At East Garforth Primary Academy we are committed to providing an inclusive education for all our children.  This means that any child who may have Special Educational Needs or a Disability (SEND) will have access to additional or specialist support throughout their life at our academy. All teachers are responsible for every child in their care, including those with special educational needs and disabilities.

SEND Needs:

Children and young people’s SEND are generally thought of in the following four broad areas of need and support:

1. Communication and interaction

2. Cognition and learning

3. Social, emotional and mental health

4. Sensory and/or physical needs

Our SENDCo works closely with the class teacher, the child and parents to ensure the correct support is given.

Support may be given in a number of ways, which may include :

  • Working within a smaller group with differentiated learning goals
  • Working with 1-1 support
  • Special intervention groups
  • Pastoral care groups
  • Personalised resources and timetables

For those children with more complex needs, we work alongside outside agencies, healthcare & other educational professionals. The academy may also be given additional funding to ensure that those children continue to have extra support whilst at school.  

In order to give our children the best possible support with their speech and language needs, we have secured the services of a private Speech and Language Therapist (Chatterbugs) who provide support in school one day per half term. 

The aim of the Special Educational Needs and Disabilities (SEND) policy relates to every child in school. The primary aim is to ensure that each pupil makes good progress and is provided with equal access to the curriculum in order to work towards age related expectations.

Underpinning all our provision in school is the graduated approach cycle of:

Assess: In identifying a child as needing SEND support, the teacher works with the SENCO and the child’s parents, carries out an analysis of the child’s progress and needs.

Plan: Where it is decided to provide SEND support, and having formally notified the parents, the teacher and SENCo agree, in consultation with the parent, the outcomes they are seeking, the interventions and support to be put in place, the expected impact on progress, development or behaviour, and a clear date for review. Plans take into account the views of the child.

Do: The class teacher remains responsible for working with the child on a daily basis and will coordinate additional support where required.

Review: The effectiveness of the support and its impact on the child’s progress is reviewed in line with the agreed date. The class teacher and SENCO work in collaboration with the child and their parents.


The Reading Enhanced Curriculum (REC) was created with our most vulnerable pupils at the forefront of the designing and development process. The curriculum is highly ambitious for pupils with SEND ensuring that they develop the knowledge, skills, and abilities to apply what they know and can do with increasing fluency and independence.
The REC gives children the opportunity to present their learning in different ways, ensuring any barriers to learning are removed. Our pupils with SEND access all areas of the curriculum, it is not narrowed. When appropriate assistive technology is used effectively to develop and support independence.

Special Educational Needs Co-Ordinator (SENDCo)

Mrs Liz Parkinson

If you need to contact Mrs Parkinson, please email to :