Special Educational Needs and Disabilities


East Garforth Primary Academy is committed to an inclusive education. 

Miss Dawson our SENCo would be happy to answer any of your questions. Please make an appointment through the academy office.

Please find important information below, which is also available to download in PDF format.

Useful Links:



School Local Offer for Pupils with Special Educational Needs and Disability (SEND)

The government has listened to what parents say about their experience of services and have put in place a number of things to bring about improvements. One of these is the ‘Local Offer’. 

The local offer will enable families to understand what services they can access and what support they can expect from a range of local agencies, including from the local authority, health services, schools, leisure services and the voluntary sector. The offer will include provision from birth to 25, across education, health and social care.


East Garforth Primary Academy is an inclusive academy and may offer the following range of provision to support children with SEND.



Social Skills Programmes/support including strategies to   enhance self-esteem

  • Pupils are supported in short, small group sessions or 1-to-1 situations depending on their identified need.
  • Our Teaching and Learning Policy identifies that marking shows if the objective has been met, as   well as “it would be even better if” to enhance achievement.
  • There are weekly Achievement Assemblies to reward effort, achievement and being a good role   model.
  • Our children are encouraged to play with children from other year groups at lunchtimes.
  • Each class has representation on the academy council.
  • Any after school or lunchtime clubs are available to all children within the academy.


Access to a supportive environment – IT   facilities/equipment/resources (inc. preparation)

  •   Access to laptops and ipads as part of normal class provision.
  •   Devices for additional recording eg. Cameras, video cameras, voice recorders
  •   Pre-teaching of strategies and vocabulary
  •   Use of visual strategies to support learning and language.

Strategies/programmes to support speech and language

  •   Interventions from a Speech and Language Therapist.
  •   Delivery of a Speech and Language programme by a member of support staff.
  •   Talk Partners.
  •   Pre-learning of vocabulary.
  •   Use of visual strategies to support language.
  •   “Show and Tell” activities and opportunities for all children.
  • Talk Tasks for EYFS and KS1 homework
  • Debate lessons in each class

Mentoring Activities

  •   Mentoring support from SENCO, TA and class teacher.
  •   In class strategies such as talking partners and peer tutoring.

Access to strategies/programmes to support Occupational  Therapy/Physiotherapy needs

  • Therapy programmes are delivered in conjunction with parents, as advised by an Occupational Therapist or Physiotherapist for individual pupils as part of their Individual Education Plan.
  • Equipment such as writing slopes or pencil grips can be provided as required.

Strategies to reduce anxiety/promote emotional wellbeing   (including communication with parents)

  •   We access and work alongside our Network of schools Family Support Worker and other targeted    services such as Extended Services, CAMHs and Social Care.
  •   There is open door policy for parents.
  •   We collaborate with our School Nurse to support pupils with emotional needs
  •   There is an extensive transition programme to support the transfer to secondary school. Extra visits may be arranged to the new secondary school for targeted children. We support all pupils with SEND to move year group with a move-up session with their new teacher. We provide photo books of the new teacher/ classroom etc. for certain pupils who need a visual prompt.
  •   There are effective links with Family Support Workers
  •   Common Assessment Frameworks (CAFs) held, where possible, by our Academy Family Support Worker
  •   Regular parental contact sessions.
  •   Home/academy reading record for children in KS1 and lower KS2.
  •   Home/academy link book for targeted children.
  •   Referral to Child and Adult Mental Health Service.

Strategies to support/develop English

  • Same Day Intervention strategy to support progress in Phonics and Reading.
  • Spelling and High frequency learning books to support progress at home.
  • Opportunities for alternative ways of recording, other than writing.
  • It's Only Words startegy improves voacbulary
  • Talk for Writing supports oral develoment of English to improve writing
  • Letterland strategy for teaching Phonics
  • No nonsense speliing in KS2
  • Spelling books used in KS2 classrooms
  • Spelling progression and reward system

Strategies to support modify behaviour

  •   Positive behaviour management strategy (in line with our Behaviour Policy) which provides and incentive and reward.
  •   Visual timetable.

Strategies to support/develop numeracy

  • Same Day Intervention Strategy to suppport progress in Maths
  • Models, images and manipulatives used extensively to support key concepts
  • Early Bird sessions for Year 6
  • My Maths online programme to develop home/school learning
  • Third Space Learning for Y6 children identified as being under the national standard

Strategies/support to develop independent learning

  •   Support for learning displayed in classrooms
  •   Seating arrangements to allow Talking Partners
  •   Use of visual timetables and checklists.
  •   It's Only Words strategy improves vocabulary

Support/supervision at unstructured times of the day including personal care

  • Continence Policy available on the website
  • Home/school agreement of toileting plans
  • Reminding pupils to visit the toilet frequently, supported by TA's, toilet plan in place
  • Children encouraged to bring water to school and reminders to drink water frequently

Planning and assessment

  •   Teachers plan daily lessons to meet the needs of all pupils in their classes so as to promote learning for all.
  •   Teachers also plan daily intervention for small groups (Wave 2) and individuals (Wave 3) to support learning needs.
  •   Individual Education Plans and Individual behaviour plans
  •   Teachers assess pupils daily and meet with the Head of Academy fortnightly to adapt provision
  •   Individual targets generated through ‘next steps’ from marking and feedback

Liaison/Communication with Professionals/Parents, attendance   at meetings and preparation of reports

  •   All parents receive a full academy report each year. If parents require a separate copy (for example with divorced parents) this can be arranged via the academy office
  •   There are two opportunities for all parents to review their child’s progress at Parents Consultation Evenings.
  •   There is an open door policy and parents may speak to staff members at the start or end of school or make an appointment to discuss more lengthy or private matters.
  •   For pupils with Individual Education Plans the class teacher will contact parents to review progress and discuss new targets.
  •   For pupils working with outside agencies such as the Speech and Language Therapist, Educational Psychologist etc. parents may be invited into the academy to discuss progress.   
  •   Parents are contacted regularly to discuss attendance where appropriate.
  •   We operate with the CAF system and have frequent Team Around the Child or Family meetings (TAC or TAF meeting) where appropriate.
  •   We liaise with our local Primary Family Support Worker who can support families in need.
  •   Curriculum newsletters are published each half term.
  •   Weekly newsletter, news updated on the website, active Twitter account

Access to Medical Interventions

  •   Teaching Assistants are trained in basic first aid with some trained in Paediatric First Aid and anaphylaxis (epipens).
  •   We make all reasonable adjustments, in accordance with a pupil’s Healthcare Plan from their GP/Specialist Nurse, to support pupils.
  •   Individual protocols for children with significant medical needs and allergies.
  •   Children’s medical information is displayed in the staffroom.
  •   Access to school nurse.
  •   Provision of aids and resources to support learning.


For children with complex SEND, the frequency of such provision may occasionally result in the academy applying for additional funding to support a child, known as Exceptional Needs Funding.