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Kirkheaton Primary SEN Report

Local Offer


Kirkheaton Primary School’s SEN Report is information for parents/carers of children who have Special Educational Needs and Disabilities (SEND). This information outlines the support and provision you can expect to receive if you have a child at our school. This information was written in conjunction with the SEN policy.


Contents of this report:-


  1. Mission Statement & General Objective
  2. Definition of Special Educational Needs
  3. How do we know which children need extra help?
  4. How do we identify a child who has SEND (Special Educational Needs or Disabilities)?
  5. How do we support your child with SEND (Special Educational Needs or Disabilities)?
  6. How do we allocate resources?
  7. How do we keep you informed of your child’s progress and how can you support their development?
  8. How do we support transition to Kirkheaton Primary?
  9. How we prepare your child for their next phase of education.
  10. How do we support your child’s overall wellbeing?
  11. How do we include all children in activities outside the classroom, including school trips?
  12. Accessibility at Kirkheaton Primary.
  13. Roles and responsibilities


Head Teacher

Mrs Samantha Gallant


Mrs Caroline Fowler

Governor with responsibility for SEN

Leigh Blanchard

SEN assistant

Mrs Michelle Grist

Contact details

Kirkheaton Primary School

New Road




01484 548049

Email – SENCo


Email – SEN assistant


Local offer web link






1. Mission Statement

Kirkheaton Primary School seeks to provide a high quality inclusive academic education for all pupils according to their needs and to develop attitudes of mutual respect and responsibility. 

General Objective

At Kirkheaton School the emphasis is on a whole school approach.  All staff accept responsibility for providing all children with realistic learning goals in a broad-based, appropriate curriculum.  We believe in nurturing and developing the educational, social, emotional, cultural and spiritual aspects by curriculum design and teaching approaches.  The National Curriculum Council stated that participation in the National Curriculum by pupils with special educational needs is most likely to be achieved by encouraging good practice for all pupils and that the majority of pupils with learning difficulties simply require work to be suitably presented and differentiated to match their need. We aim to work together with parents to ensure that we are providing the best possible support for each child.



2. A definition of Special Educational Needs

A child or young person has SEN 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 educational facilities of a kind generally provided for others of the same age     in mainstream schools or mainstream post-16 institutions

Many children and young people who have SEN may have a disability under the Equality Act 2010 – that 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 provides a relatively low threshold and includes more children than many realise: ‘long term’ is defined as a ‘year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a child or young person requires special educational provision over and above the adjustments, aids and services required by the Equality Act 2010 they will be additionally covered by the SEN definition.

Additional needs are most likely to be found in some or all of these areas:

  • Children with Special Educational Needs
  • Children with emotional needs and/or behaviour problems
  • Children in need or at risk of harm
  • Disabled Children
  • Looked After Children
  • Children who have English as an Additional Language
  • Children who may spend long periods in hospital or out of school
  • Gifted and talented children
  • Refugee children
  • Traveller children

Children must not be regarded as having learning difficulties solely because their language, or form of the home language, is different from that in which they are taught.


3. How do we know which children need extra help?

As a school we continually monitor the progress and behaviour of all children through day to day assessment procedures. Where teachers have concerns, they will discuss these with you and consult our Inclusion Leader to arrange appropriate interventions either within school or with the support of an outside agency. 

We work with many agencies including:-

  • Educational Psychologists
  • School Nurses
  • Speech and Language Therapists
  • Occupational Therapists
  • Physiotherapists


We will work together to monitor the progress of any interventions in place.  This may involve a plan known as a Support Plan, IEP or inclusion on a provision map held in school.


4. How do we identify a child who has Special Educational Needs or Disabilities (SEND)?


Children will have needs and requirements which may fall into at least one of the following areas, many children will have inter-related needs.  The areas of need are:-

  1. Cognition & learning
  1. Communication & Interaction
  2. Social & emotional
  3. Sensory and/or physical
  4. Health and/or medical needs
  5. Social care needs
  6. Preparing for key transitions


Identification and Assessment

Any of the following may trigger a concern.  The child and parent/carer are involved throughout.

