Whinmoor St Paul’s C of E Primary School

LOCAL OFFER SEND

(Special Educational Needs and Disabilities)


Whinmoor St Paul’s is dedicated to ensuring that all pupils are nurtured and valued equally. We give the highest priority to ensuring that all pupils are provided with strategies that enable them to progress and feel included, regardless of any difference in their ability to access the curriculum. We work in partnership with pupils, parents/carers and other agencies to provide the best possible educational outcomes for all our pupils, including those with a range of additional and complex needs. The school’s effective SEND policy and procedures ensure early interventions provide prompt and appropriate support, for all pupils with additional needs, allowing them to fulfil the high expectations we have for them.


The school provides good support to an increasing number of more vulnerable pupils, disabled pupils and those with special educational needs. This helps them to overcome barriers to learning. Pupils work on a variety of activities designed to meet their particular needs. These pupils make progress similar to all pupils in school.’ (Ofsted 2013)


All SEN provision is overseen and managed by the school SENDCo – Lea MacLellan under the guidance of the Senior Leadership Team. The SENDCo monitors, reviews and evaluates all SEND provision on a regular basis throughout the year. This information is reported to the school governing body on a termly basis. The report details how individual needs are being met and how SEN funding (£6000+) is being spent. Funding for example, may be spent on additional teaching assistants, to deliver specific intervention programmes, employment of a learning mentor, specialist resources or to purchase an increase number of traded hours from services such as the Speech and Language service (dependent on the current need within school). Funding can also be used to train staff to deliver a range of interventions to help those pupils working below age related expectation to make accelerated progress and so close the gap between themselves and their peers. A recent example of how funding is allocated is that staff have recently been trained to deliver Active Literacy (in line with recommendations from Dyslexia Action) AND Lego Therapy (in line with the STARs team recommendations).


All of our pupils are treated as individuals and the class teacher, alongside other support staff, plan an appropriately differentiated curriculum. Quality teaching is provided to all children to ensure that learning, with effective support and resources, can be achieved. Clear SENd support plans (pupil passports) are put in place and reviewed regularly. A range of carefully tailored interventions are delivered, reviewed and evaluated regularly, to ensure maximum progress and impact for all our learners. Key assessments are taken periodically every half term, to ensure the pupils are on track to meet targets and that planning accurately addresses the appropriate need. Through pupil progress meetings, progress, targets and plans are regularly reviewed and evaluated against provision to inform next steps.


Working alongside teachers and support staff, pupils are involved in reviewing their progress and setting personal targets. Parents/carers are vital partners in the child’s journey through school and are invited to attend review meetings of their child’s progress termly through regular parent’s evenings and an additional SEND review meetings with class teacher and the SENDCo if necessary. Where the child has more complex needs, Funding for Inclusion or an Educational Health Care Plan, parents/carers are invited to annual reviews (termly for children in the Early Years) which may include other professionals. Parents/carers are encouraged to engage in supporting learning in different ways such as helping their child with their homework and being provided with a copy of the SEND support plan (pupil passport) to help encourage their child to work towards their personalised targets. Parents are always invited to request a meeting with the school SENDCo should any concerns arise.


An appropriate and accessible learning environment is provided for all pupils within the means and confines of the building. The school makes very effort to adapt its facilities, where possible, working with the Local Authority to do its best for all pupils. There is a disabled toilet and care suite on the school premises. Accessibility is always of prime importance when considering any building alterations.


Many staff in school have been trained in aspects of SEND and have worked alongside other professionals to develop their skills, knowledge and expertise. The training has covered a vast array of SEND such as autism, general, specific and moderate learning difficulties, dyslexia awareness, behaviour management, speech and language, social communication difficulties, intensive interaction and also more complex needs. Staff can offer a wide range of support strategies for Inclusion. We have a Speech and Language Therapist who works in school x1 day every two weeks to deliver a high level of speech and language therapy; the therapist also works alongside staff to train them to run small groups to further develop the language and social communications skills of our pupils.


High priority is given to the emotional and social well-being of our children and we offer nurture groups and Lego therapy. Through the cluster we can access family support, behaviour support (4-1 team), emotional and health well-being, support around domestic violence and attendance. We also offer 1:1 support sessions for children who may benefit from this through trained counsellors at The Beck. The Guidance and Support Panel also accessed for further support when necessary. The SENDCo co-ordinates these referrals and ensures pupils access the correct pathway.


