Ashbrow School

Working Together for Children and Families

 Special Educational Needs and Disabilities (SEND)

At Ashbrow School we aim to provide every child with the best education possible.  Our inclusive approach enables children with special Educational needs and/or disability (SEND) to learn with their peers and to access and benefit from, the full range of provision we offer.  We work hard to build good relationships with the parents and carers of all children as well as with the other professionals who may be helping us.  In this way we believe that we can support all children at Ashbrow to achieve their full potential.

Our school's Special Educational Needs Coordinator is Mrs Farrah Holmes.  She can be reached through the school office email address or the school telephone number.

Please see below for some frequently asked questions:


How do I know if my child has special educational needs or disability?

There are four broad areas of need, which are outlined below.  Your child may have needs in one area or more than one area.  The guidance is used to help identify the most suitable provision for each individual child’s needs.

Communication and interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

Children and young people with Autistic Spectrum Condition, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others. 

Cognition and learning

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.  Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Social, emotional and mental health difficulties

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools.

Sensory and/or physical needs

Some children and young people require special educational provision because they have a disability, which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or rehabilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties.  Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health – https://www.sense.org.uk/get-support/information-and-advice/deafblind-guidance/. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

At Ashbrow School children are identified as having special educational needs (SEN) through a variety of ways including the following:-

  • Information from a previous school
  • Child performing below age expected levels
  • Concerns raised by Parent
  • Concerns raised by teacher for example behaviour or self-esteem is affecting performance
  • Talking to other agencies i.e. Occupational Therapists, Speech Therapists
  • A health issue that has been diagnosed by a paediatrician or family doctor


What should I do if I am worried about my child’s needs?

  • Talk to us – your first contact is your child’s class teacher.  You can also talk to our Inclusion Manager, Mrs Jeanette Lee or Head teacher Mrs Dora Plant.
  • We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they feel able to do the same with us.


How do you help and support children with special educational needs and/or disability SEND at Ashbrow School?

The class teacher will oversee, plan and work with each child with special educational needs and/or disability in their class to ensure that progress in every area is made. This might involve:-

  • Different resources or activities within class
  • Working in a small group with an adult
  • Additional support from Learning Mentors
  • Working in a small group run by specialist staff in school or the Inclusion Manager
  • Working in a small group run by specialist staff from outside school e.g., Speech and Language Therapist, Occupational Therapist
  • 1:1 support – usually for children who have an Education and Health Care Plan
  • Specific interventions to address identified needs e.g., reading, spelling, phonics
  • Movement groups – to support the development of children’s fine and gross motor skills.

Our Inclusion Manager oversees all support and progress of children requiring additional support across the school.  The content and regularity of these sessions will be explained to parents before the support starts.

The class teacher will meet with parents at least on a termly basis (this could be as part of Parent’s evening) to discuss your child’s needs, support and progress.  For further information the Inclusion Manager is available to discuss support in more detail.

The Inclusion Manager reports to the Governors every term to inform them about the progress of children with special educational needs and/or disability.  Our named governor with responsibility for special educational needs and/or disability is Amy Bunce.  She meets regularly with the Inclusion Manager.  Information from these meetings is then discussed at governor’s meetings.  The Governors agree priorities for spending within the special education needs and disability budget with the overall aim that all children receive the support they need in order to make progress.


How do you match the curriculum to my child’s needs? How will you help me to support my child’s needs?

  • All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated.
  • The benefit of this type of differentiation is that all children can access a lesson and learn at their level.
  • At Ashbrow we have an open door policy.  You are welcome any time to make an appointment to meet with either the class teacher or Inclusion Manager and discuss how your child is getting on and any concerns you have have.  We can offer advice and practical ways that you can help your child at home.
  • We run regular homework clubs and parents are very welcome to attend with their children.  We also hold curriculum events for parents for example, maths workshops, reading workshops.

 How will school and I know how well my child is doing?

We carry out a range of assessments throughout the school year and measure children’s progress in learning against National and age related expectations.   As a school, we track children’s progress termly.  The class teacher continually assesses each child and notes areas where they are improving and where further support is needed

  • Class teachers hold regular Progress Review meetings to ensure that the most effective provision is in place to support each child’s learning.   Where a child is not making expected progress, additional support will be put in place.
  • Children with special educational needs and/or disability usually have additional targets set.  These will be reviewed regularly with parents and children and next steps planned for.
  • We believe that your child’s education should be a partnership between you, your child and his/her class teacher and so will speak to you regularly to discuss your child’s progress.
  • If your child has complex special educational needs and/or disability they may have an Education Health Care Plan which means that formal meetings will take place involving the pupil, their parents/carers, their teacher, the Inclusion Manager and any outside agencies involved.  The pupil and parents will be asked to contribute their views prior to the annual Educational Health and Care Plan review meeting.  Where appropriate the pupil may be invited to join in all or part of the annual review meeting.

What support will there be for my child’s overall wellbeing?

We are an inclusive and nurturing school and we welcome and celebrate diversity. All staff believe that high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.  Children at Ashbrow are active partners in all aspects of school life.  Their views are sought in a variety of ways and taken into consideration in all matters.

