SEND Information Report
Meeting the needs of children with Special Educational Needs and Disabilities
Pudsey Bolton Royd Primary School is a Leeds school, operating within the Leeds local authority. We have an inclusive ethos and work in partnership with children, parents and other agencies to provide the best possible educational outcomes for children with Special Educational Needs and Disabilities (SEND). We have high expectations of all our children and put support in place at the earliest possible stage where it is needed.
We ensure all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum. However, some children may have special educational needs that require additional support when progress has slowed or stopped.
All Special Educational Needs and Disability (SEND) provision is overseen and managed by the Senior Leadership team (SLT) in school and is coordinated by the Head Teacher and senior Leadership Team (SLT) in school with a designated person having leadership and management responsibility for SEN.This is coordinated by the Special Educational Needs Co-ordinator (SENCO) Mrs Kath Walsh. We monitor, review and evaluate all SEND provision on a regular basis throughout the year and report to the school governing body on how individual needs are being met and how SEND funding is being spent e.g. on specialist services and resources. The Governors must have regard for the Code of Practice (Children and Families Act 2014), when carrying out their duties towards all students with SEND.
Curriculum, teaching and learning
All children are treated as individuals and the class teacher, alongside key support staff, plan an appropriately differentiated curriculum for children with additional needs to ensure high quality teaching and learning with effective support and resources. Clear learning targets (set out in Pupil Passports, Individual Behaviour Plans and SEN Support Plans), are put in place and reviewed regularly to monitor progress and the impact of additional support and intervention.
Staffing for SEN
The school staffing structure reflects our emphasis on the individual needs of our children, as we have, in addition to Learning Support Assistants in classrooms, a Learning Mentor and a number of support assistants who support individual children throughout school usually on a 1:1 basis depending on the child’s needs. Many staff have training in specific areas of SEND e.g. Autism, Dyslexia, Nurture, Social, Emotional & Mental Health, Speech & Language, Lego Therapy etc and work alongside other professionals to develop skills, knowledge and expertise in specific areas of SEN. Staff meet regularly to discuss the needs of individual children with SEND, their progress and evaluate provision.
Key assessments are made to ensure children are on track to meet their targets and that planning and teaching accurately addresses need; planning is regularly reviewed and evaluated to inform next steps.
Where appropriate, children are involved in the setting of personal targets and in the review of progress alongside teachers and support staff. Parents are vital partners in the child’s learning journey through school and are invited to attend review meetings of their child’s progress each term. Parents are always encouraged and expected to engage in supporting learning in different ways, such as targeted homework, regular reading at home etc.
They are encouraged to keep an informal dialogue with school between formal parent meetings, so school and home can mutually support each other in providing the best experience for the child.
An appropriate, exciting and accessible learning environment is provided within school. The school building itself, planned mainly on one level, enables easy access for wheelchair users; the school has a lift for access to the ICT suite and Community room. There are two disabled toilets and a care suite available within school; there are two disabled parking bays in our car park.
Staff in school are trained and equipped to offer a high level of support. Many have worked alongside other professionals to develop their skills, knowledge and expertise in specific areas of SEN such as speech and language difficulties, dyslexia, sensory impairments, autism and general learning difficulties.
The school works alongside and seeks support from other agencies where required to maximise learning opportunities and potential e.g. Child and Adolescent Mental Health (CAMHS), Speech and Language therapy, Physiotherapy Service, Occupational Therapy and the School Nursing team. We have close links with Local Authority services such as the SEN Inclusion Team, Educational Psychologists, Sensory Impairments team, STARS (Autism Outreach Service) and School Improvement. We offer cluster based services including family outreach workers, behaviour support services and access to Parent Partnership services.
The following school’s policies, available on our website, reflect the school’s commitment to inclusion, safety and wellbeing of all our children. They can be found on the link below:
Medical Conditions Policy
Safeguarding and Child Protection Policy
Intimate Care Policy
Admissions Policy – please refer to the Parent Information tab
If a parent wishes to complain about the SEND provision in place for their child, they should, in the first instance, raise it with the class teacher, followed by the SENCO and the head teacher. If they remain dissatisfied then the complaint should be taken in writing, to the Special Needs Governor (see the Complaints Policy on the school website). The school follows the Leeds City Council guidance ‘Dealing with Complaints about Schools’. At any point, parents may wish to contact the Leeds SEND Information Advice Support Service for advice: https://familyinformation.leeds.gov.uk/sendiass
Main contact details (available on 0113 386 2560):
Headteacher: Mr K Buck
Assistant Head/SENCO and Inclusion Manager/ Mrs K Walsh
Family Support Manager: Mrs Christine Morton
Learning Mentor: Mrs H Firth
Leeds Local Offer
Leeds has a legal obligation to publish their SEND Local Offer; setting out the support available for local children and young people with special educational needs and disabilities (SEND).
