Welcome to our SEND Information Report which forms part of the Leeds Local Offer for learners with Special Educational Needs or Disability (SEND) in accordance with the Special Educational Needs and Disability Code of Practice, January 2015. The Governing Bodies of all maintained schools and academy school proprietors have a legal duty to publish an Information Report on their website about the implementation of the Governors’ or the proprietors’ policy for students with SEND. The information published will be updated annually. The Information Report also applies to all learners who are looked after by the local authority and have SEN.
When we talk about “provision”, we mean what we provide in order to meet the needs of a child and help them make progress at school which is appropriate to their age.
This report was reviewed Autumn 2017. Next review due Autumn 2018.
- What is SEN?
At different times in their school career, a child or young person may have a special educational need. The 2014 Code of Practice defines Special Educational Need (SEN) as:
“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 them. A child or young person of compulsory school age has a learning difficulty or disability if they:
(a) Have a significantly greater difficulty in learning than the majority of others of the same age, or
(b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the
same age in a mainstream school or post-16 mainstream institution.
If a learner is identified as having SEN, we will make provision which is “additional to” or “different from” that provided for non-SEN learners (the normal differentiated curriculum), which is intended to overcome any barriers to their learning.
- What is disability?
The Equality Act, 2010, gives the following definition of disability:
“A person has a disability for the purposes of this ACT if they have a physical or mental impairment which has a substantial and adverse long- term effect on their ability to carry out normal day-to-day activities.”
This definition of disability includes children and young people with long-term health conditions such as asthma, diabetes, epilepsy and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disability and SEN. A child or young person may therefore be covered by both SEN and disability legislation. Learners at Guiseley School who have a disability but do not have SEN are recorded on our Learning Support Register as having “Additional Educational Needs”.
- What is our approach to teaching learners who have SEN?
At Guiseley School we believe in and practice participation for all. For us, the child and their family is at the heart of all we do.
- We believe that all adults and children/young people should participate in learning and we celebrate all members of our school community.
- We celebrate an inclusive culture in our school and aim always to be as responsive as possible to the diverse backgrounds of ourchildren, their interests, experience, knowledge and skills.
- In this context, we do our very best to always encourage and support learners with SEN to take part in whole-school activities during the
school day or extra-curricular, at the end of the school day. This will include a wide range of activities such as
- Drama and Music events
- Residentials and school trips (where school will always provide additional staff appropriate to the needs of the children involved)
- Breakfast Club, Break-time drop-in Club, Games Club at lunchtime, and after-school clubs.
We will always involve parents in how we support their child in such activities in the context of the Code of Practice.
We value high-quality teaching (“Quality First Teaching”) for all learners and monitor the quality of teaching and learning in the school. We use a range of methods to do this including regular lesson observation, work scrutiny by Heads of Department and Senior Leaders, learning walks/enquiries (when senior staff and/or SENCo follow a student or group of students to see at first hand their learning experiences), subject “health checks" and continuous, regular professional development training for all staff. Our training of and support for staff, including all non-teaching staff, with regard to supporting SEN learners includes and has included:
- From May 2013, regular workshop and inter-active sessions to prepare staff for the introduction of the 2014 Code of Practice as part of the Children and Families Act (2014). This has always included guidance on the role of specialist agencies within and beyond the local authority as well as the voluntary sector.
- Updates on the Code of Practice, and on meeting the needs of students, in Summer 2014, From January 2015, staff have received regular updates in their training to promote understanding, assessment and practice around SEN.
- Guidance on working with learners with SEN, their parents, and exemplar practice on how and when to consult more senior colleagues, including the SENCo, as part of the Graduated Approach’s “Assess-Plan-Do-Review” strategy so that we keep in mind how we can always improve what we do to help our students succeed.
- Detailed guidance on how to differentiate for learners with SEN according to their need and keep this under review as part of our “Graduated Approach”.
- Provision on the staff area of the school website for a Special Educational Needs Glossary to help all of our staff understand what SEN terms mean and how they can help students.
- Fortnightly provision of a SENCo surgery, after school, where colleagues can consult the SENCo on any issues relating to SEN and SEN learners.
- Regular feedback from learning walks and learning enquiries
Where necessary, school can access outside specialist expertise such as Educational Psychologist, Speech and Language Consultant, Health and Social Care bodies or charities which support children with emotional health issues by:
- Standing service agreements with the Children’s Services department of the local authority;
- Buying in additional support where necessary by means of traded agreements;
- Referral through Aireborough Children’s Services for additional support on a wide range of issues which can affect learning and progress.
- Referral to Health and Social Care bodies by the appropriate school staff.
