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 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 special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them (Clause 20 Children and Families Act 2014)’ (SEND Code of Practice 0 – 25, 2014, p94)

A pupil will be deemed to have Special Educational Needs “where their learning difficulty calls for special educational provision, namely provision different from, or additional to, that normally available to pupils of the same age.” (SEND Code of Practice 0 – 25, 2015, p94)  A pupil’s Special Educational Need will be identified in discussion with parents and, where appropriate, with pupils.

At Shawlands Primary School, we will endeavour to identify pupils with SEND at an early stage in their education although we recognise that some pupils’ needs will only become evident as they develop.

Where a pupil is identified as having a Special Educational Need or Disability, their needs will be categorised as per the SEND Code of Practice 0 – 25 (2015) into the following four categories of SEND:

Communication and Interaction

Children with speech, language and communication needs (SLCN) have difficulty 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 children with moderate learning difficulties (MLD), and severe (SLD) or profound and multiple learning difficulties where children are likely to need support in all areas of the curriculum.  Specific Learning difficulties (SpLD), affect one or more specific aspects of learning.  This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Social, Emotional and Mental Health Difficulties

Children may experience a wide range of social and emotional difficulties.  These may include children who show with withdrawn or challenging, disruptive or disturbing behaviours for a variety of reasons.  Other children may have disorders such as attention deficit disorder, attention deficit and hyperactivity disorder or attachment disorder.

Sensory and/or Physical Needs

These include children with a visual impairment, hearing impairment, multi-sensory impairment, which will require specialist support and/or equipment to access their learning.  Some children with a physical disability require ongoing support and equipment to access all the opportunities available to their peers.

Equality Act 2010

A disability is a physical or mental impairment, which has a long term and substantial adverse effect on their ability to carry out normal day-to-day activities.

This definition includes:

• Sensory impairments such as those affecting sight and hearing
• Long term health issues such as asthma, epilepsy and cancer

Following the SEND Code of Practice, the School uses a graduated approach when meeting the needs of children with SEN. Please note that parents/carers can refer a concern to staff directly using our ‘Parental Concern Investigation Report’ which can be found on page 19 of the full SEND policy (see online or ask our office for details).  Up to 20% of children and young people have special educational needs at some stage in their lives; only around 2% have special educational needs which are of a severe and complex nature.  For many children, simple changes to the way that the curriculum is delivered can make a significant impact on removing the barriers to their learning.

• In the first instance make an appointment to speak to your child’s class teacher.
• The teacher might feel that it would be helpful to have the SENCO attend the meeting also.
• The School closely monitors all of its children with special needs and at the meeting we may feel that we do need to put in place some strategies and interventions to try and remove your child’s barriers to learning.
• Some children will need something which is ‘additional to and different from’ that which is normally provided for all children.
• If a child requires this type of support the School will monitor them according to the SEND Code of Practice 2015. You will be kept informed of the additional support that your child is receiving. This could mean that the class teacher may be using different strategies to help your child to learn, or perhaps your child will be receiving some additional support in a small group alongside other children with similar needs.

• Parent Meetings
• Specially arranged meetings with the class teacher/SENDCO.
• Personal profiles (Individual Education Plans)
• Annual Review (For children on Statements or EHCP’s)
• TAF (Team Around the Family)/EHA (Early Help Assessments) Meetings
• The small group work will be carefully targeted to address your child’s needs and his/her progress will be closely monitored and evaluated.
• At this point you may be able to support your child e.g. extra reading practice, or providing opportunities to practice new skills that have been taught in class.
• The School will monitor your child at this stage for a period of time. You will be kept informed of their progress through regular meetings.       At the meeting the School will share with you how they plan to personalise learning for your child.      
• Often this level of support in addition to the classroom curriculum differentiation is sufficient to mean that your child no longer has barriers to their learning and they start to make progress. However, for some children this may not be enough and the School, with your agreement, will make the decision to increase the level of support provided.      
• Sometimes the School may decide to involve some external professionals or agencies to provide them with more specialist advice and guidance in order to support them to remove the barriers to your child’s learning.   This external support might be from an Educational Psychologist; Speech and Language Therapist; Occupational / Physiotherapist; Specialist Advisory Teacher; or a medical professional. If your child’s needs are wide ranging or more complex, then it may involve several of these people who will need to work in a co-ordinated way.
• As more people become involved in helping the School to meet your child’s needs, your child’s class teacher or the SENCO, or Head teacher in School may decide an Early Help Assessment (EHA) meeting is required. Once established, the TAF will help the School to organise Team Around the Child Meetings where everyone involved, (including yourself), can sit down together and discuss the best way forward to help the School help your child to make progress.
• The School may decide to draw up an Personal Profile (Individual Education Plan). This will record the additional more specialist strategies and interventions that will be required to help remove the barriers to your child’s learning. You will be kept informed all the way through the process and will be able to make suggestions as to how you can help at home to ensure all round support for your child.
• Only a very small percentage of children require support of an additional nature beyond this. If this is the case, then the SENCO may discuss with you the possibility of asking the Local Authority to undertake a statutory assessment of your child’s needs. If this is considered appropriate, then the School will collect together all your child’s information and evidence of all the carefully evaluated additional strategies and interventions that have been put place and with your permission send it off to the Local Authority for them to consider the information at a panel meeting and make a decision whether or not to carry out a statutory assessment of your child’s needs.       Whilst this is taking place the School will continue to meet your child’s needs with the support that is already in place.
• Once the Local Authority receives a request to consider whether to make a Educational Health Care Plan (EHCP) assessment or not, a legal timescale begins. The process of statutory assessment is carefully bound by the legislation and guidance within the SEND Code of Practice. The SENCO will be able to explain the process and timescales to you or alternatively you would find this in the SEND Code of Practice. If the decision is made to go ahead with a statutory assessment then the Local Authority will signpost you to guidance and support that will assist you through the process for example from the SENDIASS Service.
• The Local Authority have a SEND local offer which is an online resource for parents of children or young people with a special educational need or some kind of disability.  This can be found at: offerchannel=1783 and on the facebook page on: https://www.facebook.com/barnsleysendlocaloffer

• 'Quality First Teaching’ is an entitlement for all children and School are constantly striving to ensure that this is of a ‘good’ or ‘outstanding’ quality at all times in school.  This is the classroom (or subject) teaching that your child receives on a daily basis from the class or subject) teacher.  Lessons are carefully differentiated to take account of different learning styles and abilities.
• In addition, the School staff can gain knowledge and skills from the Inclusion Development Programmes for Dyslexia, Speech, Language and Communication needs, Behaviour and Autism, SEMH etc, which enhance their daily teaching practice in order to make the classroom environment and the delivery of the curriculum more accessible for children with needs.  Teaching and learning is carefully targeted to meet individual need.  This is called personalised learning.
• Where appropriate, children may have access to additional small group activities for short periods of time alongside other children with similar needs.  The class teacher, who is responsible for monitoring the child’s progress and targeting the support carefully, carefully oversees the work carried out in small groups.  The School currently has the following group interventions available for children, but if a child was considered to need something different then this would be accommodated.

Most Frequently Asked Questions – (Add in a drop down menu)

What types of SEN do we provide for in school?

