SEN & Disability
Special Educational Needs and Disability
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"White Laith has an inclusive ethos and works in partnership with children, parents and other agencies to provide the best possible education outcomes.
Janice Turvey - SENDCO
White Laith Primary School
SEN Information Report 2024-25
(Special Educational Needs and Disability)
SENDCo (Special Educational Needs Coordinator): Mrs Janice Turvey
SEND Governor: Jenny Horton
Our School ethos:
White Laith has an inclusive ethos and works in partnership with children, parents and other agencies to provide the best possible educational outcomes. We have high aspirations of all our children and put additional support in place at the earliest possible stage. All SEND provision in school follows the cycle of assess, plan, do, review (a Graduated Response) and involves the Senior Leadership Team (of which the SENDCo is part), who report to the school governing body on how SEND needs are being met.
Leeds Local Authority Offer:
https://leedslocaloffer.org.uk/#!/directory
Curriculum, Teaching and Learning; adaptations and additional support
Teachers are responsible and accountable for the progress and development of all the pupils in their class. High-quality teaching is our first step in responding to pupils who have SEN.
All of our classrooms are inclusive and through our Universal provision we seek to reduce as far as possible any barriers to learning to support all children to make progress and meet their potential.
The class teacher, alongside other support staff and sometimes the SENCO, plan an appropriately differentiated curriculum for children with additional needs to ensure high quality teaching and learning with effective support and resources. This may include strategies and adaptations in class, small group interventions and/ or individual support.
All children on the SEN register will have some provision that is additional to or different from their peers in order to maximise their progress. This provision is planned to meet the individual needs of each child on the SEN Register, by staff that know the child well. For children on the SEN Register, an Individual Provision Map (IPM) is drawn up by the class teacher in consultation with other staff involved, the child themselves and families. This aims to share information about the child to help all staff they have contact with and will reflect strengths/likes, challenges/needs and the provision that is in place to support the child. Universal provision outlines strategies that are in place for the child within the classroom. Targeted and specialist provision can include small group or individual interventions, more specialised resources, targeted approaches or details of a personalised curriculum.
“Pupils with additional needs are supported effectively throughout school.”
Assessment and review- a Graduated Response
Our SEN provision follows a graduated approach of Assess, Plan, Do, Review on at least a termly basis, often more frequently. Following each cycle, plans are reviewed and amended and provision is adapted. Attainment and progress are closely tracked by the Senior Leadership Team and the SEN Register is reviewed as part of this process. This means that provision and next steps for pupils are agreed and communicated to children and parents, plans are carried out, then reviewed regularly using evidence gathered of the impact of any interventions or adaptations in place. A range of assessments and observations, support staff including the SENCO to ensure children are on track to meet targets and that planning accurately addresses need. Plans are then evaluated to inform next steps. Parents of children on the SEN register are involved in this process at parents’ evenings and at assertive mentoring reviews when children review learning individually with their teacher, parents have an opportunity to review their file which documents this process. Where it is considered by all parties to be of benefit, the classteacher and/or SENCO and parent may meet to problem solve or review progress. For a few children with more complex needs in the Early years, termly reviews take place which include key staff, parents/carers and the SENCO, in order to discuss and review progress, provision and next steps.
In a small number of cases, where a child with SEND is not making expected progress in spite of every possible step having been taken to identify, assess and meet the needs of the child, it may be appropriate to consider requesting an EHC (Education, Health and Care Plan) assessment.
Pupil and Parent Voice
All children have a voice in planning their own provision. Children for whom it is appropriate, in KS1 and KS2, review their progress alongside teachers and support staff, as part of the Assertive Mentoring process. As part of their meeting with the meeting with the teacher, children on the SEND register review what is working and not working so well and set and discuss next steps. This contributes to a review of their IPM and information gathered is shared with parents at planned opportunities. Parents/ carers have opportunities to contribute to the Individual Provision Map as outlined above.
Leadership
All SEN provision is overseen and managed by the Senior Leadership Team (SLT) in school and is co-ordinated by the SENC0, Janice Turvey. Mrs Turvey is always available at parents’ evenings but parents can request at any time to meet with her.
The SLT monitor, review and evaluate all SEN provision on a regular basis throughout the year. Pupil Progress meetings take place three times a year involving a class teacher (or two class teachers at the end of the year), Mrs Sheerin and Mrs Turvey, during which the progress of all children including those with SEND are discussed individually and some decisions about additional/ different provision and support are made. The SENCO also meets with the SEN governor Jenny Horton, once a term to give a current picture of SEND in our school including themes, areas of focus and development, progress and challenges. In addition, the SENCO provides an annual report for the governing body, which includes comparisons between school and national data in terms of SEN, funding and priorities.
“The SENCO works with staff and other leaders to evaluate the effectiveness of strategies and make any adaptations that are necessary to allow pupils to be successful with their learning.”
Training and Expertise
Staff in school have their training continuously updated through our in-house staff training programme, attendance at courses and working alongside their peers, including staff from all our Trust schools. This enables them to work alongside other professionals to develop their skills, knowledge and expertise in specific areas of SEN. This year we continue to focus on training and development of provision around Neurodiversity. More recently, individuals or teams of staff have undertaken training in these areas: Speech and Language, Makaton, Intensive Interaction, PECS, Team Teach, Autism, emotion coaching, Trauma/ Attachment, Zones of Regulation. We also have staff who have in the past been trained in Every Child Counts, Catch Up Reading, nurture principles, social groups, phonics for children who are finding it difficult and Play Therapy- they continue to use these skills in their work with children. Designated staff receive appropriate training in order to provide support for individual needs including medical needs. In Foundation Stage, staff are skilled in the early assessment of children’s needs and proactively engage with other agencies and parents.
Partnership with other wider professionals
We invest in additional Speech and Language therapy, which enables us to provide early intervention and ongoing specialist support. Rebecca Babbs, our Speech and Language Therapist works in school 1.5 days a week and is able to plan for and respond to current need including through assessments, observations, training staff and working with children including modelling approaches to staff.
We seek support where appropriate, as part of our graduated response, from a range of other agencies in order to maximise learning potential e.g. Speech and Language service, Occupational Health service, Mindmate; local authority services e.g. Special Needs Support team (SENIT), educational psychologists, STARS; Cluster services e.g. play therapy/counselling, family outreach etc.
When a child starts or leaves our school, we work with settings (eg Children’s Centre, Nurseries, Other Primary School, High School) to ensure a smooth transition. For some children with SEND, transition needs to be carefully planned and tailored to the individual. We also plan individualised transitions within school between year groups for some children with SEN.
Policies
The school’s policies, available on the website, reflect the school’s commitment to inclusion, safety and well-being of children. These include: SEND; Speech, Language And Communication; Behaviour, Teaching and Learning, Dyslexia, Safeguarding/Child Protection, Health and Safety, Accessibility plans, Equalities, PSHE and SRE, Admissions.
Funding
School has an identified Inclusion budget. Decisions about how to allocate this budget are made by the SLT in consultation with the governing body and reflect our inclusive practice. For children with more complex needs whose learning is very different from the majority, funding supports us to put in a place a very personal and specialised provision to maximise progress. Some of these children may be assessed for an EHCP which will provide funding for recommended provision (see ‘assessment’ section above for when school make an EHC request).
We also access ‘SENDIF’ funding for a few of our 2 and 3 year olds. This is for children with lower level and emerging SEN and for us, often supports more intensive speech and language work with individuals.
Well-being; Social, Emotional and Mental Health
At White Laith we are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. We recognise our responsibility to safeguard and promote the welfare of all our pupils by protecting them from physical, sexual or emotional abuse, neglect and bullying. We are committed to promoting the health and wellbeing of pupils, and of the whole school community, and fully recognise the important cyclical relationship between wellbeing and learning.
Our mentoring sessions allow children to have planned one–to-one time with their teacher during which they can share their views on all aspects of school life. In addition, as part of the process of reviewing learning for children with SEN, children share their views verbally or through staff observation and are involved in decision-making about their provision.
