Special Education Needs &
Disability (SEND)
School Policy and Offer
"Disabled pupils and those who have special educational needs show good determination in tasks set. Support is always on hand to help them if they get stuck." (Ofsted November 2014)
Wombwell Park Street Primary School prides itself on being a very inclusive school which aims to ensure that all children, irrespective of their race, gender, economic circumstances, or special educational needs and/or disability have their needs met as fully as possible. The school is committed to ensuring that there is equality of opportunity for all pupils. In the information provided below, you will find details of:
The school’s Special Educational Needs (SEN) Co-ordinator is Mrs Sian Vaughton.
The school governor with specific responsibility for special educational needs is Mrs Rebecca Riley.
The school offer forms part of Barnsley Local Authority’s Local Offer which can be found at: https://www.barnsley.gov.uk/services/education-learning-and-childcare/schools-and-colleges/education-for-children-and-young-people-with-special-educational-needs/send-local-offer
- the arrangements for the admission of disabled children
- the steps we have taken to prevent disabled children from being treated less favourably than other children
- the facilities we provide to help disabled children to access the school
- our Accessibility Plan.
The school’s Special Educational Needs (SEN) Co-ordinator is Mrs Sian Vaughton.
The school governor with specific responsibility for special educational needs is Mrs Rebecca Riley.
The school offer forms part of Barnsley Local Authority’s Local Offer which can be found at: https://www.barnsley.gov.uk/services/education-learning-and-childcare/schools-and-colleges/education-for-children-and-young-people-with-special-educational-needs/send-local-offer
Important Information about SEND at
Wombwell Park Street Primary School
Please find our school's SEND Information Report 2017-18:
| wps_send_information_report_201819.pdf |
What are special educational needs?
'A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
(a) have a significantly greater difficulty in learning than the majority of others of the same age; or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post -16 institutions.
A child under compulsory school age has a special educational need if they fall within the definition (a) or (b) above or would do so if special educational provision was not made for them (Clause 20 Children and Families Bill)' (Draft SEN Code of Practice 2013, 1.8)
(a) have a significantly greater difficulty in learning than the majority of others of the same age; or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post -16 institutions.
A child under compulsory school age has a special educational need if they fall within the definition (a) or (b) above or would do so if special educational provision was not made for them (Clause 20 Children and Families Bill)' (Draft SEN Code of Practice 2013, 1.8)
what is a disability?
The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.
A physical or mental impairment includes: learning difficulties including specific learning difficulties; medical conditions including epilepsy, diabetes, more severe forms of asthma and eczema; autism; speech, language and communication impairments.
If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities it may amount to a disability.
A physical or mental impairment includes: learning difficulties including specific learning difficulties; medical conditions including epilepsy, diabetes, more severe forms of asthma and eczema; autism; speech, language and communication impairments.
If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities it may amount to a disability.
staff with responsibility for special educational needs
Class Teacher – if you have any queries or concerns regarding provision for your child, you child’s class teacher these should be addressed with your child’s class teacher in the first instance.
Special Educational Needs Co-ordinator – Mrs Sian Vaughton is our Special Educational Needs Co-ordinator (SENCO). Mrs Vaughton leads SEN provision within our school. She works closely with class teachers, teaching assistants and parents to ensure that the needs of all children are met as fully as possible.
Inclusion Teaching Assistant – Mrs Lesley Dodson is our Inclusion Teaching Assistant. She provides administrative support to Mrs Vaughton and also delivers a range of intervention programmes with groups and individual children.
SEN Governor – Mrs Rebecca Riley is our SEN Governor. She works closely with Mrs Vaughton to review SEN provision and monitor its effectiveness.
Special Educational Needs Co-ordinator – Mrs Sian Vaughton is our Special Educational Needs Co-ordinator (SENCO). Mrs Vaughton leads SEN provision within our school. She works closely with class teachers, teaching assistants and parents to ensure that the needs of all children are met as fully as possible.
Inclusion Teaching Assistant – Mrs Lesley Dodson is our Inclusion Teaching Assistant. She provides administrative support to Mrs Vaughton and also delivers a range of intervention programmes with groups and individual children.
SEN Governor – Mrs Rebecca Riley is our SEN Governor. She works closely with Mrs Vaughton to review SEN provision and monitor its effectiveness.
Provision for Children with Special Educational Needs and Disabilities at Wombwell Park Street
Provision for children with additional needs is provided at three levels (waves). These are:
Wave 1 – this refers to high quality differentiated teaching provided by teachers in class. The needs of most children can be met in this way with small group focus teaching provided by the teacher and other adults in class.ld be addressed with your child’s class teacher in the first instance.
Wave 2 – some children require additional support, usually in small groups. This may be used to pre-teach learning, support children in consolidating or identify gaps in a child’s learning. This provision is provided through a graduated approach which is carefully targeted to the needs of the children.
Wave 3 – a small proportion of children require support over and above that provided at waves 1&2. This support is usually provided on a 1:1 basis; it is highly targeted and is usually based on advice from other professionals e.g. the school’s Educational Psychologist.
Wave 1 – this refers to high quality differentiated teaching provided by teachers in class. The needs of most children can be met in this way with small group focus teaching provided by the teacher and other adults in class.ld be addressed with your child’s class teacher in the first instance.
Wave 2 – some children require additional support, usually in small groups. This may be used to pre-teach learning, support children in consolidating or identify gaps in a child’s learning. This provision is provided through a graduated approach which is carefully targeted to the needs of the children.
Wave 3 – a small proportion of children require support over and above that provided at waves 1&2. This support is usually provided on a 1:1 basis; it is highly targeted and is usually based on advice from other professionals e.g. the school’s Educational Psychologist.
What interventions and support are available at Wombwell Park Street?
The school has access to a wide range of interventions and resources to support children with varying needs. Staff are trained to deliver these within school.
These resources and interventions include, but are not limited to,: Jump Ahead, WellComm, Special Time, Time to Talk & Socially Speaking, Max’s Marvellous Maths, Catch Up, Phonological Awareness Training, Additional reading, writing or maths sessions with teachers, Lego Therapy, Art Therapy, Thrive Plans.
Children may access one or more of these interventions at different points in their school lives. Staff members also design and run a range of programmes specifically targeted to the needs of pupils.
These resources and interventions include, but are not limited to,: Jump Ahead, WellComm, Special Time, Time to Talk & Socially Speaking, Max’s Marvellous Maths, Catch Up, Phonological Awareness Training, Additional reading, writing or maths sessions with teachers, Lego Therapy, Art Therapy, Thrive Plans.
Children may access one or more of these interventions at different points in their school lives. Staff members also design and run a range of programmes specifically targeted to the needs of pupils.
Additional Advice from Outside Professionals
In some situations, school staff may feel that additional support and advice is required from outside professionals; this is always done in consultation with parents.
The school has access to advice and support from a wide range of professionals including: Speech & Language Therapy (SALT), Educational Psychology Service (EP), Barnsley Education Specialist Support Team (BESST), School Nurse & Health Visitors, Paediatric Therapy – Physiotherapy & Occupational Therapy.
The school has access to advice and support from a wide range of professionals including: Speech & Language Therapy (SALT), Educational Psychology Service (EP), Barnsley Education Specialist Support Team (BESST), School Nurse & Health Visitors, Paediatric Therapy – Physiotherapy & Occupational Therapy.
What happens if my child needs a higher level of support?
Only in a very small number of cases will a child’s needs be such that a greater level of support is required. In these circumstances schools can, with the support of parents, request that the local authority undertake an Education, Health and Care Needs Assessment.
The school gathers together information relating to the child’s needs, strategies that have already been implemented and resources used, the impact of strategies & resources, the views of parents, pupil, school staff and professionals relating to the above, observations on assessments completed by other professionals eg EP and evidence to suggest advice from professionals has been acted upon. This information is then submitted to the local authority.
Further information relating to the process can be found at: https://www.barnsley.gov.uk/services/education-learning-and-childcare/schools-andcolleges/education-for-children-with-special-educational-needs/special-educationalneeds-assessment
The school gathers together information relating to the child’s needs, strategies that have already been implemented and resources used, the impact of strategies & resources, the views of parents, pupil, school staff and professionals relating to the above, observations on assessments completed by other professionals eg EP and evidence to suggest advice from professionals has been acted upon. This information is then submitted to the local authority.
Further information relating to the process can be found at: https://www.barnsley.gov.uk/services/education-learning-and-childcare/schools-andcolleges/education-for-children-with-special-educational-needs/special-educationalneeds-assessment
How does the school environment meet the needs of children with SEND?
The school was built as part of the government’s Private Finance Initiative (PFI) and opened in 2006. As a modern school, the building is fully compliant with Building Regulations in terms of disability access. The school building is all on one level with wide corridors and a ramp which allows access to the school field.
The school has a commitment to ensuring that the classroom environments meet the needs of the children as fully as possible. Some aspects of display are standardised across the school, including colour coding, and this allows children to develop independence in their use of the environment. Visual timetables can be found in all classrooms and the school has taken steps to ensure that provision is in place in all classes for children who may have specific learning difficulties – these include access to a range of recording resources, coloured backgrounds on interactive whiteboards, ACE dictionaries etc. A number of school staff are training in Makaton and this is used as appropriate to support the communication of children as required.
