Shakespeare Primary School provides a broad and balanced curriculum for all children in an environment which enables every child to be safe and healthy. We value every individual and will seek to enable them to enjoy their learning, achieve their full potential and economic well-being. Our planning and provision meets the specific needs of individuals and groups of children. Teachers set suitable learning challenges and respond to children’s diverse learning needs.
Special Educational Needs
Shakespeare Primary School provides a broad and balanced curriculum for all children in an environment which enables every child to be safe and healthy.
We value every individual and will seek to enable them to enjoy their learning, achieve their full potential and economic well-being. Our planning and provision meets the specific needs of individuals and groups of children. Teachers set suitable learning challenges and respond to children's diverse learning needs.
We have a dedicated Inclusion and family support team that works closely with children and families to identify what we can do together to support children when they need additional help.
The Leeds Local Offer is here to help you find services and information for families, children and young people with SEN and disability aged 0 to 25 living in Leeds.
The information below forms our SEN Information Report which can also be found in our SEN Policy.
What is SEN?
What is SEN?
The SEN Code of Practice (2014) makes the following definitions:
‘A child or young person has SEN 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 young person has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of children of the same age, or
- has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
Identification and Assessment
Identification and Assessment
How do you identify children with Special Educational Needs at Shakespeare?
At Shakespeare we identify Special Educational Needs through:
Teacher assessments/tests/SATs/Early Years Foundation Stage Profile data
Progress tracking sheets
Reports and assessments from outside agencies and specialists
Recording of incidents of unacceptable behaviour
Information from parents/carers
Should we have any concerns regarding the progress of a child the class teacher will speak to parents/carers.
What do I do if I think my child may have Special Educational Needs?
In the first instance we advise parents to speak to their child’s class teacher to discuss any concerns.
If appropriate the class teacher will liaise with the Inclusion Manager, Gemma Briggs, who is responsible for the support and provision of children with Special Educational Needs. Staff and parents will work together to decide on the best course of action to meet the needs of the child.
If your child is entering school with an identified need, please make this known to the Inclusion Manager who will liaise with any other previous educational establishments/agencies and yourselves to ensure a smooth transition into school.
How will school support my child?
Once a need has been identified the class teacher will work together with parents and the Inclusion Manager to set desired outcomes for the child and identify what support will be put in place to achieve those outcomes. When appropriate, parents will be invited to meetings to discuss the provision that will be put in place.
We will always strive to meet children’s needs within the classroom. This means they will still be working with their class teacher and they will be likely to access support from support staff. When setting targets school will clearly outline support for the child and who will be involved in delivering that support.
Should it be necessary, school may seek advice from other agencies such as the Educational Psychologist, Occupational Therapist, Speech and Language Therapist. All work undertaken with outside agencies will be shared with parents. Parents may be asked to support the work of these specialists at home. School will always request parental consent for referrals to outside agencies.
Dates will be set to review all provision and progress frequently in order to evaluate its impact and decide if any further support is required.
Our provision is delivered through a graduated approach.
- High quality teaching and differentiation within the classroom. The class teacher may use support staff, additional teaching strategies and the classroom learning environment or resources to assist children in accessing the curriculum.
- Extra support and intervention for small groups of children. The inclusion manager works closely with the class teacher and support staff to outline a focused, time limited intervention and programme of study. This support could be for any area for which an additional need has been identified. E.g. Phonics, reading, writing, maths or for social, emotional and behavioural difficulties.
- Additional individual support. Should the previous stages of provision prove unsuccessful the class teacher will devise an individual learning plan. This plan will be specific to your child and will identify a number of desired outcomes. It will outline additional provision and support that will be in place and set a date for it to be reviewed. Sometimes school may need the support of other professionals and outside agencies to support this process. All information will be shared with parents and parents are invited to contribute to the plans and their reviews.
A detailed grid showing the types of provision offered at each wave of support can be found here.
How will the curriculum be matched to my child’s needs?
Shakespeare is committed to providing a rich, broad and balanced curriculum that meets the needs of all children. Class teachers differentiate their lessons to enable all children to access the curriculum at an appropriate yet challenging level. Teachers are trained to select and use resources to support children and foster independence.
