Debra Seekings

Senior Assistant Principal - Primary Phase (Designated Safeguarding Lead - Primary)

Jenny Holden

Assistant Principal (Head of Post Cluster Arrangements / Inclusion)

Our Special Educational Needs Coordinator is Amanda Rosewell, who is supported by Sarah Barnes.

The Stephen Longfellow Academy believes that every teacher is a teacher of every child, and our SEND policy is written by considering the needs of the whole child. The policy is written for the whole school community, including staff, students, parents/carers and governors.

Further information is available through the Leeds Local Offer.

Our aim is to raise aspirations and expectations for all of our students and those with SEND, providing a focus on the outcomes of our students and providing access to high standards of Quality First Teaching.

Our objectives are to:

  • Recognise early where students have barriers to learning and identify strategies to support their needs.
  • Work within the SEND code of practice consulting with parents/carers and students about their needs.
  • Ensure that every student is a confident individual who can engage and participate in learning and make progress.
  • Operate a whole student, whole school approach.
  • Involve students and parents/carers in the planning and reviewing of their individual provision; this includes attendance at regular review meetings about progress against targets.
  • Provide support, advice and training for all staff with regards to Special Educational Needs and Disability.

If we do identify that your child has SEND we will contact you to discuss and plan the support we can offer as part of a regular review process.

We make sure that every child with SEND is cared for individually. When a child with SEND joins us, we use a formative assessment to identify areas of need. Tests and assessments are also used to identify strengths and difficulties in areas such as comprehension, skills in mathematics, working memory and verbal and non-verbal reasoning.

The data from these tests are used to set academic targets and personalise learning for each student.

We aim to involve parents/carers at all stages of their child’s academic journey, to keep you informed of progress and review targets. All of the information that we gather from parental voice and from assessments will be used to create individual plans for each student.

Parents/carers can find out more about the EHCP process and how to include the child or young person’s views and opinions throughout their plan.

The Council for Disabled Children have made this video that explains more.

The Stephen Longfellow Academy recognises, as stated in the Special Educational Needs (SEND) 0-25 Code of Practice (September 2014) that:

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than the majority of others of the same age, or
  • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

Children and young people with SEND all have learning difficulties or disabilities that make it harder for them to learn than most children and young people of the same age. These children and young people may need extra or different help from that given to others.

Many children and young people will have Special Educational Needs or Disability of some kind at some time during their education. Students with SEND may need extra help because of a range of needs. Paragraphs 6.27 – 6.35 of the 0-25 SEND Code of Practice outlines four areas of SEND need:

Communication and interaction may mean that children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate with others, this can also include Autistic Spectrum Conditions.
Children and young people with cognition and learning difficulties may have barriers to learning which impact on their understanding of the curriculum, this can also lead to difficulties with organisation and memory skills, or have a specific difficulty affecting one particular part of their learning, such as in difficulties with literacy, numeracy and motor skills.
This may lead children and young people to having difficulty in managing their relationships with other people, may cause difficulty with regulating emotions and lead to lack of motivation, focus and challenging behaviour. Children and young people with this difficulty may become withdrawn or isolated and it can affect their health and wellbeing.
Children and young people with visual and/or hearing impairments, or a physical need may need ongoing support and additional resources or equipment. Some children and young people may have needs in more than one of these areas.
Many children and young people who have SEND may also have a disability. A disability is described in law (the Equality Act 2010) as ‘a physical or mental impairment which has a long-term (a year or more) and substantial adverse effect on their ability to carry out normal day-to-day activities.’ This includes, for example, sensory impairments such as those that affect sight and hearing, and long-term health conditions such as asthma, diabetes or epilepsy.
The Equality Act requires schools:

  • must not directly or indirectly discriminate against, harass or victimise disabled children and young people
  • must make reasonable adjustments

Leeds Local Offer

Every Local Authority across England must publish a local offer which outlines the support that is available for local children and young people with SEND, and their families. This information is held in a central place and provides information about the guidance and advice available across education, health and social care in the local area for children and young people with SEND. The local offer will include up -to -date information about the available services and how to access them. The local offer ensures families can access clear information about all services for those aged 0-25 with SEN and disabilities and explains what families are entitled to and can expect from services.

Click on the button link below to visit the Leeds City Council website where you will find further information.