Inclusion and Special Educational Needs
I am Sarah Priestley the SENDCo at Greenmount. I have almost 20 years teaching experience and I am a Lead Practitioner for Autism. I am available to meet with parents who have any concerns regarding their child’s learning or social and emotional needs.
I make referrals to and work closely with outside agencies to make sure our children have the correct learning support they need in school.
We have a strong and positive team at Greenmount and we work hard to be an inclusive school, we celebrate differences and have high expectations for all children.
At Greenmount we provide an inclusive learning environment and a broad and rich curriculum which will meet the needs of all pupils including those with disabilities, special educational needs, different ethnic and cultural backgrounds and those with English as an additional language.
Learning diversity will be recognised and planned for, any barriers to learning and participation will be challenged and supported, and all pupils will be provided with equal opportunity. Parents will be fully involved in the education of their children and they will be fully informed when special educational provision is being considered for their child.
Greenmount is a fully accessible school.
Leeds Local Authority Local Offer:
Read and download our full SEND report here
At Greenmount Primary School we are committed to:
• The Safeguarding and wellbeing of all children and adults
• Unlocking every child’s potential to learn and succeed
• Early intervention and the Early Support principles
All provision for SEND pupils is overseen and managed by the Senior Leadership Team (SLT) and is co-ordinated by the Special Educational Needs Coordinators who are both members of the Senior Leadership Team. The SLT monitor, review and evaluate all SEND provision on a regular basis throughout the year and report to the school governing body on how individual needs are being met and how SEND funding from the local authority is being spent. Individual families are able to access clear information about how funding is used to support individual learners. Greenmount Primary School’s governing body will be responsible for the well-being and achievement of all children.
The following policies are available and reflect the school’s commitment to inclusion, safety and well-being of children:
• Special Educational Needs and Disabilities Policy
• Accessibility Plan
• Safeguarding/ Child Protection policy
• Behaviour Policy
• Anti-Bullying Policy
• Health and Safety Policies
• Positive Restraint
• Care and Control Policy
How does Greenmount Primary School know if children need extra help?
We know when pupils need help if:
• Concerns are raised by parents/carers, teachers, or the pupil’s previous school
• There is lack of progress
• Poor test scores
• There is a change in the pupil’s behaviour
• A pupil asks for help
What should I do if I think my child may have special educational needs?
Mrs Priestley is our SENDCo for Nursery, Reception, Year 5 and Year 6. Mrs Randall is our SENDCo for Years 1,2,3 and 4. Please make an appointment with them if you have any queries or concerns.
How will I know how Greenmount Primary School supports my child?
Each pupil’s Individual Education Plan (IEP) will be drawn up by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs, setting individual targets. A copy of the targets will be given to parents. This may include additional general support by the teacher or teaching assistant in class or use of particular resources (e.g. a writing slope).
The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on a provision map (for each class). This is a record of the interventions, timings of the intervention. The impact of the intervention is recorded on a half termly basis by using teacher assessments. If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENDCo, Mrs Priestley or Mrs Randall.
Pupil Progress Meetings are held on a termly basis. This is a meeting where the class teacher meets with the Headteacher or a member of the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
Occasionally a pupil may need more expert support from an outside agency such as Speech and Language Therapist, Complex Needs Service of Leeds City Council or Physiotherapist etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
If a pupil has needs related to more specific areas of their education or social skills, such as spelling, handwriting, numeracy and literacy skills, the pupil may be placed in a small focus group. This will be run by a teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for a term.
How will the curriculum be matched to my child’s needs?
Teachers plan from children’s levels differentiating work to closely match children’s ability and learning needs. When a pupil has been identified with special needs their work will be further differentiated by the class teacher to remove barriers to learning and enable them to access the curriculum more easily.
A teaching assistant may be allocated to work with the pupil in a 1- 1 or small focus group to target more specific needs.
If appropriate specialist equipment may be given to the pupil e.g. writing slopes, pen/pencil grips or easy to use scissors.
A range of interventions (support programmes) will be used in small groups or one to one situations to accelerate progress.
Where needed, there will be extra pastoral support arrangements to aid the social, emotional and behavioural development of children with SEND such as Nurture Groups, which include measures to prevent bullying.
We run a Dragonflies provision, led by Mrs Randall, for pupils who need additional support.
How will I know how my child is doing?
You will be able to discuss your child’s progress at Parent’s Consultations.
Class teachers are regularly at the class room door or on the playground at the end of the day, if you wish to raise a concern. Appointments can be made to speak in more detail to the class teacher, SENCDo or by visiting or contacting the school office.
IEPs (Individual Education Plans) are sent home each term. Targets are usually set by the class teacher. Parents/Carers are encouraged to contribute their input, which will be included on the IEP.
How will you help me to support my child’s learning?
Teachers suggest ways of supporting all children’s learning through the curriculum newsletters, (sent out ½termly) and on the website. The class teacher may suggest additional ways of supporting your child’s learning through a note in the reading contact book, at parent’s consultations or by arranging a meeting with you.
Mrs Priestley or Mrs Randall (SENDCos) may meet with you to discuss how to support your child. This would normally follow on from when a child has been assessed or discussed at a Review Meeting.
Outside agencies or the Educational Psychologist may suggest advice or programmes of study that can be used at home.
Parent/Carer workshops and coffee mornings are arranged throughout the year, sometimes with invited guests, to encourage an open and relaxed forum where advice and ideas can be exchanged.
What support will there be for my child’s overall well-being?
The school offers a wide variety of pastoral support for pupils who are encountering emotional, social and behavioural difficulties.
Members of staff such as the class teacher, teaching assistants, SENDCo, Learning Mentors, Core Therapeutics and Behaviour Support Workers are readily available for pupils who wish to discuss issues and concerns.
Our Inclusion Leader and Behaviour support leader Mrs Randall may run wellbeing groups targeting social skills, self-esteem, emotional wellbeing and anger management.
Pupils who find lunchtimes a struggle are able to join Clubs run by experienced teaching assistants or sports coaches.
The School also refer children to Core Therapeutics, who provide a counselling service delivered in School.
What specialist services and expertise are available at or accessed by the school?
At times it may be necessary to consult with outside agencies to receive their more specialised expertise. The agencies used by the school include:
• Child Protection Advisors
• Educational Psychologist
• Complex Needs Special Educational Needs and Inclusion Team
• Children’s Complex Needs Service, SEN, Statutory Assessment and Provision Service
• CAMHS (Child & Adolescent Mental Health Service)
• AAP (Attendance Advisory Practitioner previously known as Educational Welfare Officers)
• Deaf and Hearing Impaired Team (DAHIT)
• Visual Impairment Team (VIT)
• Speech and Language Therapist
• Occupational Therapist
• School Nurse
• Epilepsy Nurse
• Leeds Special Educational Needs and Disability Advice Support Service formally known as Parent Partnership
• Social Services
• Area Inclusion Partnership Officer
• Guidance and Support