The school accesses continued support from outside professionals to ensure that the provision for children with physical difficulties, hearing impairment, behavioural difficulties, visual impairment and general learning needs is effective and meets their needs, ensuring all of the children are treated equally.
The school has a commitment to ensuring that the classroom environments meet the needs of the children as fully as possible. Some aspects of display are standardised across the school, including colour coding, and this allows children to develop independence in their use of the environment. Visual timetables can be found in all classrooms and the school has taken steps to ensure that provision is in place in all classes for children who may have specific learning difficulties – these include access to a range of recording resources, coloured backgrounds on interactive whiteboards, ACE dictionaries etc. A number of school staff are training in Makaton and this is used as appropriate to support the communication of children as required.
The school accesses continued support from outside professionals to ensure that the provision for children with physical difficulties, hearing impairment, behavioural difficulties, visual impairment and general learning needs is effective and meets their needs, ensuring all of the children are treated equally.
How does the school curriculum meet the needs of children with SEND?
The school has a creative curriculum underpinned by a strong commitment to the development of key curriculum skills, attitudes to learning, personal thinking skills and life skills. School staff foster a love of learning and children are supported to develop their independent learning skills in all areas.
Learning opportunities are designed to meet the needs of the children and activities are differentiated accordingly. Teaching Assistants are present in all classrooms to support children to fully access all learning opportunities.
In all classes use is made of flexible groupings based on assessment for learning. Year 6 pupils benefit from additional teacher support in the mornings for literacy and maths lessons, by means of support from the Deputy Head.
Learning opportunities are designed to meet the needs of the children and activities are differentiated accordingly. Teaching Assistants are present in all classrooms to support children to fully access all learning opportunities.
In all classes use is made of flexible groupings based on assessment for learning. Year 6 pupils benefit from additional teacher support in the mornings for literacy and maths lessons, by means of support from the Deputy Head.
How will my child’s needs be assessed and his/her progress monitored?
Children’s learning is assessed by class teachers on an ongoing basis using assessment for learning (AfL); this information is used by teachers to plan each child’s next steps in learning. Assessments of children’s learning are also made at set points through the year and recorded using the school’s data systems; this enables each child’s progress in reading, writing and maths to be tracked. ALL children, including those with additional needs, are set aspirational end of year targets to challenge and support their learning journey through school. In the Early Year’s Foundation Stage (EYFS) children’s progress is monitored against the EYFS assessment criteria. Information relating to your child’s progress will be shared with you at parents’ evenings (three times per year) and in your child’s end of year report.
Parents of children with SEN needs who have a 'Personalised Learning Plan' (PLP) will be involved in setting small, achievable targets for their child, and reviewing these, in conjunction with their child’s class teacher, on a termly basis.
Parents of children with an 'Education, Health and Care Plan' (EHCP) will be involved in the annual review process, in line with Local Authority Policy.
The school welcomes parental opinions and views to be shared and discussed with school, regarding their child's progression and attainment, whether they be parents of SEND children or not.
Parents of children with SEN needs who have a 'Personalised Learning Plan' (PLP) will be involved in setting small, achievable targets for their child, and reviewing these, in conjunction with their child’s class teacher, on a termly basis.
Parents of children with an 'Education, Health and Care Plan' (EHCP) will be involved in the annual review process, in line with Local Authority Policy.
The school welcomes parental opinions and views to be shared and discussed with school, regarding their child's progression and attainment, whether they be parents of SEND children or not.
What support is available for parents of children with SEND?
Your child’s class teacher will work closely with you to ensure that you are clear about his/her needs and how they are being met in school. Your child’s class teacher will also be able to give you ideas as to how you can support your child at home.
The school’s Parent Support Adviser, Mrs Carol Hitchens, is available to support parents with general parenting enquiries, behaviour management advice including setting boundaries and developing routines as well as queries regarding personal finance, employment etc.
Mrs Sian Vaughton can answer any more in-depth queries that you may have regarding your child’s needs and can support parents in accessing more specialist advice as required.
Additional support can be offered through:
Appointments to see Mrs Hitchens and Mrs Vaughton can be made via the main school office.
The school’s Parent Support Adviser, Mrs Carol Hitchens, is available to support parents with general parenting enquiries, behaviour management advice including setting boundaries and developing routines as well as queries regarding personal finance, employment etc.
Mrs Sian Vaughton can answer any more in-depth queries that you may have regarding your child’s needs and can support parents in accessing more specialist advice as required.
Additional support can be offered through:
- tailored parenting courses (ASD Courses for parents)
- behaviour management meetings and courses (eg Webster Stratton)
- support for parents by staff at medical / health appointments
- sleep management plans
- access to agencies that can further support eg Children's Disability Services/Association
- 'Early Help Assessments' to ensure all the family's needs are being met.
