Click the logo above to go to the Kirklees Council Local offer website
We live our vision (do everything in love) when supporting pupils with SEND. We have an established Additionally Resourced Provision on site for pupils with complex, communication and interaction needs and our mainstream school is wonderfully diverse. We are recognised and chosen by parent(s)/carer(s) for our fully inclusive approach and are proud of our SEND inclusion and provision.
Our School SEND Information Report
The Local Offer - What does it mean for schools?
What is the Kirklees Local Offer?
The Local Offer has been developed as part of the new Children and Families Act. It aims to provide information on education, health and social care provision available for disabled children and young people and those with special educational needs, in a way that can be accessed quickly and easily.
Who is producing the Local Offer?
Kirklees Council is working with parents, carers, young people, schools, colleges, early years providers and health services to produce the Local Offer.
What information do schools provide?
Schools have a duty to provide information about special educational needs that is accessible to pupils, parents and carers. We need to make sure this information is kept up to date.
Where can I find the Local Offer?
The Kirklees Local Offer can be found at www.kirkleeslocaloffer.org.uk
What does SEND support at Windmill Church of England Primary School look like?
We recognise that at some point in any child’s time at Windmill Church of England Primary School he/she may require additional support to reach his/her potential. Regardless of the need and the length of time for which support is required, the school will meet that need wherever possible. If this support cannot be provided by our experienced and highly-qualified staff then we will seek external specialist support. All schools in the BBEST partnership have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority, Kirklees, to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.
Who has responsibility for SEND provision in the School?
The Headteacher has overall responsibility however, the school has a Special Educational Needs and Disabilities Coordinator (SENDCO) who ensures that the provision for children with SEND is appropriate and is meeting their needs.
Our SENDCO is Helen Holdt 01924 470555
The school has a team of educational teaching assistants (ETAs) who meet regularly with the SENDCO and class teachers to ensure children are being supported appropriately.
The Governing Body has a SEND governor who keeps up to date with relevant initiatives and developments in SEND and ensures that school is compliant with all statutory duties. The SEND Governor is Ann Midgley.
How will school support my child?
The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. In school we follow the Assess, Plan, Do, Review concept.
1) The class teacher identifies (in various ways) any issues.
2) The class teacher plans an appropriate way of supporting your child. This may be done alongside the SENDCO and parents.
3) The class teacher delivers the plan for a specified time.
4) The plan is reviewed and impact is considered.
For some children this cycle may only happen once. If a child makes sufficient progress they may cease to require SEN support. For some children the cycle may happen several times. For other children, after several cycles, it may be decided that an assessment for an Education, Health and Care Plan (the replacement for a Statement of Special Educational Needs) is required.
We decide whether support has had an impact by looking at, amongst other things, improvements in achievement, progress in communicating with adults and peers, better social interactions and improved emotional regulation.
▪ Our SENDCO and HT oversee all support and progress of any child requiring additional support across the school.
▪ When the school identifies the need for additional intervention to enable a pupil to make expected progress, the parents/carers will be informed of the planned support and may be invited to a meeting at the school to discuss this further. If the pupil meets the criteria for special educational needs or disabilities (SEND), a provision map will be created, detailing the exact support the pupil will receive.
▪ We will monitor the progress of all children receiving additional support to ensure that the provision we have put in place is having the impact we are expecting.
▪ Governors are responsible for monitoring the effectiveness of the provision in place for pupils identified with SEND and they will receive a report from the SENDCO on the progress of pupils with SEND • Your child’s progress is continually monitored by his/her class teacher and the school’s Assessment coordinator.
• A child’s progress is reviewed formally every term and a standardised score is given in reading and numeracy. This is combined with teacher assessment to give an indication of the child’s attainment and progress.
• If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress.
• At the end of KS 2 all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
Parents are asked to talk to the class teacher in the first instance, if they have any concerns regarding their child.
What support will there be for my child's overall wellbeing?
The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact.
If further support is required the class teacher liaises with the SENDCO for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, EMHP practitioner and/or the Behaviour Support Team.
Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.
We regularly monitor attendance, support pupils returning to school after absence and take the necessary actions to prevent prolonged unauthorised absence.
Miss Fisher, our School Safeguarding Officer works closely with our Educational Mental Health Practitioner. The Practitioner helps to support youngsters with mild to moderate mental health issues.
Across the school there are several fully trained first aiders.
Children requiring first aid will always be referred to a trained member of staff.
We have facilities for the safe storage of prescribed medication that may need to be taken in school e.g.asthma inhalers. Any medication that needs to be taken in school must be arranged with admin staff.
Appropriate training will be given to staff who support children with specific personal or medical needs. We have Health Care Plans in place for individual children.
What specialist services and expertise are available or accessed by us?
Our SENDCO has the National Award in Special Educational Needs.
We liaise with a variety of external agencies we feel can offer the best help, expertise, advice and support for individual children.
These include:
Speech and Language Therapists (SALT)
Specialist Provision support (for Autistic Spectrum Disorders, Audio and Visual impairments)
Portex (support for children aged 3 – 7)
The School Nursing Team
CAMHS Child and Adolescent Mental Health Service
Occupational Therapy
Sensory Integration Occupational Therapy (SIOT)
Our school safeguarding officer (Miss Fisher) is also responsible for developing home school links to support families.
How accessible is your environment?
Our EYFS/KS1 building is wheelchair accessible and has disabled changing and toilet facilities.
Our Year 6 building is wheelchair accessible and has a disabled toilet.
Within the main KS2 building we have a disabled toilet and access to this building is via the KS2 playground.
Our bungalow is also wheelchair accessible and has a disabled toilet.
For children with auditory or visual difficulties, we always ask for advice and support from specialist provision services. They advise schools if any specialist equipment (such as enlarged print books) are required.
How is our Special Needs Budget spent?
We use our Special Needs budget in a variety of ways:
• Educational teaching assistants
• Specialist resources
• Staff training
Through ongoing dialogue with all staff involved in supporting children in school, we can identify resources and support that would be most helpful.
Who can I contact for further information?
Your first point of contact would be your child’s class teacher to share any concerns.
Your could also arrange to meet Helen Holdt the SENCO.