  1. Parents/carer
  2. Child
  3. Class teacher assessment
  4. Response/ length of time on SEN register
  5. Any of the support services
  6. Records – transferred from another school
  7. Base line assessments
  8. SAT results
  9. In-house testing and assessment


If we feel that your child may require extra / additional support, we will speak to you on a parents evening or arrange to have a meeting at a mutually convenient time.


5. How do we support your child with SEND (Special Educational Needs or Disabilities)?

We have a team of staff in school who work together to support children with SEND. The class teachers plan and monitor inclusive activities for children in their class.  They provide differentiation to meet the needs of all children.  We have a team of staff who work one to one to support children with identified, complex needs to access the curriculum and break times. They also work with small groups of children delivering interventions to support additional needs.  Support is planned and allocated in response to the level of need.

Where progress is not adequate, it will be necessary to take some additional or different action to enable the pupil to learn more effectively. Whatever the level of pupils’ difficulties the key test of how far their learning needs are being met is whether they are making adequate progress.

Adequate progress can be defined in a number of ways ie:-

  1. closes the attainment gap between the child and their peers
  2. prevents the attainment gap growing wider
  3. is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers
  4. matches or betters the child’s previous rate of progress
  5. ensures access to the full curriculum
  6. demonstrates an improvement in self-help, social or personal skills
  7. demonstrates improvements in the child’s behaviour


If a child’s progress is inadequate the class teacher will provide interventions that are additional to or different from those provided as part of the usual differentiated curriculum offer and strategies.

The triggers for intervention could be the teacher’s or others’ concern, underpinned by evidence, about a child who despite receiving differentiated learning opportunities:

  1. makes little or no progress when teaching approaches are targeted particularly in a child’s identified areas of weakness
  2. shows signs of difficulty in developing literacy or mathematical skills which result in poor attainment in some curriculum areas
  3. presents persistent emotional or behavioural difficulties which are not improved by the positive behaviour management techniques usually employed in the school
  4. has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment
  5. has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum.


This will be recorded and monitored on the school Provision Map.

Following a review of the child’s progress and consultation with parents a decision may be taken to request help from external support services, both those provided by the LA and by outside agencies.  This is known as SEN Support.

SEN Support

The triggers for SEN Support could be that, despite receiving an individualised programme and/or concentrated support the child:


  1. continues to make little or no progress in specific areas over a long period
  2. continues working at National Curriculum levels substantially below that expected of children of a similar age
  3. continues to have difficulty in developing literacy and mathematical skills
  4. has emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the class group, despite having an individualised behaviour management programme
  5. has sensory or physical needs, and requires specialist equipment or regular advice or visits by a specialist service
  6. has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.


The above is a graduated response of action and intervention when a child is identified as having special educational needs, but must not be regarded as steps on the way to an Educational, Health and Care Assessment, as some children will require less rather than more help if the interventions work successfully.  The interventions are a means of matching special educational provision to the child’s needs, and are therefore part of the continuous and systematic cycle of planning, action and review within our school to enable all children to learn and progress. Advice and support may be requested from the Educational Psychology Service and a Consultation Request will be made. Following consultation, advice would be taken as to future and further action, it may be deemed appropriate to request an Educational, Health and Care Assessment.


Educational, Health and Care Plan (EHCP)

At Kirkheaton Primary School if, after we have taken action to meet the learning difficulties of a child, the child’s needs remain so substantial that they cannot be met effectively within the resources normally available to the school or setting then we would make a request to the LA for an assessment.

When a child is brought to the attention of the LA by a request for an EHC assessment, the LA must decide within six weeks whether to carry out such an assessment.

In considering whether an EHC assessment is necessary, the LA will pay particular attention to:

  1. evidence that the school has responded appropriately to the requirements of the National Curriculum, especially the section entitled “Inclusion: Providing effective learning opportunities for all children”
  2. evidence provided by the child’s school, parents and other professionals where they have been involved with the child, as to the nature, extent and cause of the child’s learning difficulties
  3. evidence of action already taken by the child’s school to meet and overcome these difficulties
  4. evidence of the rate and style of the child’s progress
  5. evidence that where some progress has been made, it has only been as the result of additional effort and instruction at a sustained level over and above the provision provided through SEN Support.