Appointments to see Mrs Hitchens and Mrs Vaughton can be made via the main school office.
How does the school support children at admission / transition points?
At admission / transition points we understand that it can be difficult for both children an parents, regardless of SEND needs. Wherever possible, we start to plan for transition early; this planning includes parents, children and school staff.
My child has SEN needs and is starting school at Park Street, what will happen?
If your child already has an EHCP, school will be asked in advance of admission to review their plan and paperwork from previous settings, visit the child and make contact with the professionals that have already been involved in your child's education and health. We will be given 15 days to consult the necessary people, before confirming whether or not we can meet your child's needs. Once this has been decided and if a positive outcome has been reached for your child to join us, the transition will begin immediately by discussing next steps with yourselves as parents.
NB: If your child doesn't have an EHCP, but still has SEN needs, we will ensure an effective transition package is put in place by means of discussing matters with your child's previous setting and with yourself, to ensure we have everything in place to cater for their needs. We like, wherever possible, to observe the child in their current setting.
The needs of all children in relation to transition will be very different and a personalised plan will be developed to ensure that the transition will be as smooth as possible.
This may include: meetings between old and new staff, additional visits for the child to his/her new setting, new staff invited to meet the child in his/her current setting, opportunities for parents to meet with new staff, learning opportunities linked to the new setting/staff e.g. opportunities for children moving to high school to practice using timetables and preparing their own resources, multiagency meetings to ensure a joined-up transition plan is in place.
My child has SEN needs and is starting school at Park Street, what will happen?
If your child already has an EHCP, school will be asked in advance of admission to review their plan and paperwork from previous settings, visit the child and make contact with the professionals that have already been involved in your child's education and health. We will be given 15 days to consult the necessary people, before confirming whether or not we can meet your child's needs. Once this has been decided and if a positive outcome has been reached for your child to join us, the transition will begin immediately by discussing next steps with yourselves as parents.
NB: If your child doesn't have an EHCP, but still has SEN needs, we will ensure an effective transition package is put in place by means of discussing matters with your child's previous setting and with yourself, to ensure we have everything in place to cater for their needs. We like, wherever possible, to observe the child in their current setting.
The needs of all children in relation to transition will be very different and a personalised plan will be developed to ensure that the transition will be as smooth as possible.
This may include: meetings between old and new staff, additional visits for the child to his/her new setting, new staff invited to meet the child in his/her current setting, opportunities for parents to meet with new staff, learning opportunities linked to the new setting/staff e.g. opportunities for children moving to high school to practice using timetables and preparing their own resources, multiagency meetings to ensure a joined-up transition plan is in place.
How effective is the school’s provision for Special Educational Needs?
The School has a robust policy for special educational needs. The policy is implemented by all members of staff and its effectiveness is monitored and evaluated by the Governing Body on an annual basis.
The SENCO reports to the Governing Body on a termly basis as part of the Headteacher's Report and Mrs Lawson discusses SEN in her termly meetings with Mr Oliver (Chair of Governors).
Information from parental questionnaires and children's comments are reported to the Governing Body in relation to the support provided or feedback on the effectiveness of new resources each year. Equal attention is always given to the feedback of SEN children's parents.
The SENCO reports to the Governing Body on a termly basis as part of the Headteacher's Report and Mrs Lawson discusses SEN in her termly meetings with Mr Oliver (Chair of Governors).
Information from parental questionnaires and children's comments are reported to the Governing Body in relation to the support provided or feedback on the effectiveness of new resources each year. Equal attention is always given to the feedback of SEN children's parents.
Policies relating to SEND Provision at Wombwell Park Street Primary School
Please find below the school's SEN Policy (updated February 2017):
| SEN Policy 2017 |
Please find below the Trust's Access Policy:
| ECM Access Plan |
Concerns or complaints regarding children with SEN needs:
If you have a concern or complaint regarding your child's Special Educational Needs (SEN needs) then your first contact should be with our school's SENCo, Mrs S Vaughton (who is predominantly in school on Thursdays). If she is unable to speak or indeed if the concern or complaint is serious, do not hesitate to contact Mrs C Lawson (who will liaise with Mrs E Oliver - Chair of Governors and Mrs A Holdsworth - Governor for SEN, if needs be) and act accordingly.
If you have a concern or complaint regarding your child's Special Educational Needs (SEN needs) then your first contact should be with our school's SENCo, Mrs S Vaughton (who is predominantly in school on Thursdays). If she is unable to speak or indeed if the concern or complaint is serious, do not hesitate to contact Mrs C Lawson (who will liaise with Mrs E Oliver - Chair of Governors and Mrs A Holdsworth - Governor for SEN, if needs be) and act accordingly.