Welcome to our Special Educational Needs and Disability (SEND) Information Pages
What are Special Educational Needs?
‘A child or young person has SEN if they have a learning difficulty or disability which calls for special 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:
- A) have a significantly greater difficulty in learning than the majority of others of the same age; or
- B) 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 or mainstream post -16 institutions.
- C) A child under compulsory school age has special educational need if they fall within the definition (a) or (b) above or would do so if special educational provision was not made for them (Clause 20 Children and Families Bill)’
The majority of children with SEN or disabilities will continue to have their needs met within mainstream settings.
What are the areas of SEND?
Communication and Interaction:
Children with speech, language and communication needs (SLCN) have difficulty understanding or communicating with others and may not understand or use social rules of communication. This includes children with pragmatic needs who are on the Autism Spectrum Disorder, including Asperger’s.
Cognition and Learning (C&L):
Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe (SLD), where children are likely to need support in all areas of the curriculum. Specific Learning difficulties (SpLD), affect one or more specific aspects learning. This includes a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Social, Emotional and Mental Health difficulties (SEMH):
Children may experience a wide range of social and emotional difficulties. These may include becoming withdrawn or isolated as well as displaying challenging, disruptive or disturbing behaviour. Other children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Sensory and /or Physical needs
These include vision impairment, hearing impairment or multi-sensory impairment which will require specialist support and/or equipment or access their learning. Some children with a physical disability require ongoing support and equipment to access all the opportunities available to their peers. It also includes children with medical needs.
What is a Disability?
The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment which has a substantial and long term adverse effect on their ability to carry out normal day to day activities.
These impairments may include:
- Learning difficulties including specific learning difficulties.
- Medical conditions including epilepsy, diabetes, severe asthma and eczema, autism, speech communication and language impairments.
If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day to day activities, it may amount to a disability.
Please click on the link below to see our Medical Needs Policy 2019-2020:
Who are the best people to talk to in school if I have concerns about my child’s needs?
Firstly, make an appointment to speak to the class teacher. This can be via the front desk or by emailing the teacher directly. They will have immediate information as to how your child is performing at school in all areas. In addition to normal reporting arrangements, staff are always keen to discuss the progress of your child with you. Parents and carers are encouraged to make appointments to discuss any concerns with teaching and support staff. The Senior Leadership team, including Key Stage Leaders, is also available to enhance these discussions. It is very important to us to have positive dialogue with families to ensure the best possible experience for your child.
Class teachers will be able to put your mind at rest or set up a meeting with a member of the inclusion team if appropriate. Other professionals may be included in this, or a later, meeting. Remember, children may have additional needs at any part of their time in school, it is always best to discuss with staff so we can work together to support your child.
Our Inclusion Team
Miss Jo Linsley, the Deputy Head Teacher, is our Special Educational Needs Coordinator, who works closely with class teachers to put in place strategies and interventions to help remove your child’s barriers to learning. Miss Linsley also works closely with the Key Stage Coordinators and your child’s teachers, to track their progress in school and ensure extra support if your child is falling behind.
Mrs Emma Brown is a Counsellor who supports the wellbeing of our children.
Mr Michael Spink is an Assistant Head Teacher and leads on SEMH needs throughout school.
Mrs Rachel Burrows is Behaviour Support Worker and her role is to support children who have additional needs when accessing the curriculum relating to their social, emotional or mental health needs
Ms Sarah Cattrall is the Behaviour Mentor, and supports children who may have some difficulties accessing the curriculum due to social, emotional and mental health issues.
Mrs Anna Szczepanska is our Teacher for ASC, who supports the children in a 1-1 role or small groups, and advises staff as to best practice.
Mr John Sherbourne is our SEN Governor, he challenges Miss Linsley to ensure children’s needs are being met and shares this information with the Governing Body.
What are the different types of support available for children with SEND at Allerton CE Primary School?
Wave 1 – Quality First Teaching forms the basis of provision for all our children.
Lessons are pitched to enable learners to make progress from their individual starting points. Appropriate resources will be used to ensure your child makes the optimum progress. The curriculum is designed with the needs of all children in mind.
All staff regularly receive training to support the needs of all children in their class. All classes in school have access to at least one Teaching Assistant for part, or all of the school day. The amount of additional support available is dependent on a number of aspects such as SEND funding and Pupil Premium Grant funding in the class.
Small group interventions for children who can be expected to “catch up” with their peers as a result of additional support. This type of support can be in the classroom or, at times, this may mean being withdrawn from the classroom to a suitable space, either individually or in a small group, for some targeted intervention.
These are not necessarily SEND interventions. They may include booster groups, pre-teaching or targeted response to activities provided in the classroom. They may be based on feedback from specific activities. Groups may be set up in the class or across cohorts to maximise the support available, and ensure all children have access to what is appropriate.