These are all in addition to school provision to support and improve the emotional and social development of children and young people, which includes:
- 1:1 mentoring and counselling sessions (weekly or fortnightly or more frequently as appropriate) to listen to the views of our learners as well as offer guidance and support with issues such as bullying and family issues;
- On-going development of our student council and student leaders executive to promote and enable student voice and self-advocacy;
- Open access to our Emotional Support Mentor and Social Worker who are both based in the Student Support Centre;
- Weekly or fortnightly group workshops to discuss issues around bullying, behaviour and attitudes to learning; these are established according to needs identified by teachers through referrals to and discussions with the SENCo, Senior Leaders and Key Stage Leaders.
- Discussion and action-planning, around issues which affect our learners’ social and emotional health and well-being, at all subject, pastoral and senior team meetings. There is a particular focus on the needs of and provision for SEN and more vulnerable learners.
We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We regularly monitor the progress of all learners, and staff continually assess progress to ensure that learning is taking place. Our whole-school system for monitoring progress includes tracking by subject teachers, form tutors, Heads of Department, Key Stage Co-ordinators, Progress and Achievement Leaders, the SENCo and the Senior Leadership Team (SLT).
- How do we identify and assess SEN at Guiseley School?
Most, but not all, of our learners with SEN will have had their needs identified at primary school and we need to ensure that we support them as effectively as possible when they move to high school (“transitional support”). We therefore ensure that we have robust and monitored transitional support procedures in place so that we, as a high school, are aware of learners’ needs at as early a stage as possible. As part of this on-going transitional support, information on a learner’s needs and successful strategies for meeting them are also shared as part of a “Helpful Learning Guide” which is co-produced between the student, their parents/carers, us and, as appropriate, primary school.
A learner can have a Helpful Learning Guide at any point in their school career and it is always co-produced with the student and their parents/carers.
For all learners, subject teachers, form tutors, support staff, parents/carers and the child or young person themself will be the first to notice a difficulty with learning. We try to always ensure that any identification of SEN involves the learner, their parents/carers and their teachers. The Special Educational Needs Co-ordinator (SENCo) will also support with the identification of barriers to learning using a range of assessment tools/packages such as:
- Hodder Reading Test to assess reading age, comprehension and analysis;
- Detailed Assessment of Speed of Handwriting (D.A.S.H.) to assess speed and legibility of writing as well as processing skill;
- WRAT 4 to help assess reading, spelling and computation skills;
- CTOPPS to help assess processing speed;
The assessment tools/packages are standardised/norm referenced which means that the results are compared against a large national sample of individuals of the same age. If the learner is at an age-expected or age-appropriate level they will score between 85 and 130 on the scale, with most individuals of that age group scoring around 100. It is important to remember that these assessment tools/packages can only provide a snapshot of a leaner’s abilities on that day as they can of course be influenced by other factors.
If a learner has a significantly low score in one particular area, this doesn’t necessarily always mean that they have SEN as learners can fall behind their peers for a number of reasons: they may have been absent from school, they may have attended a number of schools and not had consistent opportunities to learn and make age-appropriate progress. They may be new to English (“English as an additional language” or E.A.L.); they may have worries or anxieties which distract them from learning.
At Guiseley School, we are committed to ensuring that all learners have equity of access to learning opportunities and we will intervene with those who are risk of not learning to age-expected and age-appropriate levels.
This doesn’t mean that all vulnerable or EAL learners have SEN: only those with a learning difficulty that requires special educational provision will be identified as having SEN.
Our SEN profile as of September 2017 shows that we have 98 students (7% of the school roll of 1,416) identified as having SEN; 10 of these have an Education, Health and Care Plan (maintained by either Leeds City Council or Bradford District Council).
- 52% of our SEN students are identified as having SEN solely related to Cognition and Learning;
- 20% are solely related to Communication and Interaction (Including those on the Autistic Spectrum);
- 3% are solely related to Physical, Sensory and/or Medical issues;
- 7% are solely related to Social, Emotional and Mental Health issues.
- 18% have a SEN or disability in more than one or a number of areas
- How do we support learners with SEN and/or a disability?
Every teacher is required to adapt the curriculum to ensure access to learning for every child in their class. The Teacher Standards 2012 detail the expectations of all teachers and this is why at Guiseley School we place such emphasis on the professional development of all staff.
Teachers use various strategies to adapt (differentiate) the curriculum. This might include:
- The use of IT and alternative technology;
- A variation in the degree of support for an individual learner;
- Targeted use of additional adults;
- Writing frames;
- Breaking tasks into smaller activities (“chunking”);
- Peer support and buddy systems;
- Alternative resources;
- Simplified language;
- Extension activities to challenge the more able learner.