Frequently asked questions from parents/carers
- What do I do if I think my child may have special educational needs?
Firstly, make an appointment to speak to the class teacher who will listen carefully to your concerns and discuss your child’s needs. They will have immediate information as to how your child is performing at school in all areas. They will be able to put your mind at rest or set up arrangements for you to meet with the school’s SENCO to address your concerns and put appropriate actions in place.
- How will school support my child & how will the curriculum be matched to my child’s needs?
Quality First Teaching
a) Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators will be monitored.
b) Once a pupil has been identified as possibly having SEN, they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.
c) The child’s class teacher will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progress and enable the teacher to better understand the provision and teaching style that needs to be applied.
d) The SENCO will be consulted as needed for support and advice and may wish to observe the pupil in class.
e) Through (b) and (d) it can be determined which level of provision the child will need going forward.
f) If a pupil has recently been removed from the SEN register, they may also fall into this category as continued monitoring will be necessary.
g) Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school in order that school have a full picture of the child’s strengths and needs
h) Parent’s evenings are used to monitor and assess the progress being made by children.
Where it is determined that a pupil does have SEN, parents will be formally advised of this and the decision will be made to add the child to the SEN register. The aim of formally identifying a pupil with SEN is to help school ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four – part process:
This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are going to be the most effective in supporting the pupil to achieve good progress and outcomes.
This involves clearly analysing the pupil’s needs using the class teacher’s assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The pupil’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school’s information and assessment data on how the pupil is progressing.
This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved their work will help inform the assessment of need. Where they are not involved, they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents and whether the child meets the LA’s criteria for consultation.
Planning will involve consultation between the teacher, SENCO and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home.
All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought. This often takes the form of an Individual SEN Support Plan (SSP) or Pupil Passport (PP) which sets out the child’s targets and provision.
The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class teacher. They will work closely with teaching assistants to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the pupil’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENCO. Where outside agency support has been accessed, staff will deliver interventions as set out in SEN reports supplied by them.
Reviews of a child’s progress will be made regularly, usually termly, or more frequently if needed. Learning targets will be reviewed regularly and shared with parents at parents’ consultation evenings and/or at reviews with the SENCO. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the parent and where possible, the pupil. The class teacher, in conjunction with the SENCO will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation with parents and the pupil.
The majority of the work which will be on your child’s SSP / Pupil Passport will be differentiated from the whole class based on assessments. It will probably be carried out within the classroom and may require some additional support from a teaching assistant. At times, your child may be withdrawn from the classroom to a suitable space, either individually or in a small group, for some targeted intervention. Your child’s class teacher or SENCO will explain this to you. Interventions are time limited and we measure how effective they have been by comparing how the child functions before and at the end of it.
- How will the curriculum be matched to my child's needs?
Children with learning needs will have an Individual SEN Support Plan (SSP) or Pupil Passport and those with social, emotional and behavioural needs will have an IBP (Individual Behaviour Plan).
Work in the classroom will be differentiated to ensure it is at the correct level for your child to make progress. Children’s attainment is tracked closely, and targets are set to ensure that progress can be made by all pupils. Additional assessment tools may be used in school to work out a child’s individual needs. Groups may be set up in the class or across cohorts in order to maximize the support available.
All classes in school have access to at least one Teaching Assistant for part of the school day.
Appropriate resources will be used to ensure your child makes the optimum progress.
The curriculum at Pudsey Bolton Royd is inclusive and is designed with the needs of all children in mind.
- How will I know how well my child is doing and how will you help me support my child’s learning?
Staff are always keen to discuss the progress of your child with you. Parents and carers are encouraged to make appointments to discuss any concerns with class teachers. The SENCO can be available to join these discussions and provide additional guidance and support. It is very important to us to have positive dialogue with families to ensure the best possible experience for your child.
