SEND
| Head Teacher | Miss Jenny Shore | ||
| SENCo | Mrs Andrea Haigh | Trainee SENCo | Michelle Wood |
| SEND Governor | Mrs Sara Edmundson | ||
| Address | Rowley Lane J I & N School, Rowley Lane, Lepton | HD8 0JD | |
| Telephone | 01484 222745 | ||
| andrea.haigh@rowleylane.co.uk | office@rowleylane.co.uk | head@rowleylane.co.uk | |
| Local Offer Web Page | csa.admin@kirklees.gov.uk | https://www.kirklees.gov.uk/beta/local-offer/the-local-offer.aspx | |
| School Age Range 3-11 | |||
| This information was last reviewed in | September 2024 | ||
For SEND support and information in the community, please see our separate page.
What types of SEN does the school provide for?
Our school provides for pupils with the following needs:
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Area of need |
Condition |
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Communication and interaction |
Autism spectrum disorder |
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Speech and language difficulties |
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Cognition and learning |
Specific learning difficulties, including dyslexia, dyspraxia, dyscalculia |
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Moderate learning difficulties |
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Severe learning difficulties |
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Social, emotional and mental health
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Attention deficit hyperactive disorder (ADHD) |
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Attention deficit disorder (ADD) |
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Adverse childhood experiences and/or mental health issues |
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Sensory and/or physical |
Hearing impairments |
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Visual impairment |
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Physical impairment |
How will you know if children or young people need help?
If parents/carers are concerned about their child’s learning, emotional or physical progress and think they may have Special Educational Needs then the person they should speak to is their current class teacher or the SENCo (Special Educational Needs Coordinator), Mrs Andrea Haigh or the trainee SENCo Mrs Michelle Wood. There are also other opportunities to raise any concerns about their child: at parents’ evening, work sharing evening or information evenings. We have an open door policy and would encourage parents to talk to us as soon as possible rather than waiting for the next fixed event. Miss Jenny Shore (Headteacher) is also available to discuss any concerns with you.
As a school we identify pupils with Special Educational Needs or Disability (SEND) through day to day school assessments, behaviour logs, observations and through discussions with parents/carers as well as the child themselves.
Once concerns have been raised we will arrange a meeting with parents/carers and the relevant members of staff in school and from that if appropriate we will write an action plan in the form of a SEN Support Plan which will be reviewed termly. If it is felt necessary after reviewing the Support Plan we will involve specialist services for advice and a more detailed plan called a My Support Plan (MSP) may then be written.
Below you can find the answers to a range of questions. If you require any further information, please get in touch. If you are considering Rowley Lane and your child has additional needs, we would encourage you to make an appointment to look round and meet with the Head Teacher and/or SENCo.
How will you support my child with SEND?
We have a team of staff in school who work together to support children with SEND.
This team is coordinated and monitored by the SENCo, Mrs Andrea Haigh and the trainee SENCo Mrs Michelle Wood who is currently undertaking the Special educational needs co-ordinator's (SENCO) national professional qualification. All of our teachers receive SEN training on a needs led basis either in-house or through external agencies, and are supported by the SENCO to meet the needs of pupils who have SEN.
The class teachers plan and monitor inclusive activities for children in the class. High-quality teaching is our first step in responding to your child’s needs. We will make sure that your child has access to a broad and balanced curriculum in every year they are at our school.
We will differentiate (or adapt) how we teach to suit the way the pupil works best.
These adaptations include:
- Differentiating our curriculum to make sure all pupils are able to access it.
- Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
- Adapting our resources and staffing
- Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
If your child is on a SEN Support Plan or a My Support Plan this will be overseen by the Class Teacher on a day to day basis, it will be reviewed termly through meetings with the SENCo/Trainee SENCo, class teacher, SEN support assistant and parents/carers. Depending on the child’s needs the plan may also have input from external services such as Educational Psychologists, Specialist Outreach, Speech and Language, Occupational Therapy, Physiotherapists etc
Depending on the level of SEND your child has, will depend who will work with your child and how often. It will be a combination of the Class Teacher and Support Assistants working with your child in a small group or at times on a one to one basis if necessary.
We regularly assess the effectiveness of the support for children with SEN through review meetings, learning assessments, meetings with parents/carers, class teacher, SENCo/Trainee SENCo and specialist services as well as asking the child their feelings and views.
The SENCo also reports regularly to the Governing Body.
How will the Curriculum be matched to my child’s needs?
The curriculum will be adapted according to the child’s individual needs-personalised targets, working towards SEN Support Plan and My Support Plan outcomes, visual timetable, additional support and using specific recommended programmes are some of the adaptations we could make.
How do we measure and keep you informed of your child’s progress?
We will follow the ‘graduated approach’ to meeting your child’s SEN needs.
The graduated approach is a 4-part cycle of assess, plan, do, review.
If your child has a SEN Support Plan or a My Support Plan, review meetings are held every term, if the review shows a pupil has made progress, they may no longer need the additional provision made through SEN support. For others, the cycle will continue and the school's targets, strategies and provisions will be revisited and refined.
Any interventions used are assessed both at the start and when they have been completed.
Some children with more complex needs may have a Statement of educational needs known as an Educational Health Care Plan (EHC Plan). In addition to the termly review meetings we will have annual reviews where all the agencies involved will be invited to discuss the child’s progress, achievements and concerns; from that meeting a long term plan is then put into place for the following year.
Through parent evenings, SEN meetings, school website and homework parents/carers should have an insight into how the learning is planned for their child, feel involved in the planning of their child’s education and know how they can support their child outside of school.
In line with the school’s open door policy parents/carers can ask for a meeting at any time in addition to the parents’ evenings each term and any other planned SEN meetings. These meetings are an opportunity for parents/carers to discuss their child’s progress, their successes and any concerns they may have. We can also talk about how you can support them at home.
How will you prepare and support my child to join the school and how will you support them to move on to the next stage of education?
If you would like your child to attend our school and you are already aware of their SEND, please arrange a visit to look round the school and ask to meet with the SENCo, Mrs Andrea Haigh and the Trainee SENCo Mrs Michelle Wood. If you decide that Rowley lane is the best place for your child, there will be opportunity to visit before they start, to meet with their class teacher, and SENCo to discuss any concerns you may have. Depending on the age of the child we may do a home visit or attend any meetings at the child’s pre-school setting.
When a child with SEND transitions into a new year group, we plan a transition programme in the Summer Term including visits to their new classroom and to meet the class teacher and other adults working in the year group, a transition booklet to take home with pictures and names in and meetings between SENCo, current and new class teacher take place to ensure the transition is as smooth as possible.
When a child with SEND is getting ready to move on to their next phase of education we will meet with parents/carers and in the case of a child with an EHC plan with any other agencies involved and discuss a plan of transition which will be individual to that child. It may include additional transition visits to their new school, transition booklets, meetings with the new teacher and SENCo from the school, additional transition work at their current/new school etc. When they move to their new setting we will ensure that all information is passed on to the new setting so that they are able to put appropriate plans in place for your child.
What support will there be for my child’s overall wellbeing?
We provide a range of support to help children to integrate socially and emotionally in school. In the playground, as well as staff, we also have older children who are trained as Play Leaders and Well Being Warriors. Where needs are identified trained staff provide social skills groups. We have an ETA whose role is dedicated to SEMH support in school who is a qualified ELSA (Emotional Literacy Support Assistant). The majority of staff are trained in basic first aid, there is also a number of staff who are First Aid at Work and Paediatric First Aid trained. We work closely with health care professionals to ensure staff are trained on a needs basis according to children in school, such as epi pen training. If your child has a complex medical condition we ask that a medical care plan is provided by your Paediatrician and we will work closely with you and health care professionals to follow and monitor the plan. In school we have a positive behaviour regulation policy for all and all staff in school have received training in attachment and trauma-based approaches to ensure a consistent and therapeutic approach. Children who need additional emotional regulation support will be supported through individual positive reward charts, Regulation Plans or in some cases working in partnership with external agencies such as SEMH outreach support. School monitors attendance closely and we celebrate high attendance. Where a concern arises, we will contact you and work together to support you and your child. The child’s view is sought and taken into account throughout the whole process. We do this through discussion, written views and self-assessment.
