We aim to enable all individuals in the school to learn, teach or work in a supportive, inclusive environment, so that they can achieve and enhance their self-esteem. Everyone is valued and the school has a positive, caring ethos.
We aim to identify and remove potential barriers to learning for children, whatever the cause. Every child’s individual needs, both personal and academic, are identified and addressed. Staff plan teaching and choose appropriate tasks to match the varied needs and learning styles of children.
We work with parents, professionals, the Brigshaw Learning Partnership colleagues, Guidance and Support Team and outside agencies to improve every aspect of our provision for all children.
We encourage children to be tolerant and understanding of the differences between people and to recognise the similarities. Everyone shares responsibility for showing respect and fairness to others.
Across the curriculum we seek to eliminate stereotyping in the teaching materials we use. We aim to ensure that a wide range of learning activities is relevant and accessible to all children, regardless of creed, race, religion, culture, disability, gender, sexual orientation or special educational need.
Provision for pupils with Special Educational Needs (SEN)
Swillington Primary School aims to provide an inclusive curriculum in which the teaching and learning opportunities address the needs of every child. This includes supporting children who may be experiencing temporary or significant difficulty in their emotional dvelopment, or who have a specific learning difficulty.
Children are assessed and additional needs identified at the earliest stage on entry into school, and thereafter they are regularly assessed and monitored.
Children with additional needs are encouraged to take part in every aspect of school life, including extra-curricular activities such as sports, educational visits, school concerts and productions.
All teachers are teachers of children with additional educational needs. In every subject tasks and activities are matched to the children’s ability which allows the children to access learning at a level which is appropriately challenging for them. Staff, advised by the SEN Co-ordinator (SENC0), may draw up an Educational Health and Care Plan (EHCP) to support a child’s learning by setting appropriate achievable targets. This may involve support from external support agencies (eg school psychologist, Trust-appointed staff) and parents will be regularly consulted about this process. Parental consent is sought before an outside agency is consulted.
Some children receive extra individual or group support from either a Teaching Assistant, who liaises with the SENCo and the class teacher, or the SENCo. The SENCo monitors and reviews progress regularly with staff and the Headteacher.
The Governing Body maintains a strategic overview of SEN provision through the SEN Governor who holds regular meetings with the Headteacher and SENCo.
Links are maintained with the local high schools to ensure a smooth transition between the different stages of education.
We work with the Brigshaw Guidance and Support team to provide additional support for pupils when necessary. This may take the form of counselling or family support.
From September 2014, there were a number of changes to improve services for children and young people with special educational needs and disabilities (SEND).
The changes were a result of a Children and Families Act 2014 which became law on the 13 March 2014. The Act aims to improve how different agencies and services work together and create a more joined-up approach to the statutory assessment process for children and young people with the most complex needs. To find out what Leeds as a city has to offer click here for the SEND information report.
The Inclusion Manager liaises with teaching and support staff, parents and external agencies.
The Inclusion Team comprises of Mrs Elliott (Headteacher), Ms Ward (Assistant Head, SENCO and Inclusion Manager), Mrs Fenna (Assistant Headteacher) and designated support staff whose roles are to support children in the following ways:
To investigate and provide support in building self-esteem and confidence for children with behavioural or emotional problems.
To manage projects for supporting playground behaviour, enjoyment and the development of social skills.
To attend Early Help Meetings and Child Protection Conferences in order to liaise with outside agencies to support families and children.
To support the School Council.
To manage the Breakfast Club.
Our new school building is fully accessible to people with physical disabilities. In addition, in compliance with DDA requirements and our Trust and school policies, every reasonable effort will be made to accommodate the needs of disabled children, staff and visitors.