Local offer for SEND


Provision for children with SEND
North Yorkshire LA expectation of good practice Federation offer
Universal Provision High quality teaching support for learning within mainstream lessons is the most important factor in helping pupils with SEND to make good progress alongside their peers. Your school will be able to describe some of the approaches that classroom teachers and other staff will be using throughout the day to help address your child’s needs within lessons.

They  may  also  be  able  to  share  with  you  the  school’s  overall   plan of support (provision map), which outlines many of these strategies. The school must have a named governor who holds the school to account for making good provision for pupils with SEND.

We are committed to providing quality first teaching so that all our learners can develop a positive attitude to their learning and make good progress.

Lessons are carefully differentiated to meet the needs of all and take into account individual learning styles. Adaptations are made to the learning environment, teaching approaches and resources used to  support  children’s  learning.  The Federation places great importance on the fact that children learn in different ways. We have a named Governor for SEND who supports our SENCO in the coordination of SEN provision outlined in our provision map.

Recording Provision Where the school feels that something additional or different needed to support your child because they have SEND they will discuss this carefully with you. This information may well be recorded in a document for you and your child, known as an individual provision map or an individual education plan. This should include:-

details of any strategies being used to support your child in class; details of any extra support or interventions  for  your  child;

;  your  child’s  learning  targets;

;  the   next  date  when  your  child’s  progress  will  be  reviewed.

Children who have been identified as needing support are involved, with their parents and teachers in writing an Individual Education or Behaviour plan detailing their specific targets and the work they will do to achieve them. These are reviewed at least termly and more often if needed. Some children may also have an inclusion passport or individual provision map which describes the  child’s  individual  strengths   and needs and the type of support they will need to help them make progress.
Intervention Schools use a range of interventions to support pupils with SEND to make better progress. Interventions are structured learning programmes. Your school will be able to explain to you: what interventions your child is receiving and what are the intended learning outcomes; when during the week any interventions will be delivered and for how many weeks; who will be delivering the interventions (usually a well trained teaching assistant) and where (e.g. in class or outside the classroom); how the interventions will relate to and support learning in the classroom; how they will be monitored closely to make sure they are helping your child to make accelerated progress. We are able to offer a wide variety of interventions to support the needs of all our children. They are carefully monitored to ensure they have an impact on children’s  learning. The interventions take place either in the classroom or in a quieter space within the schools. The interventions are delivered by well-trained Teaching Assistants. The Federation takes part in regular training opportunities and is supported by a number of different agencies.

All interventions are recorded on an Intervention map each term. Your class teacher will be able to give you more information.

Extra Adult Support


There may be occasions when the school feels that some additional support within lessons may help your child to make better progress. This is by no means always the case. However, if some additional small group or one to one support within lessons is planned, the school will explain how this will work, what the aims of this support will be and how and when the impact of this support will be reviewed. Most importantly, this support should be aiming to make your child more independent in lessons. We currently have two skilled teaching assistants who support both individual and groups of children throughout the Federation. They work with the children directly and also by supporting other children in the class so the teacher is able to focus on target groups too.

Support staff work closely alongside teachers to ensure our aim is to empower children to become independent learners. At times some children may need a high level of individual support but this is carefully planned and supported by our SENCO.

Expected Progress


All pupils with SEND should make at least expected progress, in line with their peers. Your school will be able to explain how it  will  be  monitoring  your  child’s  progress  to  ensure  that  it  is  at   least in line with expectations. This will usually include progress make with personal targets, and overall progress with National Curriculum levels. When children enter primary school there are national expectations which are the average levels for children at the end of an academic year/key stage:

Y1 1b/1a

Y2 2b/2a

Y3 2a/3c

Y4 3b/3a

Y5 3a/4c

Y6 4b/4a

Not all children will be able to achieve these national expectations, and so some additional support may be needed to help a child to make progress. Regular, on-going assessments using APP help staff to identify next steps. All our children have clear personal targets to help them move their learning forward.

Progress of all children is reviewed regularly to make sure that they are making expected progress. You  will  have  the  opportunity  to  discuss  your  child’s  progress at the parent/teacher consultation evenings each term, and at review meetings and we are happy to make additional appointments  at  parents’  requests.

Support from other agencies The Local Authority offers a range of specialist support and outreach services, including educational psychologists and local enhanced mainstream schools, to help schools to deliver appropriate support and interventions. Other specialists such as speech and language therapists can also support schools in this. If the school feels that the involvement of another agency will help them to meet your child’s needs you  will be informed and asked to give your consent. Sometimes it is helpful for a school to request some additional support from an outside agency, to work directly with a child or to provide support and advice to the school.

