Inclusion & SEND
Hill Top Primary Academy is committed to offering a continuum of provision to meet a diversity of pupils’ needs. We believe that all children, including those identified as having special educational needs have a common entitlement to a broad and balanced curriculum, which is accessible to them, and to be fully included in all aspects of school life.
SENCo: Laura Monaghan (NASENCO award PG cert)
Assistant SENCo: Joanne Lancaster (NASENCO award PG cert)
SEND Local Offer
(Available to download on side bar)
Frequently asked questions from parents and carers:
Click on a question below to see answers. A more detailed set of answers to these questions can be found by clicking on the SEND Local Offer link to the right.
In the first instance you should make an appointment to speak to the class teacher. The class teacher will be able to advise whether your child is working at the level expected for their age or whether they agree that further investigation is required. They may feel at this point that the SENCo needs to be made aware of your concerns and may arrange a further appointment for you to consult the SENCo to discuss ‘next steps’. The SENCo will be able to advise on which other Professionals may need to be consulted at this stage. This may include a Speech and Language Therapist; a member of the SENIT team or they may wish to carry out further tests themselves to ascertain the specific area of need.
The class teacher is responsible for overseeing and planning the education programme for your child. Should your child be showing less than significant progress then teachers would refer children to our school SENCo. The SENCo is responsible for co-ordinating provision for children with SEN and liaising with a range of agencies outside of school who can offer advice and support to help students overcome difficulties.
Children will continually be assessed so that their learning is progressive. Teachers will compare achievement half-termly and results compared with non-SEN children to ensure progress is comparative.
We have a wide range of provisions that may be offered to meet the individual needs of your child where appropriate, including:
Social Skills programmes including strategies to enhance self-esteem.
Access to a supportive environment (including alternative resources in classroom)
Strategies to support speech and language
Access to strategies to support Occupational Therapy and Physiotherapy needs
Strategies to reduce anxiety/promote emotional wellbeing
Strategies to support/develop literacy inc. reading
Strategies to support behaviour
Strategies to support/develop numeracy
Provision to facilitate/support access to the curriculum
Strategies/support to develop independent learning
Support/supervision at unstructured times of the day including personal care
Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports
Access to Medical Interventions
The school is built on one level and is accessible to all – both able bodied and to wheel chair users. There is the provision of a disabled toilet in the main corridor that has a shower; this toilet is wheelchair accessible and is the only toilet in school with this capacity.
All doorways are wide enough to take a wheelchair pushed by another individual.
Manoeuvring around the classroom in a wheelchair is limited due to actual classroom sizes.
The outside field and Key Stage 1 playground can be accessed by means of an inclined pathway as an alternative to the steps.
Access to the wildlife area would have to be carefully managed by two adults.
Where a child has a Graduated Response Plan the SENCo will liase with parents at least termly to discuss and share progress - this is known as a support plan. Each term the SENCo, sometimes with the class teacher or the child’s designated TA will go through the GRP with the Parent and child explaining the achievements to date and the next steps. Advice will be given as to how the Parent can help the child at home with their learning.
Parents have the opportunity to feed into the plan as it is important their wishes and views are taken into account.
The school works in partnership with the Leodis Support Service which is based at Woodkirk Academy, providing additional guidance and support for all students and families across the Multi Academies Trust.
We work closely with pastoral staff in the Academy schools to provide ‘Early Help’ using a range of additional support services which include: Family Support (1:1 and parenting groups), Emotional Health and Wellbeing, Counselling and access to external commissioned services and resources. We offer support to address all issues which affect family functioning and wellbeing and act as a barrier to education.
The Head Teacher and Deputy Principal are trained in issues related to Child Protection and are trained in initiating and leading Early Help Assessments.
The School Nurse is available, at our request, to give advice within her remit.
Targeted Services that school can draw upon for those who need additional support are the school improvement team, the educational psychology team and SEN and inclusion team, and attendance officers.
School works in partnership with other agencies including speech and language therapy services, school nurses, Child and Adolescent Mental Health Services (CAMHS) and the Parent Partnership Service.
School has the ability to call upon the STARS team for support to develop practice with those with autism spectrum conditions.
All staff have basic awareness of inclusion issues.
Teaching and non-teaching staff working directly with children and young people with SEND will have, or be supported to develop, enhanced skills to meet particular types of need.
Staff who wish to gain specialist level skills and knowledge will be supported and encouraged to do so.
The Head Teacher has gained the necessary Masters Degree in SEN and will use her knowledge and skills to train staff. The Deputy Principal is attending the training for the National Award in Special Educational Needs.
All children have the chance to access all school trips and residentials. All of this is organised through consultation with the Parents/Carers and child where applicable. On residentials and some trips, it may be necessary for the Parent/Carer to accompany the child on the visit.
Transition arrangements are in place between each of the year groups within school and then from Year 6 to Year 7. We have forged very close links with our local high school and there are several meetings held between staff from both schools, where all relevant information is passed on, as well as additional visits put into place for any child who requires extra to that afforded as routine. At all times Parents/Carers can be involved in these hand over meetings between staff.
The Head teacher along with the Senior Management Team will analyse all assessment data submitted by class teachers each half term. Any child who is not making the expected progress or not closing the gap on their peers will be flagged up for discussion with the class teacher. A decision will then be made as to the best course of action to be taken and where necessary, if any interventions/specialised TA time is allocated.
There are two Parents Evenings held in the school year – the first in the Autumn Term and the second in the Spring Term. This is followed by a report on the child in the Summer Term.
We also hold a ‘Meet the Teacher’ session in the second week of the school term. Parents/Carers are all invited to all these sessions. If Parents/Carers are unable to meet with staff on these occasions, staff will make a further appointment for Parents/Carers.
For those children who are on a support plan, parents are invited into school to discuss and receive the plan at the beginning of each term. Parents have the opportunity to feed into the plan as it is important their wishes and views are taken into account.
For those children who have an EHC Plan and/or receipt of funding, annual meetings take place with parents and all Professionals involved in addition to the termly meetings with the classteacher sharing their support plan.
Parents are invited into school every half term to see their child's work and/or be part of an activity through the IPC topic.
Parents are invited to attend our weekly celebration assemblies and class assemblies in the Spring term.
School Office: 0113 3074750 or email: firstname.lastname@example.org
Joanne Lancaster (SENCo/Deputy Principal)
Karen Hyams (Principal)
Laura Monaghan (Assistant SENCo)
To make enquiries about your own child in school you should first speak to/make an appointment to speak to the class teacher.
Equality Objectives 2020-2023
At Hill Top Primary we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers, irrespective of race, gender, disability, belief, religion or socio-economic background.
In order to further support pupils, raise standards and ensure inclusive teaching, we have set the following objectives:-
To ensure that every child has an equal right to a broad, balanced and effective education regardless of race, gender, age, sexuality or special need.
To monitor assessment data at regular intervals to ensure that children are not being disadvantaged by belonging to a protected group.
To ensure all pupils are given similar opportunities with regard to after school clubs and residential trips.
To improve knowledge, skills and attitudes of our pupils to enable them to value differences and diversity within the community.
The Special Educational Needs and Disability Code of Practice 2014
For other policies related to Inclusion, please see our Policies page.
For additional information and support, please see the Special Educational Needs Information, Advice & Support Service for parents.
Leeds Local Offer Facebook Group
The Leeds Local Offer has developed a facebook group for parents and carers of children with special educational needs and disabilities.
The facebook group is platform for them to share with families key service updates, events, consultations and much more.
Please click on: