SEND Policy
Special Educational Needs and/or Disability (SEND) Policy
Policy details & Key Contacts
Academy: Co-op Academy Woodlands
Policy owner: Jenny Goodall - SENDCO (wood.send@coopacademies.co.uk)
Headteacher: Adele Clark
Date of Policy Implementation: May 2026
Date shared with staff: May 2026
Date shared with the Academy Community Council: May 2026
Date of next Policy Review: May 2028
*To be reviewed every 2 years and following any changes to legislation
This policy has been written with guidance and reference to the following documents:
- Special Educational Needs and Disability Code of Practice: 0-25 years (June 2014)
- The Children and Families Act 2014
- Articles 12 and 13 of the United Nations Convention of the Rights of the Child
- The Equality Act 2010
Contents
Definition of Special Educational Needs
The role of the Special Educational Needs Co-ordinator (SENDCo)
The Role of the SEND Link Academy Community Council Member
The Role of the Teaching Assistant
Identifying pupils with SEND and assessing their needs
How class teachers assess the progress for all pupils and identify those whose progress;
Consulting and involving pupils and parents
Education, health and care plans
Expertise and training of staff
Adaptations to the curriculum and learning environment
Evaluating the effectiveness of SEN provision: Impact
Support for improving emotional and social development
Additional support for learning
Securing equipment and facilities
Medical needs within the academy
Clear and effective procedures
Complaints about SEND provision
Contact details of support available
Links with other policies and documents
Introduction
This policy links with the SEND Code of Practice by recognising that:
- SEND Code of Practice now covers 0-25 years
- Single school SEND categories Graduated approaches to provision
- Local Authorities will have a Local Offer and schools will contribute to that offer
- There will be Joint Commissioning roles between Education, Health and Social Care.
Co-op Academy Woodlands recognises that there is a significant overlap between children and young people with Special Educational Needs and those with Disabilities, and that many such children and young people are covered by both SEND Code of Practice and equality legislation such as the Equality Act 2010 towards individual disabled children and young people. We will make reasonable adjustments, including the provision of auxiliary aids and services for disabled children and those with medical conditions, to prevent them from being put at a substantial disadvantage.
Objectives
- To ensure equality of opportunity and to eliminate prejudice and discrimination against young people with special educational needs.
- To continually monitor the progress of all children, to anticipate and identify needs as they arise and to provide support as early as possible.
- To provide access to a relevant and exciting 3-part ambitious (1. Formal, 2 developmental and 3 alternative) curriculum through planning and provision by Class Teachers, SENDCo, Lead Teachers and Senior Leaders.
- To make effective arrangements to support and care for our children so that their individual needs do not become a barrier to learning and progress.
- To enable children to move on from school with the skills they need to become successful in their lives after school, whichever pathway they follow.
- To involve parents, and young people themselves wherever possible, in planning for any decisions that inform the child’s preparation for adulthood.
Legislation and guidance:
- This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:
- Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities
- The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENDCos) and the SEN information report.
Definition of Special Educational Needs
The Academy adopts the definition of SEN used by the SEND Code of Practice (2015):
“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. (xiii)”
“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, or
• 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 (xiv)”
“A child under compulsory school age has special educational needs if he or she is likely to fall within the definition in paragraph xiv. above when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014). (xvi)”
- Under the SEN Code of Practice 2014, the categories of need were redefined and are now:
Current | Previous |
Cognition and Learning | Moderate, Severe and Profound & Multiple Learning Difficulties, Specific Learning Difficulties such as Dyslexia, Dyscalculia, and Dyspraxia |
Communication and Interaction | Speech, Language and Communication Needs, Developmental Language Disorder, Autism Spectrum Condition, |
Social, Emotional and Mental Health | Attention Deficit Hyperactivity Disorder or Attention Deficit Disorder, Attachment Disorders or responses to Adverse Childhood experiences Anxiety, Eating disorders |
Sensory and/or Physical | Physical Disability, Hearing Impairment, Visual Impairment, Multi-Sensory Impairment. |
We believe that children may have special educational needs in some areas of their learning but that they can also be identified as gifted and talented in others.