Once all the advice requested for the EHC assessment has been received the LA must decide whether to draw up a plan. The LA may decide that the degree of the child’s learning difficulty and the nature of the provision necessary to meet the child’s special educational needs is such as to require the LA to determine the child’s special educational provision through an EHC plan.

When a plan is made teachers will monitor and informally review progress during the course of the year using the normal curriculum and pastoral monitoring arrangements for all pupils as well as writing Support Plans as appropriate.


All EHC plans must be reviewed at least annually, but if a child’s special educational needs change, a review is held as soon as possible to ensure that the provision specified in the plan is still appropriate.

6. How do we allocate resources?

Decisions about the type and amount of support a child receives are made in consultation with parents and external agencies. When necessary, assessments are carried out to help make these decisions. The support provided will be designed to meet the needs of the child within the constraints of the budget and access to external support.


7. How do we keep you informed of your child’s progress and how can you support their development?

Parents’ evenings are held twice in an academic year, you will have the opportunity to discuss how your child is progressing and how you can support them at home. We also have an open door policy and encourage parents to talk about progress with class teachers and the SEN Coordinator. If your child has an IEP, we will meet regularly to review progress towards the targets on the IEP and set new targets with the class teacher and the SEN Coordinator. Children with more complex needs may have a Statement of Educational Need, now known as an Education Health & Care Plan. These are reviewed annually, with all agencies involved, to ensure that they remain appropriate for your child’s needs.

If needed, we will provide daily or weekly, verbal or written feedback to keep you informed of your child’s needs or progress.


8. How do we support transition to Kirkheaton Primary?

If you would like your child to attend our school and you are already aware of their SEND, please arrange a visit to look around the school and ask to meet with the SEN Coordinator, at the same time. If you decide that Kirkheaton is the best place for your child, we will plan a series of transition visits and activities to support your child before they start. Every child’s transition will be carefully planned.


9. How do we prepare your child for their next phase of education?

When your child is getting ready to move on to their next phase of education, if it is felt appropriate, we will hold a meeting with you, other agencies and staff from the next setting. We will plan the transition, taking into account individual needs. This may include additional visits and activities designed to support your child and transition booklets which can be used at home. This will be in consultation with parents.

We hold a transition meeting to discuss the needs of all children moving into a new setting and ensure all information is passed on so that appropriate plans can be put in place for your child. Every child’s transition will be carefully planned.


10. How do we support your child’s overall wellbeing?

We provide a range of support to help children integrate socially and emotionally in school. Where needs are identified, trained staff provide social skills groups. In the playground, as well as staff, we also have older children who are trained as Play Leaders.

Attendance is monitored closely and we celebrate high attendance. Where a concern arises, we will contact you and work together to improve and support you and your child. We will always seek and consider the child’s views within this process, where appropriate. Your child may be asked contribute to annual reviews, support plan reviews or IEP progress reviews.

Medical - We have a number of staff who have Paediatric Level 2 first aid training and 2 members of staff who have completed Paediatric Level 3 and First Aid at Work Level 3 training. We work closely with the school nurse to receive training on a needs basis according to the children in school, for example, Epi-pen training. If your child has a complex medical need we ask that a medical care plan is provided by your Paediatrician and we will work closely with you and the school nurse to follow it.

Behaviour - In school we have a positive behaviour policy for all. In some cases we will implement a more individual behavioural reward and monitoring system, we always ask for parents support if this is needed and involve you in the plan. Occasionally, it may be appropriate to seek external support from the Educational Psychologist, a behaviour support worker or the Pupil Referral Unit.

Medical Information

The school database is updated as and when information comes into school.  Any major changes are passed on to the teacher straight away.  Updated class medical information is passed on to the teacher regularly and kept in the medical file.


However a medical diagnosis or a disability does not necessarily imply SEN.  It is the child’s educational needs rather than a medical diagnosis that must be considered.  Some medical conditions may have a significant impact on a child’s experiences and the way they function in school and if not properly managed could hinder their access to education.  Therefore consultation and open discussion between the child’s parents, the school or the child’s GP and any specialist services providing treatment for the child will be essential to ensure that the child makes maximum progress. All children with a care plan are recorded on the school Provision Map


11. How do we include all children in activities outside the classroom, including school trips.

We will work closely with parents/careers and outside agencies to make provision for all children to access all activities within school and outside the setting. We will make every reasonable adjustment to ensure that all children have access to school trips, extracurricular activities and after school clubs.


12. Accessibility at Kirkheaton Primary.

We have full disabled access on a single level site and a disabled toilet.


13. Roles and Responsibilities

Our Inclusion Leader has a Masters degree in SEN coordination and a Post Graduate Certificate in SEN, as well as a BA honours in Education. Mrs Fowler also holds all relevant and up to date safeguarding training.

All staff working with children with SEN will have their training requirements met. We also have many members of staff that are skilled and trained in many areas of SEN including ASD, ADHD, Social & emotional support, speech, language and communication needs.


The Role of the Inclusion Leader – Caroline Fowler

This role is crucial in the school’s Additional Needs provision. The Inclusion Leader works with the Headteacher and governing body, in determining the strategic development of SEN policy and provision in the school. They are part of the school leadership team.  The Inclusion Leader has day-to-day responsibility for the operation of Additional Needs policy and coordination of specific provision made to support individual pupils with Additional Needs, including those who have EHC plans. The Inclusion Leader provides professional guidance to colleagues and will work closely with staff, parents and other agencies.  The key responsibilities of the Inclusion Leader include:

• overseeing the day-to-day operation of the school’s Additional Needs policy

• coordinating provision for children with Additional Needs

• liaising with the relevant Designated Teacher where a looked after pupil has Additional Needs

• advising on the graduated approach to providing Additional Needs support

• advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively

• liaising with parents of pupils with Additional Needs

• liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies

• being a key point of contact with external agencies, especially the local authority and its support services

• liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned

• working with the Headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements

• ensuring that the school keeps the records of all pupils with Additional Needs up to date


The Role of the Governing Body


Governing bodies should, with the head teacher, decide the school’s general policy and approach to meeting pupils’ additional needs for those with and without EHCPs. They must set up appropriate staffing and funding arrangements and oversee the school’s work.  Through the performance management framework the governors should secure that objectives are set for the head teacher. These should include objectives for leadership, management, pupil achievement and progress, and will also relate to priorities in the school development plan. All these objectives should include SEN.


Mrs. Sandra Broadhead is the SEN Governor who has specific oversight of the school’s arrangements and provision for meeting special educational needs.


The governing body will make sure that:

  • they are fully involved in developing and monitoring the school’s SEN policy
  • all governors, especially the SEN governor, are up-to-date and knowledgeable about the school’s SEN provision, including how funding, equipment and personnel resources are deployed
  • SEN provision is an integral part of the school development plan
  • the quality of SEN provision is continually monitored.


The Role of the Class Teacher

The SEN Code of Practice specifies that class teachers are responsible and accountable for the progress and development of all the pupils in their class, including where pupils access support from teaching assistants or specialist staff and that high quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have Additional Needs.  The class teacher’s responsibilities include:

  • Being aware of the school’s procedures for the identification and assessment of, and subsequent provision for, Additional Needs pupils
  • Collaborating with the Inclusion Leader to decide the action required to assist the pupil to progress
  • Working with the Inclusion Leader to collect all available information on the pupil
  • In collaboration with the Inclusion Leader, develop Support Plans for SEN pupils
  • Working with Additional Needs pupils on a daily basis to deliver the individual programme set out in the Support Plan or provision map
  • Developing constructive relationships with parents
  • Being involved in the development of the school’s SEN Report


The Role of the Headteacher

The headteacher’s responsibilities include:

  • The day-to-day management of all aspects of the school including the Additional Needs provision within the school
  • Working closely with the Inclusion Leader
  • Informing parents of the fact that Additional Needs provision has been made for their child
  • Ensuring that the school has clear and flexible strategies for working with parents, and that these strategies encourage involvement in their child’s education
  • Keeping the Governing Body well informed







Sept 2020

Review date Sept 2021

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