- Students being in our Key Stage 3 Nurture Group for at least the autumn term of Year 7
- Learning Support Assistants
Guiseley School employs a team of Learning Support Assistants (LSAs), one Lead Learning Support Assistant and three Higher Level Teaching Assistants (HLTAs), all working under the direction of the SENCo. These staff, together with the SENCo and the Emotional Support Mentor, form the Learning Support team.
Our LSAs work in subject classrooms and the Student Support Centre, working with teachers to provide personalised learning programmes for students with special or additional needs. We always try to ensure as high a match as possible between the needs of a student or group of students, the subject in question, and the skills, experience and knowledge of the LSA. This is to achieve as far as possible a student-centred approach across the curriculum. Our LSAs therefore develop an improved knowledge of how our students learn best and are better placed to work collaboratively with teachers to deliver lessons designed to minimise an individual’s barriers to learning.
In addition to the specialist provision available within school we also seek advice and guidance as appropriate from specialist teams at Leeds Children’s Services, all of which are described on the Leeds Local Offer website, particularly:
- Special Educational Needs Statutory Assessment and Provision (SENSAP) team;
- Special Educational Needs Inclusion Team (SENIT);
- Educational Psychology team.
- Wider Collaboration
Guiseley School is also a member of the Aireborough Learning Partnership of schools, the Aireborough Extended Services provision and the Leeds North-West Area Inclusion Partnership.
Details of the work of and support for our learners and their families from Extended Services are available here:
- How do we know if the support we offer is effective?
Monitoring the progress of learners is an integral part of teaching and leadership at Guiseley School. We always welcome feedback on the effectiveness of the support we give our students (please see “contact us” below).
Parents/carers, students and staff are involved in reviewing the impact and outcomes of SEN provision on a regular basis. We follow the “assess, plan, do, review” model of SEN Support from the 2014 Code of Practice to ensure that parents/carers and their children are involved at each step. Before any additional provision is put in place to support a child with SEN, the SENCo, teaching staff (as appropriate), parents/carers and the student will agree what they would expect to be different following the intervention.
Learners, their parents/carers and their teaching and support staff will be directly involved in reviewing progress:
- This review can be built into the provision itself
- It could be in the form of face-to-face meetings (such as at parent-teacher consultation events or 1:1 meetings with the SENCo)
- It could be by means of telephone calls, email or two-way written communications/reports at least three times per year, when progress and any next steps can be discussed and agreed.
We recommend that parents look at useful websites to help them understand all the issues around their child’s special educational needs and work with us to support their child. Two very good examples of such sites are Special Needs Jungle, available on:
and the Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS), available on:
If a learner has a Statement of SEN or an EHCP, the same regular review conversations take place but the Statement or Plan will also be formally reviewed at least annually.
We always welcome the views of the students of Guiseley School, in whatever format they choose, and however they choose. This can be through the Student Council as part of student voice, through registration or lesson time. Below is an example of how some of our autistic students have provided their views on what works well for them and what could be better. This helps our staff to understand what they find challenging and what they need particular help with.
- Other opportunities for learning
All learners have equal opportunity to access extra-curricular activities at Guiseley School and the school offers a wide range of additional clubs and activities. We are committed to making reasonable adjustments to ensure participation for all.
- Transitional support: the next steps
Transition is a part of life for all learners. This can include:
- Moving to Guiseley School from primary school or another high school;
- Moving from Guiseley School to another high school;
- Moving classes or groups within school;
- Having a new teacher;
Moving from school to work or college or university.
Guiseley School is committed to working with learners, their parents and families, and other settings/providers to ensure that positive transitions occur.
Planning and support for transition is a particular and important element of our provision for all SEN learners at Guiseley School. Planning for transition from Year 6 to high school begins as soon as possible in Year 6 and often in year 5. For those children with Statements of SEN or EHCPs, the SENCo will attend the Annual Review in Y6 and, wherever possible, in Year 5, to begin to build a picture of individual need.
From Year 9, transition planning starts for the move into key Stage 4 and from there into 6th form, college or employment. The SENCo and Learning Support team work closely with other providers and settings to ensure a transition which is as smooth and positive as possible for learners with SEN and/or disability.
- Contact us and have your say
We welcome your feedback and future involvement in the development of our SEND Policy and this SEND Information Report so please do contact us.
The school contact number is 01943 872315.
Headteacher: Mr Paul Morrissey SEN Governor: Mrs Gwyneth Stephen
SENCo/Director of Inclusion: Mr Garry Freeman