Special Educational Needs - our offer of support to all our pupils
At Otley All Saints, we pride ourselves on our inclusive ethos. All pupils, regardless of their level of need, are encouraged to be the best they can. Support will greatly vary from child to child as we take their individual needs into account.
What is special educational needs?
A child or young person has SEN if they have a difficulty or disability which makes learning harder for them than for other children their age. SEN covers a broad spectrum of difficulty or disability. Children may have wide-ranging or specific difficulties. If your child requires additional support in specific areas, a meeting will be called to discuss your child being added to the SEN register.
The different areas of SEN
Communication and Interaction:
Children with speech, language and communication needs may have difficulties communicating with others and may also not understand and use social rules of communication. This often includes children with Autism Spectrum Disorder (ASD) including Asperger’s.
Cognition and Learning:
Learning difficulties cover a wide range of needs, including moderate learning difficulties and complex learning difficulties where children are likely to need support in all areas of the curriculum and beyond.
Specific learning difficulties affect one or more specific aspects of learning. These include dyslexia, dyscalculia and developmental coordination disorder (dyspraxia).
Social, Emotional and Mental Health difficulties:
Children may experience a wide range of social and emotional difficulties. These may include becoming withdrawn, isolated as well as displaying challenging, disruptive or disturbing behaviours. Attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD) and attachment disorder appear under this heading.
Sensory and/or Physical Needs:
These include vision, hearing or a multi-sensory impairment which will require specialist support and/or equipment to access their learning. Some children with physical difficulties will require on-going support and equipment to access all the opportunities available to their peers. This also includes children with medical needs.
Who are the best people to talk to in school?
Class teacher: Your child’s teacher will know them well and is the best person to speak to if you have any concerns about your child. You will be invited to parent consultation evenings twice a year and will receive a written report at the end of the year. You can request additional meetings with your class teacher at any point.
SENCO: Clare Nunn is our Special Educational Needs Co-ordinator who has dedicated time to support all staff in delivering the right level of support for our children, dependent on their individual needs. She can be contacted by phone (01943 464703) or email (email@example.com). If your child is on the SEN Register you will be invited to meet with Clare during the annual SEN Day, where you can discuss the support your child is receiving in greater detail.
Learning Mentor: Tracy Bowes-Taylor is our part-time learning mentor, who works with any children, in particular those experiencing social and emotional difficulties. She can be contacted by phone (01943 464703) or email (firstname.lastname@example.org).
SEN Governor: Diane Cook is our SEN Governor who ensures children’s needs are being met and shares this information with the governing body.
Quality first teaching forms the basis of provision for all children at Otley All Saints. Lessons are correctly pitched to allow all children to make progress from their individual starting points. All staff receive up to date training to meet the needs of their class. All staff are Autism Level 2 trained, with three members of staff becoming lead practitioners. The whole school have received training on support those children diagnosed with dyslexia or those displaying a dyslexic profile. Our team of fantastic teaching assistants work alongside class teachers to deliver specific interventions such as speech and language programmes and social and communication sessions.
Children who have been identified as requiring additional support will have their needs met through a graduated framework of carefully planned interventions and support. This step-by-step approach will be reviewed regularly with a provision map put in place for each individual child if the support they are receiving is above that of quality first teaching. Our pupil passports will display the individual targets that children are working towards and will be shared with parents throughout the year. These may be academic or non-academic targets such as social or emotional. These will be regularly monitored to see how effective the provision is in supporting each individual.
We ensure that there are appropriate resources for all children and are continuously working to ensure that learning environments are accessible to all. This may mean creating a low stimulus work area or specific work stations in the classroom. This is all dependent on the needs of individual children.
Transition times can be a challenge for some of our pupils. We have specific transition arrangements for all our children, but adapt and individualise where needed to ensure each individual feels supported. Special meetings are held between staff to ensure a responsive start every September. This is in addition to the on-going transition work with PHGS for our Year 6 children involving regular visits and lessons throughout KS2.
We work closely with the Local Authority and other external agencies for support in many areas. These include:
Speech and Language – both NHS and our traded service Away With Words
Area Inclusion Partnership (AIP)
Special Educational Needs Inclusion Team (SENIT)
Specialists in Training in Autism and Raising Standards (STARS)
Child and Adolescent Mental Health Services (CAMHS)
Any referrals to these services will be undertaken after discussion with parents and as part of the graduated approach system in place. These will be employed to provide additional support and guidance to our school and parents.
At Otley All Saints we spend our money wisely to ensure everyone can succeed. Where necessary, teaching assistants are employed alongside teachers, to support individual children. This will usually be in small groups as most children do not need 1:1 support. Funding for SEN is used according to the specific needs of the children. Individual funding for children is applied for as part of the graduated approach in place for each child.
We have a range of policies related to SEN. These policies have been written to further support your child within school. They include:
- Positive behaviour
- Teaching and learning
- Child protection
- Health and safety
- Equality scheme
These policies are reviewed regularly and are available to parents on the website.
Who can I contact for further information?
If you wish to apply for a place at Otley All Saints, please contact our headteacher Ian Thomson-Smith to make an appointment. He will show you around the school and discuss the needs of your child.
If you want more information about how our school supports those children with additional needs, please make an appointment with Clare Nunn. There is also an school SEN and Inclusion newsletter available.
If you want more information about the Leeds local authority offer, please visit the authority website: http://www.leeds.gov.uk/residents/Pages/Special-educational-needs-support-in-schools.aspx
Here is the presentation from our recent evening for parents, 'Otley All Saints and Autism'.
Also, the presentation on Sensory Circuits which was discussed as part of the evening.