SEND

At Ingrow Primary we value the individuality of all of the children in our care. We are committed to giving all of our children every opportunity to achieve the highest standards. We do this by taking account of pupils' varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children.

We believe that every child is an individual and should be valued. We believe that all children should have their needs met and should be given an equal access to the curriculum. Our aim is to provide individual and small group provision for those children with Special Education Needs and/or Disability, whatever those needs may be, so that they can reach their full potential. We feel that their contribution to school life should be valued and we seek to build their self- esteem. Please view details of our school admissions process here.

Bradford Local Authority has published its own Local Offer, which can be accessed and explained through clicking the button link below.

To search for the services available through the Bradford Local Offer, please also click the link below.

Bradford Local Offer Information

Inclusion Leader and SENCO: Mrs L Emsley

Responsible for:

• Coordinating all support for children with special educational needs and disabilities (SEND) and developing the school’s SEND Policy to ensure a consistent, high-quality response to meeting children’s needs.
• Ensuring parents are involved in supporting their child’s learning.
• Keeping parents informed about the support their child is receiving.
• Involving parents in reviewing their child’s progress.
• Liaising with external professionals who support children’s learning, such as Speech and Language Therapists and Educational Psychologists.
• Maintaining and updating the school’s SEND register and ensuring detailed records of children’s progress and needs are kept.
• Providing specialist support and guidance for teachers and support staff.
• Monitoring the impact of SEND policies and the effectiveness of provision.
• Working with the Local Authority and external consultants to implement and review provision.

Class Teacher

Responsible for:

• Working in partnership with parents throughout their child’s SEND journey.
• Monitoring the progress of each child and identifying, planning and delivering additional support where required, informing the SENCO as necessary.
• Writing and reviewing Provision Maps.
• Ensuring that all staff working with the child deliver planned support effectively, including additional adults, specialist input and tailored learning programmes.
• Following the school’s SEND Policy for all pupils with SEND in their class.

Head Teacher: Mrs L Murphy
Deputy Head Teacher: Miss J Desanj

Responsible for:

• The day-to-day management of all aspects of the school, including provision and support for children with special educational needs and disabilities (SEND).
• Delegating responsibility for SEND provision to the SENCO and class teachers, while maintaining overall accountability for ensuring that each child’s needs are met.
• Ensuring that the Governing Body is kept fully informed about SEND provision and related matters.

SEND Governor: Ms Jessica Webster

Responsible for:

• Monitoring the effectiveness of SEND provision across the school.

Therapeutic Staff: Lucy Buckle and Georgina Cameron

Teaching Assistants (TAs)

• Supporting pupils with SEND and/or disabilities in line with planned provision.
• Maintaining regular communication with parents/carers regarding a child’s daily progress and wellbeing where appropriate.

Inclusion Leader and SENCO: Mrs L Emsley

SENCO: Mr Norman

Contact email: inclusion@footprintsfed.com

All children receive class teacher input through high-quality classroom teaching.

• The teacher will have the highest possible expectations for your child and all pupils in their class.
• All teaching is based on building on what your child already knows, can do and can understand.
• Different approaches to teaching are used so that your child is fully involved in learning. This may include practical activities or adapted resources to support understanding.
• Lessons are differentiated to meet the needs of your child and the wider class.
• A range of grouping approaches, including ability groups, mixed-ability groups and independent work, are used to support all pupils.
• Specific strategies (which may be suggested by the SENCO or external professionals) are implemented to enable your child to access the learning task successfully.

• We make sure activities outside the classroom and school trips are available to
• Risk assessments are carried out for each trip and suitable numbers of adults are made available to accompany the pupils, with 1:1 support if necessary.
• After school clubs are available to all pupils

How children are involved in their own learning

• Children are involved every day in their own learning and progress.
• They are involved in reviewing and responding to marking, and are encouraged to reflect on their own work and that of their classmates.
• Children regularly discuss their learning in pairs and small groups. Personal targets are shared with them and they are supported to take ownership of these.
• Staff regularly carry out pupil voice sessions, providing opportunities for children to share their views about different aspects of school life.
• Children have the opportunity to express what they like or dislike about school, suggest changes, explain what helps them to learn best and raise anything that is important to them.

• The school building is housed in a Victorian building, with all areas of the buildings accessible. Teachers in school adapt the classroom layouts to cater for children with special needs and/or disabilities.
• Alternative resources are available for pupils and staff with dyslexia, e.g. coloured exercise books and overlays.
• For children who benefit from the use of electronic equipment to aid their learning, such equipment as lap-tops, iPads are available.
• Writing slopes, writing grips, alternative scissors (e.g. loop scissors) are readily available for children to use.
• We also have access to other specialised equipment as we require it g. Radio hearing equipment

• The SENCO’s job is to support the class teacher in planning for children with SEND.
• The school has a school development plan, including identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND or to support identified groups of learners in school, such as children with autism.
• We have whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with SEND.
• Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
• We have staff who are qualified play therapists and accredited nurture and Thrive group practitioners.

How behaviour is managed

Behaviour at Ingrow Primary School is rooted in our core expectations: Be Safe, Be Kind and Be Respectful. These principles underpin all interactions across the school and help children understand their responsibilities to themselves and others.

We believe that positive behaviour is built upon respect for others, motivation and the development of self-esteem. Children are supported to understand what is expected of them and why. Clear routines, consistent expectations and strong adult role models help create a calm and purposeful learning environment.

If you have any concerns regarding your child’s behaviour, please contact your child’s class teacher in the first instance or speak with a member of the senior leadership team. Further information can be found in our Positive Relationships and Behaviour Policy, which includes details about our ‘Going for Gold’ system.

At Ingrow Primary School the class Teacher, SENCO and the Leadership Team continually monitor your child’s progress.

Their progress is reviewed half termly, staff monitor children’s achievements through formal assessments, pupil voice, learning journeys and pupil voice.

If your child is in Year 1 or above but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress.

At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the Government requires all schools to do.

All children on the SEND register have an individual learning plan which will be regularly reviewed and shared with parents.

The progress of an EHC Plan is formally reviewed at an Annual Review.

The Leadership Team and SENCO will also check that your child is making good progress with any individual work and in any group that they take part in.

A range of ways will be used to keep you informed, which may include:

• Home School Diary and Reading Records
• Parents evenings
• Additional meetings as required
• Reports
• Family support meetings
• Review of individual learning plan

If you tell us you think your child has a SEND, we will discuss this with you and investigate – we will then share our findings and agree the next steps.

At Ingrow Primary School when children have been identified as having SEND before they start, we work with the people who already know them and use the information already available to identify what provision they will need at our school.

If we feel that there are any barriers to your child's progress, we will  arrange a meeting with you to discuss how we can work together to ensure that we provide the correct support. This may involve seeking the advice of external agencies or using an appropriate assessment tool.

The school implements a graduated approach to your child’s learning needs. Staff will follow the sequence of: Assess, Plan, Do, Review in line with the whole school assessment phases. This way we can constantly make sure that the school is meeting your child’s needs.

How will it work?

Support for children with identified special needs, new to school:

• We will first invite you to visit the school with your child to have a look around and speak to staff.
• If other professionals are involved, a Team Around the Child (TAC) meeting will be held to discuss your child’s needs, share strategies used and ensure provision is put in place before your child starts.
• The SENCO and/or your child’s key worker may visit your child if they are attending another provision.
• We may suggest adaptations to the settling in period to help your child settle in more easily.

Children with specific barriers to learning, that cannot be overcome through whole class teaching (Quality First Teaching) and intervention groups:

• If your child has been identified as needing more specialist input in addition to good classroom teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress. Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
• If it is agreed that the support of an outside agency is a way forward, you will be asked to give your permission for the school to refer your child to a specialist professional eg a Speech and Language Therapist or Educational Psychologist. This will help the school understand your child’s needs.

The specialist professional will work with your child to understand their needs and make recommendations which may include:

• Making changes to the way your child is supported in class eg some individual support or changing some aspects of teaching to support them better.
• Support to set targets which will include their specific professional.
• Your child’s involvement in a group run by school staff under the guidance of the outside professional eg a social skills group or SEMH hub.
• Further assessment with other professionals when and if appropriate.

If you or the school believe that your child needs more support either you or the school can request that the Local Authority carry out a statutory assessment of your child’s needs. (EHCA) This is a legal process and you can find more details about this in the Local Authority (LA) based Local Offer.

After the school have sent in the request for EHCA to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a EHC assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs.

After the reports have all been sent in, the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more support in school to make good progress. If this is the case they will write an Educational Health Care Plan (EHCP). The EHCP will outline support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short-term goals for your child.

This may be used to support your child with whole class learning, individual programmes or small groups including your child. Each child’s programme will vary depending on the needs of the child and the targets set in the EHCP.

We may be able to offer in-house programs like:

• Speech and Language Therapy
• SEMH provision or social groups

We will always use the advice of external agencies e.g. an Educational Psychologist to help develop and review each child’s needs.

If the Local Authority decides not to issue an Education, Health and Care Plan (EHCP)

If the Local Authority (LA) decides not to issue an EHCP, they will write to you explaining the reasons for their decision.

You should speak with the school to review your child’s current support and arrange a meeting to ensure an appropriate plan remains in place. The school will continue to provide support through the graduated approach at SEN Support level and will work with you to help your child make the best possible progress.

If you disagree with the Local Authority’s decision, you have the right to request independent mediation and/or appeal to the First-tier Tribunal (Special Educational Needs and Disability). Information about how to do this will be included in the letter from the Local Authority.

You can also seek advice and support from SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service), who can provide impartial guidance.

How the school funds and allocates SEND provision

The school budget, received from the Local Authority, includes funding to support children with special educational needs and disabilities (SEND).

The Head Teacher decides how the SEND budget is allocated, in consultation with the Governing Body, based on the needs of pupils within the school.

The Head Teacher and the SENCO review all available information about SEND provision in the school, including:

• Children currently receiving additional support.
• Children requiring further assessment or intervention.
• Children who are not making expected progress.
• The resources, training and staffing required to meet identified needs.

Resources, training and support are reviewed regularly and adjustments are made to ensure provision remains effective and responsive to pupils’ needs.

Supporting children with SEND during transition

We recognise that transitions can be challenging for children with SEND. We take careful steps to ensure that every transition is as smooth and supportive as possible.

If your child is moving to another school:

• We will contact the receiving school’s SENCO to discuss your child’s needs and any special arrangements or support required.
• A thorough transition meeting will take place between our SENCO and the SENCO of the receiving secondary school.
• All relevant records and documentation will be transferred promptly to ensure continuity of provision.
• We will liaise with the receiving school regarding additional transition visits or enhanced transition sessions where appropriate.

When moving classes within school:

• Information is shared with the new class teacher in advance.
• Where appropriate, a planning meeting takes place to ensure provision continues seamlessly.
• Depending on individual needs, children may visit their new classroom to become familiar with the environment.
• Transition booklets, including photographs of the new teacher and classroom, may be provided to support familiarity over the summer break.

If your child joins Ingrow Primary School during the academic year:

• We will meet with you and your child to discuss their needs and agree how best to support a successful transition.
• We will liaise with the previous school’s SENCO to gather information and ensure appropriate provision is in place.
• Relevant records from external agencies will be requested to support continuity.

Transition from Year 6 to secondary school:

• We support parents and carers in making informed decisions about secondary school placement.
• A thorough transition meeting takes place between our SENCO and the SENCO of the chosen secondary school.
• We liaise with secondary schools to arrange additional transition visits and specialist transition sessions for pupils with SEND where appropriate.
• Your child will have opportunities to explore and discuss aspects of transition to support their understanding of the changes ahead.
• Where possible, your child will visit their new school on several occasions, and staff from the secondary school may visit your child here.

There are a number of local and national services designed to support parents and carers on many SEND areas. Please contact our Family Liaison leaders: Helen Mawer on 01535 603868.

Bradford Barnardo's SENDIASS

SENDIASS supports parents and carers of children or young people who have special needs and/or disabilities (SEND) AGES 0 - 25 YEARS living in the Bradford district. Children and Young people can also access the service independently. The service supports with; Exclusions, Transfers, Admissions, Transport, Appeals, Mediation, Complaints, Personal budgets, EHCP's SEN support.

SENDIASS supports parents and carers of children and young people with SEND and they offer a wide range of support from telephone advice, information sheets and packs, social media pages, signposting, training workshops, events, drop in sessions and tailored 1:1 casework. Each case is assessed on an individual basis and support is tailored to individual need.

Tel: 01274 513300

Find Out More

SEND Code of Practice

Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25.

Read More

Please contact the school as soon as possible with your complaint. Depending on the nature of the concern, you may wish, or be asked to, follow the schools formal complaints procedure.

If you have any further questions please contact the school and we will be more than happy to help you.

Tel: 01535 603986

Our School is dedicated to providing an effective education for all students and will not discriminate against those with disabilities. To ensure every student receives the necessary support, we will take all reasonable steps, which may include consulting with the Local Authority to acquire specialised equipment, deploy support staff, or make minor adaptations to our facilities.

The SEND policy ensures that staff promptly and accurately identify, assess and arrange suitable provision for learners with disabilities and special educational needs. The SENDCos manage the Educational, Health and Care Plan Assessment Process, ensuring additional resources are available where appropriate. 

The SENDCos and SLT ensure the provision of additional support for learners is effective and support teachers in implementing strategies for improving access to learning for any learner with a disability.

On admission to the school, any learner with a disability would have their needs assessed by the SENDCo in liaison with SLT, any relevant external agencies and the LA if appropriate. Following the initial assessment, an Individual Health Plan and a One Page Profile would be devised and put into action. This would set out any access arrangements or specialist equipment required. A Personalised Emergency Evacuation Plan (PEEP) would also be put in place to ensure the disabled learner is able to exit the school safely in case of emergency.

The Accessibility Plan (which is available on the school website) ensures the school is regularly reviewing the facilities in place to enable disabled learners to access the school. The school currently has a range of facilities in place, these include:

• EVAC Chairs
• Lift access to the upper floors
• The majority of areas of the school are wheelchair accessible through the use of ramps or lift.
• Disabled toilets in Nursery, Key Stage 1 and 2 buildings
• The front desk has a sliding window which is at a suitable height for wheelchair users.  
• Classrooms are equipped with specialist resources when required.

We ensure wherever possible that equipment used is accessible to all children regardless of their needs.

The school makes all efforts to make 'reasonable adjustments' in order to support children's needs.

All extended learning activities such as clubs, trips, residential visits, specialist activities, theme days etc. are accessible for children with SEN. Individual pupil risk assessments will be carried out if necessary for these activities.

Provision is made to support parents with particular needs to access school information and events.