Special Educational Needs and Disabilities
In this information, SEND is used to refer to Special Educational Needs and Disabilities.
Lady Elizabeth Hastings’, as a Christ-centred community, is committed to the inclusion of all pupils and the provision of a curriculum based on Gospel values, which is broad, balanced, relevant and differentiated to meet the needs of every child. We therefore aim to:
- provide an environment which enables every pupil to be safe and healthy;
- value every individual and enable them to enjoy their learning, achieve their full potential and economic well-being;
- enable every pupil to make a positive contribution to their school and community;
- identify and respond to pupils’ diverse and individual needs;
- identify and overcome potential barriers to learning;
- set suitable learning challenges for every pupil.
In light of the above, and in keeping with the (SEND) Code of Practice: for 0 to 25 years 2014, our objectives are to:
- promote early identification and assessment of children with SEN (Special Educational Needs and Disabilities);
- enable all children to have full access to all elements of the school curriculum and school life;
- provide a caring environment which promotes the self-esteem and confidence of all pupils;
- ensure any child with special educational needs or disabilities has provision made for them which is matched to the individual;
- work in partnership with parents and carers; outside agencies and schools;
- ensure that every teacher is an effective teacher of children with Special Educational Needs or Disabilities;
- involve all pupils in their own learning;
- plan and monitor SEND expenditure, to ensure value for money.
Here is information about the school’s approach to working with pupils with Special Educational Needs and Disabilities, presented as answers to frequently asked questions.
What do I do if I think my child or young person may have special educational needs?
If your child has not yet started at school you may contact the Special Educational Needs and Disabilities Coordinator (SENDCo) at Lady Elizabeth Hastings’, Kirsty Ilott. She can be contacted by phone: 01937 842566 or on email via the school office (see school contact details on the website).
If your child is already at Lady Elizabeth Hastings’ School, and you have concerns that your child has special educational needs then you should speak to your child’s class teacher, in the first instance. However, you are welcome also to discuss your concerns with the SENDCo at any point.
How will school support my child or young person’s learning?
Your child’s class teacher will plan the education programme for your child. The teacher, supported by teaching assistants, will be responsible for delivering the education programme for your child. The class teacher will meet termly with you to share information about provision for your child and their progress. This will be overseen by the SENDCo who will also offer advice and liaise with other agencies, where appropriate. The degree to which the SENDCo is involved in planning the education programme for your child is dependent on the nature of your child’s needs.
The effectiveness of the school’s arrangements for pupils with SEND is monitored through assessing pupils’ attainment and progress, reviewing intervention programmes, feedback from parents/carers and pupils, information from those working with pupils with SEND in school, and the views of professionals from outside agencies, where relevant.
How will the curriculum be matched to my child or young person’s needs?
Class teachers take responsibility for including all pupils with SEND within the classroom and deliver differentiated learning, manage support and provide resources to ensure that pupils with SEND have access to a broad and balanced curriculum. Your child may be further supported through targeted intervention in small groups or 1:1 with an adult in school.
How accessible is the school?
Lady Elizabeth Hastings’ School has a toilet which is accessible for pupils with disabilities. Modifications to the building have included construction of a corridor to enable pupils to avoid steps where needed. There is a ramp leading to one entrance. Handrails around the school offer support for negotiating steps and slopes.
How will I know how well my child or young person is doing and how will you help me support my child’s learning?
We have an open door policy and welcome informal discussions between parents and carers and your child’s class teacher. You will have opportunity to discuss your child’s attainment and progress with the class teacher termly. Provision for your child will be reviewed at this meeting and next steps agreed, including how you can support your child’s learning.
What support will there be for my child or young person’s overall well–being and social, emotional and behavioural development?
We are committed to providing a happy, safe and secure environment for all of the pupils at Lady Elizabeth Hastings’. Pupils who need additional emotional or social support can access a range of pastoral support:
- Members of staff are always available to speak to pupils who have concerns;
- Support groups such as Circle of Friends and Silver Seal;
- Provision of a 'go to' adult in school who will look out for the child around school and provide regular opportunities for one-to-one support and discussion;
- One to one support from local services such as Family Outreach Workers, and CAMHS in Schools Practitioner;
- Medical support where needed;
- Anti-bullying has a high priority in school and we re-visit this theme annually as a whole school.
What services and expertise are available or accessed by the school, including staff with specific specialist knowledge/qualifications?