All children participate in class PSHE and circle time sessions. The School and Class Councils and School Ambassador systems, provide opportunities for children to share their views about many aspects of school life and experience.
All staff provide emotional and social support for children, which may be tailored to individual needs. Interventions such as social skills groups and play therapy sessions are provided for some children, led by trained staff. Other provision for social, emotional and mental health (SEMH) in school includes Zones of Regulation approaches, emotion coaching, Mindmate support groups and workshops, additional transition plans, social stories, lunchtime support, adapted work stations, adapted timetables, sensory circuits, personalised work on emotional regulation, visual or sensory supports. Some children on the SEN Register have an individual plan of targets and provision to develop their SEMH. Progress for these children is reviewed regularly with the SENCO and we work closely with families. Where progress is less than expected in spite of interventions and appropriate support, we may make referrals to the Cluster, the Inclusion Support Team, the AIP (Area Inclusion Partnership), or our Speech and Language may refer to Mindmate, for more specialist advice.
Frequently Asked Questions
How are parents involved in the school and how can I be involved?
On the Governing Body, parent governors act as a link between the school and all parents. We seek parents’ views through questionnaires, Governors focus stands at parents’ evening, as well as informally through regular dialogue between home and school. Parents are kept informed about teaching and other events through Dojo, the website, regular newsletters, text messages, informal discussions with class teachers/ support staff and open evenings.
Parents are invited into the school for information sessions, weekly sharing assemblies, other celebration assemblies, community events (eg Family Games Night and Mothers’ Day Lunch) and various performances and concerts throughout the year. Homework allows parents to be actively involved in their child’s learning – parents say they enjoy being involved in this way. Some parents have been involved in more specialist work with their children with support from the SaLT or SENCO. Foundation parents are supported to take part in activities at home and provide evidence which will then contribute to their child’s profile
Parents are vital partners in the child’s journey through school and are encouraged to engage in supporting learning in many different ways, for example reading and talking with their child daily, observing and sharing their child’s learning, home learning tasks, informal support and discussion with staff. We encourage parents to share any observations or concerns they have about their child’s learning and development informally with staff- this should be with your child’s teachers in the first instance as they know your child best.
Parents are encouraged to provide any information from other agencies eg CAMHS, GP that may support all parties in responding to any additional needs. Parents will be involved at all stages of the Graduated Response (see above). Parents/carers of children with complex needs may be invited to further meetings to review their child’s provision and progress.
How will I know how well my child is doing and how will you help me support my child’s learning?
For children with SEN, Individual Provision Maps (IPMs) are shared with parents. We invite parents to contribute to these. Parents of children on the SEN Register have planned opportunities to meet with their child’s teacher and discuss IPMs and progress. This is normally 2-3 times a year. This is an opportunity to share strategies that support your child. We know that children do best when there is an effective partnership between home and school.
The SENCO acts as a link where outside agencies are involved in supporting those with SEN. For children with significant Speech and Language Needs, our Speech and Language Therapist Rebecca Babbs, works alongside staff and parents to provide training and support.
What do I do if I think my child may have special educational needs?
Act now and talk with your child’s class teacher initially. The best approach is to share information, observations or concerns so that we can work together.
Who will be working with my child?
Staff within school including the class teacher, support staff , sometimes SENCO, and other agency staff appropriate to a child’s needs eg speech and Language therapist, Cluster team, play therapist. Parents will be kept well informed about their child’s learning, any challenges and of the additional provision in place for them.
How does the school know how effective its arrangements are for the provision of children with SEN?
The Senior Leadership team and SENCO monitor all children’s progress throughout the year. The SENCO speaks with the Governing Body on a termly basis (see ‘Leadership’ section above) and an annual report is prepared by the SENCO within which we compare the SEN progress in school with local and national data. The SENCO also works closely with other schools in the Cluster and across Leeds, sharing good practice, keeping up to date and taking part in training, for example through workshops led by Educational Psychologists or other agencies responding to local needs and training led by the Leeds SENIT team. A planning meeting between our Educational Psychologist and SENCO makes plans for individuals, cohorts and training needs linked with SEN. School employs a SaLT and works with outside agencies such as SENIT, CAMHS, Play therapists as part of the Graduated response to need. We also work with our Trust schools to develop our SEND provision and SEND is currently the Trust focus for development.