Intent: Our SEND policy aims to:
SEND Vision
To create an environment in which all members of our school community feel welcome, safe, valued and respected through developing SEND provision which ensures equity - allowing all members of the community to be aspirational and experience success in a way that is meaningful for them.
At Co-op Academy Woodlands, we hold high expectations for every pupil, delivering a broad, balanced, and engaging curriculum that inspires ambition and a lifelong love for learning. We are deeply committed to inclusion, ensuring that all children, including those with Special Educational Needs and Disabilities (SEND), have equal access to every aspect of school life. We foster a respectful environment where every individual is empowered to reach their full potential.
We guarantee high-quality teaching that drives excellent progress, actively removing barriers to learning through tailored support and classroom adaptations. Beyond academics, we prioritize our pupils' health, safety, and self-esteem, encouraging them to make meaningful contributions to both our school and the wider community. To achieve this, we cultivate strong partnerships with families and external agencies, while prioritizing the early identification and support of pupils with SEND.
The Academy is committed to ensuring success for all, in line with our Equal Opportunities policy. This means that in all work with young people we will aim to ensure that:
- Children feel safe
- Children are happy
- Children cooperate
- Children communicate
- Children engage in learning
- Children aspire to achieve
- Children show respect for others
- Children have pride in their school
- Children show an understanding of what equality means in practice.
We believe that all children should be equally valued at the Academy. We will strive to eliminate prejudice and discrimination, and to develop an environment where all young people can flourish and feel safe. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous barriers. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences, strengths and needs. We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, difficulty, sexuality, disability, attainment levels and background.
We recognise that children learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity.
We are particularly aware that the needs of our children change as they develop and we try to ensure that we respect and reflect their changing age and maturity.
Co-op Academy Woodlands sees the inclusion of children with special educational needs and disabilities in the full life of the Academy as critical to the success of our Academy.
Who ensures that this policy is followed and works within the current guidelines?
The SENDCo – Jenny Goodall
The SEND Link Academy Community Council Member – Katie Bull
The role of the Special Educational Needs Co-ordinator (SENDCo)
The SENDCo holds operational and strategic responsibility for inclusion across the academy and is responsible for:
- Coordinating the day-to-day operation of the academy's SEND policy and managing the specific provisions made to support individual pupils, including those with EHC plans.
- Collaborating with the Headteacher, Senior Leadership Team, and the SEND Link Academy Community Council Member to determine and drive the strategic development of SEND provision.
- Providing professional guidance and advice to colleagues, while working alongside staff, parents, and external agencies to ensure pupils receive high-quality teaching and targeted support.
- Advising on the implementation and management of the graduated approach (Assess, Plan, Do, Review) to provide effective SEND support.
- Managing the deployment of the academy’s delegated SEND budget and resources to meet the needs of pupils effectively.
- Acting as the primary point of contact for external agencies, especially the Local Authority and its specialist support services.
- Liaising with future education providers to ensure pupils and parents are fully informed about choices and that a smooth transition is planned.
- Ensuring the academy meets its statutory responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements, in partnership with the Headteacher and Academy Community Council.
- Maintaining accurate, up-to-date records for all pupils with SEND, while rigorously monitoring the progress and achievement of everyone on the SEND register.
The Role of the SEND Link Academy Community Council Member
The Academy Community Council SEND link member is Katie Bull. To fulfill her responsibility to support and challenge the academy, she will:
- Raise awareness of SEND issues at governing board meetings to ensure that every ACC member actively champions and understands SEND across the academy.
- Monitor the quality, equity, and effectiveness of SEND and disability provision within the school, regularly updating the wider governing board on its impact.
- Collaborate with the Headteacher and SENDCo to determine and shape the strategic development of the academy's SEND policy and future provision.
- Scrutinize the work, outcomes, and processes of the SENDCo and the wider SEND support team to ensure accountability and high standards.
- Evaluate how effectively the academy meets its statutory duties, ensuring that resources and budgets are being deployed to meet pupils’ needs efficiently.
The Role of the Headteacher
The Headteacher holds ultimate accountability for inclusion across the school and will:
- Collaborate with the SENDCo and the SEND Link Academy Community Council (ACC) member to determine and drive the strategic development of the academy's SEND policy and future provision.
- Maintain overall executive responsibility for the quality of provision, resource allocation, and academic progress of all learners with SEND and/or a disability.
- Ensure that the school's delegated budget and High Needs Block funding are allocated transparently and effectively to meet the statutory requirements of pupils' EHC plans.
- Hold all teaching and support staff strictly accountable for delivering high-quality, adapted teaching as outlined in the SEND Code of Practice.
- Safeguard vulnerable learners by ensuring robust multi-agency working between the SEND team, pastoral teams, and external health or social care services.
The role of the Senior Leadership and Subject Leaders
All leaders across Co-op Academy Woodlands are expected to be leaders of SEND. To ensure a culture of high expectations and equity, they will:
Prioritize high-quality education and targeted support for all when making decisions regarding resource allocation, service access, and physical accommodation within the academy.
Maintain uncompromisingly high expectations for their respective subject areas, championing the progress of every learner.
Design and deliver an inclusive, ambitious, and high-quality curriculum that removes barriers to learning and enables all pupils, including those with SEND, to achieve their full potential.
Monitor the implementation and impact of adaptive teaching strategies within their subject teams to ensure SEND provisions are consistently delivered.
The Role of the Class Teacher
As a teacher of SEND, each class teacher is responsible for:
- Providing every opportunity for children to fulfill their potential within the normal classroom environment.
- Ensuring high-quality, adaptive teaching that enables all pupils to access the curriculum.
- Tracking and taking responsibility for the progress and development of every pupil in their class.
- Collaborating with teaching assistants and specialist staff to plan, assess, and integrate interventions into daily classroom teaching.
- Reviewing pupil progress alongside the SENDCo to dynamically adapt and modify provision.
- Following all procedures and duties outlined within this SEND policy.
The Role of the Teaching Assistant
As a vital partner in supporting SEND, each Teaching Assistant is responsible for:
- Providing every opportunity for children to fulfill their potential within the classroom, working in close partnership with the class teacher to deliver regular feedback on student progress and development.
- Maintaining a clear awareness of all children within their assigned classrooms who have identified special educational needs and disabilities.
- Understanding each child’s IPupil passport, including a strong working knowledge of their specific strengths, barriers to learning, and emotional or behavioral triggers.
- Collaborating continuously with both the class teacher and the SENDCo to ensure support remains aligned, targeted, and impactful.
All staff are expected to maintain a clear awareness of pupils’ Pupil Passports, utilizing them to understand the specific learning needs and support strategies for all children they teach or work with. Furthermore, they are responsible for ensuring that the individual needs of each child are actively addressed and accommodated in full accordance with the school’s Teaching and Learning policy.
The SEND information report
The kinds of SEND that are provided for;
Our academy currently provides additional and/or different provision for a range of needs, including:
- Communication and interaction, for example, autistic spectrum disorder, speech and language difficulties
- Cognition and learning, for example, dyslexia, dyspraxia,
- Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),
- Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
- Moderate/severe/profound and multiple learning difficulties
Identifying pupils with SEND and assessing their needs
At Co-op Academy Woodlands, we recognise the importance of early identification of pupils who might have special educational needs (SEN) or disabilities. We have a clear Identification of SEND protocol that enables both Parental and/ or Carer Concerns and Teacher Concerns to trigger a graduated response:
In addition to this we ensure that we are being proactive in our identification of SEND. This includes;
- The use of the Wellcomm speech and Language Screener with all EYFS children.
- Termly analysis of assessment data - any pupils that are working 2 or more years outside of age related expectations will be discussed at a learning forum meeting between the class teacher, the SENDCo and a senior leader to ensure that the right support is put in place for them.
- Termly pupil progress meetings held between class teachers and Senior leaders - these enable us to quickly pick up on any children who are making less than expected progress and identify the support and strategies that might help them.
