SEND Information and Report for Parents & Governors
Special Educational Provision Report for Parents, Carers and Governors
Provision for pupils with disabilities and additional educational needs.
Our Special Educational Needs and Disabilities (SEND) Local Offer
We are a fully inclusive school that ensures all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs).
Children may have special educational needs that require additional support when progress has slowed or stopped. We implement a graduated approach based on the guidance from Bradford Metropolitan District Council’s Children’s Services for SEND. This is based on an Assess-Plan-Do-Review structure.
Our local offer is intended to give you the information regarding the approaches we use to ensure all of our pupils are supported, including those with SEND, in order that they can realise their full potential. It may not list every skill, resource and technique we employ in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual pupils.
Pupils are identified as having SEND when they have a greater difficulty in learning than the majority of children of the same age and/or a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age within the areas of the Local Education Authority. Once we have identified a pupil as having SEND we work collaboratively with the family and appropriate agencies, implementing specific needs-based plans and pupil profiles, which support the pupil’s development and accelerate progress.
Provision for pupils with disabilities and additional educational needs.
At Ley Top Primary School, we look at the educational needs of a pupil with disabilities and, in liaison with all other professionals involved with the pupil, plan a comprehensive learning package, which will allow for measurable learning opportunities to be put in place. This means that the pupil and all adults involved in supporting that pupil will meet to plan the educational provision best suited to the needs of the individual pupil. We will endeavor to work closely with parents to ensure that their child receives the very best educational experience we can offer. At Ley Top Primary School, we have an Equal Opportunities Policy, therefore every pupil is provided with equal opportunity to access all aspects of our curriculum.
At Ley Top. Primary School we have an Equal Opportunities Policy, therefore every pupil is provided with equal opportunity to access all aspects of our curriculum. Ley Top. Primry School would welcome any suggestions as to how we can further improve this area.
Ley Top Primary School is all housed in two building and is contained on one site. Early Years are housed in a separate building at the rear of the school. Year 1 – Year 6 are housed in the main school building. The school is split over 2 levels and can be accessed through a number of entrances. Upper Key Stage 2 is on the lower floor and is accessed using two flights of stairs. The dining hall is accessed by a small staircase with handrails either side. Access to the playground and MUGGA requires pupils to walk down a flight of stone steps. We recognise that there is always room for improvement, and we would welcome any further suggestions as to how we could improve our accessibility to all. If you have any suggestions to make in this area, please do not hesitate to contact Mrs L Reavey (Sendco) or Mrs S Kelly (Pastoral manager)
Pupil Support and Guidance
- At Ley Top Primary School, we aim to hold the needs of pupils and parents at the heart our decision-making.
- Wherever possible ensuring high quality individual education provision that is carefully planned around the specific needs of each pupil. We work closely with outside agencies.
- Our individual education provision plans ensure there is a high emphasis on understanding and addressing pupils’ wider needs, this results in a more personalised approach.
- We strongly believe in working in partnership with parents, carers and children.
- We have an experienced and highly motivated staff team which comprises; class teachers, classroom support, learning support assistants and nursery nurses and an inclusion team.
Role of support staff at Ley Top Primary School
Our support staff are involved in delivering all aspects of SEND provision. Letters and Sounds, which is a whole school phonics programme, used to improve phonic decoding skills, reading and spelling ages. Support staff also provide small group and one to one intervention sessions which are linked directly to the pupil’s SEND Individual Provision Plans. Where possible interventions take place in the child’s classroom and are run by an adult that the child is familiar with.
At Ley Top Primary School, we work in partnership with different agencies and support organisations. We regularly host meetings to monitor the provision and make changes, when necessary, to the SEND provision plans. This provides an opportunity for parents to be updated about the progress of their child and ask any questions they may have.
If a child has been referred to an outside agency, then parents will be invited in to meet the specialist teachers and discuss any concerns that they, or school have.
In order to quickly identify and meet the SEND of pupils with speech, language and communication difficulties we make referrals to the Speech and Language Service in order to access specialised support and guidance. We also access support from the Educational Psychology Service to ensure that pupil SEND is met purchasing additional time should it be required.
Listed below are some of the outside agencies with whom we work collaboratively:
- Bradford Children’s Services Special Educational Needs Team
- Bradford Children’s Services Early Years Team
- Bradford Children’s Services High Incidence Team (SEHM, L&C and Autism)
- Bradford Children’s Services Hearing Impairment Team
- Bradford Children’s Services Physical Difficulties Team
- Bradford Children’s Services Educational Psychology Team
- Speech and Language Therapy Service
- Child and Adolescent Mental Health Service (CAMHS)
- Common Assessment Framework (CAF) Team
- School Nursing Team
- Peadiatric Consultants, Occupational Health and Physiotherapists and Epilepsy/Diabetic Nurses.
Looking after the learning progress of pupils with special educational needs or disabilities by:
- Ensuring that all pupils with special educational needs/disabilities are provided with the opportunity to achieve personal, social, emotional and academic success.
- Advising teaching and support staff about the individual needs of pupils with special educational needs/disabilities.
- Assessing pupils to ensure that the most appropriate access arrangements are put in place during formal assessment periods/exams. (SATS)
- Providing additional out of lesson activities to ensure progress for individual pupils and for groups of pupils. (Interventions)
- Co-ordination of support staff/teachers in classes to ensure that all pupils with SEND achieve appropriate academic progress in line with targets.
Looking after the learning progress of pupils with temporary/long-term medical needs by:
- Supervising and recording the administration of prescribed medicines.
- Completing health care and medical support plans for individual pupils.
- Ensuring that correct procedures are applied when administrating medicines during school trips/visits.
- Providing opportunities for staff to be trained to supervise diabetic, epileptic and severely allergic pupils.
- Ensuring risk assessments are completed during school trips – if applicable.
Looking after the learning progress of pupils who are in the care of Bradford or neighbouring local authorities by:
- Monitoring academic progress every half term.
- Attending review meetings.
- Maintaining close liaison with carers, Children’s Services and parents.
Looking after the learning progress of pupils who have been placed on the child protection register by:
- Ensuring that confidentiality is maintained and that the pupil is provided with a discreet and confidential individual support package within the school setting.
- Attending core group meetings to ensure protection plan is adhered to.
- Liaising with other professionals.
- Key/Trusted adults being available during the school day to provide support for the pupil if required.
Looking after the learning progress of pupils with temporary/long-term behaviours which impact on them accessing full time mainstream education by:
- Providing opportunities/additional staff/counselling/pastoral/social and emotional support to identified pupils in order that they are able to access mainstream curriculum lessons. This may be under the supervision of specialist/support staff/inclusion team members/ SENDCo
- Providing support plans and individualised programmes of provision for pupils so that they will achieve academic success as well as social/emotional support to address overcoming learning barriers.
Looking after the learning progress of pupils who are experiencing difficulties in maintaining progress by:
Progress of individual SEND pupils are specifically monitored by SENDCo. Where necessary all professional agencies involved with the pupil meet with pupil and parents/carers to discuss and agree a way forward to provide support for learning progress. Progress is monitored every term and changes to support plans may be required to ensure progress.
Mrs L Reavey offers parents an appointment every term. Parents are given the opportunity to come into school and discuss any concerns that they have.
Does my child have a disability?
The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities
A physical or mental impairment includes:
- Learning difficulties
- Medical conditions, including epilepsy, diabetes, more severe forms of asthma and eczema
- Specific learning difficulties, including dyslexia, autism, speech, language and communication 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.
A young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.
A young person has a learning difficulty or disability if he or she:
(a) Has a significantly greater difficulty in learning than the majority of others of the same age, or
(b) Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school.
If a parent or carer has any concerns or complaints regarding the care or welfare of their child/ren, an appointment can be made to speak to the Headteacher or SENCO, who will be able to advise on formal procedures for complaint. A copy of our Complaints Policy can also be found on our Policies page of the website.
If you would like to discuss your son or daughter, please contact Mrs. Louise Reavey (SENDCo)