At Beckfoot Heaton Primary School, our main aim is to promote high expectations and raise standards of achievement across all areas of the school, delivering equality of opportunity and inclusion to every child, in a happy, purposeful, caring environment.
Four Areas of SEND
Areas of Need Special Educational Needs are broadly grouped into four primary areas, within these areas there are many different descriptors of need and a wide range of provision which may be needed. At Beckfoot Heaton Primary School every child is considered as an individual and provision is arranged on this basis. The local offer gives further elaboration.
- Communication & Interaction
- Cognition & Learning
- Behavioural, emotional and social development
- Sensory and physical needs.
We achieve these aims by:
- Assessing the individual needs of the children
- Setting targets for their next steps of progress
- Planning and implementing the learning activities and support they need to achieve those targets
- Monitoring progress and reviewing the outcomes to inform a continuing cycle of progress
Children with SEND follow the same process, adapted to their additional needs and the increased level of advice and support they may need to meet their outcomes. Provision is based on the SEND Guidance from Bradford MDC Department of Children’s Services Ranges 1-3.
Children with SEND assessed within Range 4 and above may have a My Support Plan, an Education Health Care Plan, or be allocated to specialist provision.
Annual Report to Parents for the Local School Committee on the provision of Special Education Needs (SEND)
Annual Report to Parents for the Local School Committee on the provision of
Special Education Needs (SEND)
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Please see the attached Provision Map. This demonstrates the provisions we are able to offer, in order to meet the four areas of SEND across the Ranges of need from 1-4.
The following questions and answers provide a guide for parents and carers to the general provision made at Heaton for children with SEND. Parents and carers are always welcome to contact Davina Blanshard-Jones, our SENCO, on 01274 363070 for more specific information relating to individual needs.
Will my child get a place at Beckfoot Heaton Primary School if they have special needs?
Contact the School Admissions team by email at firstname.lastname@example.org Or telephone 01274 439200 for information or to book an appointment with Bradford Admissions staff – Monday to Thursday 8.30am to 5pm, and Fridays 8.30am to 4.30pm.
How does the school know if children need extra help and what should I do if I think my child may have special educational needs?
A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
has a significantly greater difficulty in learning than the majority of others of the same age, or
has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
The needs of children with SEND may be long standing and have been identified by parents, health or education practitioners prior to admission to Beckfoot Heaton Primary School.
Special Educational Needs may also become evident to teachers and other members of school staff who recognise that, despite receiving differentiated learning opportunities, behaviour management or nurture support, levels of attainment are very low and/or little or no progress has been achieved. Class teachers and/or members of the Inclusion Team will then ask parents and any other agencies involved to meet, share information and plan any needed support.
Parents are always welcome ask for an appointment to discuss any concerns about their child with the class teacher and/or a member of the Inclusion Team.
The SEND Code of Practice categorises SEND needs in the following four areas; Cognition and Learning, Communication and Interaction, Social, Emotional and Mental Health and Sensory and/or Physical.
How will school staff support my child and their progress?
Additional support may be short term, for a few weeks to overcome a particular issue, or longer term for more complex needs. Although provision in this area is continually developing, support could be a visual timetable, small group work, an individualised programme such as additional phonics, Numicon or Lego Therapy, in-school Speech Therapy, child counsellor support, advice from one of the external agencies we maintain close links with, or specialised furniture/equipment.
Children who have needs in Range 2 or above, or have an Education, Health and Care Plan, may be supported in small group or one to one work by a range of school staff including Teachers, Teaching Assistants, Inclusion Support Leaders, Special Educational Needs Teaching Assistants, Learning Mentors, Behaviour Support Specialists and accredited volunteers. The children may access provision in the Forest school or 4D area to support achieving their outcomes.
The Inclusion team work with teaching staff to ensure the provision for all children with SEND, in or out of the classroom, meets their needs. They are responsible for liaising with other involved agencies, advising school staff and overseeing the support and progress of children with SEND across the school.
Specific support plans for children are shared with appropriate staff to ensure children are well supported.
The Deputy Head for Climate for Learning liaises with the Local Schools Committee on matters relating to provision for children with SEND.
How will the curriculum be matched to my child’s needs?
Individual Support Plans (ISPs) outlining a child’s needs and progress and detailing specific outcomes and support are written for children Range 2 and above. The outcomes for children with an Education, Health and Care Plan are set through the formal process of Statutory Assessment and Annual Review.
Children with an Education Health Care Plan also have a Learning Pathway to support the end of key stage outcomes outlined within the plan. Advice and support from other health and educational professionals involved are incorporated into the ISPs and Learning Pathways.
How will I know how my child is doing? How will you help me to support my child’s learning?
The progress of every child is tracked at 3 points across the year, parents and children are involved in every stage of reviewing progress and outcome setting, through written reports and learning conversations.
Parents of children who are not making expected progress are invited to meet class teachers, sometimes alongside senior staff or members of the Inclusion Team, to discuss the areas of challenge and agree on how home and school can work together to achieve the outcomes set.
Additional reviews of progress and ISPs for children with SEND are planned termly by the class teacher in consultation with the child, parents, members of the Inclusion Team and any other agencies involved.
The Inclusion Team are responsible for organising the Annual Review of the Education Health Care Plans and meetings to involve other agencies in supporting children and their families.
What support will there be for my child’s overall well being?
Staff at the school support families in understanding children’s needs and putting strategies in place to make a difference and meet agreed outcomes. Each child with identified SEND at Range 2 and above, has an Individual Support Plan which sets outcomes for learning, physical, emotional or behavioural needs. Where appropriate, the school works with external agencies to seek advice and support for what actions we should take. At other times we may make referrals to these agencies so that additional support can be put in place.
What specialist services and expertise are available at or accessed by the school?
- Specialist school staff for Climate for Learning comprising of SENCo, Inclusion Support Leaders, SENTAs, Learning Mentor, Forest school practitioners, Family Administration Officer, Child Protection Officer, Senior Families Administration Officer.
- The Willow – a Behaviour Support Unit
- Lister Park Cluster Children’s Centre Managed by Midland Road Nursery School and Children’s Centre. Call us on 01274 546492 for information on activities or midlandroadnursery.org.uk
- Through the Inclusion Team we access a wide range of education, health and care services including:
- Weekly input from a commissioned Speech and Language Therapist.
- Educational Psychologist.
- City of Bradford Department of Children’s Services Learning Support Services (Autism Team, Deaf Team, Learning and Cognition Team, Physical, Medical and Hospital Team, Social, Emotional, Behavioural Team, Visual Impartment Team)
- Community Paediatricians
- Child Development Centre
- Community Nursing Team
- School Nursing Team
- Specialist Nurses
- Children’s Therapy Services
- School Counsellor
- Social Services
- Families First
What training have the staff supporting children and young people with SEND had or are having?
- Training to support children with Autism
- Precision teaching to support children with learning needs.
- Lego therapy to support children with communication or social, emotional or behavioural needs.
- Team Teach training to support children with social, emotional or behavioural needs.
- Manual handling training to support children with physical difficulties.
- Speech and Language training to support learning for all children with additional needs.
- Dyslexia training to support the needs of children with specific learning difficulties.
How will my child be included in activities outside of the classroom including school trips?
Risk assessments are carried out and procedures put in place to enable all children to participate safely. The needs of individual children may be covered by a separate risk assessment prepared in consultation with parents and appropriate advisory agencies.
My child has mobility and or health issues. How do the facilities support them accessing learning?
Outside spaces have ramped paths enabling easy of access to all areas. Our Forest School woodland has a DDA (Disability Discrimination Act) compliant pathway enabling access to much of the area, even in wet weather. We may make further reasonable adjustments to ensure school is accessible for children and parents and carers.
We have a hygiene room with a shower, adjustable changing bed and ceiling hoist and two disabled toilets. A mobile re-chargeable hoist is available to be used on or off site. Children are supported in their use of these facilities by one key adult, to minimise the child’s embarrassment or discomfort. A school health carer and several first aiders are available throughout the day.
Children with SEND may have additional access to facilities for example in the woods for Nurture provision or the 4D space to help develop language skills.
How will the school prepare and support my child to join the school or to transfer to a new school or the next stage of education?
In the summer term all children in school participate in Transition Week when they visit their new classrooms several times to work with their new teacher. One to one transition conversations are held between appropriate teachers so more detailed information about the specific needs of the children can be passed on. Children with SEND may require additional transition support and this will be planned in consultation with parents and other agencies involved.
Throughout Year 6 all pupils participate in a range of transition preparation activities and opportunities are available for members of staff to provide support to parents and carers when needed. We have firmly established links with local secondary school: during the Summer Term they are invited to come into school to meet their new Year 7 pupils prior to the Local Authority Transition Day. The SENCO also meets with all receiving secondary school SENCOs to discuss individual needs to ensure a successful transition into Year 7. Additional support, visits and transition meetings, are planned for children with SEND.
How are the school’s resources allocated and matched to children’s special educational needs?
If a child has an Education, Health and Care Plan then additional money is allocated to ensure that strategies listed in the EHCP are put in place. For example, this may be to fund additional staff time to deliver daily speech and language programmes or to buy equipment for children with physical needs.
How is the decision made about what type and how much support my child will receive?
Provision and support for children with SEND who have an Education Health Care Plan is specified through the Local Authority assessment and advice process and reviewed annually.