Special Educational Needs and Disabilities (SEND)
This page is intended to give you information regarding the ways we ensure we support all of our pupils, including those with SEND, in order that they realise their full potential.
You can download a copy of this information (known as the SEND information report) here.
What is the LA local offer?
The Children and Families Bill 2014 requires all schools to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs and/or Disabilities (SEND) aged 0-25. This is the 'SEND Information report' and will be available on the school website.
The Local Offer
The intention of the local offer is to improve choice and transparency for families within every Local Authority (LA). It will be an important resource for parents in understanding the range of services and provision in the local area. Further information about Kirklees local Offer can be found at www.kirkleeslocaloffer.org.uk
What is the school SEN information report?
This utilises the LA local offer to meet the needs of SEND pupils as determined by school policy and details the provision that the school is able to provide.
What do we do at Ashbrow School to make sure that all children feel welcome, feel included and achieve their potential?
We take steps to ensure SEND pupils are not treated less favourably than other pupils. Please find further information within the SEN Policy.
The Head Teachers and the SENCO have overall responsibility for SEND and Inclusion.
Inclusion issues are regularly discussed at Senior Leadership meetings. Provision for children with SEND is constantly under review and amended where and when necessary.
We monitor the quality of our provision, together with the progress and well-being of children with SEND. This is through our monitoring cycle and consists of learning walks, teaching observations, planning and book trawls, pupil interviews and discussions with teachers and support staff.
The progress of children with SEND is carefully monitored through termly pupil progress meetings and half-termly reviews as well as observations by leaders to support staff. The SENCO holds half termly provision meetings, with all who work with the children, to review provision and set new Individual Learning targets for additionally funded pupils,
We fully involve our Governors when the SEND policy is reviewed and revised.
Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or disability (SEND)?
Our school's Special Educational Needs Co-ordinator is Mrs Farrah Holmes.
She can be reached through;
email: farrah.holmes@ashbrowschool.org.uk
Phone: 01484 452128
Our SENCo has 30 years’ experience in teaching, leadership and has worked in specialist provision before joining our school. She has her Post Graduate accreditation for the role of SENCo.
The SENCO manages the day to day provision for our children with SEND.
Responsible for:
Class teacher
All of our staff are experienced, reflective practitioners who are open to advice and are keen to develop their practice in order to ensure the best possible provision for all of our children including those with SEND.
Responsible for:
Head teacher – Mrs Louise Kent
Responsible for:
SEN Governor – Mrs Stephanie Bowgett
The Governing Body meet regularly and challenge staff to ensure that the quality of the provision is constantly being improved. The SENCO reports to the Governing body on the progress of pupils with SEND.
Responsible for:
Please see below for some frequently asked questions:
How does the school identify children with Special Educational Needs and Disabilities?
On starting school, we will talk with parents and carers about their children in order to plan effectively to meet their needs. As parents are the first educators of their child their knowledge is essential. On home visits and initial meetings, we ask whether parents have any concerns about their children – for example, if they have a disability, special need or medical need. This helps us to plan how we will support their child once they start school.
Where a child has attended a previous setting, we use information from that setting to plan the best programme of support to develop a Transition Plan. We will also contact any specialist services that support your child.
The progress of all pupils is assessed and monitored regularly so that when a pupil is not making expected progress, the need for additional support can quickly be identified. School will monitor the progress of all children receiving additional support to ensure that the provision we have put in place is having impact. This means that we can support any Special Educational Needs arising.
Any child identified as having a special educational need and/or disability is identified on the SEND register.
We take great care to establish whether progress is affected because a pupil has attendance issues, has English as an additional language (EAL) or a hearing or visual difficulty.
We also work with specialist services who provide expertise in finding out the type and range of the student’s needs.
We follow Kirklees Local Authority’s guidance for the identification of pupils with Special Educational Needs and Disabilities.
What are the different types of support available for children with SEND in Ashbrow Primary School (including those in Looked After Care)?
Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.
For your child this would mean:
All children in school get this as a part of excellent classroom practice when needed.