Parents will have the opportunity to discuss their child’s progress with class teachers at parents evening consultations. The SENCO is always available on these evenings for further discussion and to support parents/carers with any concerns they may have.
If your child has additional funding or an Education, Health & Care Plan, annual reviews are arranged so all key multi-agency staff can discuss your child’s progress. Parents have input into the production of SSPs / IBPs, Pupil Passports and care plans. Parents are expected to be involved in supporting their child’s learning; this will often be through supporting with special homework tasks or reinforcing class strategies.
Parent workshops are offered in school, to help parents with supporting children in areas such as reading, maths, phonics and speaking and listening. We encourage parents to attend these sessions.
- What support will there be for my child’s overall well-being?
We have an inclusion team, who along with class teachers and support staff, make sure children have the highest level of pastoral care possible. As part of the team, we have a Learning Mentor who will be available to support your child to help them overcome any barriers to learning. She works to help address any issues which could have a detrimental impact on a child’s engagement, happiness and progress, including punctuality and attendance, child mental health issues, difficult family circumstances, behaviour and social problems. We have a Family Support Manager, who works with specific children and families, in order to meet their emotional and social needs. She can set up Early Help Plans and liaise with parents and carers and external agencies.
As part of a child’s SEN provision at Pudsey Bolton Royd, we look at all aspects of a child’s needs, not just educational. If we feel a child (or parent/family) has social or emotional wellbeing needs then school will endeavour to meet those needs as best it can, and/or signpost parents / carers to outside agencies as necessary.
We continually update first aid training to ensure that as many staff as possible are fully trained, including lunch time staff.
We enjoy working partnerships with many agencies such as Child and Adolescent Mental Health workers (CAMHS) and ensure that cluster support is available. We have access through Pudsey Children’s centre to a team of Family Outreach workers who support children and families across school.
All our staff are trained in Child Protection procedures; we also have five members of staff who are specially designated to ensure the safeguarding of all children.
- What specialist services and expertise are available or accessed by the school?
School can access a number of specialist support of agencies in order to meet the specific needs of pupils. We benefit from the support of both our traded, private and NHS speech therapists, who work closely with our children and support staff to meet the needs of children with speech and language difficulties.
We have working partnerships with Occupational Therapy, Physiotherapy, the Sensory teams (Deaf and Hearing-Impaired team, Visual Impairment team) and the School Nursing service to meet the needs of children with additional medical requirements.
We use Universal services including the Educational Psychology team and SEN and Inclusion teams. Through the cluster we have access to adult and child psychotherapists, attendance, cluster family support and Intensive family support.
Where specific learning needs are identified, we may make referrals to the Complex Needs team, and the STARS team (Autism), where pupils live in Leeds.
Note that children living in a Bradford postcode area may not be able to access some services and would need to access support via Bradford Local Authority Services.
We have a very strong working relationship with the Pudsey Children’s Centre which supports children up to the age of 5 years.
- What training and development is done by staff supporting those with SEND?
Staff in school are trained and equipped to offer a high level of support. Many have worked alongside other professionals to develop their skills, knowledge and expertise in specific areas of SEN.
The SENCO, Nursery teacher and Family Support Manager are all qualified to Level 3 in Autism Awareness and are Lead Practitioners in school to oversee and support pupils, parents & staff in all matters relating to autism.
Staff training is also put in place where appropriate, and has in the past included training on Autism, Dyslexia, Makaton, Speech & language training, Assessment of SEN children, Attachment Disorder, Behavioural support and medical needs (Asthma, Epilepsy).
- How will my child be included in activities outside the classroom?
As an inclusive school, we aim to ensure that all children, including those with SEND, are able to access all activities and school trips. Where a child requires support in the classroom, this will be continued into activities such as trips etc. If a child needs additional support to take part in extra- curricular clubs or activities, school will work with parents to find solutions for this. We complete risk assessments for all school visits to ensure the safety of all pupils; we make reasonable adjustments for those pupils with additional medical/physical needs.
For some activities in and out of school, parents or carers may be invited to join us if we feel that is the most positive way to ensure a child has the most successful experience. This is always discussed in individual cases. We also participate in a number of local authority inclusive events throughout the year targeted at SEN children, such as music or physical activities. Children will be invited to attend these.
- How accessible is the school?
