Special Educational Needs

King’s SEN Information Report

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Accessibility Policy (including admission arrangements for SEND pupils)

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SEND Policy

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Administration of Medicines Policy

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Auxiliary Aids Equipment Policy

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Wakefield Council have produced some new and exciting animation videos around SEN Support, including information on My Support Plans and Education, Health & Care Plans.

The animations aim to give parents, carers, children and young people with a Special Educational Need and/or Disability a better understanding of the process. They can be found on Wakefield’s Local Offer website http://wakefield.mylocaloffer.org The Local Offer has seen lots of development over the last three months and many more changes are planned for the near future. Please take a look!

As a department committed to the quality of provision, it is important for our members of staff to engage proactively in training and professional development.

Mr N Rush – Inclusion Mentor

• ASDAN Training
• First Aid Training 2012.
• Epipen and Buccal Midazolam training
• Team Teach
• Child Protection Refresher.
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)

Mrs M Watts – Inclusion Mentor

• Epipen and Buccal Midazolam training
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)
• Phonics
• SIMS Training
• Seizure Training – individual pupil
• Solution Focused Practice

Mrs J Walters – Middle Leader

• Epipen and Buccal Midazolam training
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)
• Lifting and handling people with physical difficulties
• PRS Training
• Seizure Training – individual pupil
• Behaviour Management

Learning Support Assistants

Mrs K Cartwright

• Epipen and Buccal Midazolam training
• Aspiring to Excellence.
• Seizure Training – individual pupil
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)

Mrs C Holland

• Epipen and Buccal Midazolam training
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)
• Basic Mentoring Course
• Sex Education & Teenage Pregnancy course
• Lifting and handling people with physical difficulties – 3 day
• First Aid Training
• Solution Focused Practice
• Dealing with Epilepsy
• Assertive Discipline
• Growing in schools
• STAR Bereavement and support
• Team Teach
• Professional Development Training

Mrs L Hughes

• Epipen and Buccal Midazolam training
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)
• First Aid

Mrs S McGinty

• Epipen and Buccal Midazolam training
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)
• Literacy Catch-up Training at Barnsley

Mrs S Miller

• Epipen and Buccal Midazolam training
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)
• Supporting pupils with Special Needs
• Aspiring to Excellence
• Team Teach

Mrs J Kirby

• Epipen and Buccal Midazolam training
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)
• Team Teach
• Behaviour Management (INSET)
• Food Hygiene
• Down Syndrome and the Written Word
• Deaf and Hard of Hearing Hearing Aid Training
• Seizure Training – individual pupil

Mrs L Pugh

• Epipen and Buccal Midazolam training
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)

Mrs A Robinson

• Epipen and Buccal Midazolam training
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)
• Food Hygiene Level 1
• Seizure Training – individual pupil

Mrs L Thistlewood

• Epipen and Buccal Midazolam training
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)

Mrs M Towler

• Epipen and Buccal Midazolam training
• Awareness of Child Abuse and Neglect (Safeguarding Children e-Academy)
• Behaviour Management
• Seizure Training- Individual Pupil.
• Supporting Pupils with SPLD (Dyslexia).

“The right to an inclusive education has been explicitly stated in Article 24 (education) of the united nations convention on the rights with of people with disabilities (2006)”

Inclusion is the right of all pupils, to have a national curriculum based education in a mainstream school providing parents do not chose to send their child to be educated at a Special Educational School. This includes access to all activities as well as being embraced by the ethos of the whole school, regardless of their language, SEND difficulties and ethnicity.

The Special Educational Needs and Disabilities (SEND) department at the King’s School is a large group of adults dedicated to supporting the pupils who may struggle with transition from key stage 2 up to key stage 4 and support those who are less able to obtain mainstream education. The SEND department is made up of Learning Support Assistants (LSAs), Two Inclusion Mentors, and headed up by the Special Educational Needs Co-ordinator (SENCo) & Assistant SENCo.

The SEND department is committed to supporting all individuals in ways which are appropriate to their
own needs. This provision is regularly monitored with the students themselves, parents/carers and partner agencies. This is all delivered in line with the King’s School Special Educational Needs and Disabilities Policy.

Support for students is provided in the form of

• Supporting individuals through key stage transitions
• Annual Reviews and Individual Education Plans
• Additional support for literacy and numeracy
• One to one classroom support
• One to one and group basic skills and/or social skill development sessions
• Identifying and supporting opportunities for work placements
• Supporting individuals’ access arrangements for examinations
• Use of planners and additional home/school books if necessary to provide constant communication between parent, child LSA and teacher.

The SEND department also works in a wider context, supporting staff working with challenging groups, and to advise on the differentiation of work for SEND students.

The aims of this department are:

• To support students with Special Educational Needs and Disabilities to access mainstream education in an inclusive environment
• To advise and support staff in working with students with Special Educational Needs and Disabilities, including differentiation of work and resources.
• To work strategically with individuals to achieve their full academic potential
• To work in partnership with families, agencies and organisations to ensure the best support for individual students.

Special Educational Needs In Mainstream School


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At King’s, the number of pupils with Special Educational Needs is growing. While all of the above needs may be supported by the SEND department, here are some particular needs which we support regularly.

For further details please refer to the SEN Information and Accessibility Policy on our website which has contributed to Wakefield’s Local Offer.

Emotional and Behavioural Difficulties

• Attention Deficit Hyperactivity Disorder (ADHD)
• Attention Deficit Disorder (ADD)
• Mental Health issues

Students identified as having Emotional and Behavioural Difficulties (EBD) would normally be supported from the Notional SEN budget and access support in the classroom, from the use of IT, differentiated work or general classroom support from an LSA. Staff will be able to access strategies for individual pupils from a Pupil profile and Individual Education Plans. In exceptional circumstances, a pupil may be issued with a statement to provide individual support within the classroom. An example of EBD would be ADHD – this is a condition which typically is observable before the age of seven. The main features are; difficulties in concentration, task completion, hyperactivity and impulsive behaviour. Pupils with severe emotional needs can referred to CAMHS via Joint Consultation Meetings or referred to the school’s Intervention Team with access to Business Mentors, Peer mentors and counsellors.

Learning Difficulties (Severe, Moderate, Specific)

• Downs Syndrome
• Dyspraxia
• Dyscalculia
• Dyslexia
• Kleinfelter’s Syndrome
• Global Developmental Delay

Students identified as having Severe Learning Difficulties will experience issues in every aspect of a mainstream education and as a result, they will have a Statement of Special Educational Needs. This will highlight particular areas of need where the student will need one to one support in lessons to address their Learning Needs. There is a dedicated area within the SEND department which is a teaching base to underpin basic Literacy, Numeracy and Lifeskills which works in partnership with the mainstream curriculum.

Students with Specific Learning Difficulties, who are not statemented, are usually placed on School Action Plus on the SEND register and are supported with resources, ICT, differentiated materials, Pupil profiles, Individual Education Plan and sometimes withdrawn for extra literacy or maths lessons. INSET has been delivered to the whole school staff, training to develop internal expertise with Dyslexia undertaken, resources provided by the SEND department and visual prompts for classrooms issued. The development of a Literacy coordinator, Literacy Mentors and a dedicated area alongside further cross curriculum training is having a positive effect in raising pupils’ reading ages and hence attainment.

Speech Language and Communication Difficulties

• Autistic Spectrum Disorder
• Aspergers Syndrome
• Communication difficulties
• Tourette’s Syndrome

This cohort of pupils may have a statement to support their needs in the classroom or may be supported by group or peer intervention. Pupil Profiles identify the impact of each pupil’s individual difficulty, pointing out specific triggers and methods of learning. Previously staff have accessed whole school training and resources are available on the Shared area. School continue to work with the Communication, Interaction and Access team (CIAT) to deliver bespoke training to the SEND team, work with individuals and observe lessons. This year we have provided a weekly Social Skills group in partnership with CIAT and now is led by members of the SEND team. The department also provides Social time in our daily Breakfast Club and a base for breaks and lunchtime with staff on hand to supervise activities such as board games, Wii activities and access to other computer games.

Physical/Medical Disabilities

• Hearing Impairment
• Visual Impairment
• Speech and Language
• Medical

The school works with the appropriate LA team to support each pupil with the appropriate team and
resources. Some pupils require on going support from the Occupational Therapy Service and Physiotherapy Team and risk assessments and care plans are dawn up. As a result some pupils will require additional support with their self care skills and moving around the campus. Additional resources are provided in school as required and are highlighted in the Pupil Profile. King’s School has an established record of entering teams in all Disability Sports events locally with resounding successes.

The Inclusion Base H6 on the Humanities corridor and the Foundation Learning Building are the bases for students who cannot be in the classroom for a variety of reasons.The Foundation Learning Building is primarily used for those pupils who require additional Literacy support and where the early morning Literacy Reading Club takes place.

H6 is used for the pupils with identified needs which require intensive support for specific withdrawal sessions. These pupils will work one to one or in small groups and will follow a dedicated learning programme to their needs. They also have access to ICT, which have a variety of learning programmes installed on them. Students may only access this area with prior arrangement with the SEND team. It is not used as part of PD sanctions unless previously agreed for individual students or accompanied by a member of the SEND department.

Both areas can accommodate pupils who have Emotional and Behavioural Issues. This may include arrangements for students using a Time Out Card, students who have completed or dropped a subject and use these lesson times for extra literacy lessons, extra study and/ or skill development, students in
Isolation who would not cope emotionally with being in the main Isolation room.

The Learning Centre

This room is fitted with ICT equipment, and stocked with the resources needed to support SEND students with their learning. The room is a quiet environment for students to work in who, for a variety of reasons, are struggling to learn in particular classroom environments, and will benefit from having access to specialised resources and equipment.

Youth Award Scheme

The Youth Award Scheme encapsulates the ASDAN Award programmes, i.e. Bronze Award, Silver Challenge Award, Forestry School and offsite learning opportunities. It is delivered by Inclusion Mentors and includes the BTEC Level 2 certificate in Awareness of the Fire Service in the Community. This is run by the West Yorkshire Fire and Rescue Service from Castleford Fire Station. The Scheme is for less academic students who are more practically minded. In partnership with Featherstone Rovers and Featherstone Study Centre; Students also attend a six week healthy eating course. There are also many close links with the local community which offer pupils further learning opportunities outside the classroom.

Withdrawal Groups

These small groups run from the Foundation learning building or H6, depending on the groups’ difficulties and are delivered by an Inclusion Mentor, a member of the Literacy Intervention team or an LSA. Students identified for this group are withdrawn from timetabled lessons to develop basic skills; mostly improving numeracy and literacy.

Literacy Reading Club

Literacy club runs during morning registration. It is targeted towards Key Stage 3 pupils who need
additional support with reading. Pupils from KS4 are encouraged to join in a shared peer reading program and staff is also on hand to work with individual pupils.

Social Skills Groups

Another small group session, this is for students identified as struggling with social interaction. The young people are withdrawn from timetabled lessons to work on improving skills needed for social interaction, building friendships, citizenship etc.

Examination Access Arrangements

Staff are encouraged to forward any concern regarding an individual pupil who may require additional support, especially if it will impair their attainment outcomes in examination. The assistant SENCO regularly updates staff with strategies following any concern and oversees all testing arrangements which may be required to determine whether a pupil needs further support in examinations. These arrangements are now placed on the SEND Register.

In our commitment to quality of service to our SEND students, we feel it is important to access the wide range of opportunities available not just from educational and well being partners (both statutory and voluntary), but from organisations, projects and businesses within the community. This supports our department’s ethos around the holistic well being of the students we work with. We also work closely with all SEND staff within the Pontefract Academies Trust, having initialised pyramid meetings following the joint Trust Inset.

Stamps and CreditsStamps are awarded for effort and high attainment in their work, both in lessons and in SEN areas. They are also awarded for good behaviour in lessons and around school, in order to motivate the less able & middle ability pupils as well as the more able.

The credit system operated by the SEND department is that pupils need to gain 3 department stamps in
their planners in order to be awarded a department credit.

When a pupil gains 6 departmental credits they will be awarded a departmental postcard. Stamps can be given by any member of SEND staff. Credits are logged by members of the SEND team.


The SEND department will aim to follow the guidelines as laid out in the PD policy. SEND staff members can give warnings and comments in agreement with the subject teacher who will then log the comment for that subject. Around school comments will be logged by the tutor and monitored by the Year Achievement Leader. Any sanction which is serious enough to warrant a period of isolation is discussed with the Isolation team to ensure that it is appropriate to the needs of the pupil. Sessions can be individual lessons with access to a mentor or bespoke sessions within the SEND area.

The SEND department works within the King’s School Health and Safety Policy. In addition to this, SENDstaff work in accordance with our Policy for Handling and Moving Pupils with Special Needs. This can be found in hard copy in the SEND department, and also in the SEND department folder in the staff shared area of the computer network.The SEND team complete the relevant Risk assessments for trips and the SENCO advises school on individuals’ needs in regards to any Risk Assessment required for a pupil.

Departmental DataData on the progress of supported individuals are held within the SEND department in the form of trackers (please see Statemented pupils example.) Up to date trackers and a brief data review of each cohort is distributed to Subject Team Leaders after termly grade collections. There is a spreadsheet to map the provision for all pupils on the SEND register and can be found in the SEND department on the shared area.

An annual report regarding the progress of each year group and the leavers is presented to the Governors.

We also keep track of time spent in Isolation and periods of Exclusion. This too, is reported to Governors annually for their inspection and discussion.

Department QA Calendar• SENCo and/or Assistant SENCo attend staff briefings regularly and provide prompt feedback and action points to the SEND team as necessary.

• Full SEND team meetings are held once a term with an advance agreed agenda. All SEND team
members can ask for an item to be added to the agenda and minutes are taken during the meeting and filed in the SEND department folder on the computer network.

Middle Leader QA Calendar

• Middle Leaders meet regularly with senior management and any relevant information from these meetings is then fed back to the SEND team.

• Staff Performance Reviews are completed once a year, with an interim review to update targets and ensure steps are being taken to meet targets set.

Annual Reviews

All students who have a Statement/Education Health Care Plans follow an Annual Review process where
the individual, parent(s)/carers, and other agencies who may be involved with the individual are invited in to discuss the student’s progress and to assess and amend (if necessary) the Statement of Special Educational Needs(ECHP). Although this process happens annually, the Review meeting may be moved forward at the discretion of those involved in the process; for example, if there has been a significant event or change in circumstances.

Pupil Profiles / Passports

Pupils who have additional needs may require a Support Plan or a pupil profile(Passport). This holds
information regarding pupils’ needs and strengths and weaknesses. These are constantly updated and held electronically so that all staff have access to all the relevant information.


Please click here to download a pdf version of our School Prospectus.