Specific group work with in a smaller group of children.
This group, called an intervention group, may be
Stage of SEN Code of Practice:
1 School Support (SEN Support) means they have been identified by the class teacher as needing some extra support in school and will receive interventions.
For your child this would mean:
This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.
2 Specialist groups run by outside agencies or to support specialist programmes e.g. Speech and Language therapy OR Occupational therapy groups
Involvement of outside agencies with SEN Support
This means a child has been identified by the class teacher/SENCO as needing some extra specialist support in school from a professional outside the school. This may be from:
For your child this would mean:
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching, appropriate differentiation and intervention groups.
3 Specified Individual support -
This is usually provided via an Education, Health and Care Plan (EHCP).
This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individualised or small group teaching, which cannot be provided from the budget available to the school.
Usually your child will also need specialist support in school from a professional outside the school. This may be from:
For your child this would mean:
This type of support is available for children whose learning needs are:
We recognise that each child is unique and so, each child will receive different support depending on their specific needs.
How can I let the school know I am concerned about my child’s progress in school?
How will the school let me know if they have any concerns about my child’s learning in school?
If your child is identified as not making progress the school will discuss this with you in more detail to:
How is extra support allocated to children and how do they move between the different levels?
And decide what resources/training and support is needed.
If a pupil meets the criteria for special educational needs or disabilities (SEND), a provision map will be created, detailing the exact support the children will receive. The School Provision Map shows the range of interventions in place in our school, which are used when we identify a need for additional support.
Who are the other people providing services to children with an SEN in this school?
Directly funded by the school:
Paid for centrally by the Local Authority but delivered in school:
Provided and paid for by the Health Service (NHS Trust) working with schools to provide services:
How are the teachers in school helped to work with children with an SEND and what training do they have?
How will the teaching be adapted for my child with SEND?
How will we measure the progress of your child in school?
What support is there for my child’s overall well-being?
What support do we have for you as a parent of child with an SEND?
How is Ashbrow Primary School accessible to children with SEND?
The Local Authority is responsible for the control of admissions to Ashbrow, this includes children with SEND (Special Educational Needs and Disabilities). Children with SEND are admitted to school following Kirklees’s admissions criteria. Please find further info at www.kirklees.gov.uk/schooladmissions
We have an accessibility plan in place and where feasible make reasonable adjustments to improve the accessibility of our environment to meet individual needs. Our policy and practice adhere to the Equality Act 2010 and the Children and Families Act 2014.
How will we support your child when they are leaving this school? OR moving on to another class?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.
How can I be involved in supporting my child?
Teachers are more than happy to share any ideas of how you can support your child’s learning at home.
How can I access support for myself and my family?
By looking at the Local Authority’s website and their Local Offer www.kirkleeslocaloffer.org.uk
Support is also provided by SENDIASS/ KIAS 01422 266141 or 0300 330 1504
Who can I contact for further information or if I have a complaint about the SEN provision in this school?
Your first point of contact will always be your child’s class teacher. If you require further information or advice you can contact our SENCo.
If you have concerns and wish to speak to someone from the Local Authority you can also contact Kirklees Information Advice and Support Service (KIAS) 01484 225422
http://communitydirectory.kirklees.gov.uk/communityDirectory/organisationdetails.aspx?orgid=1449
KIAS can:
Contact details of support services for parents of pupils with SEN can be found on the Kirklees Local Offer page https://www.kirklees.gov.uk/beta/local-offer/the-local-offer.aspx
Farrah Holmes – SENCO; by appointment
Louise Kent – Head teacher; by appointment
Stephanie Bowgett – SEND Governor; by appointment
Chapter 11 of the 0-25 SEND Code of Practice provides details of how you can challenge decisions or raise complaints on all such matters. This chapter also includes details of disagreement resolution arrangements, mediation and appealing to the SEND Tribunal that have been described in this section. You can also contact your authority’s Information, advice and support service for help and look at your authority’s Local Offer (see section in this guide, The Local Offer).