We have established strong working relationships with professionals from the following agencies:

o The Educational Psychologist & Early Years Support Service

o School Nurse and Health Visitor

o Educational Socia lWorker

o Sensory, Physical and Medical Teaching Team

o Speech and Language Therapist

o Physiotherapist

o Occupational Therapists

o Paediatrician

o EMS schools for Behaviour, Speech, Language and Communication and specific learning difficulties.

o ASCOS–Autistic Spectrum Condition Outreach Service

School would only contact an outside agency after consultation with parents.

Sometimes, if several outside agencies are involved, school will request a Common Assessment Framework (CAF

On-going communication with parents Schools communicate regularly with parents, usually once a term, to discuss how well their child is doing. For pupils with SEND it is often desirable that there is more frequent communication as it is vital that parents and school work together closely. Your knowledge and understanding of your child’s  needs  is  essential  to  support  the  school  in  making  the   best provision for them. This should also take account of your and  your  child’s  hopes,  personal  goals  and  interests.

This will allow the school to regularly explain to you where your child is in their learning, and to work with you to ensure the most appropriate targets are set to ensure progress. You should be informed about the National Curriculum levels at which your child is working. If you are not sure what these mean,  don’t  be  afraid  to  ask.

On-going communication with school may include: regular contact through a home-school book or by email to keep you informed of things that are going well or particular successes; more regular meetings to update you on your child’s  progress   and whether the support is working; clear information about the impact of any interventions; guidance for you to support your  child’s  learning  at  home.

Regular contact with parents is really important for children with SEND. All parents have the opportunity to discuss their child’s  progress  and  targets  at  Parent/Teacher Consultation evenings and at IEP / IBP progress review meetings.

For some children, regular communication takes place on a daily basis through the use of a home/school book or contact with the class teacher before or after school. We believe that it is by working in a partnership with our parents that we can achieve the best outcomes for our children.

A range of leaflets are available in school to support parents with strategies, guidance and extra-curricular provision for children with SEND. Our school SENCO is also available to advise and support parents.

Inclusion Passports Many schools use Inclusion Passports. This is a document that summarises the support that has been given to a pupil over a period of time, and the difference that this support has made.  You  may  like  to  ask  your  child’s  school  whether  an   inclusion passport would be useful for you and your child. Your child may well have their own version which they can share with staff and which can help to explain their interests and things that help them learn and to enjoy school. Inclusion Passports and Individual Provision Maps are used for some children in order to summarise the support that has been provided for a child over a period of time. The documentation also highlights individual strengths  and  achievements  and  notes  strategies  which  don’t   work as well as noting the difference particular support has made  to  the  child’s  learning.

This passport or provision map will follow the child as they


Parent Partnership A Parent Partnership Co-ordinator can be contacted through North  Yorkshire’s  education  offices  or  on  0845  034  9469.  The   Parent Partnership Co-ordinators can offer impartial advice and support which could include making a home visit to listen to any concerns you may have, or attending meetings with you. They may also be able to put you in touch with other organisations or parent support groups. The Parent Partnership Co-ordinator is available to offer advice, listen to worries or concerns, offer home visits, attend review meetings or support transition to a new school. Their advice is impartial and can be provided in the home setting. They can be contacted on 0845 034 9469.
Statutory Assessment/ EHC For a very few children more help will be needed than is normally  available  through  the  school’s  own  resources.   Schools, parents and other agencies may decide that it is necessary to request a statutory assessment through the local authority. Your school, or a Parent Partnership Co-ordinator can talk to you about this in more detail


Some children may still not make progress despite receiving additional support in school and from external agencies. In consultation with parents and other agencies, the school may decide to request  additional  support  to  help  meet  a  child’s   additional needs. A request for an Education, Health and Care Plan (EHC) may be made if parents and professionals supporting a child feel that  the  young  person’s  needs  “cannot reasonably be provided from within the resources normally available to mainstream schools.”

An EHC assessment can, but does not always lead to an EHC Plan. This is a statutory process which has taken replaced former assessments for a statement of educational needs.

Key Contacts All mainstream schools have a SENCo. They, along with your child’sclass  teacher,  will  be  able  to  discuss  your  child’s  needs   with you, the support for learning that the school is providing to meet their needs, and what expectations the school has for your  child’s  progress. We  operate  an  ‘open  door’  policy.  Parents   and carers are encouraged to speak with class teachers about any concerns they may have. They will be able to discuss any support your child is receiving.

Our Head teacher and SENCo are also happy to meet with parents to discuss individual needs and our SENCO often attends progress reviews along with class teachers to offer further support and advice.



North Yorkshire Local Offer for children and young people with Special Educational Needs and Disabilities

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