How class teachers assess the progress for all pupils and identify those whose progress;
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND. When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
Consulting and involving pupils and parents
We know that consulting parents and carers is important so that;
- Everyone develops a good understanding of the pupil’s areas of strength and difficulty
- We listen to and take on board the parents’ concerns
- Everyone understands the agreed outcomes sought for the child
- Everyone is clear on what the next steps are
Throughout the process we aim to liaise closely with parents. We do so by:
- Working effectively with all other agencies supporting children and their parents
- Giving parents and carers opportunities to play an active and valued role in their child’s education
- Making parents and carers feel welcome
- Encouraging parents and carers to inform the academy of any difficulties they perceive their child may be having or other needs the child may have which need addressing
- Instilling confidence that the academy staff will listen and act appropriately
- Focusing on the child’s strengths as well as areas of additional need
- Allowing parents and carers opportunities to discuss ways in which they and the academy can help their child
- Agreeing targets for all pupils, in particular, those not making expected progress and, for some pupils identified as having special educational needs, involving parents in the drawing-up and monitoring progress against these targets 14
- Keeping parents and carers informed and giving support during assessment and any related decision-making process
- Making parents and carers aware of the Leeds SEND Information and Advice Support Service available as part of the Local Offer.
Graduated response in the mainstream setting
We will follow the graduated approach and the four-part cycle of assess, plan, do, review.
This process will be continual. 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.
As soon as we have concerns about a child’s progress we begin to apply our graduated approach.
This includes:
Universal Provision (Wave 1)
All children access Quality First Teaching. Teachers are responsible for the progress and development of all pupils in their class. Universal Provision is evidenced on teachers’ planning and through monitoring the quality of teaching for all. This provision is reviewed and discussed at termly Pupil Progress Meetings and areas for CPD are identified and arranged as appropriate.
Full-time education in classes, with occasional additional help and support given by the class teacher or teaching assistant. This includes Wave 1 interventions, where all learners benefit, at key moments, from additional help or support, within the classroom environment.
Targeted Provision (Wave 2)
At Woodlands, targeted provision represents the next step in our graduated response for pupils who require support additional to high-quality classroom teaching. When routine assessments indicate a pupil is not making expected progress, we implement time-limited, evidence-based interventions tailored to bridge specific learning, communication, or social gaps; this may include structured catch-up programs for children working just below age-related expectations, or immediate, ‘same day’ interventions for children who have not met outcomes for a particular lesson. These interventions are typically delivered in small groups by trained staff, with entry and exit criteria strictly monitored through data tracking. While not all children accessing Wave 2 support will be placed on the SEND register, it frequently serves as an additional layer of provision for those who are. The class teacher retains overall responsibility for the pupil’s progress, ensuring that skills learned in these sessions are actively generalised within the mainstream classroom. The impact of every intervention is reviewed regularly by the class teacher and overseen by school leaders, including the SENDCo, with outcomes formally reviewed during Pupil Progress Meetings to plan appropriate next steps.
Specialist Provision (Wave 3)
Where a pupil continues to make less than expected progress despite high-quality universal teaching (Wave 1) and targeted small-group interventions (Wave 2), or where external agencies are actively involved, the school will initiate specialist Wave 3 provision. This wave is designed for children who require a level of intensive, individualised support that cannot be delivered within a whole-class context or standard small groups. It includes highly focused, 1-to-1 intervention delivered by a Teaching Assistant or external specialist, which directly supplements existing classroom learning rather than replacing it.
Wave 3 interventions are heavily informed by internal data and external expertise, such as educational psychologists, speech and language therapists, or the Inclusion Advisory Team from the Local Authority, and may include alternative specialised provision. All pupils receiving Wave 3 support will have a personalised Pupil Passport detailing their specific strengths and difficulties. Staff work in close consultation with the child, parents, the SENDCo, and relevant outside agencies to co-produce individual learning targets. These targets are monitored for evidence of achievement and updated termly or sooner if required. While this teaching involves specialised input, the class teacher, working alongside the SENDCo, retains ultimate responsibility for the pupil’s daily progress and ensures these expert strategies are deeply embedded into the pupil’s everyday curriculum.
Education, Health and Care Needs Assessments (EHCNA)
Where a pupil continues to demonstrate significant and complex needs despite robust, evidence-based interventions across Waves 1, 2, and 3, and data shows they are still making insufficient progress, the school, in close consultation with parents and relevant external agencies, will consider requesting an Education, Health and Care Needs Assessment (EHCNA) from the Local Authority. This statutory process is initiated when a pupil’s special educational needs are severe enough to require support and resources beyond what our school's standard SEND budget can ordinarily provide.
The class teacher, SENDCo, and parents will collaborate throughout this statutory assessment process to ensure the child’s voice and specific developmental goals remain central to any future legal provision.
Education, health and care plans
An Education Health Care Plan is for children and young people (0-25yrs) who will have a substantial, and often sustained, educational need. These plans are for children who will require specialist support for a considerable amount of time in a mainstream or specialist setting. EHCP provision is evidence on a whole academy provision map. There is a statutory requirement to review ECHPs every 6 months for preschool children and annually for school age children. Supporting pupils moving between phases and preparing for adulthood.
We will ensure a smooth transition into our academy from the previous educational establishment and from our academy into the next phase of education. This will include;
Sharing information with the academy, or other settings the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.
For pupils transferring to another setting, the SENDCo is responsible for making sure that all records regarding SEND are transferred as soon as possible.
- Discussions will be organised between the previous or receiving school/academy prior to the pupil joining/leaving.
- Organising transition sessions where the pupil spends time in their new setting meeting key people.
- Organising for key staff to visit pupils prior to them joining the academy in the current setting.
Miss Goodall (SENDCo) and class teachers will liaise with the SENDCo from the new setting to pass on information regarding pupils with SEND.
Children working in Alternative Provision (AP)
When children spend some of their time in other settings such as alternative provision, the SLT will ensure the key information with regards to their SEND and Disabilities is passed to the appropriate people so that the planning for their care and learning support is consistent and appropriate. The SLT will also ensure there is liaison with any external support services again to ensure there is consistency of approach and expectations are managed. We will carry out weekly visits focusing on attendance, safeguarding, curriculum and SEND support, teacher and class check-ins to keep regular contact between alternative provision as well as school. We will work closely with the child, their families, the SENDCo and the headteacher at the alternative provision as well as the EAIP.
Accessibility
Most of the academy is fully accessible on one level and has appropriate access to disabled toilets and the care suite. The Key Stage 2 playground is situated on lower ground, and can be accessed via the main steps or by using the sloped ramp to the right-hand side of the playground. The Deaf and Hearing Inclusion Team (DAHIT) have carried out annual acoustics of the classrooms in preparation of transition to a new classroom at the end of the summer.
Should children require additional equipment to fully access the facilities, then the academy will work with specialists and other professionals to ensure that this need is met and is outlined in an additional needs plan.
Co-op Academy Woodlands is an inclusive academy and full participation in activities and educational visits for all pupils is a priority. All academy trips are thoroughly risk assessed by staff and measures put in place to ensure the safety of all pupils and adults.
Expertise and training of staff
Co-op Academy Woodlands is committed to the continuous professional development of all staff. All members of staff who support children in the classroom and at break/lunch times are fully trained to meet the needs of the children they care for.
Where a learning need is identified that requires specific support, staff will receive appropriate training and resources will be purchased as recommended from specialist services.
Support for pupils with SEND will be allocated through the use of available funding (The Pupil Premium, Funding for Inclusion (FFI), EHCPS and whole academy SEN budget).
Adaptations to the curriculum and learning environment
We make the following adaptations to ensure all pupils’ needs are met:
- Adaptations and scaffolding within our curriculum ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
- Adapting our resources and staffing
- Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
- Adapting our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
Intervention and Support
Interventions which are additional to those provided as part of the schools’ usual adapted curriculum offer and strategies will be employed to enable the child to progress. These will be coordinated by the SENDCo and will be recorded in a pupil passport.
Support from external specialist services and agencies will be sought and referrals made as required, using local, regional and national specialists as the need arises.
Evaluating the effectiveness of SEN provision: Impact
The provision for inclusion will be monitored by;
- The academy processes for tracking the progress of all pupils.
- Review meetings with parents, class teachers, support staff and SENDCo termly.
- Evaluating half termly the impact of provision including intervention programs.
- Analysis of data and individual tracking information.
- Regular meetings between SENDCo and send link Academy Community Council member.
- Monitoring of classroom practice and provision for pupils with additional needs.
- Annual review of EHCP as prescribed in the SEND code of practice.
- Annual reviews of pupils in receipt of additional Funding for inclusion.
- The views and experience of parents
- The pupil’s own views
- Advice from external support services, if relevant
- Other teachers’ assessments, where relevant
All teachers and support staff who work with a pupil with specific needs will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. This will all be recorded on a Pupil passport. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
Support for improving emotional and social development
All the staff in the academy take a shared responsibility for children’s overall well-being. In addition, the academy has key members of staff who work closely either in focused groups or individually to support children with their social and emotional development. Some of the ways we provide support for pupils to improve their emotional and social development are through;
- Zones of regulation
- Restorative practice
- Regulation stations
- Play therapist (Gipsil)
- A Sensory Room
- The Meadow
- School Counsellor
- Mindmate
- Educational psychologists support and guidance
- Family support Worker
- Helping Understand Behaviour (HUB) and Buddy Benches - lunchtime support
- Pastoral support
- Other external agency support e.g. East AIP outreach
Our Deputy Headteacher is the Lead for behaviour, our pastoral team includes an Inclusion Support Worker (ISW) who is one of the DDSL’s and two Learning Support Mentors (EYFS/KS1 and KS2) whose roles are designed to support the mental well-being of pupils on a day to day basis through check-ins, catch-ups, intervention support and 1:1 work.
Additional support for learning
We have a number of teaching assistants (TA’s) who are trained to deliver interventions such as Block Therapy and Circle of Friends.
Teaching assistants may support pupils on a 1:1 basis when a substantial level of support is required for a child to access their learning.
Teaching assistants will support pupils in small groups when pupils require pre-teaching/post-teaching or ‘catching up’ sessions via intervention.
Working with other agencies
The academy makes good use of outside agencies, seeking support and advice to maintain the high standards of provision.
Links and partnerships are developed with Leeds City Council and other outside agencies to provide support and advice to enable the academy to meet pupil needs effectively.
We seek to respond quickly to emerging need and work closely with other agencies including;
- CAHMS – Child and Adolescent Mental Health service.
- DAHIT – Deaf and Hearing Impairment Team
- Educational Psychologist - support pupils with complex barriers to learning, development, and emotional well-being. EPs are registered specialists who apply psychological research and evidence-based frameworks to help our Academy optimize support for vulnerable learners. They also provide expert psychological assessments, observations, and advice to Leeds SENSAP as a mandatory part of the Education, Health and Care Plan (EHCP) process.
- Leeds 0 to 19 Public Health Integrated Nursing Service (PHINS) to ensure that our pupils' physical, medical, and emotional health needs are met, allowing them to fully access their education.
- Occupational therapist - provides support to people whose health prevents them doing the activities that matter to them.
- Speech and Language therapists – We have a traded agreement with Chatterbug Speech and Language Therapy and also liaise with the NHS service. Speech and language therapists assess and support children presenting with communication differences.
- SENSAP – Special Educational Needs Statutory Assessment and Provision.
(centralized, statutory team within Leeds City Council responsible for managing the legal processes, administrative frameworks, and funding allocations for children and young people with complex SEND).
Support from the Co-op Academies Trust
The Academy receives additional Centralised SEND training, support and advice as part of the Co-op Academies Trust. This includes:
- Allocated time from a SEND Director
- Allocated time from Trust Speech and Language Therapist
- Access to a centralised SEMH panel for additional support and advice
Inclusion Advisory Team
We also work in close partnership with Leeds City Council’s Inclusion Advisory Team (IAT) to ensure that children with Special Educational Needs and Disabilities (SEND) receive high-quality, targeted support. The IAT is a multidisciplinary team of specialist teachers and SEND professionals who assist our staff in removing barriers to learning and promoting an inclusive environment.
Core Areas of Support
When a child requires support beyond our standard school interventions, we can consult with the IAT across four key disciplines:
- Communication and Interaction: Providing strategies for speech, language, and communication needs, as well as autism support (a formal diagnosis is not required to access this advice).
- Cognition and Learning: Offering guidance on specific learning difficulties and curriculum adaptation.
- Social, Emotional, and Mental Health (SEMH): Assisting with behavioral, emotional, and psychological well-being strategies.
- Early Years (if applicable): Supporting smooth transitions into reception and early childhood development tracking.
In line with the Graduated Approach (Assess, Plan, Do, Review), the school utilizes the IAT to:
- Conduct professional observations and specialized student assessments.
- Deliver targeted staff training to build classroom capacity.
- Co-produce tailored learning plans alongside parents, carers, and the child.
Securing equipment and facilities
Some children require more specialist equipment to support them with their learning. The SENDCo will work alongside professionals in ensuring that the correct equipment and facilities are available.
Currently, we have 4 children in our setting who are supported by the DAHIT. We have sourced the correct equipment, and staff have received the appropriate training to fully support them
Medical needs within the academy
Some of our children require medication to be administered during the day. We have a medical conditions policy which outlines our procedures for doing this. We recognise our duty under the Children and Families Act and liaise closely with our academy nurse to ensure that we comply. We also work very closely with nurses linked to specialised areas such as epilepsy. We ensure that we seek advice from these specialists at every opportunity, and strive to ensure a good relationship with them along with the parents.
Some children have their own healthcare plan which is drawn up by a member of the first aid team in school. These plans are kept securely in the medical file on the school system and are updated annually or when any information changes.
Promoting High Expectations
Co-op Academy Woodlands will set high standards for children with special educational needs and disabilities, with an expectation that they will achieve their full potential. In working towards this principle, the schools will ensure that;
Children with SEND have equal access to extra-curricular and extended school activities provided by Co-op Academy Woodlands.
Children with SEND have equal opportunity to take on leadership roles and to represent their class as a school council member. As a school we track participation in these opportunities.
The use of assessments provides effective measures of the performance of children with special educational needs. We will moderate our assessments of attainment below the National Curriculum levels and make use of the Progression Guidance to evaluate the performance of our schools at individual, cohort and whole school level, in order to ensure that our children’s academic outcomes are good.
The intended outcomes at Co-op Academy Woodlands are for children to become:
- Confident - to face the challenges
- Resilient - to cope with difficulties that may come
- Independent - to create the life that they deserve to lead
Clear and effective procedures
Procedures for identifying children with SEND and for monitoring their progress will be clear, effective and straightforward. Any such procedures will take account of the Code of Practice on the identification and assessment of special educational needs. In working towards this principle, the schools will;
- Ensure Education Health and Care Plans and Pupil passports are reviewed regularly and the appropriate action taken where required.
- Ensure procedures are in place to ensure the views of parents/carers and young people are sought during the statutory review process, as well as those of the professionals involved.
- Offer a person-centred approach to review procedures with the most effective mode of contribution identified for each individual child.
- Monitor and evaluate the schools’ performance in relation to children with special needs using feedback and surveys to gather their views and those of their parents/carers in addition to assessment data.
- Recognise that effective action for learners with SEND will often depend on close co-operation between the schools, families, health/therapy services and social care services. We are committed to implementing such co- operative arrangements so that services for individual children and their families can be as seamless as possible.
Complaints about SEND provision
If there is a complaint about SEND provision:
- Firstly, discuss any concerns with the class teacher – we are confident that this will be the quickest and most effective way to solve the problem.
- Following this, discuss any further concerns with the SENDCo.
- If you are still unhappy and you feel that the problem needs to be taken further, please visit our website and/or school office where you can find our complaints policy.
Contact details of support available
- Leeds SENDIASS - (Special Educational Needs and Disability information Advice and
Support Services) https://sendiass.leeds.gov.uk
- Leeds City Council Children and Families: https://www.leeds.gov.uk/children-and-families
- Leeds local offer: https://leedslocaloffer.org.uk/
Monitoring arrangements
This policy and the SEND information report will be reviewed by Jenny Goodall (SENDCo) every two years. It will also be updated if any changes to the information are made during the year.
Links with other policies and documents
This policy links to the academy’s policies on:
- Admissions Policy
- Equality Diversity & Inclusion Policy
- Positive Behaviour Policy
- Suspension and Permanent Exclusion Policy
- Supporting Pupils with Medical Needs Policy
- SEN information report
- Teaching and learning policy