  • The class teacher is the person to talk to regarding the pastoral, medical and social care of your child.  Where additional support is needed, the class teacher will involve the Inclusion Manager.
  • We have a team of Learning Mentors who can offer social and emotional support to children and families.  We may also involve outside agencies such as Health and Social Services, and/or the Behaviour Support Team



How do we support and develop the behaviour of pupils at Ashbrow?

Ashbrow School expects the very best from pupils and all staff are committed to developing the potential of all pupils in their care.  We feel that good behaviour is an essential life skill which helps us all to deal with life’s challenges and to build strong relationships with others.

As a school we use a positive approach to behaviour management with a clear reward system that is followed by all staff and pupils.   Children are helped to understand the consequences when their behaviour does not match expectations.

If a child has behavioural difficulties an Individual Behaviour Management Plan (IBMP) may be written in collaboration with the child and Parents.  The plan identifies specific issues, put relevant support in place and set targets.

  • At Ashbrow School we expect children to take responsibility for their own behaviour throughout the school day.  We encourage them to talk to each other and try to work out their own solution to a problem.  Adult support is provided where this is needed.  Parents will always be informed of any serious incidents and will be fully included in finding a solution.
  • The attendance of every child is monitored on a daily basis.  Lateness and absence are recorded and reported to the Head teacher. Good attendance is celebrated throughout school.

What specialist services and expertise might the school make use of?

Our Teachers, Inclusion Manager, Teaching Assistants and Learning Mentors have completed a wide range of training in relation to the curriculum and the social and emotional well-being of our pupils.

As a school we work closely with a wide range of external agencies including: –

  • The school nurse
  • Educational psychologist
  • Speech and language specialist teachers – Local Authority Outreach team based in school
  • Speech and language therapists
  • Occupational therapist
  • Social services
  • The local community police
  • Behaviour support services
  • Early Years’ Services
  • Specialist Provision – providing additional guidance to schools regarding vision, hearing, physical needs etc.

What staff training is in place to support children and young people with SEND?

Our staff take part in regular training sessions throughout the school year. Specific training is organised to meet need.

The school holds a range of charter marks and awards, including – Basic Skills award, Food for Life silver award, Investors in People award, ECO schools Green Flag award, Achievement for all certificate.


How will my child be included in activities outside the classroom and on school trips?

Where practicable all children are included in all parts of the school curriculum and all children are included on school trips. We will provide the necessary support to ensure that this is successful in consultation with parents. (In the unlikely event that school consider an activity unsafe for a child to take part in, alternative arrangements which cover the same curriculum areas will be put in place)

A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety.

How accessible is the school environment?

The school site is wheelchair accessible with two disabled toilets large enough to accommodate changing. The school has two main buildings and each is on one level with ramps at most major fire exits.

We liaise with specialist local authority teams who assist us in supporting our families with English as an additional language. We also have a number of staff members who are bilingual.

To provide additional support for language and communication, we use symbols throughout school for all our labels and key signs.  Many staff in school are also trained in the use of Makaton signing.

How will you prepare and support my child when they enter or leave the school?

  • We encourage all new children to visit the school prior to starting when they will be shown around the school and meet their class teacher.  For children with special educational needs and/or disability we may arrange further visits and our Inclusion Manager may visit them in their current school.
  • When children are preparing to leave us for a new school, typically to go to high school, we will arrange for your child to visit their new school.  Staff from the high schools will also come to Ashbrow to visit your child.
  • We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • If your child has an Education and Health Care plan staff from the receiving school will be invited to the review meeting prior to their transfer.

How are your resources allocated and matched to children’s special educational needs?

We ensure that all children who have additional needs are provided for to the best of the school’s ability with the funds available. Please see the here for details regarding pupil premium.  Additional government funding will be made available to support the needs of children who are assessed as requiring an Educational Health and Care Plan.

We have a team of Teaching Assistants, some of whom are funded from the Special Educational Needs and Disabilities budget.  They deliver programmes and provide support that is designed to meet the needs of all children as well as those with additional needs

The budget is allocated on a needs basis.



How are decisions made about what type and how much support my child or young person will receive?

If the class teacher thinks that a child would benefit from extra support this will be discussed with parents and the Inclusion Manager then appropriate support will be put in place.

We will review your child’s progress towards their targets regularly and measure their progress towards national age expected levels through termly assessments.  You will be kept fully informed of your child’s progress

For further information please refer to out SEND policy, which should be read in conjunction with the following guidance, information and policies:

  • The Equality Policy
  • The Accessibility Plan
  • The school’s SEN information on the school website (SEND Report)
  • The LA Guidance – ‘Children & Young People with SEN; Guidance – School Based Support’
  • Statutory Guidance on Supporting Pupils at School with Medical Conditions (April 2014)
  • The Safeguarding Policy
  • The Anti-bullying Policy
  • The Pupil Premium Policy


Who else can I contact for further information?

Your first point of contact will always be your child’s class teacher.  If you require further information or advice you can contact our Inclusion Manager.

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


KIAS can:

  • listen to your concerns
  • help you sort out the issues
  • identify other people who can support you
  • help you decide what to do next
  • explain the law and your rights.


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


 Who should I contact if I am considering whether my child should join Ashbrow School?

Admissions to all Kirklees schools are handled by Kirklees school admissions service. You can contact them at:

School Admissions
Ground Floor South
Civic Centre 1
High Street

Telephone – 01484 225007.


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