Special Educational Needs and Disabilities Information
At Primrose Lane Primary School we strive to support all children to enable them to achieve at school.
In order to do this many steps are taken to support them through their learning journey.
Quality first teaching is vital; however, for some children there are occasions when further support may be needed.
Our Special Educational Needs and Disabilities Coordinator (SENDCo) is:
Mrs Jo Turnbull
You can telephone school on 01937 842667 to make an appointment, or email her directly on firstname.lastname@example.org
Children and Families Bill 2013 and SEND Code of Practice (CoP) 2014
The Children and Families Bill takes forward the Government’s commitments to improve services for vulnerable children and support families. It underpins wider reforms to ensure that all children and young people can succeed. The Bill will reform the systems for Special Educational Needs and Disabilities (SEND), adoption, looked after children and family justice.
The SEND Code of Practice has transformed the system for children and young people with SEND so that their best outcomes are met through consistent support from all services involved. The CoP extends the SEND system from birth to 25; giving children, young people and their parents/ carers greater control and choice in decisions.
1. How does Primrose Lane Primary School know if children need extra help?
We know when pupils need help if:
- concerns are raised by parents/ carers, staff members or the child
- limited progress is being made
- there is a change in the pupil’s behaviour or progress
What should I do if I think my child may have special educational needs?
- The class teacher is the initial point of contact for responding to parental/ carer concerns
- Parents are also welcome to contact the school SENDCo Jennifer Winstanley
2. How will Primrose Lane Primary School support my child?
We offer the following according to your child’s individual needs:
- quality first teaching
- a curriculum to match their needs
- enhanced access to specialist equipment
- In class support
- one to one or small group work
- additional help from other services depending on your child’s needs such as:
- Health Services - Speech and Language Therapy, Health visitor, Physiotherapy, Consultant Pediatrician, Child Development Centre, Occupational Therapy
- Educational Learning Support Services - Educational Psychology, Early Years Action, Visual Impairment Team, Hearing Impairment Team, Autistic Spectrum Disorder Team, Complex Needs Team and Special Educational Needs Support Team (ISPS).
3. How will the curriculum be matched to my child’s needs?
- When a pupil has been identified with special needs their work will be further differentiated to enable them to access the curriculum.
- Your child may access targeted intervention through 1:1 or small focus groups with other adults in school.
- If appropriate, specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/ pencil grips or ICT equipment.
4. How will I know how my child is doing?
- We have an open door policy and welcome regular informal chats between parents and staff involved with your child’s learning.
- Parents can email the SENDCo with any questions or concerns they may have.
- If your child has a My Learning Plan (MLP) their progress will be discussed during the target review process.
- Appointments can be made to speak in more detail to the class teacher or SENDCo.
- You will be able to discuss your child’s progress at regular parents’ evenings.
How can I help support my child’s learning?
- We work in close partnership with parents/ carers and will have regular discussions as needed about how best we can work together to support your child.
- The class teacher and other staff involved may suggest ways that you can support your child.
- The SENDCo may meet with you to discuss how to support your child.
- If your child has an MLP there will be a discussion at the initial target-setting meeting that will include ways that you can support your child.
- If outside agencies have been involved, suggestions or programmes of study may be provided that can be used at home.
5. What support will there be for my child’s overall well-being?
All our staff are committed to ensuring the safety and well-being of all the children at Primrose Lane Primary School. It is our primary aim to make sure that all our pupils feel safe, happy and secure when in our care.
We offer a wide variety of pastoral support for pupils who are encountering social and or emotional difficulties. These include:
- Being a ‘Thrive school’ and, as such, providing high-quality social, emotional, mental health and pastoral support to pupils on an individual, group and whole-class basis utilising the expertise of our licensed Thrive practitioners.
- Members of staff being readily available to speak to pupils who wish to discuss any issues or concerns.
- Children and staff generate good relationships which are used to support children that may be struggling.
- Social groups and support groups specially created to support a child or group of children eg Silver Seal, circle of friends and targeted Thrive support
- Clubs are available for those who may struggle with lunch or break times.
We work closely with professionals and parents/ carers of children with medical needs. All staff undergo basic first aid training and in addition, staff are specially trained in the administration of more specialised medical requirements, eg epipen.
6. What specialist services and expertise are available at or accessed by the school?
As an inclusive school we have a wealth of experienced and highly qualified staff who collectively have the expertise to support a wide range of needs.
At times it may be necessary to consult with outside agencies to receive further expertise.
This can include:
- In-house licenced Thrive practitioners
- Autism Outreach Team
- Child Protection Advisors
- Educational Psychologist
- CAMHS (Child and Adolescent Mental Health Service)
- Complex Needs
- Leeds’ Special Educational Needs and Inclusion Team
- Attendance Team
- Area Inclusion Partnership
- Child Social Work Servies
- Family Outreach Workers
- School Nurse
- Speech and Language
- Occupational Therapy
- Specialist sensory teachers
- Medical Professionals
7. What training do staff receive to support children with SEND?
Different members of staff have received different levels of training related to SEND.
These have included sessions on:
- How to support pupils on the autistic spectrum
- How to support pupils with Down’s syndrome
- How to support pupils presenting with attachment difficulties
- How to support pupils with social, emotional and behavioural difficulties
- How to support pupils with speech, language and communication difficulties
- How to support pupils with physical and coordination needs.
- How to support pupils with working memory and processing difficulties
- We take a very responsive approach to our SEND training and access additional training as required to meet our children’s needs.
8. How will my child be included in activities outside the classroom including school trips?
- 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.
9. How accessible is the school environment?
We are very proud of our accessibility around school and over recent years have invested in creating an environment that is accessible to all. We have responded to various individual access requirements and our access arrangements include:
- Ramps into each classroom as well as accessibility into the main entrance
- Adult and child toilets adapted for disabled users
- Disabled access, adjustable changing facility
- Wide doors across school
- Braille labelling across the school
- Access rails outside and leading into classrooms
10. How will the school prepare and support my child when joining Primrose Lane Primary School or transferring to a new school?
Many strategies are in place to enable the pupil’s transition to be as smooth as possible.
- Established links with all local schools including Boston Spa Academy, Tadcaster Grammar School and West Oaks SILC
- Discussion between the previous or receiving schools prior to the pupil joining or leaving
- Handover discussions between parents/carers, child and teachers
- All pupils attend a transition session where they spend time with their new class teacher
- In-school and between-school transition social stories
- Additional visits arranged for pupils that may need extra time in their new school or setting
- Class teachers and the SENDCo are always happy to meet with parents/ carers prior to their child joining the school
- Secondary school staff visit pupils prior to them joining their new school
- Mrs Turnbull will liaise with SENDCos from schools that pupils will be joining and pass on information regarding pupils with SEND
- Where a pupil may have more specialised needs, a separate meeting and individually tailored transition procedure may take place as appropriate