How will the curriculum be matched to my child’s needs?
Each child is challenged at their own level through a differentiated curriculum. Differentiation may be through task, resource or support. Children will be grouped in a variety of ways to support learning. This may include whole class learning, group teaching and support and individual teaching and support. Some children with SEN have individual learning plans or targets as outlined above.
Does the school offer any parent training or learning events?
Staff in the Foundation Stage and Year 1 offer parent information sessions on learning to read. Our Speech and Language Therapist offers training and support for parents of children with more significant needs. Our SENCO sometimes offers advice around supporting SEN at home. We make appropriate referrals to the Cluster for parenting or family support.
Parents are also invited to comment on what support would suit them best eg through the annual questionnaire or informally.
What specialist services and expertise are available or accessed by the school?
Specialist and Targeted support is sought from other agencies where necessary in order to maximise learning potential e.g. Speech and Language service, school nurse, Occupational Health service, Physiotherapist, CAMHS; local authority services e.g. school improvement , educational psychologists, cluster services (e.g. family support), Specialist Play Therapists, STARS team (autism), SENIT team (Leeds SEN and Inclusion Team).
How will my child be included in activities outside the classroom?
The school always endeavours to include all children wherever possible and if your child has complex needs we would involve you in planning to address their needs outside the classroom. Children with SEND will be involved in activities outside the classroom that are appropriate to their needs and development.
How accessible is the school?
An appropriate and accessible learning environment is provided and adapted where possible. The school has disabled access and facilities eg ramp, disabled toilet. We make adaptations to the environment and acquire resources to meet individual needs. Our Accessibility Plan is available in the Policies section of the website.
How will the school help my child on transfer to the next phase of education?
The school works closely and proactively with other agencies to ensure smooth transition for individuals to new placements. Parents are involved in this process throughout. For those with SEN, transition to other settings is carefully planned by the child’s teachers and the SENCO and informed by good practice eg through local Cluster team of schools planning, Educational Psychologist/ STARS team. In some cases this may involve additional transition activities and individualised plans. In turn, we work proactively with settings and families when a child with SEND transfers to us.
How are the school resources allocated and matched to children’s SEN?
School has an Inclusion budget, which supports provision for children with SEND. We have an SEN Register which identifies children who need additional or different provision and the SEN budget is managed by the SLT (Senior Leadership Team) to deliver provision for children on the SEN Register (although some of our SEND provision is delivered through our inclusive offer for all children). This may include staffing decisions matched to need and purchase of resources.
For children with an EHCP, funding is allocated to support individualised provision outlined in the plan.
How is the decision made about what type and how much support my child will receive?
We aim to secure the best possible outcomes for all children and will work creatively and reflectively with the resources and environment available to us, whilst also continually developing our skills and expertise. All professionals working with a child are involved in decision-making for individuals with SEND and parents are invited to share in these discussions.
Who can I contact for further information? Who would be the first point of contact if
a) I am considering applying for a place? The Office Staff, The Headteacher
b) I wish to discuss something about my child? The class teacher, Headteacher or SENCO
c) I want information about other support services? Class teacher, SENCO, Headteacher
d) I want information about the local authority’s local offer? Leeds City Council, Leeds Family Information Service (see contact details below)
What do I do if I have a complaint concerning the provision made at school?
Details of how to raise concerns/complaints with the school can be found in the school Complaints Policy, available on the website.
Contact details of support services for the parents of pupils with special educational needs:
Leeds SEND information advice support service -https://familyinformation.leeds.gov.uk/sendiass-site/sendiass
Leeds Local Offer:
SCOPE - https://www.scope.org.uk/support/services/scope-leeds
Family information service SEND - https://familyinformation.leeds.gov.uk/send
Neurodiversity Information Hub- https://www.mindmate.org.uk/nd/