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Special Educational Needs and your child – Barwic Parade Local Offer.


What to do if I think my child has Special Educational Needs?

If you have a concern about your child this should be raised in the first instance to the class teacher, they will then discuss these concerns with the Inclusion Leader who will make observations of your child within the classroom. The Inclusion Leader will have a discussion with your child to obtain their views of school and their current learning.  Their views on how they feel they learn best will be sought as well as the things they may be finding difficult. A review meeting will then be arranged with parents if this is appropriate. The Special Educational Needs and/or Disavilities (SEND) list is updated regularly; this is based upon discussions with class teachers and the Inclusion Leader. All children are tracked closely to ensure rapid progress is evident and staff are held to account as necessary. Staff monitor the whole situation carefully to ensure children reach their full potential.

All mainstream schools have a SENDCo (Special Educational Needs Co-ordinator). Our Inclusion Leader/SENDCo is Becky Kirkland (see below for contact information). They, along with your child’s class teacher, will be able to discuss your child’s needs with you, the support for learning that we are providing to meet their needs, and what expectations we have for your child’s progress. You will be informed about the National Curriculum expectations and where your child is working within this (if you are not sure what these mean, don’t be afraid to ask!) This will include explaining to you where your child is in their learning which will facilitate discussion and provide an opportunity for us to collaboratively set targets for the young person to achieve thus accelerate their learning, Your child will be involved in drawing up such targets; planning and reviewing them regularly together will ensure the targets are more meaningful and achievable.


If you require any further information, please contact our Inclusion Leader; Becky Kirkland on 01757 705591 or you can email


How will school staff support my child?

Quality First Teaching and High quality support for learning within mainstream lessons is the most important factor in helping pupils with SEND to make good progress alongside their peers. Teaching assistants are deployed where the need is and this can be done on a lesson by lesson basis in order to respond flexibly and swiftly to need. This may be in the form of in class support or interventions run outside of the Maths and Literacy lessons. Some of the interventions we run in school are; The Reading Intervention Programme, Maths Securing Levels and Nurture groups. The provision map in school shows some of the things we can offer to children with specific needs. Governors will question about the provisions and what impact they are having on the children.

For a very few children more help will be needed than is normally available through the school’s own resources. Schools, parents and other agencies may decide that it is necessary to request an Education Health and Care Plan through the local authority. We can talk to you about this in more detail or you can contact the SEND information, advice and support service (SENDIASS) on 01609536923.


How will I know how my child is doing?

We have parents evening during the Autumn and Spring term where you will be able to find out about what your child is doing and how they are progressing towards their targets, children are invited along to the meetings to discuss the progress they have made.  We regularly open our doors for parents to come and spend some time within school looking at the work their children have produced and generally celebrating success, we always encourage parental involvement in our school.  We also provide opportunities for you to come into school and work with your child in their class.  The school operates an open door policy whereby parents can pop in to speak to the class teacher- if they are not available then a meeting can be arranged. Formal assessments take place on a half-termly basis but if staff are concerned between these times they will approach parents. Home school books are used when it is beneficial and information is often added to reading record books. Individual Provision Map’s (IPM’s) are reviewed and updated on a half-termly basis and signed by the teacher, parent and child (where appropriate). All pupils with SEND should make at least expected progress, in line with their peers.


How is the decision made about how much support my child will receive?

Barwic Parade is an inclusive school; we pride ourselves on being able to meet the needs of all learners. We ensure that our classrooms meet the needs of pupils with SEND in order for them to engage in all activities available and so that they are fully included with children and young people in the school. Should we feel that something additional or different is needed to support your child because they may have a Special Educational Need; we will explore and discuss this carefully with you.


Barwic Parade ensures all pupils make rapid progress by guaranteeing that:

All children:

Access Quality First Teaching every lesson of every day. If your child is not making progress and the gap between them and their peers is widening then your child would take part in an intervention. We identify children needing additional and different provision through; clear analysis of the pupil’s needs taking account of teacher’s assessment, monitoring rate of progress, observing individual’s development and considering attainment and behaviour.

All children:

Access targeted teacher intervention from their class teacher whom addresses need and carefully plans opportunities to ensure children make rapid progress within each and every lesson.

All children:

Access interventions that take place within a small group, addressing specific needs. These are usually led by a fully trained Teaching Assistant and last for around 6 weeks.

If they are still not making progress in class;

Some children:

Access intervention in a 1:1 situation. Smart targets are developed through an Individual Provision Map and the child will be listed as SEND. Support from a Teaching Assistant may be deployed if this is thought to be beneficial. This is by no means always the case and would be considered if there was a need to make adaptations to the curriculum for pupils to access learning. Most importantly, this support should be aiming to make your child more independent in lessons. More long term class support would be discussed in review meetings and through structured conversations.


We use a range of interventions to support pupils with SEND to make better progress. Interventions are structured learning programmes. We can explain to you:

• what interventions your child is receiving and what the intended learning outcomes are

• when during the week any interventions will be delivered and for how many weeks

• who will be delivering the interventions (usually a well-trained teaching assistant)

• where the intervention will take place (e.g. in class or outside the classroom)

• how the interventions will relate to and support learning in the classroom

• how they will be monitored closely to make sure they are helping your child to make accelerated progress.

