0113 293 0282 or 0113 204 4990 office@parklandsleeds.org.uk

SEND Information Report


SEND Information Report Page

Leeds Local Authority Local Offer:



Who we are

Parklands Primary School is a highly inclusive primary school which strives to meet the individual needs of all its learners. We work in partnership with children, parents and other agencies to provide the best possible outcomes for all our children, including those with a range of additional and complex needs. The school’s SEND (Special Educational Needs and Disabilities) policy and procedures ensure that high expectations, early intervention and appropriate support for all our children is in place to ensure every child reaches their full potential.


At Parklands Primary School we are committed to:


What we offer

Our school is additionally resourced for children with complex learning needs. We call this RP (or Resourced Provision). Twenty places are allocated via SENSAP to children with statements or Education Health Care Plans, whose needs cannot be met in their local school. High levels of specialised staffing in RP ensure high quality provision, high expectations and excellent outcomes. Learning is personalised for each individual. Children within the Resource Provision have access to more specialised support and resources to meet their specific needs. The amount of time they spend in the mainstream environment and how they access it will depend on their individual needs and their personalised plan.


All provision for SEND pupils is overseen and managed by the Senior Leadership Team (SLT) and is co-ordinated by the Special Educational Needs Coordinator who is a member of the SLT. The SLT monitor, review and evaluate all SEND provision on a regular basis throughout the year and report to the school governing body on how individual needs are being met and how SEND funding from the local authority is being spent. Individual families are able to access clear information about how funding is used to support individual learners. Parkland Primary School’s governing body will be responsible for the well-being and achievement of all children.


At Parklands Primary School SEND Funding is spent on the following:

  • Special Educational Coordinator for 3 full time days of the week
  • 5 Band 3 Teaching Assistants
  • Full Time Learning Mentor for Nurture Group Provision
  • Pupil Transport
  • Access to Specialist off site provisions- if necessary, dependent on children’s needs.


The following policies are available and reflect the school’s commitment to inclusion, safety and well-being of children:

  • Special Educational Needs and Disabilities Policy
  • Accessibility Plan
  • Safeguarding/ Child Protection policy
  • Behaviour Policy
  • Teaching and Learning policy
  • Anti-Bullying Policy
  • Health and Safety Policies
  • Manual Handling
  • Positive Restraint
  • Care and Control Policy
  • The school has a staff and pupil Wellbeing Policy (see the Policies section on the website)


Frequently asked questions


At Parklands Primary School we are constantly looking at how we can improve the provision for our pupils. To this end the information in these responses will be regularly reviewed and updated as necessary. The voices of children and young people and their families will be valued and honoured and there will be opportunities for them to influence change.


How does Parklands Primary School know if children need extra help?

We know when pupils need help if:

  • Concerns are raised by parents/carers, teachers, or the pupil’s previous school
  • There is lack of progress
  • Poor test scores
  • There is a change in the pupil’s behaviour
  • A pupil asks for help


What should I do if I think my child may have special educational needs?

If you have concerns, contact your child’s teacher, Lucy Crathorne the SENCo or Mrs. Julia Feeley (Assistant Head teacher and Inclusion Leader).


How will I know how Parklands Primary School supports my child?

  • Each pupil’s Individual Education Plan (IEP) will be drawn up by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs, setting individual targets. A copy of the targets will be given to parents. This may include additional general support by the teacher or teaching assistant in class or use of particular resources (e.g. a writing slope).
  • If a pupil has needs related to more specific areas of their education or social skills, such as spelling, handwriting, numeracy and literacy skills, the pupil may be placed in a small focus group. This will be run by a teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on a provision map (for each class). This is a record of the interventions, timings of the intervention. The impact of the intervention is recorded on a half termly basis by using teacher assessments. If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo, Lucy Crathorne.
  • Pupil Progress Meetings are held on a termly basis. This is a meeting where the class teacher meets with the Headteacher or a member of the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
  • Occasionally a pupil may need more expert support from an outside agency such as Speech and Language Therapist, Complex Needs Service of Leeds City Council or Physiotherapist etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.


How will the curriculum be matched to my child’s needs?