This plan is written in association with and should be read in conjunction with other relevant documents including:
Special Educational Needs and Disabilities (SEND)
This page is intended to give you information regarding the ways we ensure we support all of our pupils, including those with SEND, in order that they realise their full potential.
You can download a copy of this information (known as the SEND information report) here.
What is the LA local offer?
The Children and Families Bill 2014 requires all schools to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs and/or Disabilities (SEND) aged 0-25. This is the 'SEND Information report' and will be available on the school website.
The Local Offer
The intention of the local offer is to improve choice and transparency for families within every Local Authority (LA). It will be an important resource for parents in understanding the range of services and provision in the local area. Further information about Kirklees local Offer can be found at www.kirkleeslocaloffer.org.uk
What is the school SEN information report?
This utilises the LA local offer to meet the needs of SEND pupils as determined by school policy and details the provision that the school is able to provide.
What do we do at Ashbrow School to make sure that all children feel welcome, feel included and achieve their potential?
We take steps to ensure SEND pupils are not treated less favourably than other pupils. Please find further information within the SEN Policy.
The Head Teachers and the SENCO have overall responsibility for SEND and Inclusion.
Inclusion issues are regularly discussed at Senior Leadership meetings. Provision for children with SEND is constantly under review and amended where and when necessary.
We monitor the quality of our provision, together with the progress and well-being of children with SEND. This is through our monitoring cycle and consists of learning walks, teaching observations, planning and book trawls, pupil interviews and discussions with teachers and support staff.
The progress of children with SEND is carefully monitored through termly pupil progress meetings and half-termly reviews as well as observations by leaders to support staff. The SENCO holds half termly provision meetings, with all who work with the children, to review provision and set new Individual Learning targets for additionally funded pupils,
We fully involve our Governors when the SEND policy is reviewed and revised.
Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or disability (SEND)?
Our school's Special Educational Needs Co-ordinator is Mrs Farrah Holmes.
She can be reached through;
email: farrah.holmes@ashbrowschool.org.uk
Phone: 01484 452128
Our SENCo has 30 years’ experience in teaching, leadership and has worked in specialist provision before joining our school. She has her Post Graduate accreditation for the role of SENCo.
The SENCO manages the day to day provision for our children with SEND.
Responsible for:
Class teacher
All of our staff are experienced, reflective practitioners who are open to advice and are keen to develop their practice in order to ensure the best possible provision for all of our children including those with SEND.
Responsible for:
Head teacher – Mrs Louise Kent
Responsible for:
SEN Governor – Mrs Stephanie Bowgett
The Governing Body meet regularly and challenge staff to ensure that the quality of the provision is constantly being improved. The SENCO reports to the Governing body on the progress of pupils with SEND.
Responsible for:
Please see below for some frequently asked questions:
How does the school identify children with Special Educational Needs and Disabilities?
On starting school, we will talk with parents and carers about their children in order to plan effectively to meet their needs. As parents are the first educators of their child their knowledge is essential. On home visits and initial meetings, we ask whether parents have any concerns about their children – for example, if they have a disability, special need or medical need. This helps us to plan how we will support their child once they start school.
Where a child has attended a previous setting, we use information from that setting to plan the best programme of support to develop a Transition Plan. We will also contact any specialist services that support your child.
The progress of all pupils is assessed and monitored regularly so that when a pupil is not making expected progress, the need for additional support can quickly be identified. School will monitor the progress of all children receiving additional support to ensure that the provision we have put in place is having impact. This means that we can support any Special Educational Needs arising.
Any child identified as having a special educational need and/or disability is identified on the SEND register.
We take great care to establish whether progress is affected because a pupil has attendance issues, has English as an additional language (EAL) or a hearing or visual difficulty.
We also work with specialist services who provide expertise in finding out the type and range of the student’s needs.
We follow Kirklees Local Authority’s guidance for the identification of pupils with Special Educational Needs and Disabilities.
What are the different types of support available for children with SEND in Ashbrow Primary School (including those in Looked After Care)?
Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.
For your child this would mean:
All children in school get this as a part of excellent classroom practice when needed.
