Whitecote 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 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 our children are treated as individuals and our staff plan an appropriately differentiated curriculum for children with additional needs to ensure high quality teaching and learning with effective support. Individual Education Plans (IEPs), Individual Behaviour Plans (IBPs) Education and Health Care Plans (EHCPs) are put in place and reviewed on a regularly basis and adjusted so that children’s constantly changing needs are addressed. These plans are designed in conjunction with parents / carers and teaching staff so that each plan can be tailored to children’s individual needs. Interventions are reviewed and monitored and regular assessments are made to ensure that children are on track to meet their targets and 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. All areas are accessible using ramps where wheelchairs are required and provisions have been made for children with difficulties including sight and hearing.
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 and Autism.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 are all used.
Whitecote Primary School welcomes enquires from parents to discuss their children’s needs so that an informed decision can be made regarding the best setting for their children’s education.
The school’s policies, are available on our website, and reflect the school’s commitment to inclusion, safety and well-being of children.
Headteacher: Ms Frances Batty
SENCo: Mr. David Tuck
SENCo Support: Mrs Karen Johnstone
Learning Mentor: Mrs Tracey Tweed
What do I do if I think my child may have special educational needs?
If you would like to talk to the Special Educational Needs Co-ordinator (SENCO) , Mr. Tuck, or the assistant SENCO, Mrs Johnstone, you can also speak to the office to book an appointment.
The class teacher will also speak to you if they feel your child needs extra support. If you are worried talk to your child’s teacher, they will always be willing to spend time with you and discuss your child’s needs.
If the class teacher is not available ask to make an appointment with them at the office.
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 Assistant ( LSAs), teacher 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 parents’ evenings and meetings when the need arises. Alternatively all our staff will be will to discuss your child at a suitable time after the school day.
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 specialist knowledge, who will be able to help or find help from authority support teams and other professionals when the need arises.
What specialist services and expertise are available or accessed by the school?
We have access to a wide variety support which covers every aspect of need. These include: School Nurses, Educational Psychologist, Speech and Language Therapist, Leeds City Council SEN Team, Targeted and Mental Health Services (TAMHS), Cluster Parent Support Advisor and Cluster Pupil Counsellor.
What training are the staff supporting children with SEN having/had?
Staff have had a wide range of training including speech and language, dyslexia, attachment disorder, working memory, dyspraxia, downs syndrome and autism.
How will my child be included in activities outside the classroom?
We complete risk assessments and include all children in all activities where is it safe for them to do so.
How accessible is the school?
We have disabled access to all areas of school with ramps and are also able to help children with mobility and sight difficulties. We also have a care suite for children with a higher degree of need.
How will the school help my child on transfer to the next phase of education?
We have transition procedures in place and good links with other school, particularly with the local specialist provision and high schools. Our procedures always involve children and parents at every stage.
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, teacher and other professionals meet to discuss and plan the support required on an individual basis. The inclusion team and teaching staff will then ensure that the appropriate provision is put in place for the child.
How are parents involved in the school and how can I be involved?
The school has an open door policy and welcomes parental involvement. The Governing Body have parent governors who act as a link between the school and all parents. Parents are also informed regularly about events taking place in school through weekly newsletters, open days and project days. Parents are invited into the school to take part in workshops, training sessions, celebration assemblies and various performances and concerts throughout the year.
Who can I contact for further information?
Who would be the first point of contact if:
a) I am considering applying for a place?
If you want a place in our nursery please contact the school directly (0113 2164800).
For Reception Leeds City Council children services (0113 2224414).
If you want to move your child / children to Whitecote from another school contact the school directly.
b) I wish to discuss something about my child?
Please contact the class teacher or the inclusion team.
c) I want information about other support services?
Mr Tuck, Mrs Johnstone or Mrs Tweed from the inclusion team.
d) I want information about the local authority’s Local Offer?
Leeds City Council website will provide you with the information you need.