  • Teachers plan from children’s levels differentiating work to closely match children’s ability and learning needs. When a pupil has been identified with special needs their work will be further differentiated by the class teacher to remove barriers to learning and enable them to access the curriculum more easily.
  • A teaching assistant may be allocated to work with the pupil in a 1- 1 or small focus group to target more specific needs.
  • If appropriate specialist equipment may be given to the pupil e.g. writing slopes, pen/pencil grips or easy to use scissors.
  • A range of interventions (support programmes) will be used in small groups or one to one situations to accelerate progress.
  • Where needed, there will be extra pastoral support arrangements to aid the social, emotional and behavioural development of children with SEND such as Nurture Groups, which include measures to prevent bullying.


How will I know how my child is doing?

  • You will be able to discuss your child’s progress at Parents Evenings.
  • Class teachers are regularly at the classroom door or on the playground, or at the school gate at the end of the day, if you wish to raise a concern. Appointments can be made to speak in more detail to the class teacher, SENCo Miss Crathorne by visiting or contacting the school office.
  • IEPs (Individual Education Plans) are sent home each term. Targets are usually set by the class teacher. Parents/Carers are encouraged to contribute their input, which will be included on the IEP.


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

  • Teachers suggest ways of supporting all children’s learning through the curriculum newsletters, (sent out termly) and on the website. The class teacher may suggest additional ways of supporting your child’s learning through a note in the reading contact book, at parent’s evening or by arranging a meeting with you.
  • Julia Feeley (Assistant Head teacher and Inclusion Leader) or Lucy Crathorne (SENCo) may meet with you to discuss how to support your child. This would normally follow on from when a child has been assessed or discussed at a Review Meeting.
  • Brooke Oates (Welfare and Safeguarding Lead) may meet with you to discuss strategies to use if there are problems with a child’s behaviour/emotional needs.
  • Outside agencies or the Educational Psychologist may suggest advice or programmes of study that can be used at home.
  • Parent/Carer workshops and coffee mornings are arranged throughout the year, sometimes with invited guests, to encourage an open and relaxed forum where advice and ideas can be exchanged.


What support will there be for my child’s overall well-being?

The school offers a wide variety of pastoral support for pupils who are encountering emotional, social and behavioural difficulties.

These include:

  • Members of staff such as the class teacher, teaching assistants, SENCo, Learning Mentors, and Behaviour Support Workers are readily available for pupils who wish to discuss issues and concerns.
  • The Learning Mentors run wellbeing groups targeting social skills, self-esteem, emotional wellbeing and anger management.
  • Pupils who find lunchtimes a struggle are able to join Clubs run by experienced teaching assistants.
  • The School regularly accesses support from the cluster. This is a team that consists of Children’s Support Workers, Family Support Workers, an Inclusion Support Worker and a Play Therapist. They can offer support to children and families where there are issues which are presenting barriers to learning.
  • The School also refer children to Renew, who provide a counselling service delivered in School.


What support is given to pupils with medical needs?

  • If a pupil has a medical need then a detailed Care Plan is compiled by Lucy Crathorne in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.
  • Where necessary and in agreement with parents/carers medicines are administered in school where a signed Care Plan is in place. Anti-biotics may be given in some circumstances on discussion with the office staff and on completing of a medication form.


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

At times it may be necessary to consult with outside agencies to receive their more specialised expertise. The agencies used by the school include:


  • Child Protection Advisors
  • Educational Psychologist
  • Complex Needs Special Educational Needs and Inclusion Team
  • Children’s Complex Needs Service, SEN, Statutory Assessment and Provision Service
  • CAMHS (Child & Adolescent Mental Health Service)
  • AAP (Attendance Advisory Practitioner previously known as Educational Welfare Officers)
  • Deaf and Hearing Impaired Team (DAHIT)
  • Visual Impairment Team (VIT)
  • Speech and Language Therapist
  • Occupational Therapist
  • Physiotherapist
  • Renew (Targeted Mental Health in Schools or TaMHS Project)
  • Paediatricians
  • School Nurse
  • Epilepsy Nurse
  • Leeds Special Educational Needs and Disability Advice Support Service formally known as Parent Partnership
  • Social Services
  • Area Inclusion Partnership Officer
  • Guidance and Support


An Educational Psychologist is allocated to each school. He or she would normally only work directly with pupils who have needs that are felt to be quite considerable and have not responded well to the interventions previously put in place for them. This involvement is generally planned at the In School Review. These are meetings held twice a year between school staff and where appropriate, other professionals. The aim of an In School Review is to gain an understanding of and try to resolve a pupil’s difficulties. In order to help understand the pupil’s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed. He or she will offer advice to the school and parent/carers on how to best support the pupil in order to take their learning forward.


What training are the staff supporting children and young people with SEND had or are having?

All staff have received some training related to SEND. These have included sessions on:


  • Use of Numicon
  • Phonics
  • Good to Outstanding teaching
  • Speech and Language Therapy Interventions- Colourful Semantics
  • Team Teach Positive Handling Techniques
  • Lego Therapy
  • ASD
  • Dyslexia


The school currently buys in Mable, an interactive Speech and Language Therapist initiative (SALT). A Specialist SLT who works one day each week in our Resource Provision (Emily Woodhouse) and a variety of online qualified SALT who work daily across all the year groups. This provides school with an excellent opportunity to support speech and language development for everyone. All Therapists work with children both in small groups and on a one to one basis with a designated and trained TA delivering follow up sessions in class. Parents have access to the site to develop further skills at home. Some of the children are on the speech therapy caseload and others are not. Where additional support is thought to be beneficial, a referral to speech therapy will be made with additional consent from parents/carers so that accurate records of progress can be kept.

The school also has some teaching assistants who have received training enabling them to deliver more specialist support.


Miss Lucy Crathorne attends SENCo Network meetings and Educational Psychologist Cluster planning meetings every term and has completed the following courses:

  • National Award for SEN Leadership
  • SENCo course for new SENCos in Leeds
  • B Squared and B Squared assessments
  • Team Teach
  • Dyslexia Assessment and Strategies


All members of staff within the Resource Provision are well trained and highly competent in delivering the Early Years Foundation Stage Curriculum, PIVATS as well as the National Curriculum. Our Resource Provision is now highly regarded among the SEND provisions available in Leeds.


All members of staff working directly with children and young people with SEND will have, or will be supported to develop, enhance their skills to meet the learning and cognition needs or any other needs related to that of the child. Staff wishing to gain specialist skills and knowledge will be supported to do so. There is also a rapid response to the need to access new training to meet a child’s needs (i.e. when a child is new to the setting, or if a child develops a new need that requires specialist support.)


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

Activities and school trips are available to all.   Risk assessments are carried out and procedures are put in place to enable all children to participate. If a health and safety risk assessment suggests that an intensive level of 1:1 support is required a parent or carer may volunteer to accompany their child during the activity in addition to the usual school staff.


What facilities do you provide to ensure that children who are disabled, are able to access the school environment?

As a school we are happy to discuss individual access requirements. Facilities we have at present include:


  • Ramps into school to make the site accessible to all.
  • Toilets adapted for disabled users.
  • Double doors
  • Chair lift
  • Care Suite
  • Sensory Room


Our Accessibility Policy

We have an up-to date-Accessibility Plan (copy on Website).


How will the school prepare and support my child when joining Parklands Primary School or transferring to a new school?

Parklands Primary School understands what a stressful time moving school can be therefore many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include:


  • On entry- A planned programme of visits in the summer term for pupils starting in September including “play and stay” visits with parents/carers, visits with Nursery key workers and a visit to their new class without the parent or carer.


  • Parent/carers are invited to a meeting at the school so that they know what to expect and are encouraged to share any concerns with the school.


  • Our Foundation Stage Leader, Julia Feeley, visits all the children in their pre-school setting. Where concerns are raised, Miss Lucy Crathorne (SENCo) may visit the setting and a meeting with parents to discuss any issues may be arranged. In some circumstances individual arrangements may be made for starting school such as shorter hours.


  • Class teachers make a home visit in September, prior to children starting, with an additional opportunity for children to visit the school with their parent/carer.


  • Children start mornings only and are introduced to lunchtimes before staying full time. If parents or teachers feel a child is not ready for full time school they can remain part time.


  • Transition to the next year group- Although not officially leaving the school, moving from one year group to the next can be unsettling for some children. We therefore prepare children for this change by providing opportunities within the last few weeks of the summer term of the children to visit their new classrooms with their new class teacher and Teaching Assistant.   The children also attend playtimes on their new playground for a week in the summer term, if there is a change involved. Information sharing sessions between the class teachers also happens. Support from the Learning Mentors, Brooke Oates and Sarah Richardson, including a circle time for children to raise questions and share worries or access one to one support with additional visits to deal with concerns is also provided if necessary.   The class teacher is always willing to meet parents/carers prior to the child moving to their class.


