SEND

“Developing a respectful, responsible and resilient community.
Empowering articulate. confident and independent individuals who have the skills and are ready for life long
learning.”
Worsbrough Common Primary School Vision

“At the Heart of everything we do lies an unwavering commitment to inclusion where every lesson, every day
creates opportunities to for all learners to succeed. We believe equity means ensuring everyone gets what they
need to thrive, with every member of our community serving as a leader in supporting SEND. Through co-productive
partnerships, listening to the voice of all stakeholders, and by maintaining high-quality provision across the intended
curriculum, we empower all pupils to access their learning and make excellent progress in their unique educational
journeys.”
HCAT Vision for Inclusion (2025)

Worsbrough Common Primary School are committed to ensuring that it values the abilities and achievements of all
children and adults who access it and is committed to providing, for each individual, the best possible environment
for development and learning which links to our whole school vision.
SEND aims of the school
• To ensure that all children, including those with special educational needs, have access to a broad,
balanced, and inclusive curriculum alongside their peers.
• To provide tailored support that meets the individual needs and abilities of each child.
• To identify and address the needs of children requiring SEND provision as early as possible.
• To ensure that children with SEND are able to participate fully in all school activities and
experiences.
• To foster and maintain positive, collaborative relationships with parents and carers, ensuring they
are actively involved and informed about their child’s learning, progress, and achievements.
• To ensure that children with SEND are encouraged to participate in decisions about their future
educational provision and learning where possible.
• To promote the full potential of all children, ensuring that every student can thrive and succeed.
• To provide a truly inclusive learning environment that spans all areas of the curriculum.
• To recognise that meeting the needs of SEND pupils is a collective responsibility, involving all staff,
pupils, and the wider school community in creating an inclusive and supportive learning
environment

SEND team
Amanda Burton – SENDCO
Kate Ainley – Headteacher
HCAT Director of SEND – Jenny Chambers
Lead Teacher In Charge of Resource Provision – Claire Wiggan
Resource Provision Teacher – Laura Bedford
Speech and Language Therapist of Resource provision – Cheryl Rush
Specialist BSL Teaching Assistant of Resource Provision – Joanna Stevens
Specialist Speech and Language Teaching Assistant of Resource Provision – Dawn Lockwood

Nurture Team (Supporting Social Emotional and Mental Health Needs of the school community)
Lisa Gray – Nurture Lead/Safeguarding Lead
Gilly Milner –Forest Schools Practitioner

The role of the SENDCO
The key responsibilities of the SENDCO may include:
• overseeing the day-to-day operation of the school’s SEND policy
• co-ordinating provision for children with SEND
• with the relevant Designated Teacher where a looked after pupil has SEND
• advising on the graduated approach to providing SEND support
• advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs
effectively
• liaising with parents/carers of pupils with SEND
• 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 SEND up to date
• working with the school leadership team provide relevant CPD for all staff.
The role of the Lead Teacher of the Resource Provision
• To provide a quality education for the children of the Resource Provision which meets the children’s
individual needs.
• To assess and monitor the progress of children who access the Resource Provision in line with the school
assessment policy.
• To work in partnership with the families of the children in the Resource Provision.
• To support identification of wider SEND needs across school.
• To support class teachers meet the communication and interaction needs of the wider school community
beyond the Resource Provision, offering specialist bespoke support and advice.
• To work alongside the SENDCO to support the development of SEND provision across school through
quality CPD.
• To keep up to date records of key learners who have received bespoke support and provide SEND reports
as required.
• To lead and attend SEND reviews in collaboration with the SENDCO, class teachers and families.
• To attend relevant SEN meeting and network events.

The role of the pastoral team in SEND
• To support the development of provision for children with social, emotional and mental health needs.
• To ensure the safety and wellbeing of learners at WCPS.
• To work collaboratively with families and wider professionals.
The role of the Local Committee and SEND Governor
The Local Committee’s responsibilities to pupils with SEND include:
• Ensuring that provision of a high standard is made for SEND children.
• Ensuring that SEN children are fully involved in school activities.
• Being fully involved in agreeing the SEND policy.
The role of the Headteacher
The Headteacher’s responsibilities include:
• The day-to-day management of all aspects of the school including the SEND provision
• Keeping the Governing Body well informed about SEND within the school
• Working closely with the SENDCO/SEND team
• Ensuring that the school has clear and flexible strategies for working with parents, and that these strategies
encourage involvement in their child’s education

The role of the Director of SEND
The Director of SEND’s responsibilities include:
• Support the implementation of HCAT systems and structures for SEND
• Working closely with the SENDCO/Headteacher/SEND team in delivering effective provision that meet’s
pupils’ needs
• Provide support for SENCO/SEND team
• Support the leadership and growth of SEND
• Provide collaborative working opportunities to support the leadership and development of SEND provision
across HCAT schools so that pupils achieve best possible outcomes.
Definition of Special Educational Needs
A child or young person has Special Educational Needs 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 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 disabled child or young person requires special educational provision, they will also be covered by the SEN
definition.