Teachers may use class groupings, different resources, adult support, peer support and other teaching strategies to support all children during lessons. If you feel you need further information about how children are supported in class then please approach your class teacher who will be able to give you specific details.
What support will there be for my child’s overall well –being?
At Shakespeare we have an excellent staff team who work together to support children not only academically but in terms of their overall well-being and care. Up to date staff information can be found on our website: http://www.shakespeareleeds.org.uk/Staff
As well as specialist staff we also believe our curriculum supports children and helps them to develop life skills. We work hard to prepare children for secondary school and adult life by equipping them with vital social skills through our Personal, Social, Emotional curriculum and pastoral support.
School policies around children’s well-being can be found at: http://www.shakespeareleeds.org.uk/about_our_school/our_policies/
SEN Context at Shakespeare
SEN Context at Shakespeare
The SEN Picture
(Data July 2017)
- SEN pupils make up 21% of the school, above the 12% national figure.
- This is an increase from 17% the previous year.
- There are 2 children with EHCPs.
- The highest number of children with SEN are in Year 3.
- The largest category of SEN (primary need) was Cognition and Learning which made up 57% of children on the SEN register.
- This was followed by Communication and Interaction at 22% and SEMH at 21%.
- There were no permanent exclusions during the academic year 2016-17.
- Attendance of pupils with SEN is largely in-line with their non-SEN peers.
Assessment and Parental Involvement
Assessment and Parental Involvement
How will I know how well my child is doing and how will you help me support my child’s learning?
Whatever your child’s level of need, communication between yourselves and school is essential to ensure children make progress and families are fully informed. We strongly value your views.
In addition to normal reporting arrangements there will be opportunities to discuss your child’s progress at review meetings. The frequency of the meetings will be outlined in the plan of support and parents/carers will be invited to discuss progress and the next steps.
If it is felt that parent/carers need to access specialist training or learning to better support their child then the school will aim to assist with this.
Review meetings will take place and parents will be invited to contribute to these meetings. Parental involvement is particularly important as it helps school to gain a full, complete picture of the child and ensures families feel fully informed.
When your child is making the transition to secondary education you will be invited to a transition review meeting where you can meet with current staff and staff from the new school where possible. This meeting would be used to transfer important information about your child and how best to meet their needs.
If you feel you need to speak to staff at a time other than a review meeting then please do so in the usual way, through your child’s class teacher or the Inclusion Manager.
Who can I contact for further information?
If you have any concerns about your child please speak directly to their class teacher or call the school office on 0113 3368340 to make an appointment with the Inclusion Manager.
If you are applying for a place to start Reception class information can be found at http://www.leeds.gov.uk/residents/Pages/Admissions.aspx
If you wish to transfer school or are applying for a school place other than starting primary or secondary school for the first time you need to call or visit school directly. School will give you a form to complete and you need to return the completed form to school either in person or by post.
If school is able to offer you a place, you will receive a letter confirming this. If school is unable to offer you a place the Admissions Team will contact you in writing to let you know about the other schools in your area and any vacancies at these schools. You will have the right of appeal to an independent panel for the school you have been refused. If you want more information about the appeals process please go the related page Admissions Appeals. You must apply for a school place using the address where your child lives for the majority of the time.
All contact information can be found on our website at: http://www.shakespeareleeds.org.uk/get_in_touch/
If you want more information about Shakespeare’s provision for children with SEN or want to know more about other specialist provision then please contact the school Inclusion Manager, Gemma Briggs.
If you wish to know more about the Local Authority’s Local Offer please visit http://www.leeds.gov.uk/residents/Pages/Leeds-Local-Offer.aspx
How are parents involved in the school and how can I be involved?
Parental involvement in a child’s education is essential and your support and home is invaluable. We run a regular Parent Voice group to enable parents to share their opinions and help to make positive changes for our school community. Please speak to your child’s class teacher if you wish to be more involved in school.
A number of documents have been developed by school around additional provision and support. If you require translated copies of these documents please notify the school office.