Where interventions take place outside of the classroom they will always be for a short period of time so that pupils can return to their classrooms and access quality first teaching together with their peers. They will always take place during the afternoon to ensure children never miss their Literacy and Maths lesson. Lessons are vibrant and lively and will include visual, audio and kinaesthetic approaches to teaching and to learning.

We use STAR to carry out assessments of children at Barwic Parade; this assessment tool includes P-Scales which we use to track the progress of some of our SEND pupils, particularly those accessing a finely differentiated curriculum. In support of this, we use the Performance Indicators for Value Added Target Setting (PIVATS) document to break down the P-scales into smaller more manageable steps where appropriate. This is often used for target setting for children with SEND. All assessment data is stored within O-track which is our school information system. Children are assessed against every objective to measure their progress which is then classified as emerging, expected or exceeding. Assessment is undertaken every day, with formative assessments made on a half termly basis.


How will the learning and development provision be matched to my child’s needs?

Every lesson is carefully planned to ensure all pupils are accounted for and provision matches needs. Activities are clearly designed to meet the needs of all learners; teacher’s ensure they provide opportunities for all pupils to access the curriculum by considering and providing for all learning styles. There are varying levels of Teaching Assistant support in the classroom. Children will access education at their level which will be challenging and help them to reach their targets.


What support will there be for my child’s overall wellbeing?

A child’s well-being is always our priority.  Training is given to staff for medical needs when they arise. We have Individual Intimate Care Plans and staff will change nappies where necessary.

Behaviour in school is carefully monitored; strategies include zone board; time out; team teach training; EMS support; Restorative Practice; Restorative Room; liaison with parents and phone calls and letters home.

Administration of prescription medicines:

  • Administration of prescription medicines is co-ordinated by the school office.

Ø Authorisation forms can be obtained from the school office.

Ø Medicines are kept in a locked cupboard in the school office or refrigerated if necessary.

Ø When needed in class provisions are made.

  • The administration of medicines is carried out in line with the schools medicine policy, details of which can be obtained from the school office.


What specialist services and expertise are available at or accessed by the school?

We have many strategies in place to support the prevention of bullying of pupils with SEND; children are taught and demonstrate a good understanding of SEND through circle times, assemblies, PSCHE lessons and Restorative Practices. They show a real passion for inclusion driven by the school ethos and are very nurturing of one another.

Within school we have a Learning Mentor, Mrs Vicky Brewins. The Learning Mentor provides support for improving the emotional and social development of all children.  Children benefit from the pastoral support provided by the Learning Mentor on a daily basis; their views are listened to and measures are put in place to ensure they remain happy and healthy young people throughout their school lives. The Learning Mentor will regularly communicate with and support our families. In addition to this, the Learning Mentor educates all children within school on the effects of bullying. We benefit from a ‘Restorative Room’ at break times and lunch times; led by the Learning Mentor. This enables us to prevent bullying. All staff are trained in Restorative Practice, which is very much the ethos of the school. Restorative questioning is used to efficiently and effectively tackle issues within school including bullying.

As a school we may need specialist support for your child. If we feel that the involvement of another agency would be beneficial to help with your child’s needs you will be informed and asked to give your consent. Within school we can make referrals to the Enhanced Mainstream schools (EMS) which provide both in reach and outreach support. These are Specific learning difficulties- Barlby High and Communication and Interaction- Thorpe Willoughby. We can also make referrals to Severe Learning difficulties based at Springwater, Minority Ethnic Achievement- Selby C.P, Autism Spectrum Condition Outreach Support Services, Speech and Language Therapy, Children’s Social Care, Child and Adolescent Mental Health Services (CAMH’s), Educational Psychologist and SEND information, advice and support service (SENDIASS).

We work in close partnership with physiotherapy, occupational therapy, school nurse, hearing and vision teams.

If you require further support and guidance a SENDIASS Co-ordinator can be contacted through North Yorkshire’s education offices on 01609536923. The SENDIASS Coordinators can offer impartial information, advice and support for children/young people with SEND as well as their parent/carer; this could include making a home visit to listen to any concerns you may have, or attending meetings with you. They may also be able to put you in touch with other organisations or parent support groups.


What training have the staff, supporting children and young people with SENDD, had or are having?

Our Inclusion Leader holds the National Award for Special Educational Needs Coordination, this is a Nationally recognised qualification and a legal requirement of schools. Teaching Assistants are fully trained to communicate using Makaton and have completed the Elklan course, aiming high with communication. We benefit from Emotional Literacy Support Assistants and also from the expertise of the staff who work within the attached Enhanced Mainstream School provision (EMS) for Social Emotional Mental Health. The EMS offer vast amounts of support, guidance and ideas for staff particularly to support the behaviour of the pupils within school. Staff attend training relevant to the needs of the children in their class. This is also discussed at their performance management reviews. Staff training mainly happens on a Tuesday evening and again this is tailored to the needs at the current time.