  • Secondary Transition- Learning Mentors Brooke Oates and Sarah Richardson work with children anxious about the move. This provides them with the opportunity to discuss any concerns they may have. Secondary school staff visit pupils prior to them joining their new school. Miss Lucy Crathorne (SENCo) meets the SENCos from the secondary schools to pass on information regarding SEN pupils. Children attend a transition day particular to the school they are going to. Opportunities to work with local secondary schools are actively encouraged so that children are familiar with them.


  • Transition within the year- Mrs. Laura Darley, Deputy Headteacher is in charge of new starters. Currently we give all children a tour of the school with their parent/carer. Children are introduced to their new teacher and shown around their new classroom environment. A start date is agreed. In certain circumstances such as the child not having attended school before special starting arrangements may be agreed. The child’s previous school is contacted for records. Where there are concerns the SENCo will be contacted by phone.


  • Children accessing the Resource Provision will be provided with additional support for transitions to the next stage of education. Opportunities for extra visits to and from both Educational Settings are carefully planned for.


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

The SEND budget is allocated each financial year. The money is used to provide additional support or resources dependent on an individual’s needs. The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year. Further support or resources may be allocated to your child following assessments by school staff or outside agencies (e.g. children’s therapy teams). Funding may be used to buy in specialist support. Funding for Inclusion (FFI) payments are used to support that individual pupil’s needs and learning.


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

The Headteacher, Mr. Chris Dyson, in consultation with the SENCo Miss Lucy Crathorne and AHT, Mrs. Julia Feeley or DHT, Mrs. Laura Darley and the class teacher will agree the level of support needed. This may take the form of additional individual or small group support in class or in other focus groups tailored to the pupils needs. During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.


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

All parents are encouraged to contribute to their child’s education. This may be through:

  • Termly reviews with the class teacher and SENCo, Miss Crathorne where necessary. Parents are encouraged to comment on their child’s IEP with possible suggestions that could be incorporated.
  • Discussions with the class teacher
  • Parent evenings during the Autumn and Spring Term
  • Discussions with Miss Crathorne SENCo, or other professionals.


Who can I contact for further information?

If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling, please contact one of the following:


  • Your child’s class teacher
  • Foundation Stage Leader Mrs. Julia Feeley
  • Key Stage One Leader Mrs. Katie Mawson
  • Key Stage Two Leader/DHT Mrs. Laura Darley
  • SENCo Miss Lucy Crathorne
  • Headteacher Mr. Chris Dyson


Appointments can be made with any of these people through the school Office

Telephone: 01132 930282


What can I do if I am unhappy about the support that my child with SEN is receiving?


In the first instance, please get in touch with the SENCO Lucy Crathorne. Following this, if you are still unhappy, please contact The Head Teacher Chris Dyson. If you are still unhappy, please get in touch with our Chair of Governors.


What are the arrangements for the admission of disabled pupils?


We welcome all children into the Parklands community and will take reasonable steps to ensure that we can meet your child’s needs. If your child has an EHCP, a consultation will be held to identify whether we have the facilities required and whether we feel your child’s needs can be met in our school. If your child does not have an EHCP, we will make sure that we have open conversations with parents, carers and professionals who work with your child to ensure that we fully understand what facilities are required to meet their individual needs. This enables us to identify if we are able to provide the right environment for your child and the reasonable adjustments that will need to be made in school to meet their individual needs.


What steps have we taken to prevent disabled pupils from being treated less favourable than other pupils?


Here at Parklands, we pride ourselves on being an inclusive school. We have children with a range of learning, communication, physical, medical, sensory, social and emotional needs across our school community. Every child plays an important role. Every child is treated with respect. Every child has a voice. Every child is welcomed. Here are some of the ways we ensure that our disabled pupils are treated equally:

  • All children are included in after school clubs.
  • All children are included in sporting events.
  • Work is differentiated to meet every child’s needs, however we also encourage children to challenge themselves.
  • Members of staff build positive relationships with every child, making sure that they know the individual needs of their pupils and how to support them. They provide their pupils with the best resources to help them achieve their learning goals and listen to them.