Haworth Primary School

Learning for Life

Part of Bronte Academy Trust

Our Special Educational Needs and Disabilities (SEND) Local Offer / Information Report

Updated July 2021

All Bradford maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.

Please see below for more information about the LOCAL OFFER from Haworth Primary School.

Click HERE for the Trust SEND Policy. 


  • In the first instance, talk to your child’s class teacher

  • The SENDCO  (Mr Chris Holdsworth - until July 2021) / (Mr Michael Oakes - from Sep 2021)

  • The DSP Lead Teacher (Mrs. Helen Thompson) / (Mr Michael Oakes - from Sep 2021)

  • The Parental Involvement Worker / Learning Mentor (Miss. Tracy Roe)

  • The LOCAL OFFER for Bradford (CLICK HERE)

  • The link to the Local Offer website is below:


https://localoffer.bradford.gov.uk/


  • When pupils have identified SEND (Special Educational Needs and Disabilities) before they start at Haworth Primary School, we work with the people who already know them and use the information already available to identify what their specific needs will be in our school setting.

  • The progress of all pupils is monitored regularly

  • If you inform us that you think your child has a Special Educational Need or Disability, we will discuss this with you and look at what assessments or provision may be required– we will share with you what we find and agree with you what we will do next and what you can do to help your child.

  • If our teachers think your child may have a Special Educational Need or Disability, this may be because they are not making the same progress as other pupils. We will observe them, and carry out further assessments to pinpoint what is causing difficulty (what is happening and why).

  • The SENCO may work with your child at this point in order to complete a range of assessments to highlight your child’s strengths and possible areas of weakness, so that support can be carefully targeted to their needs.


  • Children in school will get support that is specific to their individual needs. This will be provided by the class teacher and may also involve other staff in the school. 

  • Staff who will visit the school from the Local Authority central services; such as the SCIL Team  or Low Incidence Team.

  • Staff who visit from outside agencies such as the NHS Speech and Language therapy (SALT) Service.


  • The school budget includes money for supporting children with SEND.

  • The Head Teacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of needs in the school.

  • The Head Teacher and the SENCO discuss all the information they have about SEND in the school, including: the  children getting extra support already, the children needing extra support and the children who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed.

  • All resources/training and support are reviewed regularly and changes made as needed.


  • If you have concerns about your child’s progress you should speak to your child’s Teacher initially.

  • The concerns may need referring to the SENDCO if your child is still not making progress.

  • If you continue to feel that your child is still not making progress you should speak to the Headteacher or the school SEND Governor. (Please refer to staffing list)


  • When a teacher has raised concerns about your child’s progress, and targeted teaching has not met the child’s needs, the teacher will raise this with the SENCO.

  • Haworth Primary School has an Inclusion Team who meet regularly to discuss concerns and agree appropriate actions which are regularly reviewed.

  • There are regular reviews and then subsequently meetings between the Head, Deputy, SENCO and Class Teachers to ensure all children are making good progress. This is another way your child may be identified as not making as much progress as they could be.

  • If your child is then identified as not making progress, the school will set up a meeting to discuss this with you in more detail and listen to any concerns you may have too.


  • Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met. All teachers are provided with information on the needs of individual pupils, so that they can plan the learning within our curriculum to ensure that all pupils are able to make progress.

  • Differentiation is planned for groups and individuals according to need: for example, for a child who has Communication and Interaction needs (CI), teachers will use simplified language and/or pictures to support them to understand new vocabulary.

  • Support staff will support with your child’s learning in the classroom.

  • Specific resources and strategies will be used to support your child individually and/or in groups.

  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.


  • Our school provision map shows the range of interventions in place in our school which may be used when we identify a need for additional support.

  • When the school identifies the need for additional intervention to enable a pupil to make expected progress, the parents/carers will be informed of the planned support and may be invited to a meeting at the school to discuss this further. If the pupil meets the criteria for special educational needs or disabilities (SEND), an individual plan called a Graduated Approach will be created, detailing the exact support the pupil will receive using the Bradford Matrix of Need; a copy of this will be provided to parents / Carers.

  • We will monitor the progress of all children receiving additional support to ensure that the provision we have put in place is having the impact we are expecting.

  • Governors are responsible for monitoring the effectiveness of the provision in place for pupils identified with SEND and they will receive a report from the SENCO on the progress of pupils with SEND.

Quality First teaching


For your child this would mean:



  • That the teacher has the highest possible expectations for your child and all pupils in their class.

  • That all teaching is built on what your child already knows, can do and can understand.

  • That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning.


At Cycle 1 - Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.



  • That specific strategies (which may be suggested by the SENCo) are in place to support your child to learn.


School Support


 Following a term of strategies being put in place at Cycle 1, we may agree to move to Cycle 2 and seek your permission to place your child on the SEND Register. This means a pupil has been identified by the SENDCo/class teacher as needing some extra support in school.


 


For you child this would mean:



  • Opportunities for specific group work with differentiated work/interventions that are based on specific needs identified through assessments and regular reviews.

  • In some cases, you may be asked to give your permission to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist.  This will help school and yourself understand your child’s particular needs better and be able to support them better in school.


Statutory Provision – Education, Health and Care Plan


This type of support is available for children whose learning needs are severe, complex and lifelong.


This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.


This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.


Your child will also need specialist support/advice in school from a professional outside the school. This may be from



  • Local Authority central services such as the ASD Outreach Team, Behaviour Support or Sensory Service (for students with a hearing or visual need).

  • Outside agencies such as the Speech and Language Therapy (SALT) Service.


For your child this would mean



  • The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.

  • After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in this paperwork), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs.  If they do not think your child needs this, they will ask the school to continue with the current support.

  • After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write or an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.

  • The EHC Plan will outline the type of support your child will receive and what strategies must be put in place. It will also have long and short-term goals for your child.

  • An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.


  • Your child’s progress is continually monitored by his / her teachers and the Leadership Team.

  • Their progress is reviewed formally every term.

  • If your child is not at age related expectations in Key Stage 1 your child may be assessed using another scale of levels that assess attainment up to the end of Year 1 age related expectations. These may be called ‘P levels’ or the Early Years Developmental Journal.

  • At the end of Reception, Key Stage 1 and 2 the school is required to report attainment data for your child. This is something the government requires all schools to do and the results are published nationally.

  • The progress of children with an EHCP is formally reviewed at an Annual Review.

  • The SENCO will also check that your child is making good progress within any individual work and in any group that they take part in.


  • Annual reports and termly Parents’ Evenings give all parents and carers regular feedback on their child’s up to date academic progress and attainment, individual reading, writing and maths targets and any behavioural, emotional or social difficulties. 

  • The Graduated Approach will be reviewed and updated three times per year.

  • When appropriate, parents/carers may be contacted mid-term to discuss the support that the school are providing and how they can help their child at home: this may be a phone call or a meeting. Pupils’ views will be obtained and when appropriate, they may attend all or part of any meeting.


  • The well-being of all of our pupils is our primary concern at Haworth Primary School. They are supported with their social and emotional development throughout the school day, through the curriculum and extra-curricular activities.

  • Many of our staff are first aid trained with some having paediatric first aid training.

  • If a pupil has a medical need, then a detailed Care Plan is compiled and updated annually, with support from the School Nurse / Specialists in consultation with parents / carers.

  • Where necessary and in agreement with parents/ carers prescribed medicines are administered in school, but only where a signed medicine consent form is in place to ensure the safety of both child and staff member.

  • Additional support from specialist staff is arranged as needed for individual pupils, both in and out of the classroom; a tailored personal plan may be put in place for pupils with the highest need.

  • Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.

  • We regularly monitor attendance, support pupils returning to school after absence and take the necessary actions to prevent prolonged unauthorised absence.

  • Relevant staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.

  • Pupils’ views are sought through school council and other forums


  • All external partners we work with are vetted in terms of safe guarding and when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service.

  • At appropriate times, schools will contact and seek advice from a range of Educational outside agencies, Outreach Services and health professionals (Refer to list at end of this document).

  • We work with Social Services, Bradford Family Support and Community Police


  • Quality First Inclusive Provision is clearly defined in our setting and we expect all staff to deliver this.

  • Should additional support be required, this is undertaken after consultation with the relevant staff, the learner and their families as necessary. All interventions are monitored for impact and outcomes are defined at the start of any intervention. The SENDCO oversees all additional support and regularly shares updates with the LGC.


  • We would like you to talk to your child’s teachers regularly, so we know how they are doing at home and we can tell you about what we are doing in school.  We hope this will make sure that we are doing similar things to support your child both at home and school and can share what is working in both places.

  • The SENDCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have.

  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report. The SENDCO will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child.

  • Homework will be adjusted as needed to your child’s individual needs.


  • We work in partnership with parents to support each child’s well-being, learning needs, progress and aspirations.

  • We operate an open-door policy to allow parents to contact their child’s class teacher with ease.

  • Parents are invited to become involved in school-life through a number of means e.g. Friends Parent/Teacher group, parent forums, hearing children read and ongoing invitations to school events throughout the year.

  • We host regular family events to model our approaches to learning in various subjects, giving parents the confidence to support their child’s learning at home.

  • Our Governing Body includes Parent Governors/representatives.

We actively try to ensure that all our extra-curricular activities, including residentials, are adapted for children’s specific needs. Personalised risk assessments are carried out and procedures are put in place to enable all children to participate, where possible. However, if it is deemed that an intensive level of one to one support is required, a reasonable adjustment may be allowing a parent to accompany their child during the activity or alternative provision made.


  • As a school we are happy to discuss individual access requirements. Facilities we have at present include: Lift, Ramps, Disabled toilets and Wide doors and corridors

  • 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 adheres to The Equality Act 2010. We ensure that equipment used is accessible to all children regardless of their needs.

  • Visual prompts are used across the school to support learning.


  • We recognise that ‘moving on’ can be difficult, especially for a child with SEND. We personalise our transition to ensure that all transitions are as smooth as possible. We have very good relationships with our feeder settings and the settings that most of our pupils move onto; we always share information to support pupils’ learning and well-being at transition

  • If your child is joining our school:


o   We have an Induction programme in place for welcoming all new learners to our setting


o   Further support is provided as necessary for those with SEND; including additional visits to classes, both individually and as part of an enhanced transition programme. Personalised transition arrangements will be completed in partnership with parents


o   Personalised photo transition books are created to show key parts of school and staff


o   Phased starts can be organised in order to meet the needs of individuals.



  • When moving years in school:




    • Information about your child will be shared with their new teachers and support staff

    • Children will be given transition cards which show key staff, routines and areas in the classroom

    • If your child would be helped by a personalised plan for moving to another year, we will put this in place.




  • If your child is moving to another school:




    • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.

    • The SENCO will arrange additional visits to new schools for your child and personalised resources to support transition may be used.

    • Staff from the receiving school may also visit to see your child in their current setting

    • We will make sure that all records about your child are passed on as soon as possible.

    • Teachers may attend Bradford training around transition arrangements.



  • We regularly invest time and money in training our staff to improve Quality First Teaching provision for all pupils and to develop enhanced skills and knowledge to deliver short term support intervention and individualised support and interventions.

  • Our SENDCO is a qualified and experienced teacher with the National Award in SENCO, who receives ongoing SEN training in specific areas.

  • The Learning Mentor is qualified in delivering a range Nurture Programmes for both children and families and has run a range of courses in conjunction with the Treetops Children’s Centre.

  • All our teachers hold qualified teacher status and all staff members, including TAs and HLTAs, receive regular training to best support our pupils with SEND, for example in dyslexia, Autism, speech and language needs etc. 

  • A high proportion of our Teaching Assistants have completed Level 2 and Level 3 qualifications in supporting children with a range of needs and support staff are carefully allocated in order to ensure their skills are matched to the needs of the children in their classes.

  • Staff in the Specialist Resource Provision (RP) for Autism / Social Communication needs have received specialist training in supporting children with Autism / Social Communication needs.

  • Further details about our staff training are available from the school on request.