Specific targeted intervention for individual children identified as requiring SEND support. Children at Wave Three may have particular needs related specifically to mathematics or literacy, or needs associated with other barriers to learning. Provision at Wave Three is likely to draw on specialist advice. It may involve the adjustment of learning objectives and teaching styles and/or individual support. It aims to reduce gaps in attainment and facilitate greater access to Waves One or Two.
The cycle of Assess Plan Do Review
There is a Graduated Response approach to monitoring a child who requires additional support.
The process for implementing SEND support is arranged in 4 stages as outlined in the SEND Code of Practice.
Parents and Carers are kept fully informed.
ASSESS – When concerns arise, information is gathered from a variety of sources including, teacher, pupil, parent and outside agencies as appropriate. This is so we can develop an accurate picture of needs, attainment, targets, motivators and how they respond to different teaching approaches.
PLAN – After gathering the information a support plan is put togther to outline the methods that will be used to achieve specific outcomes. Short term targets are agreed to prioritise key areas of learning and ways the progress will be measured. If external agencies are involved, their advice and recommendations are included in the support plan. Any actions will take into account strengths as well as difficulties. Support will be allocated as appropriate, but will ensure a child can engage in lessons and wider school activites and deveop independent learning.
DO – These plans are working documents and will be adjusted if the class teacher /SENCo feels that the plan is not working, for whatever reason, or if the child achieves their SMART targets.
REVIEW – Plans are reviewed termly. In this review all targets will be evaluated and the views of the pupil (where appropriate) will be recorded. A further plan will then be devised, if required, to enable the pupil to achieve their next steps in learning. If a pupil has made sufficient progress the support plan will cease, and the child will be closely monitored. For children with more complex needs termly review meetings will be held with the parents and a combination of class teacher/support staff, SENco and any external agencies.
What interventions are available at Allerton CE Primary School?
The school has a range of interventions to use, and staff have been trained to deliver them effectively.
Read Write Inc 1-1
Fine and gross motor skills programmes
SEMH sessions with the Learning and Behaviour mentors
Play Therapy (alongside the cluster Play Therapist)
A wide range of SLCN programmes
Toe By Toe
Developmental Journal (EYFS)
Maths No Problem catch up
How will my child’s learning needs be assessed, and their progress monitored?
As part of the Assessment and Inclusion cycles, all pupils are set targets to achieve, based on their starting points and staff’s knowledge of the child. Parents are invited to 2 whole school parent consultations each year (October and March). You can request additional meetings with the class teacher/ SENCo /KS leader at any other time.
All parents will receive a written academic report in Summer term 2. (July)
Data is analysed each term, to evaluate the progress of children on the SEND register, and also those who have taken part in interventions. We may track their learning with B Squared which is an assessment framework for pupils engaged in subject specific learning covering the Primary Curriculum. Primary Steps is a fully inclusive assessment framework.
Children who have an EHC Plan, high level needs top up funding, or personal plans, have termly reviews. Parents and carers are invited, along with teachers/support staff and any appropriate professionals. You will be invited to discuss progress made and to discuss new targets. One of these each year will be an annual review, at which reports from all professionals involved with your child will be shared and discussed. Both parents/carers and your child will have the opportunity to make a similar contribution. All children will be given the opportunity to attend reviews and/or make a written contribution to the review/target setting process.
What policies support my child with SEND?
Policies have been written which may further support a child within school who has additional needs. The school’s policies are available on the website and reflect our commitment to inclusion, safety and the wellbeing of children.
- Teaching and Learning
- Safeguarding/Child protection
- Health and Safety
- CLA (Children Looked After By the Local Authority)
What training have staff at Allerton CE Primary had to support my child with SEND?
All staff receive quality training throughout the year to ensure they can meet the needs of SEND pupils.
This may be delivered by the SENCo or another, trained, member of the team. It may also be delivered by other agencies.
Training allows staff to develop skills, knowledge and expertise in specific areas of SEND, e.g. SLCN and ASD.
Our staff have been trained in Webster Stratton Classroom Management strategies to ensure uniform behaviour systems are used throughout school.
Two members of staff are trained to Autism Awareness Level 3, and everyone else at Level 1. Members of EYFS and specific staff throughout school, have been trained to provide Intensive Interaction interventions.
Through the ARM (Alwoodley, Roundhay and Moortown) Cluster, we have had support from a Play Therapist, and staff worked alongside her to develop their skills.
We are part of the Traded Speech and Language offer and as such have support from a Speech and Language Therapist for two days each week. The therapist runs sessions for pupils and also trains staff and supports parents.
We have a Wellbeing Mentor in order to help address any issues which could have a detrimental impact on a child’s progress, providing support including bereavement , setting up Early Help Plan meetings and liaising with parents and carers.
