Special Educational Needs and Disabilities (SEND) Inclusion Policy

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Special educational needs and disabilities (SEND) Inclusion Policy

The academy received an Ofsted Inspection in June 2022 and we were delighted with the accolades our special educational needs provision received. This is a quote from the Ofsted report…

• ‘Pupils with special educational needs and/or disabilities (SEND) and pupils who speak English as an additional language have intensive support to ensure that they can access the
• curriculum.’

‘The early years curriculum is ambitious and designed to build on children’s starting points. Children with SEND are supported within the provision, playing alongside other children while having their specific needs met. Parents and carers of children with SEND feel supported by the academy. One parent said, ‘I feel like I have a voice, and that I’m really listened to’.

At Co-op Academy Nightingale, we follow the guidelines set out in the 2015 Special Educational Needs and Disabilities (SEND) Code of Practice: for 0 to 25 years. The key elements of the statutory framework in Part 3 of the Children and Families Act reflect the principles below:  

• Involving children, parents and young people in decision making.

• Identifying children and young people’s needs.  

• Greater choice and control for parents and young people over their support.

• Collaboration between education, health and social care services to provide support.

•High quality provision to meet the needs of children and young people with SEND.  

• Supporting successful preparation for adulthood.

Definition of Special Educational Needs and Disabilities

In accordance with the Code of Practice, we believe that children have a Special Educational Need or Disability if they:

“Have a learning difficulty or disability which calls for special educational provision to be made for them.” 

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• has a significantly greater difficulty in learning than the majority of others of the same age,

• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

Children with SEND are classified into 4 broad areas of need. They are:

• Communication and interaction (CI)
• Cognition and learning (CL)
• Social, emotional and mental health difficulties (SEMH)
•  SENDsory and/or physical (SP)

We ensure that children in our care are not regarded as having a learning difficulty solely because their home language is different from the language in which they will be taught. In keeping with the Equal Opportunities guidance we ensure that children are not disadvantaged for any reason, because of their race, gender, nature of need or socio-economic background.

Inclusion statement

The staff at Co-op Academy Nightingale are committed to the inclusion of all pupils. We aim to:

• Provide an environment which enables pupils to be safe and healthy
• Value every individual and enable them to enjoy their learning, achieve their full potential and economic well-being
• Enable every pupil to make a positive contribution to their school and community
• Identify and respond to pupil’s diverse and individual needs
• Identify and overcome barriers to learning
• Set suitable learning challenges for every pupil

Objectives of Inclusion  

Our objectives are to:

• Provide an environment which fosters a close partnership with parents and carers
• Promote the self-worth and self-esteem of all who learn and work at Co-op Academy Nightingale.
• Provide a broad and balanced curriculum which meets the requirements of National Curriculum and the Foundation Stage curriculum
• Promote early identification, assessment and provision for pupils with SEND
• Promote early identification, assessment and provision for pupils who have additional needs. These include English as an additional Language (EAL) pupils, pupils from families who are asylum seekers or refugees, looked after pupils, travellers, pupils who are at risk of exclusion and gifted and talented pupils.
• Provide quality first teaching with scaffolded teaching resources matched to the needs of the pupils ensuring access to the curriculum for all pupils.
• Follow the graduated approach cycle - Assess-Plan-Do-Review
• Provide effective relationships with external agencies

SEND Provision

The Special Educational Needs Co-ordinator (SENDCo) for Co-op Academy Nightingale Primary School is Ms Lauren Banyard. The Assistant SENDCo is Miss Tara Sharlotte.

The SENDCo works closely with the Executive Headteacher, Head of School and the remainder of SLT to implement this policy day to day and co-ordinate the provision for SEND pupils throughout school.  The school’s SEND register includes those pupils who have been identified by the school as having some additional needs and are monitored internally, as well as pupils who also have some involvement from outside agencies and those who have an EHCP (Educational Health Care Plan) in place.

Identification

At Co-op Academy Nightingale, we aim to identify pupils with SEND at the earliest opportunity. All pupils are informally assessed by the Class Teacher in English and Maths upon entry into Years 1-6 and in the Prime Areas (Communication and Language, Physical Development and Personal, Social and Emotional Development) in the Foundation Stage. When a class teacher or parent/carer has concerns about a child, these can be addressed by an informal conversation with the SENDCo. The class teacher will then ensure that this pupil has access to high-quality teaching for 6 weeks before a formal referral is made to the SENDCo. Class teachers will complete the SEND referral form (including parent voice) identifying needs in the 4 broad areas so that the SENDCo and Class teacher can identify the primary area of need and any additional needs.

