Our SEND coordinator is Sarah McLaughlin: firstname.lastname@example.org
Our governor with responsibility for SEND is Sandra Perring. Please contact her through the school office or email@example.com
What is the Graduated Approach?
This SEN support takes the form of a four-part cycle (assess, plan, do, review). Through this cycle, actions are reviewed and refined as understanding of a pupil's needs and the support required to help them secure good outcomes increases. This is known as the graduated approach. We review provision regularly at Ashfield and all children on the register are reviewed three times per year (Autumn, Spring and Summer). This is in addition to the core parent consultations offered throughout the year to all pupils. It is important that we provide each 'intervention' with an adequate time frame to assess impact. It is only through doing this that we are able to establish/ review whether new intervention is required. It is only by working systematically through the graduated approach that we are able to make referrals to external agencies. Below are examples of the Ashfield Graduated Approaches to SPLD (specific Literacy Difficulties) and SEMH (Social Emotional Mental Health). These have been designed and agreed by the Ashfield Team, taking advice and guidance from the local authority.
Note: It is only through extensive assess, plan, do and review within universal and targeted support that we are then able to access services within the specialist sector.
School Accessibility Plan
This plan is drawn up in accordance with the planning duty in the Disability Discrimination Act 1995 as amended by the SEN and Disability Act 2001 (SENDA) and the Equality Act (2010). It draws on the guidance set out in “Accessible School: Planning to Increase Access to schools for disabled pupils” DfE.
Definition of Disability:
Disability is defined by the Disability Discrimination Act 1995 (DDA)
“A person has disability if he or she has a physical or mental impairment that has a substantial and long term adverse effect on his or her ability to carry out normal day to day activities”. This includes sensory impairment and learning difficulties resulting from or consisting of mental illness.
To reduce and eliminate barriers to access to the curriculum and to full participation in the school community for pupils, and prospective pupils with a disability. We also aim to eliminate barriers for staff, governors, visiting professionals, parents, and the community.
Compliance with the DDA is consistent with the school’s aims and equal opportunities policy, and the operation of the school’s SEN policy:
The school recognises its duty under the DDA (as amended by SENDA):
In performing their duties Governors and staff will have regard to the Disability Rights Commission DRC Code of Practice (2002)
The school recognises and values parents’ knowledge of their child’s disability and its effect on his/her ability to carry out normal activities, and respects the parents’ and Childs’ right to confidentiality.
Leeds Special Educational Needs And Disability Information Advice Support Service
Where can parents/carers of pupils with special educational needs and disability get support?
The service is impartial, confidential, arm's length from the Local Authority and schools, free and accessible to all parents and carers of children with special educational needs and disability.
Email: firstname.lastname@example.org Helpline: 0113 3951 200 (Mon-Fri 10am to 3pm)
Leeds SEND Information Advice Support Service Technorth, 9 Harrogate Road, Chapel Allerton Leeds LS7 3NB
We value good home/school relations and will, therefore, do everything we can to establish and maintain them. This includes seeking to resolve any concerns or complaints promptly, and to the satisfaction of all concerned.
We welcome feedback on what parents feel we do well, or not so well, as a school. We will consider carefully all feedback, whether positive or negative, and will review our policies and practices accordingly.
We will treat all concerns and complaints seriously and courteously and will advise parents and others of the school’s procedures for dealing with their concerns.
For full details of our complaints procedure please see our complaints procedure below:
Please see the link to our Equalities page which shows how we comply with the public sector equality duty and includes the following policies:
Link to Ashfield's Admissions Page
with information about the arrangements for the admission of disabled pupils.
This priority is a request for admission to one specific school because your child has exceptional needs that can only be met at that school. It must be supported by professional evidence.
All schools in Leeds have experience of supporting a wide range of social and medical needs. However, in exceptional cases, there may be compelling reasons why a child needs to attend one specific school. This priority can be requested in these cases, and applicants will need to clearly demonstrate the connection between your child's need, the specific school and how that school can meet your child's needs in a way that no other school can. It must be supported by professional evidence. A panel of council officers will review your request for this priority.
A request would not be granted where a parent wishes for their child to attend a school based on the child's abilities, because their friends attend the school or due to childcare arrangements. Any request for this priority must outline why the child's circumstances are exceptional, and why only one school is suitable.
You can find out more about this priority on our check if you need to submit extra information page.
You must provide the following information with your application:
Cases will be considered individually and where necessary in consultation with the school that you've requested.