We also have had training on supporting memory problems and Irlen Syndrome (eye problems based on visual perception).
We have a full-time teacher who supports children with diagnoses or Autistic Spectrum Disorders or have pragmatic needs
6 members of staff including the Head, both Deputies, Attendance Lead, School Counsellor and a member of the admin team, are all fully trained in Child Protection and Safeguarding. All other staff are trained to whole school level.
We have 17 staff throughout school who are trained in Paediatric First Aid, and some for Administering Medication.
We have staff who speak a number of languages, including Cantonese, Mandarin, Spanish, Punjabi, French and Farsi. If a child comes new to English into school we have a phased, targeted EAL induction. We ensure if possible they have access to one of these support staff who speak their language, and also to a “buddy” if there is another child who can translate for them. The staff can also help to assess if special educational needs are present in their home language also.
What other agencies can school use to support my child?
For some children, following discussions with parents/carers, the level of specialist support may be increased in order to maximise learning potential.
We utilise Universal Services from,
Educational Psychology Service
Speech, Language and Communication Therapist
Specialist Advisory Teachers ( SENIT)
Child Counsellors/Adult counsellors
CAMHS /TAMHS (SEMH
School Nursing Team
Sensory Support Teams
Children’s Social Work Services
North East Primary Area Inclusion Partnership
ARM cluster support services
This graduated approach means that we will continue to offer support to help your child make optimum progress. Following an episode of care from an outside agency, we will decide, during a review, whether to continue to support and monitor progress, or that they no longer need additional intervention at this time.
We work alongside specialist teachers when a child with specific needs is identified – they will train staff who work most closely with the child.
We have a very strong working relationship with the Alwoodley Children’s Centre which is based in the site and supports children up to the age of 5 years.
What happens if my child still requires extra support?
A very small percentage require support of an additional nature to that which can be provided by Universal Services.
In this case the Inclusion Team will discuss the possibility of asking the Local Authority to undertake an assessment towards a possible Education, Health and Care Plan of your child’s needs.
This will always be following detailed discussion with parents and carers, as well as the child if appropriate.
We will discuss the process with parents and ask for permission to proceed.
We will gather information from all agencies involved.
We will evaluate strategies and interventions which have already been put in place.
We will send all information to the Local Authority.
The Local Authority will then hold a Multi-Agency Panel (MAP) meeting to discuss your child’s needs and requirements, and whether to proceed with an assessment. Parents are invited to attend this meeting, and if they wish, the most appropriate member of the SEND team will be there to support them.
Once the Local Authority receives a request to consider whether to draw up an EHC Plan, a legal timescale begins. This process is bound by legislation and guidance within the SEND Code of Practice.
Throughout this process, your child’s needs will continue to be met with the support which is already in place.
How does the school environment meet my child’s needs?
Our school is fully accessible throughout.
There is disabled access to all areas of the site, including the new and older buildings.
We have changing facilities and a disabled toilet in the Foundation area, and disabled toilets in the main building.
There is a care suite in the KS2 building.
If a child needs additional equipment or facilities, this is looked at as an individual case and would be fully discussed with parents and carers.
At Allerton CE Primary School, we have a Creative Curriculum based on what our children need.
We consider different learning styles to provide a platform for personalised learning, and giving opportunities for learners to think for themselves, be independent and take responsibility.
How will my child be included in activities outside the classroom?
As a fully inclusive school, all our trips, visits and activities are tailored to meet the needs of all the children. Where a child requires support in the classroom, this will be continued into out of school activities during the school day. Whilst school will ensure staffing ratios for special events and visits, you will be consulted and parents or carers may be invited if we feel that is the most positive way to ensure a child has the most successful experience. This is always discussed in individual cases.
After School Clubs All children are encouraged to take part in our wealth of extracurricular activities. Where necessary, these will be differentiated to allow your child to fully take part. If a child is in a group led by an outside team, and they have a Pupil Passport, they will be encouraged to share this with the group leader.
How are the school’s resources/funding allocated and matched to children’s needs?
The school is funded on a national formula per pupil, and schools are expected to find the first £6000 from within the budget to support children and young people with SEND who are on the School’s Inclusion register.
We are able to apply for “High Needs Top Up” funding based on strict criteria if it is felt that a child’s needs are above those which can be supported through the £6000 notional budget. The school uses the funds to put appropriate resources and support in place to meet the specific needs of an individual child. The SENCo, well being, teaching and support staff are included along with parents to decide what is to be put in place to ensure all individual needs are met.
Allerton CE Primary spends the money it receives wisely in order to ensure everyone can succeed. Where appropriate, additional staffing may be put in place to support your child.