There are four broad categories used when identifying a child’s needs. These are;
• Communication & Interaction
• Cognition & learning
• Social, emotional and mental health
• Sensory and/or physical needs

If you feel that your child falls into any of the above categories, then please make your child’s class teacher aware in
the first instance. A meeting with the SENDCO can then be arranged.

Admissions
The Local committee believes that the admissions criteria should not discriminate against pupils with SEND and has
due regard for the practice advocated in the Code of Practice, in that
The Equality Act 2010 prohibits schools from discriminating against disabled children and young people in respect of
admissions for a reason related to their disability’. (COP, 1.28)
• must consider applications from parents of children who have SEN but do not have an EHC plan on the basis
of the school’s published admissions criteria as part of normal admissions procedures
• must not refuse to admit a child who has SEN but does not have an EHC plan because they do not feel able
to cater for those needs
• must not refuse to admit a child on the grounds that they do not have an EHC plan.
Resource Provision Admissions
• The Local Authority are responsible for allocating places in our Resource Provision following a consultation
process. See separate CIRP Admissions Policy.

Identification, assessment and provision
At Worsbrough Common Primary School we have adopted an inclusive approach to SEND policy and practice.
Children identified as having SEND are, as far as is practicable, fully integrated into all activities. Every effort is made
to ensure that they have full access to learning opportunities and/or the National/EYFS Curriculum and are integrated
into all aspects of the setting.

The SEND Code of Practice 2015 makes it clear that all teachers are teachers of children with special educational
needs. It is ultimately the responsibility of the class teacher to ensure each child receives appropriate learning
opportunities. All teachers/practitioners are responsible for identifying children with SEND and, in collaboration with
the SENCO and/or Lead Teacher, will ensure that those children requiring different or additional support are
identified at an early stage.

Our mission as educators, is to ensure that all children receive a high-quality education that promotes their
development and equips them with the knowledge and cultural capital they need to succeed in life, leading them
back to their rightful status as fully engaged, authentic learners. It is important that all children are given the support
needed to make good progress.

The school leadership team regularly conduct a range of monitoring activities such as lesson observations, work
scrutiny and environment audits to ensure that teaching and learning is of a high standard and differentiated to an
appropriate level for each child. Based on the outcomes of these observations support is planned in the form of staff
development and INSET to ensure that all staff are up-skilled in their understanding of strategies to support
vulnerable pupils or those that have/may have SEND. Our school also subscribe to the National College Online
Training platform, where staff have continuous access to a vast range of CPD webinars including many linked to SEND.
The first step in responding to pupils who have/may have SEND is when a need has been identified by the adults who
work with the child; this could be the parent/class teacher or TA or member of the SLT.

The graduated approach to identifying Special Educational Needs
The purpose of identification is to work out the action the school needs to take to meet the child’s individual needs,
not to fit a pupil into a category.
In supporting pupils with SEND, in line with the SEND Code of Practice (DfE, 2015) we follow a process of Assess,
Plan, Do, Review.

Assess
Following the initial concern around a special educational need, a clear analysis of the pupil’s needs would be carried
out collaboratively, in partnership with the parent(s)/carer(s), class teacher, and a member of the SEND Team. This
will explore the pupil’s key strengths, barriers to learning, attainment and progress information, attendance, previous
support and impact considering all views, including the views of the child. An observation of the child may also take
place by the SENDCO, if it is felt this is relevant.

Plan
Following this assessment, if it is felt necessary, a SEND support plan will be drawn up in collaboration with those
involved. This will identify key needs assessed, outline key targets and outcomes as well a design appropriate
provision to support achievement of these goals; including provision linked to specific subjects. In some cases, a
referral to outside agencies may be required; this is done in consultation with parents. This final support plan will be
shared with parents and key staff involved and the child will be added to the school SEND register.

Do
All parties involved in the planning stage of the SEND support plan takes their agreed responsibility as identified on
the plan. The class teacher will remain responsible for implementation of provision in school with support of the
SEND team.