Pupils with English as an additional language (EAL) and pupils with special educational needs and/or disabilities (SEND) will be given equal access to identification.

The Graduated Approach

Assess

To support further identification, we will use the WRAT 5 Assessment and the GL Assessment to further identify any cognition and learning needs. We will use WellComm or make a referral to Chatterbugs (Speech and Language therapist) with parental consent to support the identification of communication and interaction needs. Pupils who are not working within their current key stage of learning, will be assessed using SENIT DJ in EYFS or  B-Squared in Year 1 onwards. This meets expectations of the Engagement Model, statutory in September 2021.

Once we have identified that a pupil will require SEND support, the SENDCo will gain parental conSENDt to add them to the SEND register. All parents will receive a letter informing parents that their child has been added to the SEND register. All pupils on the SEND register, will have a pupil passport which will include their area of need, areas of strength, how to help me, provision map termly targets, assessment data, reading level, professionals involved and parent/carer views. These will be reviewed on a termly basis using the graduated approach.

Plan

Once a pupil has been added to the SEND register, the SENDCo, teacher, parent and pupil will be involved in discussing the planning of interventions and support put in place to support the pupil. Appropriate adjustments, interventions and support will be explored to provide pupils with the best opportunity to achieve their potential. The level of support will come in three different waves - Universal provision, Targeted intervention and Specialist support. Wave 1 support is accessed by all pupils which is high quality teaching and in class provision. Wave 2 are targeted interventions and Wave 3 are specialist and/or individualised interventions.

Do

The class teacher will be responsible for working with pupils on a daily basis and will oversee the implementation of support and interventions taking place. They will work closely with support staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENDCo will further support the class teacher and support staff by organising training and advising on strategies to ensure effective implementation of support. Staff are kept informed and updated about SEND issues and pupils on the SEND register by the SENDCo or other key staff as appropriate.

Review

Pupil passports will be reviewed on a termly basis and will review the impact of support and interventions on pupil progress. This information will be shared with parents/carers and parent/carer voice will be gained and added to the pupil passport. Pupil passports will be shared with parents/carers on a termly basis. The class teacher will review the support and outcomes in consultation with parents and pupils. Pupils with an Education, Health Care Plan (EHCP) will have a review meeting every twelve months.

Through regular reviews, pupils may be removed from the SEND register if additional provision is no longer needed.

Pupils with English as an additional language (EAL) and pupils with disabilities and or special educational needs (SEND) will be given equal access to identification. The definitions are seen as complementary rather than exclusive.  

Roles and Responsibilities

The child and the family are at the heart of the process.

The teacher sits around the child and the family and is the professional who is accountable and responsible for the child’s progress. Every teacher is a teacher of SEND.

The SENDCo provides professional guidance to colleagues and works closely with parents/carers and with other agencies.

We will support parents/carers by:

• Welcoming and encouraging parents/carers to participate in their child’s educational progress from the outset, seeing them as equal partners.
• Fostering effective partnerships, valuing parent/carer views and contributions and drawing attention to the availability of relevant and accessible information, support and advice (e.g Parent Partnership Service).  
• Using translation/interpreter services when needed.
• Discussing their child’s Pupil Passport and providing copies on a termly basis or when they request one.  
• Sharing any professional reports, such as Speech and Language Therapy Reports, EP reports etc  as soon as school has a copy of them.
• Inviting them to SEND meetings with the class teacher and SENDCo as well as parents evening and professional meetings when appropriate.

The Class teacher will:

• Be responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.
• Ensure all pupils have access to high quality teaching and will be scaffolded for individual pupils when appropriate, as a first step in responding to pupils who have or may have SEND.

The SENDCo will:

• Work in partnership with colleagues, parents/carers, pupils and outside agencies to set, monitor and review short-term objectives (pupil passports) and any relevant behaviour records or Arbor alerts.
• Ensure Teachers are providing Quality First Teaching for SEND children in all classrooms
• Promote The Graduated Approach (Assess, Plan, Do, Review) for all children with Wave 2 (Interventions in class) and 3 (Internal/External Interventions)  support
• Monitor the achievement of pupils on the SEND register and those who have additional needs
• Provide professional guidance and continuing professional development for all staff to secure quality first teaching and effective use of resources for these pupils
• Maintain records for pupils with SEND including the whole school register and year group registers
• Regularly liaise with the Safeguarding Team, Family Support and Attendance Officers Halema Begum, Ruth Strahan and Christopher Ingle
• Liaise with the pastoral team as and when required and meet as a team half termly.
• Liaise as appropriate with parents and carers of pupils with SEND to provide thorough and meaningful support, which provides SEND children with the best opportunities possible to make good progress
• Liaise with and organise support from external agencies including Chatterbugs Speech and Language therapists, Visual Impairment Team VIT, Deaf and Hearing Impairment team DAHIT, SENDIT.
• Keep staff up-to-date with training needs.
• Line manage TA’s working with SEND children (manage performance and professional development review meetings)
• Liaise with all stakeholders including parents and governors
• Monitor, support and review planned interventions
• Apply for EHCPs in line with the Local Authority arrangements
• Write a detailed SEND Report annually which will be provided to the Trust and be made available to parents on the school website

The provision for Inclusion will be monitored by:

• Whole school SEND review meetings for class teachers to be allocated where the  SENDCo and SEND Teacher are available for support or guidance. Held termly including support staff where appropriate
• Reviews with parents, class teacher and with SENDCo when necessary. Parent Voice to be collated termly.
• EHCP annual review meetings to be held by SENDCo and Class Teacher and any other stakeholder.
• Evaluate the impact of provision including intervention programmes
• Analysis of data
• Regular meetings between SENDCo and SEND/Inclusion Governor
• Regular meetings with the SENDCo and the SEND Director to evaluate school’s provision to support SEND needs

Section 2 The School’s Admission and Inclusion Arrangements

Admissions Policy

When children join Co-op Academy Nightingale School we liaise with parents / carers and previous settings to create a clear picture of children’s needs.

The admission arrangements for those pupils with Special Educational Needs with or without an EHCP are the same as for all pupils. We welcome all children to our school and endeavour to ensure that appropriate provision is made to cater for their needs. This will usually mean that the child is fully integrated into the class unless this would be incompatible with the efficient education of other children. In these circumstances extraordinary arrangements might need to be considered. All children with Special Educational Needs and Disabilities play a full part in the daily life of the school and are encouraged to join in all activities.

Responsibility of Governing Body

It is the responsibility of the Governing Body to ensure that:

• The Governors are involved in developing and monitoring the schools Inclusion Policy
• All Governors are knowledgeable about the schools provision for pupils who have special or additional needs
• Inclusion is part of the School Development Plan and that training and development needs of staff are identified and addressed

Access to the Curriculum

It is the responsibility of all teachers to include SEND pupils within the classroom and provide Quality First Teaching by planning effectively to enable them to access the curriculum and make progress.

We always strive to

• Set suitable challenges
• Respond to pupils’ diverse needs
• Overcome potential barriers to learning

The curriculum for pupils with additional needs including SEND can be flexible and scaffolded according to need.

Allocation of Resources for Pupils with Special or Additional Needs

Support for SEND pupils will be allocated through the use of available funding (The Pupil Premium, Funding for Inclusion (FFI) and whole school SEND budget).

Prior to secondary school transfer, pupils who have special or additional needs may have an individual integration program.

In Service Training

We regularly review the training needs in relation to SEND provision and provide in house and outside agency training to meet the identified needs.

Speech and Language Therapy

We have an in-house Speech and Language therapist (SaLT) who works in school, one day a week from Chatterbugs. They assess children, work 1:1 and in small groups with children and create therapy programmes for Class Teachers or TA’s to follow. Training is also organised as and when needed.

A communication and language therapist also works with small groups or individuals following guidance from the SaLT, one day a week.

EAL

EAL is not a SEND need. However, to support identification of potential needs beyond language acquisition for our many EAL pupils, we will use a range of formative and summative assessments to ensure that appropriate support and resources are put in place. If necessary small group work or individual work is organised.  If additional need is identified thereafter this will be reviewed in line with everyone else and as outlined in this document.