Communication and Interaction – support includes interventions and strategies such as:

• Lego Therapy
• Music Interaction
• Speech and Language programmes including PECS for non-verbal children
• Bespoke Speech and Language support – NHS and Lingo Specialist who work with our children and staff in school
• WellComm (EYFS)
• Language Link
• Special Time
• Scaffolds
• Barrier Games
• Time to talk
• Socially speaking
• Comic strip conversations
• Social Stories
• Makaton
• Visual aids
• Checklists

Cognition and Learning – includes interventions and strategies such as: 

• Precision Teaching
• IDL
• IXL
• Mathletics
• Times Tables Rock Stars
• Rollama
• Scaffolds
• Models
• Practical Equipment
• Checklists
• Same day interventions
• Pre-Teach
• Visual Aids
• Overlays/Coloured paper/appropriate screen colour for dyslexic pupils
• Dyslexia Support programmes (Beat Dyslexia)/Plus a new Screening and Development Intervention Programme
• Clicker 6
• Bespoke Curriculum for personalised learning
• Movement breaks
• Read, Write, Ink – Phonics Programmes
• Mental maths sessions

Social, Emotional and Mental Health – support includes interventions and strategies such as:

• Rainbow Groups — Nurture/Mindfulness Programme – therapy based interventions/strategies – CBT techniques
• Anxiety Gremlin, Starving the Anger Gremlin, Helping Children Build Friendships, Helping Children Build Self-Esteem, Special Friends, 5 point scale
• ASD speech and language groups
• Intensive interaction
• Social Stories
• Life skills programmes
• Now and Then boards/Visual Timetables etc.
• Emotional Check-ins
• CBT toolkit
• Lunch time support
• 101 Social Skills
• Structured approaches to unstructured times
• Comic Strip conversations
• Reflective and therapeutic language

Sensory and/or Physical – support includes interventions and strategies such as:

• Jump Ahead – focussing on fine and gross motor skills
• Sensory circuits
• Bespoke sensory and movement breaks
• Bespoke sensory equipment and tools
• Bespoke PT and OT programmes
• Motor skills – fine and gross motor programme
• Bespoke specialist equipment for visual impairments
• Ramps, walking frames when needed, changing facilities, writing tools and support

Specialist Support

• In rare cases, an individual personalised curriculum may be required and we would always seek advice of outside agencies to support with this.  Some children may require interventions of a more personalised nature for very short periods of time.  Again, these are overseen by the class teacher and progress is carefully monitored.  Some of these interventions are Makaton, Read, Write, Inc, Lego Therapy, Nurture Group work, Music Interaction etc.
• The Head teacher/SENCO is responsible for the allocation of personalised provision/ group interventions support timetable for the School.  This information is detailed within the School’s Class Provision Map along with the child’s School Focussed Plan and Provision Map.
• To accommodate a child with this level of need many staff have been trained to use a variety of social, communication and behavioural techniques.
• Visual cues are clearly displayed in some classrooms and communal areas where needed in order to facilitate easier access for our children who require a communication friendly environment.  Visual timetables are clearly displayed in classrooms where needed and are used on lanyards when appropriate as well.
• The School is working towards the achievement of a dyslexia friendly environment.  A wide range of dyslexia friendly strategies are evident in all classrooms ensuring a consistent approach for children with literacy difficulties of a specific nature.
• The School has made a range of reasonable adjustments to internal and external teaching and learning environments.  These are as follows:
• Accessible classrooms – ramped/lift access to all areas of school
• Use of appropriate equipment when required e.g. standing frames, wheelchairs, walkers, visual aids, laptops etc.
• Makaton signage, visual aids and timetables used in classrooms and surrounding areas where required for specific children.

• Wave 1 – Quality first teaching forms the basis of provision for all children.  Lessons are correctly pitched to allow all children to make progress from their individual starting points. All teaching staff regularly receive up-to-date training to meet the needs of their class.
• Wave 2 – Children who require additional support have these needs met through a graduated framework of carefully planned interventions and support.  The school uses its funding to ensure that class sizes are kept as small as possible and that children have access to additional small group and 1:1 support as required.
• Wave 3 – External agencies are employed as appropriate to provide additional support and guidance.  This may also include bespoke learning packages and a high level of adult support.