What specialist services and expertise are available at or accessed by the school?
The majority of staff in school are trained in de-escalation techniques for behaviour management. The majority of staff are trained in basic first aid, there is also a number of staff who are First Aid at Work and Paediatric First Aid trained which is a recognised qualification.
Whenever necessary we will work with external support services to meet the needs of our pupils with SEN and to support their families. We access other specialist services such as; Speech and Language Therapists (SALT), School Nurse service, Educational Psychologist, Child and Adult Mental Health Service (CAMHs), Kirklees Keep In Mind(Children’s mental health and well-being), Early Help Consultants, Occupational Therapy, Physiotherapists, Hearing Impairment, Visual Impairment, Specialist Provisions (SEMH, CCI, C&L) Hospital Consultants, Doctors -this list is ever growing depending on the needs of children in school. Contact details for the specialist services are available through school or in regards to medical services through your GP.
How will my child be included in activities outside the classroom including school trips?
All of our extra-curricular activities and school visits are available to all our pupils, including our before and after-school provision.
All pupils are encouraged to go on our school trips, including our residential trips.
All pupils are encouraged to take part in sports day, theme days and school plays.
No pupil is ever excluded from taking part in these activities because of their SEN or disability and we work with parents/carers and other specialists involved to risk assess activities and put in place any reasonable adjustments/support needed.
How Accessible is Rowley Lane?
We have full disabled access on a single level site. We have one disabled toilet and changing table. We have three disabled parking spaces available for pupils, staff or parents with blue badges. For children with hearing impairment and visual impairment we liaise with the appropriate service and implement any advice given.
Please refer to the school’s accessibility plan Appendix 1 in SEND policy: send-policy (1).pdf
What support is in place for looked-after and previously looked-after children with SEN?
Mrs Andrea Haigh is the Designated Teacher for looked after and previously looked after children as well as being the SENCo and works to make sure that all teachers understand how a looked-after or previously looked-after pupil’s circumstances and their SEND might interact, and what the implications are for teaching and learning.
Children who are looked-after or previously looked-after will be supported much in the same way as any other child who has SEND. However, looked-after pupils will also have a personal education plan (PEP). We will make sure that the PEP and any SEND support plans or EHC plans are consistent and complement one another.
How are your resources allocated and matched to children’s special educational needs?
Decisions about the type and amount of support a child with SEN receives is decided by all agencies involved including parents/carers and the child. The decision making process may include assessments both by school and external agencies, the views of parents/carers and the child and through discussions in meetings/reviews. The type and amount of support may also be subject to availability of funding and access to external support and resources.
What should I do if I have a complaint about my child’s SEN support?
Complaints about SEND provision in our school should be made to the class teacher, SENCo or Headteacher in the first instance.
If you are then not satisfied wth the outcome you will then be referred to the school’s complaints policy:
rowley-lane-complaints-procedure-based-on-kirklees-model-policy.docx (4).pdf
How are parents/carers involved in your school?
The most important way that parents/carers can be involved in the decision making and day to day school life of their child is through good communication which can be achieved and maintained in a variety of ways such as; open door policy, home school book, meetings, e-mail, telephone calls etc.
Who can I contact for further information?
The first point of contact in school is the child’s class teacher, SENCo, Mrs Andrea Haigh (andrea.haigh@rowleylane.co.uk) or our Trainee SENCo, Mrs Michelle Wood (michelle.wood@rowleylane.co.uk). If you are considering whether to send your child to the school please contact the school office, Head teacher or SENCo. Other support services which may help and provide advice are: parent partnerships e.g. KIAS Home - Kirkless KIAS
Kirklees ask that all children and young people with additional needs register with them. This does not automatically happen, even if your child has an EHCP, you still need to register separately. In doing so, you will help the council access much needed funding to provide better support systems. Clicking on the image above will take you to the online register. If you cannot access this, please ask in school and we can support you with registering. Thank you.