This will often be in a small group as most children do not require 1-1 support. If a child does require this, the funding is spent on staffing costs. Parents are aware of these decisions. Some money will be spent on appropriate resources also.
We are committed to supporting parents whose child has a personal budget,and will work together to ensure the funding is used to best meet the needs of your child.
What support do we have for you as a parent of a child with SEND?
As part of the school staffing structure we have a Well Being Team who will be available to support your child to help them overcome any barriers to learning. They are on the gate at the end of the day, and are happy to make appointments to discuss any issues.
We have a School Counsellor who can also be approached for additional support whenever necessary.
From 8.35am, members of staff are available in the playground to answer queries; this always includes one of the Senior Leadership Team who are generally on the entrance gate.
We have access to targeted services available through the Alwoodley, Roundhay and Moortown Cluster. These include Guidance and Advice from a Cluster Multi Agency Group, attendance advice, and support for the young person, parent or whole family including therapists and counsellors.
If many agencies are involved in supporting your child, in order to coordinate their work, an Early Help Plan may be drawn up with a lead worker who organises regular meetings.
We can also put you in touch with SEND IASS who can offer you impartial information, advice and support with regards to SEND.
What Partnerships do we work with to provide support for children with SEND?
As well as working closely with parents, support is sought from other agencies where necessary in order to maximise learning potential.
We regularly engage with, EPs, Attendance, Autistic Spectrum (STARS team), Early Years SEN,
Speech and Language, School Nursing service, CAMHS, Parent Partnership, Children’s Social Care, Complex Needs Team, Behaviour Support, school paediatrician, Occupational Therapists, Physiotherapists.
The school works closely with the other local schools (Alwoodley, Roundhay and Moortown Cluster) The cluster has family support workers and CaMHS workers who can be accessed by the school as required. The school is part of the North East Leeds Primary Area Inclusion Partnership. This ensures that there is additional provision for pupils with high levels of complex needs and enables them to access the Locality Inclusion team, and additional advice/strategies. There is also the possibility of off-site learning at “Leos” the AIP support unit.
We work closely with the Alwoodley Children’s Centre who have one of their bases on our school site.
How will we support your child when leaving this school or moving to another class?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure any transition is as smooth as possible.
There are strong links with the local high schools and a number of initiatives ensure that even our most vulnerable children have the best possible transition between Y6 and Y7. All children attend “taster days”, but those who need it can usually visit and meet staff as often as necessary.
We will contact the school SENCos and ensure they are aware of any special arrangements or support which needs to be made prior to your child’s arrival.
We will pass on all records to the receiving school.
Parents are expected to make requests for the high school places. We will support you if you wish, in finding out which school will be the best for your child, by putting you in contact with SEND IASS (see above).
If it is thought necessary for a child to access a specialist provision during their time in school, this will be done with ongoing discussion with parents and carers, and educational support services.
When moving classes in school.
Transition meetings are held between current and receiving class teachers during the summer term, in order to share all information related to individual children. Children from EYFS upwards have opportunities to spend transition sessions with their new class teacher. For some children social stories and photo books can be made to ease the trauma of such a major change.
How are parents involved in the school and how can I be involved?
Many of our parents and carers come into school regularly, we encourage this.
This may include helping in classrooms, outside in the grounds, sports and reading with the children.
We have a member of staff who coordinates all helpers in school. Some choose to come in alongside their own child, whereas others prefer to support in a different class. This is always discussed during an initial meeting.
We have parents on the Governing body, all of whom are allocated a specific class to be involved with.
We have a Parent Forum Group “ACE Parents” who meet twice a term and support issues which are important to them, as parents and carers.
We also have a parent’s association “The Friends” who work throughout the year with the summer and Christmas Fayres, discos and other activities to directly benefit the children.
Who can I contact for further information?
The school Bursar, Mrs Denise Glazer will arrange a visit and answer initial questions, if you would like a place at our school for your child.
Email her at firstname.lastname@example.org
If I wish to discuss something about my child?
For any SEND related issues speak to
Jo Linsley (DHT) SENCo email@example.com
For any class-based queries speak directly to the class teachers.
Appointments can be made via Mrs Sarah Clark, firstname.lastname@example.org or on the school direct line 01132930699. Appointments to speak to Mrs Helen Stott, the Head Teacher, can also be booked in this way or she can be emailed on email@example.com
For key stage related issues, the leaders are
Early Years – Mrs Liz Willis – firstname.lastname@example.org
KS1 (Y1 and 2) – Miss Claire Cooke – email@example.com
Lower KS2 (Y3 and 4) – Mrs Lisa Turney – firstname.lastname@example.org
Upper KS2 (Y5 and 6) – Miss Miranda Judge – email@example.com
Please click on the link below to see our school SEND Policy: