have ‘Care Club’, which provides wrap around care for children from 7.30am until 530pm. We offer a range of out of school clubs before and after school.

How do you promote inclusion within the school? Including day and residential trips?

• Curriculum adjustments are in place to ensure that all pupils are included in class and school activities, curriculum enhancing activities (visitors, local events) and school trips. Where necessary, additional support is
• Our SENCo, nurture team/ PIW provide nurture support 1:1/groups and offers support for
• All classes have a Learning Support Assistant to support learning and extra staffing is provided if individual needs require this to enable that child to access learning and make further
• Our teachers provide Quality First Teaching and differentiate work to ensure that children have the scaffolding needed to meet their learning intentions.
• Children receive instant feedback to ensure that they are confident with their learning
• We also have a Parent Involvement Worker who liaises regularly with parents and encourages parents/carers to be involved in the school community and their child’s learning by organizing an array of fun and educational activities
• We have a buddy system where children are paired with a child from another Year 6 with Nursery for example.
• The school celebrates diversity and promotes independent learning.

What proportion of children currently at the school have an SEND?

As of June 25: 25 children on the register 6  of which have an EHCP. Another 1 is pending

* Please note that these figures constantly fluctuate as we respond rapidly to individual children’s needs

How do you involve/support the parents of children with an SEND regarding identifying and meeting their needs. How do you communicate their progress and areas of difficulty?

• We aim to work fully in partnership with parents/carers and offer a range of opportunities for

you to meet with your child’s Class Teacher, the SENDCO and other members of staff supporting your child, including external support services, on a regular basis.

• We have two Parents’ evenings when you can discuss how your child is getting on, any concerns and any additional provision being made. If your child is receiving additional support in school, the Class Teacher will also invite you to attend a Cycle review meeting where your child’s individual targets, progress and next steps can be discussed and agreed. Class Teachers and the SENDCO are available to meet at other times should you wish to talk to someone in between review meetings and parents’ evenings.
• We host a termly SEN Coffee and Catch Up where you will have the opportunity to meet the SENCO and discuss any support needed going forward.
• We can provide you with information about training courses and voluntary parent
• Our Parent Involvement Worker is available for parents to talk to and provide essential home- school links.  They will also signpost families to additional support.

How will the school prepare children with an SEND to join their next setting/school/college/stage of education or life?

We have good relationships with our local secondary schools and will ensure contact with the transferring school should your child move mid-year or to another area. We will contact the SENDCO at their new school to ensure they know about any special arrangements or support that needs to be made. We liaise with secondary schools to arrange additional transition visits or for staff from the transferring school to visit your child here at Lees . We ensure all relevant documents for your child are passed on confidentially to ensure that staff working directly with your

child are aware of support, strategies and resources and can ensure a smooth transition.

The purpose of the SEND policy and Local Offer, is to ensure that the provision in place for

pupils with SEND support.

What else do you think parents would like to know about your school?

Please visit our School Information Report on the school website for further questions and answers. If you have a question that this document has not provided the answer to, or would like to know more about a specific aspect of Special Educational Needs provision, please contact the SENDCo via

the school office.