Alwoodley Primary School has an inclusive ethos and works in partnership with children, parents and other agencies to provide the best possible educational outcomes. We have high expectations of all our children and put support in place at the earliest possible stage where needed.
All SEN provision is overseen and managed by the Senior Leadership Team (SLT) in school and is co-ordinated by the Special Educational Needs Co-ordinator (SENCo). The SLT monitor, review and evaluate all SEN provision on a regular basis throughout the year and report to the school governing body on how individual needs are being met and SEN funding is being spent e.g. On specialist staffing and resources.
All children are treated as individuals and the class teacher, alongside other support staff, plan an appropriately differentiated curriculum for children with additional needs to ensure high quality teaching and learning with effective support and resource. Clear Individual Education Plans (IEPs) and/or Individual Behaviour Plans (IBPs) are put in place and reviewed regularly with evidence gathered of impact of interventions used. Key assessments are then made to ensure children are on track to meet targets and that planning accurately addresses need. Progress and plans are regularly reviewed and evaluated to inform next steps.
Children are involved in setting of personal targets and review their progress alongside teachers and support staff. Parents are vital partners in the child’s journey through school and are invited to attend review meetings of their child’s progress three times a year or more often if needed and encouraged to engage in supporting learning in different ways.
An appropriate and accessible learning environment is provided within the schools means and confines of the building and adapted where possible with additional funding if available and necessary e.g. ramps added to aid wheelchair access to all areas of school.
Staff in school are trained, and have worked alongside other professionals, to develop their skills, knowledge and expertise in specific areas of SEN e.g. speech and language, dyslexia. Support is sought from other agencies where necessary in order to maximise learning potential e.g. Speech and Language service, Occupational Health service, Childhood and Mental Health Service (CAMHS) ; local authority services e.g school improvement, educational psychologists; cluster services e.g. behaviour support, family outreach etc
The school’s policies, available on the website, reflect the school’s commitment to inclusion, safety and well-being of children-
Headteacher: Mrs Tarsem Wyatt
SENCo: Mrs Sarah Wray
SENCo Support: Mrs Sheila Walker
Learning Mentor: Mrs Jean Walker
Frequently asked questions from parents/carers
What do I do if I think my child may have special educational needs?
Contact the class teacher who may then arrange for you to talk to other staff in school who may support.
How will school support my child and the curriculum be matched to my child’s needs??
The teacher through differentiated activities, resources, feedback and support.
In additional your child may receive some small group or individual support from a Learning Support Assistants ( LSAs) or specialist.
How will I know how well my child is doing and how will you help me support my child’s learning ?
Parents are kept informed through meetings.
What support will there be for my child’s overall well –being?
In addition to support from the class teacher and LSA we also have an inclusion team with specialisms in a wide range of areas including: Pastoral, Dyslexia , Irlens, English as a Second Language, Computers, Reading, Speech and Language.
What specialist services and expertise are available or accessed by the school?
School Nurses, Educational Psychologist, Speech and Language Therapist
Leeds City Council SEN Team, Targeted and Mental Health Services (TAMHS), Cluster Parent Support Advisor, Cluster Pupil Counsellor.
What training are the staff supporting children with SEN having/had?
Staff have had a wide range of inset including speech and language, dyslexia, attatchment disorder, working memory, dyspraxia, dyscalculia.
How will my child be included in activities outside the classroom?
We do risk assessments and try our best to include all children in all activities.
How accessible is the school?
We have disabled access to external doors, a disabled toilet and care suite.
How will the school help my child on transfer to the next phase of education?
We have transition arrangements and involve children and parents in these.
How are the school resources allocated and matched to children’s SEN?
The school is funded on a national formula per pupil. Schools are expected to find the first £6,000 from within the school’s budget to support children and young people with SEN who are on the school’s inclusion register. The school can apply for a ‘top-up ‘, based on strict criteria, if it is felt that a child’s needs are above that which can be provided through the £6,000. The school uses the funds to put appropriate support in place to meet the specific needs of a child.
How is the decision made about what type and how much support my child will receive?
A relevant group of people including parents meet to discuss and plan.
What arrangements are there for dealing with complaints from parents of pupils with SEN concerning the provision made by the school?
In the first instance, parents should approach the class teacher. If the issue is not resolved, they should talk to the SENCo. If parents are still not happy they should contact the headteacher. If parents are dissatisfied with how their complaint was handled by the headteacher, they can contact the Chair of Governors.
For full details please refer to our Complaints Policy on the school website. (Key Information / Policies)
Who can I contact for further information?
Who would be the first point of contact if