Pupils who are at risk of exclusion

The behaviour of pupils who are at risk of exclusion are closely monitored through the use of the SEMH Graduated Response. The SENDCo, SLT and classteacher will follow the SEMH Graduated Response to ensure that any pupil at risk of exclusion will be given a strong opportunity to succeed in school through a range of strategies before exclusion becomes an option. Short term targets are set which are monitored and reviewed by a member of the Leadership Team, Class Teacher and the pupil. These may take the form of a target card. ABC forms are filled in to assess possible triggers. If they are on the SEND register, a Pupil Passport will include individual targets which are reviewed by the SENDCo and Class Teacher and the team working around the pupil. Where necessary, a key adult will work specifically with the young person to support them with regulation and attachment needs. A PACE (Playfulness, acceptance, curiosity and empathy) approach will be used as a way of thinking, feeling, communicating and behaving and making the child feel safe. We recognise these principles help to promote the experience of safety in  interactions with young people. They need to feel that they are connected with the emotional part of their brain before they can engage the thoughtful, articulate, problem solving areas.

Advice and support from outside agencies is sought if necessary such as SEMH Inclusion team, SENIT, EP or EAIP referrals .

If required, a Behaviour Individual Pupil Risk Assessment (BIPRA) and a Positive Behaviour Support Plan (PBSP) will be created as an individual behaviour management approach for that individual which will be shared with all adults that work with that child. These are written together by the SENDCo and Family Support Officer/ Designated Safeguarding Officer Halema Begum or the remainder of SLT.

Safeguarding

The SENDCo and Family Support Officer/ Designated Safeguarding Officer work closely together on attendance and to ensure families with SEND children are making the most out of family life, to be healthier, to achieve, be safe, strengthen and enjoy their lives together. They create Early Help plans with families where required to help them move forward and reach their goals. Meetings are held every 6 weeks and targets are reviewed and reset. At times, the SENDCo and Family Support Officer/Deputy Designated Safeguarding Officer may be required to support other agencies and professionals in an Early Help assessment.

This is a requirement set out in the DFE Keeping Children Safe Annex A: 58 p17

https://assets.publishing.service.gov.uk/media/68add931969253904d155860/Keeping_children_safe_in_education_from_1_September_2025.pdf 

Children who are Looked After  

As a school we seek to work in partnership with parents, carers, Leeds City Council, Health and Social Services and Virtual Schools. All looked after pupils will have their needs assessed regularly. All pupils will have a pupil passport that outlines their targets and the support in place for them. Specific needs will be identified and individual targets set in a Personal Education Plan (PEP). This is initiated by Social Services and educational contributions are made by the Designated Looked After Teacher. The Designated Looked After Teacher (Lauren Banyard, SENDCo) is responsible for attending these meetings, liaising with Class Teachers and Carers. They work closely with Virtual Schools, The Safeguarding Lead (DSL)/Deputy Designated Safeguarding Lead (DDSL)/ Safeguarding Officers, Family Support Officer and Social Services.

Where the DSL and DDSL have identified a child to be on the edge of social care support, or who would normally receive pastoral-type support in school or is SEND, they ensure that a robust communication plan is in place for that child or young person and liaise with the SENDCo and Family Support Officer. As an attachment aware school, we recognise the importance of keeping staff up to date with relevant information and the pastoral team being available for drop ins and interventions should they be needed.

Details of all meetings held are recorded on CPOMS, as a record of contact that has been made.

Pastoral

The SENDCo is part of the Pastoral team and attends regular half termly meetings to ensure all members are kept up to date with the most recent SEND events.

Facilities for pupils with physical disabilities

The school has facilities suitable for wheelchair access and a care suite. Additional resources are allocated in accordance with needs.

Pupils with Medical needs

The school ensures pupil’s medical needs can be met and seeks the appropriate support and training required to support individual pupils.

Intimate care plans are produced where any care which involves washing, touching or carrying out an invasive procedure that most children carry out for themselves but which some young people are unable to do due to physical disability, special educational needs associated with learning difficulties, medical needs or needs arising from the child’s stage of development.

Please refer to the schools Medicines Policy and Intimate Care Guidelines. Intimate Care plans are reviewed by Family Support Officer/Deputy Designated Safeguarding Officer Ruth Strahan and SENDCo Lauren Banyard.

Links to support services

The school makes good use of outside agencies, seeking support and advice to maintain the high standard of provision.

Links and partnerships are developed with Leeds City Council and other outside agencies to provide support and advice to enable the school to meet pupil needs effectively.

Dealing with complaints

• If a parent wishes to complain about the provision or the policy, they should, in the first instance, raise it with the SENDCo, who will try to resolve the situation.

Please refer to the schools Complaints Policy

Last review date: July 26

Reviewed by: July 27