An appropriate, exciting and accessible learning environment is provided within school. The school building itself, planned mainly on one level and is fully accessible throughout, enabling easy access for wheelchair users. The school has a lift for access to the ICT suite and Community room. There are two disabled toilets and a purpose-built hygiene suite available to use within school. If a child needs additional equipment or facilities, this is looked at on an individual case basis and fully discussed with parents and carers. School seek advice from the disability and access team if they need further advice or support with access arrangements.
There are two disabled parking bays in our car park which blue badge holders can access once they have registered with the school office. Please also see school’s accessibility plan available on school’s website.
- How will the school help my child on transfer to the next phase of education?
There are strong links with the local primary and high schools to ensure a smooth transition for our Year 6 pupils. For those children moving from Year 6 to Year 7, we run carefully planned transition meetings involving both parents and staff at primary and receiving high school. This is to ensure that our most vulnerable children have the best possible transition between Year 6 and Year 7. All children attend “taster days” but those who are more vulnerable can visit and meet staff as often as necessary. We provide SEN children with a Transition Passport to take with them to high school, so that all staff there get to know the pupil in advance of their start date. This is completed by primary staff, pupils, parents and high school staff.
Parents are expected to make requests for high school places, but we will support you if you wish, in finding out which school will be the best for your child. If it is thought necessary for a child to access a specialist provision during their time in school, this will be done with ongoing discussion with parents and carers, and educational support services. Where parents feel they would like it, a member of school staff may visit alternative school provision with parents to look around and help them to ask pertinent questions about their child’s needs.
Where children have attended our nursery setting, the staff will work closely with our Reception staff team, or if moving to another school, the child’s next school, to plan a careful transition from Pudsey Bolton Royd. This will involve transition meetings involving both parents and staff at the receiving setting. The children will be encouraged to attend transition visits to the new school / class, as well as inviting the new staff to come into Pudsey Bolton Royd to meet & work with your child in their current setting. We provide SEN children with a Transition Passport ‘All About Me’ to take with them to their next school / class, so that all staff there get to know the pupil in advance of their start date. It is completed by Pudsey Bolton Royd staff, pupils & parents and given to the receiving school/ setting. The child will be given a booklet to take home called ‘My New Class’.
Within Pudsey Bolton Royd school, SEN children will be supported in their transition between year groups and Key Stages, as needed by carefully planned transition visits, Pupil Passports and handover meetings between staff.
- How are the school’s resources/funding allocated and matched to children’s needs?
The school is funded on a national formula per pupil. Schools are expected to fund up to £6000 from within the school’s budget to support pupils with SEND. The school can apply for ‘top up’ funding, based on strict criteria, if it is felt that a child’s needs exceed that which can be provided through the £6000.* The school uses the funds to put appropriate support in place to meet the child’s needs. The SENCO takes advice from all professionals involved with the child, alongside the views of the parents to decide on the best support plan.
*Procedures may be different for children who reside in other local authorities.
- How are parents involved in the school and how can I be involved?
The school has an open-door policy and we welcome parental involvement. Parents are kept informed about teaching and other events through regular newsletters, the school website, open days and parent consultation evenings. The school holds information sessions and workshops to show parents our methods of teaching e.g. phonics, reading and maths. We also have parental representation on the Governing body. We ask parents for their feedback via parent questionnaires and at parents’ evenings.
- Who can I contact for further information?
If I am considering applying for a place at Pudsey Bolton Royd?
Contact the school office and arrange an appointment to see the Head teacher and/or the SENCO.
If I wish to discuss something about my child?
Contact the school office, who will arrange for the class teacher to contact/meet with you. Further advice or support is available from the SENCO should you so wish.
- I want some information about other support services?
Contact the school office and ask for Mrs Christine Morton (Family Support Manager) for information on family support services. Please contact the SENCO for further information about what additional services are available for children and their families with special educational needs and disabilities in Leeds.
Leeds SEND Information Advice Support Service (SENDIASS)
Leeds SENDIASS is a confidential and impartial service from the Local Authority and schools, free and accessible to all parents/carers and carers of children with special educational needs and/or disabilities. Leeds SEND Information Advice Support Service involves parents/carers, children and young people in discussions and decisions about their individual support. You can call the Helpline on 0113 3951200 or send an email to: firstname.lastname@example.org
Alternatively, visit the website at: