Special Educational Needs and Disabilities (SEND) Policy 21

Date published: 30/9/21

Approved by: Governing body (AGC)

Review: 30/9/22


Our SEN policy aims to:

Set out how our school will support and make provision for pupils with special educational needs (SEN)

Explain the roles and responsibilities of everyone involved in providing for pupils with SEN

At Brownhill, we are committed to ensuring that all children receive high-quality teaching and make good progress irrespective of their level of need and the barriers to learning they might encounter. 

We have high expectations for all our pupils and want them to have access to a broad and balanced curriculum that will enable them to achieve and be successful in school, fostering ambition and excitement for learning. 

We will provide quality first teaching for all with appropriate enablers and differentiation matched closely to the needs of pupils so that they have access to all areas of the curriculum and make good progress.

We want all children to be safe and healthy and enable them to make a positive contribution to the school and community, promoting self-worth and self-esteem.

To encourage effective cooperative relationships with pupils, families and outside agencies. 

To promote early identification, assessment and implementation of provision for pupils with SEN.

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 coordinators (SENCOs) and the SEN information report 


A child or young person has special educational needs (SEN) if they have a learning difficulty or disability that calls for special educational provision to be made for him or her. 

The special educational provision means educational or training provision that is additional to, or different from that made generally for others of the same age in a mainstream setting.

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 that 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. 

Roles and responsibilities


The SENCO is Emma Kennedy

She will:

Work with the headteacher and SEN governor to determine the strategic development of the SEN policy and provision in the school

Have day-to-day responsibility for the operation of this SEN policy and the coordination of specific provisions made to support individual pupils with SEN, including those who have EHC plans

Provide professional guidance to colleagues and work with staff, parents and other agencies to ensure that pupils with SEN receive appropriate support and high-quality teaching 

Advise on the graduated approach to providing SEN support

Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively

Be the point of contact for external agencies, especially the local authority and its support services

Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned

Work with the headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements

Ensure the school keeps the records of all pupils with SEN up to date, monitoring the achievement of pupils on the SEN register.

The SEN Governor is Jacqui Emmet

She will:

Help to raise awareness of SEN issues at governing board meetings 

Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this 

Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school.

The Headteacher is Mrs Blanchfield

She will:

Work with the SENCO and SEN governor to determine the strategic development of the SEN policy and provision in the school 

Have overall responsibility for the provision and progress of learners with SEN and/or a disability

Class teachers

Each class teacher is responsible for:

The progress and development of every pupil in their class

Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching 

Working with the SENCO to review each pupil’s progress and development and decide on any changes to the provision 

Ensuring they follow this SEN policy 

SEN information report

The kinds of SEN that are provided for: 

Our school currently provides additional and/or different provisions for a range of needs, including: 

Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, 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 SEN and assessing their needs 

We recognise the importance of early identification of pupils who might have SEN. 


  • Assess each pupil’s current skills and level of attainment on entry and consider if any reasonable adjustments need to be made or if any other additional support needs to be put in immediately
  • Consult with parents about their view of their child’s progress and any concerns
  • Make half-term assessments and hold progress meetings – 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. Tracking individual progress.
  • Undertake where necessary, a more in-depth individual assessment, carefully chosen to deliver appropriate, useful information on a child’s needs. This may include a bilingual assessment where English is not the first language.
  • We will involve external agencies where it is suspected that a special educational need is significant. 

Class teachers will make regular assessments of 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 SEN.  

When deciding whether a 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 take into account 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 school of any difficulties they perceive their child may be having or other needs the child may have which need addressing 

Instilling confidence that the school 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 school 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.  

Assessing and reviewing pupils’ progress towards outcomes

We will follow the graduated approach and the four-part cycle of assessing, plan, do, review. 

As soon as we have concerns about a child’s progress we begin to apply our graduated approach. This includes:

First response (wave 1)

All children access Quality First Teaching. Teachers are responsible for the progress and development of all pupils in their class. Wave 1 is evidenced in teachers’ planning and through monitoring the quality of teaching for all.  This provision is reviewed and discussed at termly SEN meetings, Pupil Progress Meetings and review meetings. Areas for CPD are identified and arranged as appropriate.

Targeted support (wave 2)

Wave 2 is targeted at small-group intervention. These children will be identified at Pupil Progress Meetings and the intervention should be planned accordingly to meet their needs. These may be catch-up programs for children working just below age-related expectations, ‘same day’ intervention for children who have not met outcomes for a particular lesson or vocabulary groups for children who need speech and language support. The impact of an intervention is reviewed at Pupil Progress Meetings and the next steps are planned. Not all children working at Wave 2 will be on the SEN register however some children on the SEN register could access Wave 2 support. Wave 2 is evidenced on a whole school provision map.

SEN support (wave 3)

Wave 3 is used when children are making insufficient progress at Wave 1 and 2 and/or when outside agencies are involved. It is highly individualised. Staff work in consultation with the child, parents, SENCo and relevant agencies to set individual targets sometimes using B Squared assessment materials. Targets are monitored for evidence of achievement and updated when required. Children with Wave 3 support also have a Pupil Passport that details the child’s strengths and difficulties. Wave 3 provision is evidenced on a whole school provision map.

Education health care plan (EHCP)

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 school 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 school from the previous educational establishment and from our school into the next phase of education. This will include;

Sharing information with the school, 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 SENCo is responsible for making sure that all records regarding SEN are transferred as soon as possible. 

Discussions will be organised between the previous or receiving school 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 school in the current setting.

Mrs Kennedy (SENCo) and class teachers will liaise with the SENCo from the new setting to pass on information regarding SEN pupils.

Our approach to teaching pupils with SEN

It is the responsibility of all teachers to include SEN pupils within the classroom and plan effectively to enable all pupils to access the curriculum and make progress.

High-quality teaching is our first step in responding to pupils who have SEN. Teachers will strive to set suitable challenges, respond to pupils’ diverse needs and overcome any barriers to learning. Class teachers will use a range of strategies to help support and meet the pupil’s individual needs, these will be recorded on the individual pupil passports.

The school is fully accessible on one level and has appropriate access and disabled toilets.

Should children require additional equipment to fully access the facilities then the school will work with specialists and other professionals to ensure that this need is met and is outlined in an additional needs plan.

Brownhill is an inclusive school and full participation in activities and educational visits for all pupils is a priority. All school 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 

Brownhill Primary Academy is committed to the continuous professional development of all staff. All members of staff who support children in the classroom and at break/lunchtimes 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 SEND pupils will be allocated through the use of available funding (The Pupil Premium,

Funding for Inclusion (FFI) and the whole school SEN budget).

Evaluating the effectiveness of SEN provision  

The provision for inclusion will be monitored by;

  • The school’s processes for tracking the progress of all pupils.
  • Review meetings with parents, class teacher, support staff and SENCo termly. Evaluating half termly the impact of provision including intervention programs.
  • Analysis of data and individual tracking information.
  • Regular meetings between SENCo and the inclusion governor.
  • 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 the pupil 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 an individual 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 school take shared responsibility for children’s overall well-being. In addition, the school has a team of staff who work closely either in focused groups or individually to support children with their social, emotional and behavioural development. Some of the ways we provide support for pupils to improve their emotional and social development are in the following ways: educational psychologists support and guidance, play therapists, family support from the pastoral team /inner east cluster, The Beck, gardening club and pastoral support.

Some of our children require medication to be administered during the school day. We have a medical conditions policy that outlines our procedures for doing this. 

We recognise our duty under the Children and Families Act and liaise closely with our school nurse to ensure that we comply. 

Some children have their own healthcare plan which is drawn up with the school nurse and the involvement of parents. 

Working with other agencies 

The school 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 school to meet pupil needs effectively.

We seek to respond quickly to emerging needs and work closely with other agencies including;

  • School nurse – Immunising children, measuring their height and weight, running drop-in clinics, helping parents with toilet training and teaching part of the PSHE (personal, social and health education) curriculum are just a few more of the jobs they can be asked to do.
  • STAR autism support – whose focus is on training and empowerment for all staff to have a better understanding of autism and to support parents of children with autism.
  • Guidance and Support – A team that has been set up to support children and families in the Inner East. If your child/family needs extra support, they try to find the best way to do this as quickly as possible. Providing a co-ordinated package of support to help improve your situation.
  • CAMHS – Child and adolescent Mental Health service.
  • Educational Psychologist –  they study how people learn, including topics such as student outcomes, the instructional process, individual differences in learning, gifted learners and learning disabilities they also assess social, emotional, and cognitive processes.
  • Complex needs – works closely with families, schools and other learning providers to deliver strong support services which are coordinated around the needs of the child or young person (0-25 years) and their family.
  • Chatterbug and NHS Language therapists – Who assess and support children with communication problems. 
  • Occupational therapist – provides support to people whose health prevents them doing the activities that matter to them.

Complaints about SEN provision 

If there is a complaint about SEN provision: 

1. Firstly discuss any concerns with the class teacher/subject teacher. 

2. Following this discuss any concerns with the SENCo (meeting to be arranged by contacting the school office). 

3. Ask for a meeting with both the Headteacher (meeting to be arranged by contacting the school office). 

4. A letter of concern may be sent to the Chair of the governing body or to the SEN Governors for the attention of the Chair.

Please see the complaints policy for more details. 

Contact details of support services for parents of pupils with SEN

Leeds SENDIASS  – Special Educational Needs and Disability Information Advice and Support Services in Leeds 


Complex Needs Team: 


Contact number: 0113 395 1039 

Educational Psychology Service: http://www.leeds.gov.uk/residents/Pages/Educationalpsychology.aspx 

Contact number : 0113 395 1176 

Social Services:


Contact number : 0113 222 4403 

Information on where the local authority’s local offer is published.


Monitoring arrangements

This policy and the SEND information report will be reviewed by Emma Kennedy (SENCo) every year. It will also be updated if any changes to the information are made during the year. 

It will be approved by the governing board. 

Links with other policies and documents

This policy links to the school’s policies on: 


Child Protection Policy

Admission Policy

Medical Conditions policy

Teaching and learning policy

Exclusion Policy

SEN information report.