Review
Support Plans are monitored regularly and reviewed in line with an agreed date, in collaboration with families, child,
class teacher and, in some cases, the SENDCO, to measure the impact of support on progress; this is usually termly,
however can be more frequent. Next steps are then agreed collaboratively and this process repeats. All reviews
follow a ‘person centred approach’ and keep the child at the centre. Review meetings are documented as part of the
support plan.

Where concerns remain around a child’s progress and development or the provision needed to support a child is
beyond what the school currently has capacity to provide, it may be necessary to request an Education, Health and
Care Needs Assessment. If this is accepted, the child will be issued with an Education Health and Care Plan. This is a
legal document which outlines the pupil’s strengths, barriers to learning, learning outcomes and provision needed to
meet their more complex needs and provides additional funding to support the implementation of the outlined
provision.

Where a pupil has an Education, Health and Care Plan (EHCP), the local authority must review that plan as a
minimum every twelve months. The school will co-operate by holding these annual reviews, in line with the
guidance. Annual Reviews are carried out in partnership with school, the family and wider agencies involved.
At all times the teacher holds the responsibility for evidencing progress according to the outcomes described in the
plan.

At Worsbrough Common Primary, Pupils who hold an EHCP will also have a EHCP Monitoring Plan to reflect current
targets and specific provision. This will reflect the longer-term goals outlined in the child’s EHCP.

Allocation of resources
It is the school’s responsibility to provide the resources to fund additional provision up to £6000. When the level of
support required to meet a child’s needs exceeds this, school or parent(s)/carer(s) will look to request an EHC Needs
Assessment in the hope of securing the additional ‘top up funding’ needed to meet the child’s needs. Where a child
has an EHCP, their allocation of resources is outlined in the document.
Children with an EHCP can apply for a personal budget, where all partners involved must set out in their joint
commissioning arrangements.

Resource Provision
Our school has a 16 place Resource Provision for children with complex communication difficulties linked to a Speech
and language disorder or a hearing impairment. The Local Authority EHC Team hold the responsibility for allocating
these 16 places, following a consultation with our school. All children who receive a designated place in our Resource
Provision hold an EHCP. When issued a place in our Resource, these children become part of Worsbrough Common
Primary School, are added to our school role and will allocated a mainstream class place.

Children who access this resource have access to teaching from our Resource Provision Teachers; both highly skilled
SEND practitioners. Pupils are also supported by specialist Learning Support Assistants, with a specialism in speech
and language or British Sign Language. In addition, these children also receive intensive speech and language support
provided from the NHS Community Speech and language Therapy Team. The frequency of this support is determined
by the Lead professionals and children’s individual needs. Children may also access mainstream teaching alongside
their peers to support an inclusive approach and provide opportunities to use and apply their learning from the
Resource Provision; this will be determined and supported by the Lead Teacher in charge of the Resource Provision.
Where needs are more complex among pupils in the Resource Provision, an alternative life skills curriculum is also
offered. The learning journey of these learners is supported by their Educational Health and Care Plan and Support
Plans.

English as an additional language
Particular care will be needed with children whose first language is not English. Their progress will be closely followed
ascertain whether any problems arise from uncertain command of English or from special educational needs. It will
be necessary to assess their proficiency in English before planning any additional support that might be required.
Record keeping

The school will keep records of both the steps taken to meet children’s individual needs as well as wider SEND or
medical documentation. These will be kept securely in line with school policy.

Accessibility
The school is accessible to all regardless of SEND. There are wheelchair friendly ramps and lifts to allow access to all
areas of the school building. For further information see our schools Accessibility Policy.

Transition
All children access transition days with their class. In some cases, children may require additional transition time, this
will be decided by school in partnership with parents.
Transition may include: –
• Meetings between teachers.
• Children meeting their new class teacher.
• Development of a package that will follow your child through to their next classroom. e.g. A communication
package- upskilling of staff in child’s preferred communication mode.
• Home visits by school prior to start date.
• Visits to new setting.

Managing the medical needs of pupils
Where a child has both SEN and a medical health condition the EHC plan will specify the type and level of support
required to meet their needs. Where an EHC plan is not in place, school will work with parents and carers and the
wider medical team involved to specify the type and level of support required to meet their needs and if required
explore a request for an EHC Needs Assessment.

For further information see the supporting Pupils at School with Medical Conditions Policy.

bmbc-parent-carer-and-young-people-guide-for-send-support-in-schools

 

Complaints about support provided by school for SEND pupils should be submitted through our school complaints policy
HCAT Complaints Policy