How will you help me to support my child’s learning?

You can support your child by listening to them read, reading to them, supporting them with their homework and practising spellings and grammar. We have lots of different ways you can support your child’s learning in school some of the things include; parent open afternoons, parent’s evenings, volunteers in school. For information on how to help your child at home talk to your child’s class teacher.


How will I be involved in discussions about and planning for my child’s education?

Parents are invited to attend and contribute to the review meetings which we hold for children. With parental guidance, the meetings will evaluate the effectiveness of the current provision made for your child. Discussion will be driven by how well the child is responding to what is currently in place. We will also analyse the Individual Provision Map in place for your child and the current expectations of them which will lead us in to further explore how they will to achieve this.

We use The Graduated Response model to ensure we meet the needs of young people with SEND. Within this model we follow four phases - Assess/Plan/Do/Review, a brief overview is provided below.


  • pupil’s own views
  • views and experience of parents
  • clear analysis of the pupil’s needs taking account of teacher’s assessment
  • experience of the pupil
  • previous progress and attainment
  • rate of progress
  • attainment and behaviour
  • individual’s development
  • advice from external support services


Assessment is reviewed regularly ensuring that support and intervention are matched to need and barriers to learning are identified and overcome. 



  • formal notification of the agreed provision
  • agree and make adjustments
  • interventions and support put in place
  • expected impact on progress, development or behaviour
  • clear date for review
  • all relevant staff made aware of needs, outcomes sought, support provided
  • teaching strategies or approaches required put in place
  • evidence based intervention delivered by skilled staff to meet specific needs
  • parents contribute to progress at home


This information will be recorded in a document for you and your child, known as an individual provision map. This will include:-• details of any strategies being used to support your child in class; • details of any extra support or interventions for your child; • your child’s learning targets; • the next date when your child’s progress will be reviewed.



  • Class Teacher remains responsible
  • work closely with teaching assistants or specialist staff involved
  • continual planning and assessment of the impact
  • links to classroom teaching
  • further assessment
  • continually ensuring effective implementation of support


  • views of the pupil and their parents sought
  • review in line with the agreed date
  • impact and quality evaluated
  • analysis of the pupil’s needs
  • revision of the support
  • clear information provided
  • plan next steps


Children will be involved within these meetings to share their views of the progress they have made and suggest future actions.


How will my child be included in activities outside the classroom including school trips?

All children have access to all activities both in school and out. For a school trip a pre-visit will happen, a risk assessment will be completed and adaptations will be put in place as necessary. Adaptations previously put in place include parents accompanying the child, transport by car due to not being able to get on a coach and daily time on websites looking at the place the child is going to ensure familiarity. Parents will be consulted by the class teacher regarding any difficulties we may encounter. We will always go the extra mile to ensure every child can access a school trip. Children who receive support from an adult on a one:one basis are invited to attend extra-curricular activities alongside their supporting adult or another adult known to them.


How accessible is the school environment?

Our building is fully accessible with ramps on two of the doors. We have a large disabled toilet with a shower, adjustable sink and changing area. All classrooms have blinds and carpets.

For our families who have English as a second language we can have letters translated into different languages, we have access to support from a Polish teaching assistant. We also work closely with the MEA hub school. Wherever possible, a translator may be arranged but bringing your own translator is warmly welcomed.


Who can I contact for further information?

If you are concerned about your child, initially approach the Class Teacher and Teaching Assistants whom work alongside them on a daily basis. You can also discuss the progress your child is making and the provision in place with the SEND team/ Head teacher. Other people involved in working with your child include outside agencies, these agencies will usually feedback and work closely and collaboratively with the SENDCo. If you are unhappy you can raise a complaint to the governors- our chair of governors is Dawn Hardy.


How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

We have strong links with all Secondary Schools in the area and there is a transition day for all Year 6 children. Additional visits may be set up and transition plans can be developed as required. Secondary Schools are invited to Annual Reviews in Year 5 and Year 6, and the children’s files are photocopied and sent up to the Secondary School before they start.

If a your child is transferring to our school we will contact the previous school for information, attend review meetings, set up transition day visits and make a book about our school (if this is appropriate). If your child is leaving our school we will contact the new school with any relevant information and then photocopy all files to send on. The originals will be kept in school in accordance to statutory guidance.


How are the school’s resources allocated and matched to children’s special educational needs?

Our school budget is allocated towards the needs of the children in school. The school reflects on numbers of children to decide the class structure. Teaching assistants will work in class, run interventions and generally support children where it is needed.


The kinds of SEND that are provided for include

  • Autism Spectrum Conditions

· Behaviour – Social, Emotional Mental Health

· Cognition & Learning

· Communication & Interaction

· Dyslexia

· Minority Ethnic Achievement

· Sensory/Physical & medical

  • Specific Learning Difficulties


If you require any further information, please contact our Inclusion Leader; Becky Kirkland on 01757 705591 or you can email