Support is sought form other agencies where necessary in order to maximise learning potential. We regularly engage with Speech and Language Therapy, CAMHS, Children’s Community Occupational Therapy, Physiotherapy, Dyslexia Action, STARs team and the School Nursing services. We also liaise closely with the Complex Needs Team (Local Authority services) such as the Educational Psychologists, Behaviour Support Workers and Special Educational Needs Inclusion Team.


A revalidation of the Inclusion Chartermark was awarded in 2011. Inclusion within school was deemed to a ‘high standard.’ This ethos is firmly embedded across the school and we continue to work to these exacting standards.


The following policies, available on the school website, reflect Whinmoor St Paul’s commitment to Inclusion, safety and the well-being of our pupils:

Main contact details:


Interim Headteacher: Miss McBride


SENDCo and Inclusion Manager: Lea MacLellan


Tel: 01132657250



Frequently asked questions from parents and carers:


What do I do if I think my child may have a special educational need?

Speak to your child’s class teacher or make an appointment with the Special Educational Needs Co-ordinator (SENDCo) Lea MacLellan. This can be done by contacting the school office.

School office: 0113 265 7250.


Arrangements will be made for a meeting where the SENDCo will listen carefully to concerns and if appropriate put any actions in place. This may involve signposting to another professional if necessary.


How will school support my child?

Referrals to the appropriate agencies will be made (where necessary).

The class teacher/or professional agency will devise and implement an appropriate SEND plan/pupil passport, which will be overseen by the SENDCo and any other professionals involved with the pupil. The programme will be delivered by either the teacher or support staff. The contents of the programme will be shared with the parents at termly SEND review meetings or at an annual review by the SENDCo.


Children may also be grouped to access targeted support/interventions or specific resources.

Your child’s teacher can provide information in detail about the specific provisions and arrangements made for your child.


How will the curriculum be matched to my child’s needs?

Class teachers plan lessons according to the specific needs of all groups of pupils in their class and will ensure that your child’s needs are met.

Planning and teaching will be adapted on a daily basis, if needed, to meet your child’s learning needs. Specific resources and strategies will be used to support your child individually and in groups.

Your child may have an SEND plan (pupil passport), behaviour plan or a care plan which details any special arrangements or resources that may be required to enable your child to achieve their potential.


How will I know how well my child is doing and how will you help me support my child’s learning?

The class teacher is regularly available to discuss your child’s progress, or any concerns you may have, and to share information about what is working well at home and school so similar strategies can be used.


The SENDCo is available by appointment, to meet with you to discuss your child’s progress or any concerns/worries you may have. All information from outside professionals will be made available to you and discussed with the professional directly, or where this is not possible through the school SENDCo.


A home/school book may be used to support communication with you, when this has been agreed with staff (and where useful).

The twice yearly Parent Consultations Evenings provides an opportunity to share achievements and discuss future strategies and support. The SENDCo is also available for appointments with parents on these dates. There will also be a further review of your child’s development and progress in the Summer Term – this date will be arranged by the class teacher. At these meetings the class teacher will share the SEND plan (pupil passport) with you and complete an internal review of your child’s progress.

Annual reviews will be held for all pupils with an Educational Health Care Plan and for any pupil that receives high needs top-up funding.  


If your child has Speech and Language Therapy you can make an appointment (via the SENDCo) to meet with the Therapist to discuss your child’s programme and progress. At the meeting you will be able to discuss ideas and strategies that can be used in the home to support your child, as well as keep up to date with your child’s progress.


What support will there be for my child’s overall learning?

Whinmoor St Paul’s prides itself on having an inclusive, caring and supportive ethos. Great importance is placed on providing an environment in which all pupils are happy, secure, confident and valued. All staff within school ensure that all pupils receive the highest levels of pastoral care possible. We have various support strategies for any pupils who are experiencing a specific difficulty affecting their emotional and social well-being such as:

The SENDCo is Early Help trained and takes an active role in leading multi-agency meetings and liaising with professional to support a child and family.


All of our staff follow child protection procedures and we also have 4 members of staff who are specifically designated to ensure the safeguarding of all our pupils. This training is regularly updated.


There is an active School Council and all children have the opportunity to have their voice heard. Elections are held at the beginning of each school year.


Which specialist services and expertise are available or accessed by the school?

School staff ensure parents can feel comfortable when they approach school with a problem. We have an open door policy and parents are invited to discuss any concerns they may have. The SENDCo can access a range of services to provide support. This may involve a referral to a targeted cluster resource such as the Seacroft Manston Partnership or The Beck counsellors. If the main issue is linked to educational, physical or medical needs, the SENDCo has access to specialists such as:


What training is accessed by staff to support children with SEND?

We have a Speech and Language Therapist in school x1 day every 2 weeks, as well as working with groups or individual pupils, she also trains staff so that they are able to deliver small group or individual sessions themselves.

In school, we have a high level of expertise in the understanding of behavioural difficulties and have systems in place to support and monitor pupils whose barriers to learning lie in this area. All staff have had Teamteach training.

Staff have also attended extra training to support specific needs and have become more specialised in areas such as:


How will my child be included in activities outside the classroom?

At Whinmoor St Paul’s our aim is to ensure all children with SEND are able to access all activities and school trips enjoyed by their peers. Those children with complex needs may attract high needs top up funding and this will may be used to employ staff (1:1 if necessary) to promote independence and support inclusion at all times. Parents/carers are invited to work in partnership with the school in order to ensure that full inclusion takes place for a child with SEND during the more complex residential visits.


How accessible is the school?

An appropriate and accessible learning environment is provided within the confines of the building and is adapted where possible and if necessary. We work with the Local Authority through its Disability Access Plan to constantly improve facilities for pupils with additional needs. Pupils requiring additional and specific equipment and facilities will have their needs met to the best of our ability, sometimes through additional funding or through accessing specialist services.


How will the school help my child on transfer to the next phase of education?

Transition arrangements and the involvement of the pupil and parent in these arrangements are firmly established in school. Additional transition is arranged with the next setting for the pupils that require this to ensure that they have a good understanding of the changes that will take place and to ensure that all transitions run smoothly and confidently. Meetings with the next setting are arranged, when appropriate to ensure that the new phase has a clear picture of the whole child, their needs and how they can support these needs. All this ensures that the pupils make smooth and confident transitions. We recognise that transitions can be difficult for a pupil with SEND and take steps to ensure that any transition is as smooth as possible.


If your child is moving to another school:

When moving classes in school:


In Year 6:

Parents, children, the SENDCo and Key Stage Leaders in each school are all involved to ensure any transition is as positive an experience as possible.


How are school resources allocated and matched to the children’s SEN needs?

The school is funded on a national formula per pupil. Blocks of £6,000 are allocated depending on the number of children who meet the criteria and are on the school’s SEND register. The school can apply for a ‘top-up’, based on strict criteria, if it is felt that a pupil’s needs are above that which can be provided through the £6,000 block. The school uses the additional funds to put appropriate support in place to meet the specific needs of a child. Each child is treated as an individual and their needs are considered on an individual basis to ensure that the level of support put in place for a child is suited to that child individually. In most cases this will take the form of additional adult support for learning, development of independence, support for personal care and/or resources specifically required by the pupil.


How is the decision made about what type and how much support my child will receive?

The SENDCo will take advice from all professionals involved with the pupil alongside the views of the parents/carers and pupil if appropriate. The SENDCo and any relevant professionals will put together a package of support to address the needs of the pupil. This will take into consideration the constraints within school and the strengths of the team to achieve the best possible outcomes for the child. The SENDCo, Senior Leadership Team and Headteacher will make a decision about how the package of support will be provided.


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.

The Governing Body has parent governors who can act as a link between the school and all parents. Parents are kept informed about teaching and other events through newsletters, open day session for new parents, information events held at parent’s evenings and via the school website.  When children start Foundation 2, meetings are held to show parents our methods of teaching reading and how best to support children at home. Parents are invited to school for special assemblies such as good work assembly, other celebration assemblies, special performances etc. throughout the school year. We also have an active PTFA who work with school to organise a calendar of fun events for the pupils which also raises money to provide extra equipment/activities for our pupils. All parents are welcome to become part of the PTFA.


The views of parents are actively sought through questionnaires, parent mail and through the schools comments book.


Who can I contact for further information?


Who would be your first point of contact if:


a) I am considering applying for a place?  Contact the school office, who will direct you to the appropriate agencies.

b) I wish to discuss something about my child?  Contact the school office to make an appointment to meet with your child’s class teacher. If you would like the SENDCo to be present let the office staff know.

c) I want information about other support agencies? Contact the school office to make an appointment to meet with the SENDCo.

d) I want information about the Local Authority’s local offer? Contact the school SENDCo for further information about the Leeds Local Offer.