Horsforth Featherbank Primary School

Our school provides additional and/or different provision for pupils with a wide range of special educational needs and disabilities. These typically fall under the four broad areas defined in the SEND Code of Practice:

• Communication and Interaction
  Including needs related to speech, language, social communication and neurodevelopmental conditions including Autism 
• Cognition and Learning
  Including specific learning difficulties (e.g. dyslexia, developmental co-ordination disorder), global developmental delay and genetic conditions such as Down’s syndrome
• Social, Emotional and Mental Health (SEMH)
  Including attention and regulation difficulties (e.g. ADHD), anxiety and the impact of adverse experiences.
• Sensory and/or Physical Needs
  Including sensory processing differences, physical disabilities, neurological conditions (e.g. stroke-related needs, cranial pressure conditions, spina bifida), and musculoskeletal conditions such as hypermobility
• Medical Needs
  Including complex health conditions such as epilepsy, sickle cell anaemia, blood clotting disorders and other diagnoses requiring individual healthcare plans

We strive to meet the needs of all pupils through inclusive practice and tailored provision. Where pupils present with more complex or less common needs, we work closely with families, health professionals and the Local Authority to plan appropriate support.

At Horsforth Featherbank Primary School, we follow a graduated approach to identifying and assessing Special Educational Needs, using teh Assess - Plan - Do - Review cycle.

On entry, we assess each pupil’s current skills and levels of attainment, building on previous settings and Key Stages, where appropriate. Class teachers 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, such as social and emotional development. Slow progress and low attainment do not automatically mean a pupil has SEN.

When deciding whether special educational provision is required, we begin with the desired outcomes, including expected progress and attainment, and the views of the pupil and their parents / carers. We then determine the support needed and whether it  can be provided through our core offer or requires something different or additional.

To support this process, we maintain a tiered monitoring system in advance of progression on to the SEN register:

• Monitoring: pupils who are discussed in detail at Pupil Progress Meetings and tracked in class accessing universal provision consisting of necessary scaffolds and adaptations to make learning accessible and targetting small group support relating to specific need in line with the whole class learning objective.
• Emerging Needs: pupils accessing time-limited interventions or targetted support to identified gaps.
• SEN Register: pupil's who are receiving support that it additional to and different from what is ordinarily available to their peers. This may include: receiving on-going interventions beyond what would be expected for a specific gap, bespoke support, 1:1 support at specific times and / or external specialist referrals alongside significant SENCo support in class to support access to learning.

This tiered model is reviewed after every Pupil Progress Meeting and staff supervision session.

For pupils working below the expected standards, we use the Stages not Ages assessment tool from Leeds SENIT. For children Working Toward the expected standard we specify the Year Group within which they are working to bridge the gap between the Stages not Ages Tool and their Year Group.

All interventions begin with a baseline assessment and ends with outcome measures to track progress and inform referrals.

This process is supported by regular reviews (see ‘Monitoring and Review’), parent and pupil involvement (see ‘Working in Partnership’), and referrals to external agencies where appropriate (see ‘Accessing Additional Support’).

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure 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

Notes of these early discussions will be added to the pupil’s record. We will notify parents when it is decided that a pupil will receive SEN support.

SEN reviews are calendared in advance to ensure joint planning and reduce anxiety for families. We offer flexible meeting formats, including in-person, phone, and video calls.

Pupil voice is central to our approach. Every child in school as well as every teacher completes a Pen Portrait to highlight who they are and what their strengths and obstacles are. We encourage every child to understand their needs and make steps toward independence.

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure 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

Notes of these early discussions will be added to the pupil’s record. We will notify parents when it is decided that a pupil will receive SEN support.

At Featherbank, we follow a graduated approach to SEND, using the four-part cycle of Assess–Plan–Do–Review. This cycle is embedded in our termly Pupil Progress Meetings (PPMs), where pupil needs are reviewed alongside provision maps and monitoring tiers.

During PPMs, the Headteacher, SENCO, class teacher and support staff carry out a clear analysis of each pupil’s needs. This includes reviewing baseline and outcome data from interventions, using tools such as Stages Not Ages for pupils working below expected standards.

This analysis draws on:

• The teacher’s assessment and experience of the pupil
• Previous progress, attainment, or behaviour
• Other teachers’ assessments, where relevant
• Development in comparison to peers and national data
• The views and experience of parents
• The pupil’s own views
• Advice from external support services, if relevant

All assessments are reviewed regularly. Teachers and support staff are made aware of each pupil’s needs, the outcomes sought, the support provided, and any teaching strategies or approaches required.

We regularly review the effectiveness of support and interventions, and their impact on pupil progress. Intervention impact is tracked using entry and exit data, and outcomes are used to inform referrals, provision adjustments, and future planning. SENCO supervision sessions contribute to this review process, ensuring accountability and professional reflection.

Where appropriate, pupils are involved in reviewing their own progress and setting future goals. External advice is actioned through provision mapping and shared with families to ensure transparency and joined-up support.

We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this. This includes (but is not limited to):

• Nursery transition visits for new Reception pupils.
• Stay and Play transition visits. 
• Pupil progress meetings.
• Handover meetings.
• Transition days at the end of the school year.
• Extended transition to secondary school for pupils with additional needs.

For pupils with SEN, we offer transition support tailored to individual needs. These may include additional visits, social stories or and key adult introductions.

We make reasonable adjustments to the curriculum and learning environment to enable all pupils to access it. We have an equality and accessibility plan which can be found on the school website. We make the following adaptations to ensure all pupils’ needs are met:

• Embedding multi-sensory strategies across subjects, including visual scaffolds, movement breaks, and tactile resources
• Using executive function supports such as timers, checklists, and chunked instructions
• Providing access to calm corners and Ready Steady Go Zones to support emotional regulation and readiness to learn
• Mapping provision across universal, targeted, and personalised levels to ensure clarity and consistency
• Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, questioning, adult support, manipulatives, 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.
• Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

Where children require equipment to support their education, this is sought and provided by school. Where this equipment is more specialist, this may be provided by other services, such as physiotherapy. Should pupils require specialist facilities this will be through consultation with the access officer at the Local Authority.

Our curriculum adaptations are reviewed termly through PPMs and SENCO supervision, ensuring they remain responsive to pupil needs and reflect current best practice. Staff receive ongoing CPD in trauma-informed teaching, emotional regulation, and inclusive pedagogy. This includes training in STARS autism awareness, Leeds SENIT toolkit actions and executive function strategies. 

Training and adaptations are not static, they evolve in response to pupil voice, staff feedback and emerging research, ensuring that we are always working toward our learning environments remaining inclusive, responsive and ambitious for all.

Our SEND support is all about provision – how we enhance and support every lesson to enable learners to succeed. We have teaching assistants who are trained to support quality first teaching and deliver interventions where needed. Teaching assistants will support pupils in small groups during lessons and when delivering interventions. Teaching assistants will support pupils on a 1:1 basis when delivering provision and support that is bespoke to that child, e.g. Speech and Language Therapy programmes or nurture.  

Our provision is mapped across universal, targeted, and personalised levels, ensuring clarity and consistency. All interventions begin with baseline assessments and end with outcome measures to track impact. SENCO supervision sessions between PPMs support staff in refining provision and planning referrals.

We work with the following agencies to provide support for pupils with SEN:

• Speech and Language Therapy (NHS and private)
• Child and adolescent mental health services (CAMHS)
• Other health services – GP, Leeds Community Healthcare (0-19), Paediatrics, Physiotherapy, Occupational Therapy etc.
• Horsforth Children’s Services
• Special Educational Needs and Disabilities Information and Advice Support Services (SENDIASS)
• Special Educational Needs Statutory Assessment Provision team (SENSAP)
• Special Educational Needs and Inclusion Team (SENIT) including the STARS (autism outreach) and SEMH teams.
• Deaf and Hearing Impairment Team (DAHIT)
• Educational Psychology through the Leeds SENIT Team, through which we have access to one, 50 minute consultation per half-term.
• The Virtual School
• Children’s Social Work Services

External advice is actioned through provision mapping and shared with families to ensure transparency and joined-up support.

Teachers are responsible and accountable for the progress and development of all the pupils in their class. High-quality teaching is our first step in responding to pupils who have SEND. This is differentiated for individual pupils to enable them to access the curriculum and make progress from their starting points.

Our provision is mapped across universal, targeted and personalised levels, ensuring clarity and consistency. Teachers use multi-sensory strategies, executive function supports (e.g. timers, checklists, chunked instructions), and emotional regulation tools such as calm corners and Ready Steady Go Zones.

Interventions are selected based on pupil need and tracked using baseline and outcome data. SENCO supervision between PPMs supports staff in refining provision and planning referrals.

We group our interventions by area of need and level of support:

Cognition and Learning: We support pupils with difficulties in reading, writing, spelling and maths through a range of structured interventions which may include:

• Universal: Daily reading groups, phonics teaching, multisensory learning menus and differentiated classroom strategies.
• Targeted: Programmes such as Reciprocal Reading, Colourful Semantics, Number Sense and Dyslexia Gold are delivered in small groups or 1:1.
• Personalised: Pupils may receive bespoke support for specific learning needs, including specialist programmes such as Toe by Toe literacy programme, resources, adapted texts or scribe support. Children who meet referral criteria will be referred to SENIT inclusion team for additional advise and support.

Communication and Interaction: We support pupils with speech, language, and social communication needs.

• Universal: Visual aids, pre-teaching of vocabulary and relational language modelling are embedded in lessons. 
• Targeted: Interventions include TalkBoost, Leeds's Children's Speech and Language Toolkit activities and structured vocabulary groups.
• Personalised: Pupils may follow a full Speech and Language Therapy programme or receive tailored support based on external advice.

Social, Emotional and Mental Health (SEMH): We promote emotional wellbeing and positive behaviour through relational practice. Restorative conversations are embedded into daily best practice using a visual to support the conversation and comc strip conversations to assist comprehension.

• Universal: Zones of Regulation, calm corners, minuute move brain breaks and regular check-ins are part of daily routines.
• Targeted: Pupils may access nurture groups, emotion coaching or social skills programmes.
• Personalised: Support may include Draw and Talk Therapy,  1:1 mentoring, school's therapist input, or a personalised behaviour plan co-developed with families. 

Sensory and/or Physical: We make adaptations for pupils with sensory processing needs or physical difficulties.

• Universal: Use of pencil grips, writing ramps and sensory-friendly classroom spaces.
• Targeted: Programmes such as FUNmoves and Warwickshire MOVES support motor coordination and sensory regulation.
• Personalised: Pupils may access bespoke Occupational Therapy programmes or specialist equipment through external services. A Sensory Profile may be completed to support understanding of need which will then be embedded in a child's provision.

All interventions are delivered by trained staff and reviewed termly. We use pupil voice, staff feedback, and outcome data to ensure support remains relevant and effective.

At Featherbank, our staff are passionate, evidence-informed practitioners who engage in regular CPD to meet the diverse needs of our learners. We provide ongoing training in areas such as:

• Trauma-informed teaching
• Emotional regulation and executive function
• Autism awareness (STARS)
• Speech, language and communication strategies
• Inclusive classroom practice
• SENIT toolkit actions
• Managing SEMH in the classroom
• Delivery of structured literacy and multisensory interventions

Our teaching assistants are trained to deliver SEN provision, including targeted reading, writing, maths, and emotional wellbeing programmes. They work closely with teachers to support quality first teaching and deliver small-group and 1:1 interventions.

Our SENCO brings extensive multi-disciplinary experience to the role. In addition to her teaching role, her background includes:

• Assistant clinical neuropsychologist at a specialist school for children with epilepsy
• Clinical work within multidisciplinary teams at Great Ormond Street Hospital
• Two years teaching experience in a specialist school for pupils with Speech and Language Disorders, Profound and Multiple Learning Disabilities and Austism.
• Integration of specialist provision into mainstream settings
• Level 5 SpLD (Dyslexia Specialist) teaching qualification from British Dyslexia Association
• Currently completing the National Award for SEN Coordination

This depth of experience informs our whole-school approach to SEND and ensures staff are well-supported in delivering inclusive, effective provision.

We evaluate the effectiveness of our SEND provision through a combination of data analysis, pupil voice, staff reflection, and external oversight. This ensures that support remains responsive, evidence-informed, and ambitious for every learner.

We do this by:

• Reviewing pupils’ individual progress each term, using assessment data and teacher feedback
• Evaluating the impact of interventions after a set number of weeks (usually half-termly or termly), using baseline and outcome measures
• Gathering pupil voice through informal feedback, and structured reviews
• Monitoring provision through SENCO supervision sessions and governor oversight
• Using provision maps to track support across universal, targeted, and personalised levels
• Holding termly review meetings to discuss individual provision and plan next steps
• Conducting annual reviews for pupils with Education, Health and Care (EHC) plans
• Liaising with external professionals to ensure joined-up support and informed decision-making.

This layered approach helps us refine provision, plan referrals and ensure that every pupil with SEN receives the right support at the right time.

At Featherbank, there are no barriers to pupils with SEND enjoying the same experiences as their peers. All extra-curricular activities, school visits, workshops, performances, and residential trips are open to every pupil. No child is ever excluded from participation due to SEND or disability.

We ensure this by:

• Making reasonable adjustments to support access, including additional adult support, adapted materials, and flexible planning
• Consulting with families and pupils in advance to understand needs and reduce anxiety
• Using pupil voice to shape inclusive experiences and ensure emotional safety
• Embedding relational practice so pupils feel confident and supported in new environments
• Providing visual supports, social stories, and sensory regulation tools where needed
• Ensuring staff are trained to anticipate and respond to individual needs during activities

Our school is guided by our Accessibility Plan, which outlines how we improve the environment and information access for disabled pupils. This plan is available on our website.

Arrangements for the admission of pupils with SEN:
o Pupils with Education Health and Care Plans (EHCPs) will need to consult school for a place through the Local Authority (SENSAP) process.
o Any pupils with SEN applying for an in-year transfer will be considered as a fair access application through the Local Authority process.

At Featherbank, we prioritise pupils’ emotional wellbeing and social development. We are a school that listens — to children, families, and staff — and we respond with care, structure, and ambition. We strive to tailor support to individual needs, ensuring equitable access to opportunities and provision.

We have designated leaders for Wellbeing and deliver a robust PSHE curriculum alongside assemblies that support pupils’ spiritual, moral, social, and cultural development. Pupils requiring additional support are identified during Pupil Progress Meetings and may access nurture provision and mindfulness sessions delivered by trained staff.

We believe in meeting every child where they are — tailoring support to their strengths and needs, without bias or barrier and we work to ensure that no child is disadvantaged due to their additional needs. Our approach is mapped across universal, targeted, and personalised levels, and includes:

• Embedded use of Zones of Regulation, calm corners, and Ready Steady Go Zones
• Structured interventions such as Draw and Talk Therapy, Time to Talk, and 5 is against the law social understanding circle times
• Relational behaviour support plans and regular check-ins
• Referrals to external services via the cluster, where appropriate

We have a zero-tolerance approach to bullying, and our School Council plays an active role in developing our anti-bullying policy, which is available on our website.

Complaints about SEN provision in our school should be made to the headteacher in the first instance. We aim to resolve issues constructively and in line with our school’s values.

If a concern cannot be resolved informally, it will be managed according to our school complaints policy, which is available on our website.

Parents of pupils with disabilities have the right to make a disability discrimination claim to the first-tier SEND tribunal if they believe that their child has been discriminated against. This may relate to: 

• Exclusions
• Provision of education and associated services
• Reasonable adjustments, including the provision of auxiliary aids and services

Complaints regarding SEND will be monitored by the SENCO and the governor for SEND, and outcomes will be used to inform provision planning and staff development, in line with our commitment to continuous improvement.

SENCO - Lara Rule

• sendco@featherbank.leeds.sch.uk
• 0113 2589 412

Governor for SEND - Amy Pickin

• info@featherbank.leeds.sch.uk (mark FAO: Amy Pickin)

https://leedslocaloffer.org.uk