In some instances, with agreement from the parents/carers, school will access additional support from services outside school. We have access to a range of support for pupils with a wide range of needs. These include:
- Autism Outreach Team
- Child Protection Advisors
- Educational Psychologist
- CAMHS (Child and Adolescent Mental Health Service)
- CAMHS in Schools Practitioner
- Complex Needs Team
- SENIT – Special Educational Needs Inclusion Team
- Attendance Team
- Inclusion Team
- Social Services
- School Nurse
- Speech and Language
- Occupational Therapy
- Medical Professionals
- Health Visitor
- Child Development Centre
- Visual Impairment Team
- Hearing Impairment Team
- STARS (Specialist Training in Autism and Raising Standards)
External agencies work with the school and parents/carers to plan appropriate support. If there is a significant cause for concern, the Headteacher may make a request for a Statutory Assessment which may result in the LA making an Education and Health Care Plan on behalf of the child.
The SENDCo has administrative time to co-ordinate the tracking, recording and communication of SEND pupil information within the school. Staff are kept informed and updated about all SEND issues and pupils with SEND through meetings with the SENDCo.
What training and development is done by staff supporting those with SEND?
Members of staff receive training which is appropriate to the pupils within their classes. As a whole school we have had training on:
- How to support pupils on the autistic spectrum;
- How to support pupils with dyslexia;
- How to support pupils with attachment difficulties.
Members of staff have also received training on:
- Hearing Impairment;
- Supporting pupils with speech and language difficulties;
- Supporting pupils with attachment difficulties;
- Supporting children with histories of neglect, trauma and loss
- Supporting children with anxiety;
- Teaching for neurodiversity;
- Assessing pupils with SEND;
- Supporting pupils with persistent literacy difficulties such as dyslexia - Active Literacy Kit
- Teaching children with Autism Spectrum Disorder
We are responsive to the needs of the pupils within school and access training where it is needed. In addition, Kirsty Ilott, our SENDCo has gained the ‘National Award for Special Educational Needs Co-ordination’ qualification.
How will my child be included in activities outside the classroom?
As an inclusive school we adapt, differentiate and further support all children so that they can be included in all activities. Risk assessments are carried out and procedures are put in place to enable all children to participate safely.
How will the school help children and young people transfer to the next phase of education?
When the time comes for pupils to move to High School we liaise closely with the local schools. We ensure that this transition is as smooth as possible through:
- Established links with all local schools;
- Discussion between the receiving schools prior to the pupil joining;
- Handover discussions between parents/carers, child and teachers;
- All pupils attend a transition session where they spend time with their new class teacher;
- Transition social stories where necessary;
- Additional visits arranged for pupils that may need extra time in their new school or setting;
- Secondary school staff meet with class teacher and SENDCo;
- Pupils may have additional visits prior to transition;
- Liaison between the school SENDCos to pass on information.
How are the school’s resources/funding allocated and matched to children’s needs?
The SEND budget is allocated each financial year as part of the school’s overall finances. The Senior Leadership Team and Governing Body review and allocate the budget to best
meet children’s needs. The money is used to provide additional support or resources for an
individual pupil or group of children dependent upon their needs. Resources may include
specialised equipment, staff training and 1:1 or small group support.
How are parents and carers involved in the school?
We aim to work in partnership with parents and carers. We recognise and value parental knowledge and expertise in relation to their child and respect their views and wishes concerning their child’s education. All parents and carers are consulted when concerns are raised about their child. They are involved in the discussion to make an identification of SEN. We meet with parents and carers to discuss desired outcomes and provision for their child. These outcomes are recorded, shared with parents and carers and reviewed and updated at termly meetings. Suggestions are made to parents and carers about how they could support their child at home. Parents and carers are asked for permission before outside agencies are approached. Lady Hastings’ Home/School Agreement encourages partnership between parents and carers and the school.
In addition, parents and carers are involved in the life of the school in several ways:
- Termly meetings of the Parent & Carer Forum;
- Reading helpers come into school each week to support with individual children’s reading;
- We regularly take the children on education trips and the support of parents’ and carers is welcome at these events;
- Parents’ and carers often share specialisms with the children in school;
- The Friends of the School run fundraising events at various times through the year;
- Thursday worship is open for all to attend. Once per term each class share work in our ‘celebrating work’ worship and each class leads worship once per year;
- Parents’ and carers are encouraged to support their children in the annual Sports Day and other whole school events.
Who can I contact for further information?
If you should need further details please refer to the following:
- To apply for a school place: www.leeds.gov.uk/
- To discuss a concern you have for your child contact their class teacher in the first instance;
- If you require further information please contact Kirsty Ilott, the school SENDCo via the school secretary;
- If you require further information about the Local Offer please refer to: www.leeds.gov.uk/localoffer