• Lego Therapy
• Nurture/Mindfulness Programme
• Music Interaction
• Social Stories
• Dyslexia Support programmes (Beat Dyslexia)
• Clicker 6
• Read, Write, Ink – Phonics Programmes
• Mental maths sessions
• Specifically tailored 1:1 Programmes
• Lifeskills programmes
• Jump Ahead – focussing on fine and gross motor skills
• Makaton
• Speech and Language programmes
• Now and Then boards/Visual Timetables etc

• In rare cases an individual personalised curriculum may be required and we would always seek advice of outside agencies to support with this. Some children may require interventions of a 1/1 nature for very short periods of time. Again these are overseen by the class teacher and progress is carefully monitored. Some of these interventions are Makaton, Read, Write, Inc, Lego Therapy, Nurture Group work, Music Interaction etc.
• The Head teacher/SENCO is responsible for the allocation of 1/1 / group interventions support timetable for the School. This information is detailed within the School’s Provision Map.
• To accommodate a child with this need several staff have been trained to use Makaton.
• Visual cues are clearly displayed in some classrooms and communal areas where needed in order to facilitate easier access for our children who require a communication friendly environment.       Visual timetables are clearly displayed in classrooms where needed.
• The School is working towards the achievement of a dyslexia friendly environment. A wide range of dyslexia friendly strategies are evident in all classrooms ensuring a consistent approach for children with literacy difficulties of a specific nature.
• The School has made a range of reasonable adjustments to internal and external teaching and learning environments. These are as follows:
• Accessible classrooms – ramped/lift access to all areas of school
• Use of appropriate equipment when required e.g. standing frames, wheelchairs, walkers, visual aids, laptops etc.
• Makaton signage, visual aids and timetables used in classrooms and surrounding areas where required for specific children.

The SENCO will meet with staff and parents to discuss and review SEN concerns at a School SEN support level.  Teachers will complete a 1b Analysis form giving details of all areas of concerns and a 12 month outcome.  Their progress is then monitored over 2 – 3 terms after QFT/specific strategies are put in place to support the pupil to assess whether the child has made adequate progress and no longer needs to be monitored, or needs to be moved onto a full SFP.

The SENCO will be alerted to newly arising concerns through informal meetings and pupil progress meetings held termly.  The SENCO will be available to discuss and review any SEN concerns including those at School SEN support level and EHCP level. Where a parent shows a concern, the SENCO will investigate the concern and complete either a SEN Concern Form (See Appendix 4 of SEND Policy)/complete a 1b analysis form and after 2 – 3 terms may discuss this child at the Single Conversation Meeting.  They will then meet with the parent/class teacher/SLT and if there is evidence of a SEND concern in school, which we need further support on, this, will be discussed further at a Single Conversation Meeting.  These meetings are held biannually with the SENCO, a member from the SCI Team (Communication and Interaction) and Educational Psychologist to discuss a graduated response and planned next steps to support the child.

The SENCO monitors planning for SEN and is able to support class teachers and teaching assistants with their planning.  Targets arising from School Focus Planning meetings and reviews will be used to support planning for children at School SEN support level and above.

Support staff, class teachers, SENCO and outside agencies liaise and share developments in order to inform reviews and forward planning.

At School SEN support level, the SENCO will request advice for children from the relevant specialists regarding Cognition and Learning, Communication and language, Physical and Sensory Impairment, Emotional, Social and Mental Health difficulties.

SEN support is primarily delivered by class teachers through differentiated teaching methods and quality first teaching, (not necessarily differentiated work). Additional support is provided by the SENCO and by trained Teaching Assistants (TAs) throughout the school. The support timetable is reviewed as necessary, by the SENCO and the Leadership Team in line with current pupil needs, educational initiatives such as Literacy and Numeracy strategies, and the budget.

Teaching Assistants are mostly attached to classes to aid the education of children of different abilities. They work under the direction of the class teacher. Occasionally a child with an EHCP may need access to specific adult support and this is provided for through the money available through the EHCP for this purpose.

Support staff, class teachers, SENCO and outside agencies liaise and share developments in order to inform reviews and forward planning.

The co-ordinator will be committed to improving the skills of all staff in the school. This will be achieved through delivery of INSETs, monitoring of lessons, lesson studies, up-dates at Staff Meetings as and when is deemed appropriate and necessary.

• During the academic year (2019-2020), an independent audit was carried out and the school has made great strides to update all policies and practices.  A further audit will be taking place during the 2022.23 Academic Year.
• The School has a robust policy for special educational needs.  All members of staff implement the policy and its effectiveness is monitored and evaluated by the Governing Body on an annual basis.  The SENCO regularly feeds back to Governors, enabling up to date general information on the progress of children with SEN and the provision made for them to be shared with the whole governing body.  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.  This will also help us to ensure that we make the necessary developments to ensure we have used our best endeavours to minimalise the gaps in our provision for children with SEND.
• Termly reports are written by the SENDCO about the provision and progress of all children with SEND, this forms part of the termly Head teachers Report to Governors.
• Data is monitored by the SENDCO so any trends or areas for development can be addressed.
• Progress of high-needs pupils is monitored and tracked through our NFER/SIMS system with some making excellent progress.  We are able to track smaller steps of progress for those learners who have significant barriers to learning through Connecting Steps – B Squared (particularly for children on the Autism spectrum, who may also be non-verbal).  Children tracked on this system will typically be performing two years below their age.  Connecting steps helps plan the pupil’s next steps in learning and provides bespoke, small group and whole class activities to meet those personalised objectives.
• SEND pupils generally make good progress term by term with some making excellent progress.  The minority of pupils that do not make satisfactory progress are identified and further actions implemented such as: work scrutiny and triangulation of the pupil’s daily diet to identify barriers, referrals to outside agencies (if not already explored) or application for statutory assessment.

What support is available for children / young people with SEND?

• Differentiated first quality teaching
• Small group work and personalised support is available
• Booster groups
• Individualised support programmes e.g. physio, speech and language

Targeted TA support running specific programmes of need e.g. Read Write Ink, Jump Ahead, Dyslexia Programmes, Maths Programmes, Lego Therapy, Music interaction, , nurture programmes, Rainbow Groups (using cognitive behavioural skills), Sensory Circuits, Makaton/PECS, Speech and Language programmes, Language Link etc.  Please see the fully list attached to the SEND Policy 2022

• We value parent partnerships and they are at the heart of decision making in regards to SEND children.
• Links/referrals with external agencies if required.
• In-house:  Class teacher/TA Support, Behaviour Support Groups, SEAL Materials along with other individualised programmes as and when required.
• Use of EHA/TAF meetings and individualised support plans

• We value parent partnerships and they are at the heart of decision making in regards to SEND children.
• Links/referrals with external agencies if required.
• In-house: Class teacher/TA Support, Behaviour Support Groups, SEAL Materials along with other individualised programmes as and when required.
• Use of EHA/TAF meetings and individualised support plans.
• Running Lego Therapy and ‘Special Friends’ programmes, along with Mindfulness programmes to support child with emotional, social and mental health issues.

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

If your child is moving to another school or moving into Year 7:

• We will contact the school SENDCO and ensure they know about any special arrangements or support that needs to be made for your child prior to their arrival.
• We will make sure that all records about your child are passed on to the receiving school.
• Wherever possible we will arrange additional transition visits for children with SEND.
• Wherever possible we will arrange further parents information visits.
• Structures such as social stories/scripts/transition photos of their new environment can be made for individual children to support transition.

When moving classes in school:

• Transition meetings are held between current and receiving classes to share all information related to individual children and set new targets for the coming term.
• Current strategies and support in place for a child will transfer to the new teacher and be replicated in their new classroom.
• Bespoke transition packages can be arranged for individuals with specific needs.
• Transition photo books of their new learning environment are made for some SEND children so that parents can keep reminding them of their teachers and learning environment over the holidays to relieve anxiety when coming back to school.