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.
White Laith Primary School
SEN Information Report
(Special Educational Needs and Disability)
White Laith has an inclusive ethos and works in partnership with children, parents and other agencies to provide the best possible education outcomes. We have high expectations of all our children and put support in place at the earliest possible stage where needed. White Laith is committed to early intervention and the Early Support principles (www.gov.uk/help-for-disabled-child/early-support-programme). In Foundation Stage we have a well-trained team with particular expertise in speech and language and play. Staff are skilled in the early assessment of children’s needs and proactively engage with other agencies and parents.
All SEN provision is overseen and managed by the Senior Leadership team in school and is co-ordinated by the SENC0, Janice Turvey. Parents can make appointments to meet with Mrs Turvey at their convenience she is also out in the playground every day so parents can speak to her informally.
The SLT monitor, review and evaluate all SEN provision on a regular basis throughout the year and report to the school governing body on how individual needs are being met and how SEN funding is used.
The SENCO also meets with the SEN governors- Ania Briggs and Jenny Horton once a term to discuss the progress of children with SEN throughout school, including that of the most achieving children. The SENCO also provides an annual report for all governors.
All children are treated as individuals and the class teacher, alongside other support staff, plan an appropriately differentiated curriculum for children with additional needs to ensure high quality teaching and learning with effective support and resource.
Individual targets or next steps are put in place and reviewed regularly with evidence gathered of the impact of interventions used. Key assessments are then made to ensure children are on track to meet targets and that planning accurately addresses need. Progress and plans are reviewed regularly by class teachers and SENCO and evaluated to inform next steps. Parents of children on the SEN register are involved in planning and review of their children’s learning.
All children are involved in the setting of personal targets. Children in KS1 and KS2 review their progress alongside teachers and support staff as part of the Assertive Mentoring process. Each half term children have an individual mentoring interview with their class teacher to monitor progress over the previous half term and set and agree next targets. This is recorded in their purple file and these files are shared with parents each half term.
Parents are vital partners in the child’s journey through school and are encouraged to engage in supporting learning in different ways eg. observing their child’s learning, informal support and discussion with staff, personalised learning tasks to complete at home in addition to on-going support with literacy and numeracy.
An appropriate and accessible learning environment is provided and adapted where possible e.g. ramps added to increase wheelchair access around school.
Staff in school are trained and have that 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 eg speech and language, Every Child Counts, play therapy, autism, dyslexia.
We choose to invest in additional Speech and Language therapy support which enables us to provide early intervention and ongoing specialist support.
Support is also sought from other agencies where necessary in order to maximise learning potential e.g. Speech and Language service, Occupational Health service, CAMHS; local authority services e.g. school improvement , Special Needs Support team, educational psychologists, cluster services e.g. behaviour support, family outreach etc.
The school’s policies, available on the website, reflect the school’s commitment to inclusion, safety and well-being of children. These include: Inclusion, Behaviour, Teaching and Learning, Safeguarding/Child Protection, Health and Safety, Access/disability plans, Equalities, PSHCE and SRE.
How are parents involved in the school and how can I be involved?
The Governing Body have the correct amount of parent governors to act as a link between the school and all parents. Parents are invited to White Laith parent forum, each term, to share their views. Parents are kept informed about teaching and other events through regular newsletters, text messages, open evenings and open days. As part of the promotion of pupil voice, children lead the discussion with their parents on the outcome of their mentoring meeting.
Parents are invited into the school for regular information sessions, weekly sharing assemblies, other celebration assemblies and various performances and concerts throughout the year. Learning log homework allows parents to be actively involved in their childs learning – parents say they enjoy being involved in this way. Foundation parents are supported to take part in activities at home and provide evidence which will then contribute to their child’s profile.
What do I do if I think my child may have special educational needs? Act now! First port of call is the class teacher. Contact school and arrange a visit. Talk to people and ask for advice eg Health visitor, doctor, school
How will school support my child?