Specific group work with in a smaller group of children.
This group, called an intervention group, may be
Stage of SEN Code of Practice:
1 School Support (SEN Support) means they have been identified by the class teacher as needing some extra support in school and will receive interventions.
For your child this would mean:
This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.
2 Specialist groups run by outside agencies or to support specialist programmes e.g. Speech and Language therapy OR Occupational therapy groups
Involvement of outside agencies with SEN Support
This means a child has been identified by the class teacher/SENCO as needing some extra specialist support in school from a professional outside the school. This may be from:
For your child this would mean:
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching, appropriate differentiation and intervention groups.
3 Specified Individual support -
This is usually provided via an Education, Health and Care Plan (EHCP).
This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individualised or small group teaching, which cannot be provided from the budget available to the school.
Usually your child will also need specialist support in school from a professional outside the school. This may be from:
For your child this would mean:
This type of support is available for children whose learning needs are:
We recognise that each child is unique and so, each child will receive different support depending on their specific needs.
How can I let the school know I am concerned about my child’s progress in school?
How will the school let me know if they have any concerns about my child’s learning in school?
If your child is identified as not making progress the school will discuss this with you in more detail to:
How is extra support allocated to children and how do they move between the different levels?
And decide what resources/training and support is needed.
If a pupil meets the criteria for special educational needs or disabilities (SEND), a provision map will be created, detailing the exact support the children will receive. The School Provision Map shows the range of interventions in place in our school, which are used when we identify a need for additional support.
Who are the other people providing services to children with an SEN in this school?
Directly funded by the school:
Paid for centrally by the Local Authority but delivered in school:
Provided and paid for by the Health Service (NHS Trust) working with schools to provide services:
How are the teachers in school helped to work with children with an SEND and what training do they have?
How will the teaching be adapted for my child with SEND?
How will we measure the progress of your child in school?
What support is there for my child’s overall well-being?
What support do we have for you as a parent of child with an SEND?
How is Ashbrow Primary School accessible to children with SEND?
The Local Authority is responsible for the control of admissions to Ashbrow, this includes children with SEND (Special Educational Needs and Disabilities). Children with SEND are admitted to school following Kirklees’s admissions criteria. Please find further info at www.kirklees.gov.uk/schooladmissions
We have an accessibility plan in place and where feasible make reasonable adjustments to improve the accessibility of our environment to meet individual needs. Our policy and practice adhere to the Equality Act 2010 and the Children and Families Act 2014.
How will we support your child when they are leaving this school? OR moving on to another class?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.
How can I be involved in supporting my child?
Teachers are more than happy to share any ideas of how you can support your child’s learning at home.
How can I access support for myself and my family?
By looking at the Local Authority’s website and their Local Offer www.kirkleeslocaloffer.org.uk
Support is also provided by SENDIASS/ KIAS 01422 266141 or 0300 330 1504
Who can I contact for further information or if I have a complaint about the SEN provision in this school?
Your first point of contact will always be your child’s class teacher. If you require further information or advice you can contact our SENCo.
If you have concerns and wish to speak to someone from the Local Authority you can also contact Kirklees Information Advice and Support Service (KIAS) 01484 225422
http://communitydirectory.kirklees.gov.uk/communityDirectory/organisationdetails.aspx?orgid=1449
KIAS can:
Contact details of support services for parents of pupils with SEN can be found on the Kirklees Local Offer page https://www.kirklees.gov.uk/beta/local-offer/the-local-offer.aspx
Farrah Holmes – SENCO; by appointment
Louise Kent – Head teacher; by appointment
Stephanie Bowgett – SEND Governor; by appointment
Chapter 11 of the 0-25 SEND Code of Practice provides details of how you can challenge decisions or raise complaints on all such matters. This chapter also includes details of disagreement resolution arrangements, mediation and appealing to the SEND Tribunal that have been described in this section. You can also contact your authority’s Information, advice and support service for help and look at your authority’s Local Offer (see section in this guide, The Local Offer).
This plan is written in association with and should be read in conjunction with other relevant documents including: