Special Educational Needs and Disabilities
All students have the right to realise their potential intellectually, socially and physically, to enjoy learning, stay safe and make a positive contribution. Our aim is for every child to achieve as highly as they possibly can. To this end, we display a variety of support strategies both within the mainstream classroom and in a small group or individual basis. We aim to ensure a successful transition to the next step after Horsforth School, either in further education, training or employment and we offer support for our students with additional needs in a variety of ways.
We work hard to promote the welfare and interests of our students with special needs, supporting their families and ensuring we do our best to provide accessibility in terms of curriculum provision, human and physical resources including making reasonable adjustments where necessary.
SEND provision is overseen and led by the Senior Leadership Team in the school and is co-ordinated by the Assistant Headteacher for Inclusion and SENDCo, Miss McFadden.
The quality of our SEND provision and its impact are regularly reviewed by the Senior Leadership team and the Trustees throughout the year.
The SEND Team
Our SEND students will primarily be supported through quality first teaching in the mainstream classroom. Some students may have some additional support in the classroom, others may have individual or group interventions. This support comes from our SEND team which is made up of our SENDCO, Deputy SENDCO, a team of TAs and Learning Support Mentors.
Our policies reflect the School’s commitment to the inclusion, safety and wellbeing of our students.
We regularly review our policies to ensure that they and our practice is compliant with relevant legislation.
Key assessments are undertaken throughout the year and these are used to track the progress students are making and to shape the interventions we use to support students who are not making expected progress. Where additional need is identified, students are moved on to higher levels of support provided by the SEND team. SEND students are involved in the setting and review of personal targets with members of staff.
Horsforth School receives a notional budget to help support all SEND students. Some students will receive extra funding through the ‘Funding For Inclusion’ (FFI) process. This money is used with additional funding allocated from the School’s budget to provide:
- Small ability sets for core subjects for some students
- A transition programme to support some students when they arrive in Year 7
- A supervised area before school, at break and lunchtime for some students called ‘The LINK’
- Appropriate support for exam access
- Numeracy and literacy intervention
- Teaching Assistant support for students in some lessons
- A bespoke and personalised curriculum for some students
- Learning support in some classes
- Other personalised interventions, both group and individual
- Above are just some examples and this is not exhaustive list.
As a School we work with a range of partners including the Local Authority to ensure that our SEND provision is robust.
We work with the SEND team in Leeds City Council to address the needs of individual students and work in partnership with Educational Psychologists, the Attendance Strategy Team, CAMHS, the School Nurse Team and STARS amongst others, to develop strategies to support our students.
We collaborate with all local schools to ensure inclusion and students needs are met.
Teaching staff access a programme of CPD throughout the year that addresses the key priorities of the School.
Training on the needs of individual SEND students forms part of this. The Teaching Assistant Team consist of a group of skilled individuals who are trained to support SEND students and meet their individual needs. All teaching and non-teaching staff take part in an annual appraisal cycle.
Curriculum, Teaching and Learning
The aim of our Curriculum is to ensure ‘Opportunity and Achievement for All’. It is the totality of student experience and our Leadership Team, teachers and support staff work tirelessly to ensure equity of access and opportunity. All of our students are treated as individuals and we have in place a well-planned curriculum that allows students to access appropriate courses and support to meet their needs. Members of staff use a range of strategies and resources to ensure work is planned and delivered at a level that meets the learning needs of all students through an increasingly personalised curriculum. Support staff are deployed as appropriate to support SEND students in successfully accessing the curriculum. SEND students are withdrawn from lessons for intensive support with their individual need, literacy and numeracy where necessary.
SEND students are involved in the planning of their curriculum through annual review meetings, regular contact with Teaching Assistants and involvement in drawing up/amending individual plans.
Identifying Students with SEND
In line with the Code of Practice 2015 students at Horsforth School are identified as having special educational needs if:
They have a learning difficulty or disability which calls for special educational provision to be made for them because they have significantly greater difficulty in learning than the majority of others of the same age or they have a disability which prevents them from making use of the facilities provided for students at school. At Horsforth School, students are identified as having special educational needs at the earliest possible point in order to implement effective provision to improve outcomes for the child.
Although not an explicit indicator of special education needs, students’ provision would be reviewed if their progress or attainment:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s expected rate of progress
- Shows an unusual gap between the child and their peers.
In addition, parent/carers, school staff or the students themselves can identify an area of emerging need which would also be investigated by the SENCO who will organise appropriate additional provision if required.
The special educational needs and disability Code of Practice (2015) identifies 4 broad areas of need as:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory and/or physical needs.
Frequently Asked Questions
What do I do if I think my child or young person may have special educational needs?
How will School support my child?
If a student is still struggling to make progress despite these adaptations within the classroom, then they may need additional support.
If your child needs an individual programme to support his or her learning or behaviour, this will be complied by a member of staff who knows your child well. This could be, for example, the SENDCo, Deputy SENDCo, Year coordinator, Pastoral behaviour officer, Learning support mentor or a member of the Behaviour Support Team. Individual programmes for students with SEND will be overseen and reviewed by the SENDCo in collaboration with you, your child, teachers and support staff working with them.
We have a variety of interventions we can put in place to support students and this is assessed on a case by case basis.
How will the curriculum be matched to my child’s needs?
How accessible is the School?
Horsforth School is committed to making reasonable adjustments for students with SEND and will consider making changes to physical features on their premises so that there are no physical barriers which prevent anyone from using their services, or make it unreasonably difficult for them to do so.
How will I know how well my child or young person is doing and how will you help me support my child’s learning?
Provision and progress for students with SEND will be reviewed regularly; at least once a year. Professionals from outside agencies may also be invited where appropriate. Review meetings will be focused on the child’s targets, aspirations and how these can be achieved.
Parents of children and young people with SEND may contact the Year coordinator or SENDCo with any concerns and are welcome to request an appointment. In addition, parents/carers are encouraged to be involved in supporting their child’s education in consultation with the form tutor, subject teachers or members of the Pastoral Team.
What support will there be for my child’s overall wellbeing?
In addition, we have a Pastoral Team to ensure our students receive the highest levels of pastoral care possible.
All members of staff are trained in child protection procedures to ensure the Safeguarding of all children. In addition, there is a team of designated Child Protection staff in place.
What specialist services and expertise area available or accessed by the School?
Parents/carers are invited to share their concerns and from this school can access a range of services to provide support. This may involve referrals to Targeted Cluster Resources such as cluster counselling, Youth Service and Family Support.
Where specialist support is necessary to support Specific Learning Needs, our SENDCo can access specialist support, such as an Education Psychologist and Complex Needs Teams.
What training and development is done by staff supporting those with SEND?
In addition to being a qualified teacher, the SENDCo, has extensive experience of working within specialist settings and working with students with specific and general learning difficulties.
Members of the pastoral team have specialist training in developing social, emotional and behaviour skills.
How will my child be included in activities outside the classroom?
We also have an additional provision for social times; the LINK, which students can access if the SEND team deem it appropriate.
How will the School help my child transfer to the next phase of education?
Parents/carers of children with SEND will be invited to additional information evenings.
Information on new students is shared with staff prior to their arrival in September by various methods.
How are School resources allocated and matched to the children’s needs?
Examples of the effective use of SEND funding include: supporting our Literacy and Numeracy Development programmes, the LINK provision, employment of Teaching Assistants who support in and outside the classroom, transition classes and projects from visiting agencies. Support is allocated according to need; students whose progress is not in line with that of their peers will take priority.
Leeds City Council provides top-up funding for a small number of students with a high level of SEND. This is in addition to our notional SEND budget and is targeted to support identified students. This has to be applied for separately by the school and is not always allocated.
How is the decision made about what type and how much support my child will receive?
How are parents/carers involved in the School?
The Trust Board has a number of parent Trustees who bring a parent’s perspective to discussions and strategic decisions.
Parents/carers are kept informed through regular website updates, consultation evenings and parent/carer evenings.
Parents are welcome to contact the School at any time to discuss any issues concerning their child’s education and wellbeing.