Swillington Primary School

Key Documents

Special educational needs and disability

At Swillington Primary School, we find the talent in all of our pupils. Our SEND provision is driven by fostering our children’s understanding of being tolerant, respecting the environment, keeping safe and, most importantly, imagining the possibilities without a ceiling being placed on their learning or aspirations. We see our pupils as individuals with different interests, knowledge, skills and needs. Swillington Primary School has a flexible, exciting, broad and balanced curriculum so that we can all children are engaged. We have an inclusive ethos and support our children to be tolerant to those around them, both at school and in the wider community so that we are equipping them with essential skills needed for later life. We work closely with our children, families and a wide range of professionals so that we can ensure the best possible educational outcomes for the children.

Provision for pupils with Special Educational Needs (SEN)

All teachers are teachers of children with additional educational needs. In every subject tasks and activities are matched to the children’s ability which allows the children to access learning at a level which is appropriately challenging for them. Staff, advised by the SEN Co-ordinator (SENC0), may draw up an Educational Health and Care Plan (EHCP) to support a child’s learning by setting appropriate achievable targets. This may involve support from external support agencies (eg school psychologist, Trust-appointed staff) and parents will be regularly consulted about this process. Parental consent is sought before an outside agency is consulted.

Children are assessed and additional needs identified at the earliest stage on entry into school, and thereafter they are regularly assessed and monitored. Some children receive extra individual or group support from either a Teaching Assistant, who liaises with the SENCo and class teacher, or the class teacher, or an external provider. The SENCo monitors and reviews progress regularly with staff and the Headteacher. We work with the Brigshaw Guidance and Support team to provide additional support for pupils where necessary. This may take the form of counselling or family support.

Children with additional needs are encouraged to take part in every aspect of school life, including extra-curricular activities such as sports, educational visits, school concerts and productions.

The Governing Body maintains a strategic overview of SEN provision through the SEN Governor who holds regular meetings with the Headteacher and SENCo.

Links are maintained with the local high schools to ensure a smooth transition between the different stages of education.

From September 2014, there were a number of changes to improve services for children and young people with special educational needs and disabilities (SEND). The changes were a result of a Children and Families Act 2014 which became law on the 13 March 2014. The Act aims to improve how different agencies and services work together and create a more joined-up approach to the statutory assessment process for children and young people with the most complex needs. To find out what Leeds as a city has to offer click here.

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How do we supportour learners with SEMH difficulties?

Place2Be- 2days support from a mental health practitioner, working with a termly caseload of pupils. Pupils also have the opportunity to self-refer at lunch time. Place2Be offer online training for parents and carers (25 parents/carers from Swillington, 2023).

LeedsUnited Football Club Learning Mentor for pupils who find self-regulationdifficult. Raising self confidence and aspirations.

LearningMentor support. Our learning mentor supports pupils with social and emotional additionalneeds.

Parent classes for our parents and carers, these sessions were delivered by the ADHD Yorkshire Charity. 8-week course giving parents and carers tips and advice for pupils with/with out a diagnosis of ADHD/Autism.

Training for teachers and teaching assistants. Delivered from the ADHD Yorkshire Charity & Jason Bangbala (behavior consultant).

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Inclusion Team

The Inclusion Manager liaises with teaching and support staff, parents and external agencies. The Inclusion Team comprises of Mr M. Cahill (Headteacher), Mrs L Rhodes ( SENCO and Inclusion Manager), Mrs Brown (Learning Mentor), Ms Anne Ceesay (Mental Health Practitioner, Place2Be) and designated support staff whose roles are to support children in the following ways:

To investigate and provide support in building self-esteem and confidence for children with behavioural or emotional problems.
To manage projects for supporting playground behaviour, enjoyment and the development of social skills.
To attend Early Help Meetings and Child Protection Conferences in order to liaise with outside agencies to support families and children.
To support the School Council.
To manage the Breakfast Club.

Leadership

Accessibility

Our new school building is fully accessible to people with physical disabilities. In addition, in compliance with DDA requirements and our Trust and school policies, every reasonable effort will be made to accommodate the needs of disabled children, staff and visitors.

Swillington Primary’s Policy page: On here you will be able to find Policies such as the Accessibility Plan, SEN Policy, etc
Dyslexia Action: Dyslexia Action is a national charity that takes action to change the lives of people with dyslexia and literacy difficulties.
West Yorkshire CANN: Leeds Children Additional Needs Network. A number of charities with a similar goal working together to achieve the best results.
Little Hiccups: Local parent led Support Group for children with special needs and disabilities offering outreach, family fun days and other activities.
Scope: Activities, advice and information for families with disabled children and young people in Leeds.
Children’s Speech and Language Therapy Toolkit: These pages contain advice, activities and general resources to help with the development of children and young people’s speech, language and communication skills.