Senior Leadership and SENCO will oversee and support the education programme for all children. Class teachers plan an appropriately differentiated curriculum.
Who will be working with my child?
Staff within school, including, the class teacher, support staff ,SENCO and other agency staff appropriate to the child’s needs eg speech and Language therapist, STARS, SMART team, play therapist. Children will not automatically receive full time individual support, however, a package of support will be designed to meet their individually needs, whilst developing independence, and parents will be informed and involved in these decisions.
How does the school know how effective it’s arrangements are for the provision of children with SEN?
The Senior Leadership team and SENCO, monitor progress on a half termly basis. The SENCO meets with the Governing Body on a termly basis regarding the progress of all SEN children. An annual report is prepared by the SENCO within which we compare the SEN progress in school with local and national data.
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 support and individual support.
How will I know how well my child is doing and how will you help me support my child’s learning?
Parents will be invited in to school at least each half term as part of our Assertive mentoring programme. In addition, parents may be invited into school to find out more about their child’s learning eg observe sessions, discuss with SENCO. But parents are also welcome to come into school at any time to talk with the class teacher, headteacher or SENCO.
How can parent/carers be involved in planning their child’s education?
Parents should share their views with school staff and provide information from other agencies eg CAMHS, GP so that school can incorporate this information into the planning of individual programmes. Parents will be involved at all stages. Parents of children with complex needs are invited to termly reviews of their child’s progress.
Does the school offer any parent training or learning events?
School provides Webster Stratton parenting course each year. In addition, a range of learning events are planned throughout the year eg fine-motor skills, supporting your child’s reading or maths at home.
The SENCO and Parent Champion, Janice Turvey will be planning numeracy support meetings for parents.
Parents are also invited to say what support would suit them best eg through the annual questionnaire, the parent forum or informally.
What support will there be for my child’s overall well-being?
Half termly mentoring sessions allow children to have one –to-one time with their teacher to discuss issues. Social skills groups and play therapy sessions are provided for some children. All children participate in class PSHE and circle time sessions. The School and Class Councils provides opportunities for children to share their views about many aspects of school life and experience.
All staff work closely with the children and provide emotional and social support which may be tailored to individual needs. Designated staff receive appropriate training in order to provide support for individual needs including medical needs.
As part of the process of reviewing learning for children with SEN, children are asked to share their views and are involved in decision making.
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, CAMHS; local authority services e.g. school improvement , educational psychologists, cluster services e.g. behaviour support, family outreach TAMHS etc. STARS team (autism)SMART team.
How will my child be included in activities outside the classroom?
Children with SEND will be involved in activities outside the classroom that are appropriate to their needs and development. The school always endeavours to include all children wherever possible.
How accessible is the school?
The school has got disabled access and facilities eg ramp, disabled toilet.
How will the school help my child on transfer to the next phase of education?
The school works closely with other agencies to ensure smooth transition for individuals to appropriate placements. Parents are involved in this process throughout, which may include visitswith our staff to potential schools, so that parents and children are supported in making an informed choice.
How are the school resources allocated and matched to children SEN?
The school is funded on a national formula per pupil. Blocks of £6000 are added to support SEN depending on the number of children who meet the criteria and are on the school’s inclusion register. The school can apply for a ‘top up’, based on strict criteria, if it is felt that a child’s needs are above that which can be provided through the £6,000 block. Where top-up funding is allocated, the parent is informed and involved in ISAR reviews. The school uses the funds to put appropriate support in place to meet the specific needs of a child.
How is the decision made about what type and how much support my child will receive?
All professionals working with the child are involved in this decision making andparents 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 Headteacher
b) I wish to discuss something about my child? The class teacher, Headteacher, Deputy Headteacher or SENCO
c) I want information about other support services? SENCO, Mrs Turvey
d) I want information about the local authority’s local offer? Leeds City Council, Leeds Parent Partnership Service
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.