SEN

At Bywell Junior School, we believe that all children have the right to a rich and broad curriculum, regardless of ability. We recognise that children have diverse needs and will learn at different rates, and we adapt our teaching and learning to ensure that every child has the opportunity to succeed and do their very best.  We aim to equip children with the tools to be independent, curious and inquisitive learners, but also learners who can problem solve, who are resilient and who can show compassion to others.  We want to prepare our learners for life beyond Bywell by giving them the skills to communicate effectively, foster good friendships, keep themselves safe and develop aspirations for their adult life.

Every teacher is a teacher of special educational needs and is supported by the Senior Leadership Team and specifically the SENCO to plan and assess learning across the curriculum whilst maintaining high expectations for each child.  We place great value on effective partnerships with parents and external specialist providers to ensure that children with SEN are given the best possible provision and have the correct level of support to thrive throughout their time at Bywell.

• We use a child-centered approach to our teaching and adapt our approaches, resources and level of adult support where needed. Quality first teaching will always be our first response with supporting our learners, but we recognise that in some cases, there may be the need for interventions or bespoke provision to address a child’s specific needs.
• When concern is raised about the needs of any child, the teacher, teaching assistant, SENCO and parents work collaboratively to ensure that the whole picture is realised and that appropriate targets are made for the child. An initial concerns form is completed and reviewed within a period of 6-8 weeks.
• Following on from an initial concerns process, if the child continues to have difficulties, there is the option to continue with the initial concerns process for a further 6 weeks or move them to SEN Support. At this stage an I-APDR (Individual Assess, Plan, Do, Review) Plan will be created, addressing specific targets which support the child to develop in the areas of challenge.  These plans are reviewed at least 3 times per year, but more if required.  Parents are involved in the review.
• A small number of children in school have access to our ‘Blossom Provision’ for the morning session (8:30am-12:00pm). This is a school funded provision which has been established since September 2023.  The children work in a class group of no more than 18 children, with a class teacher and four Educational Teaching Assistants (ETAs).

1. Children accessing this provision are currently from across Key Stage 2 and are children with specific learning difficulties or complex learning needs, who find accessing the whole class environment all day overwhelming and extremely challenging. They need their learning to be bespoke and at a different level and pace to many of their peers as the majority of them are working approximately 3-4 years behind age related expectations.
2. The class teacher within the provision continues to deliver the core subjects of reading, writing and maths to the children, but also includes opportunities to develop practical life skills alongside having an environment where they are able to seek calm, quiet spaces when needed.
3. In the afternoon, some of these children return to their main classroom and access the foundation subjects within a whole class situation with various means of support.  Some children continue to access their learning within the Blossom class.  Expectations and ambition remain high for all children regardless of where they access their learning.
4. The children’s placement within the provision is reviewed each term with the SENCO, Class Teacher and Headteacher. Transition back to the main class is always the ambition for our children but only when appropriate for the child.  This is always a carefully considered and gradual process.

• The interventions provided throughout school are reviewed by the SENCO to ensure the impact being made is positive. Children with SEN often have adapted timetables, but these are carefully planned by their class teachers to avoid any significant disruption to their learning in the foundation subjects.
• Assessment data is collected termly by the Class Teachers and SEN data is reviewed by the SENCO. For children who are unable to sit the formal termly NTS Assessments, B-Squared is used.  B-Squared is an assessment tool which allows staff to track the small steps of progress that children with additional needs make.  Currently, B-Squared is used to assess the areas of Reading, Writing and Maths.  The Bradford Toolkit is also used to supplement this information.  Pupil progress meetings are held each term with all teaching staff to review progress, ensure the needs of the children are understood and that the best possible provision is in place for each child.
• The school environment supports the learning for all children, including those with SEN. Classrooms are calm, well-organised spaces and, where needed, there are safe spaces and break out areas which are utilised by children with varying needs.  The Pod is a calm, safe space for any child to access when dysregulated or needing emotional support from a staff member.  It is also used for check-ins and small intervention groups.
• We are committed to ensuring our staff to feel confident in supporting the needs of children with a range of needs and ensure that any relevant training opportunities are taken up.

PINS Project

• The PINS Project has been completed. All staff training has been undertaken from The West Yorkshire ADHD Charity, PCAN (Parents of Children with Additional Needs), Bringing Us Together (conflict resolution training), Kids (EBSA training) and the Outreach services.  Barnardo’s completed a series of parental and staff sessions.  Informal feedback from staff has been positive which the ADHD charity training being a particular highlight.
• Following a bid to the cluster group made by the Bywell SENCO, cluster funding of £6,825 has been agreed for all 7 schools within the cluster to commission a speech and language therapist for 1 day per term per school. This SaLT specialist will be able to do direct assessments with children or deliver staff training as appropriate and directed by individual schools.
• Bywell now has 12 EHCPs 3.14% below national which is 5.3%, with one more child in Year 6 currently under assessment and another in Year 6 on appeal following a DNTI (decision not to issue). Another child who is new to Bywell in Year 3 has also had their EHCNA DNTA (decision not to assess) which school intend to support the family to appeal. This child is currently only managing 1.5 hours per day within the Blossom SEN Unit. Seven of these EHCPs are in our current Year 6 and will move on to secondary provision in September 2025.  Three children have secured a placement at specialist provisions.
• There are currently 79 children on the SEN register which is 20.6%, well about national which is 14.2%.
• SEN Transition has been ongoing for our departing Year 6 children. They attended an additional morning at Manor Croft Academy, whilst two of our children who are accessing Ravenshall attended a 6 week transition programme.  Tim Pearce, SENCO at Manor Croft had meetings with a number of parents of children with SEN alongside Mrs Walker.  Year 6 staff have been reviewing the plans and have begun to create the Manor Croft Pupil Passports to help with a smoother transition.
• SEN meetings have taken place with the two main feeder infant schools and additional transition sessions have been arranged for 5 children identified as being particularly vulnerable.
• Mrs Brown (Blossom Teacher) has completed 1 year of the NPQ SEN. Within school she has been focusing on improving the provision for SEN children in foundation subjects, adapting planning in some science and history topics.
• We had 6 of our children who took part in the first online ‘Youth Forum,’ sharing their views with other schools and the Local Authority about how their experiences have been in school. This is set to continue over the next year with the next forum being in October 2025.  This was supported by one of our Learning Mentors (ET) in school.
• All IAPDRs have been updated and reviewed with parents.
• Change of phase EHCP reviews have been completed for two Year 5 children (June 2025) in preparation for their move to high school in September 2026.
• One emergency review took place in March 2025. We are currently awaiting an outcome for this.
• Numerous referrals to CCI, SEMH and L&C Outreach have been made alongside IMAP. IMAP has been offered for two pupils, CCI is currently involved with two pupils with another being added to caseload in September.  SEMH Outreach is involved with two pupils with another just accepted.  HI and PI Team have ongoing support with pupils in school.
• Successful reintegration of a child who had a serious medical procedure where he took a sustained period of time off school. This child is now full time.
• A child with an EHCP in Year 4 who accessed a partial timetable for a large amount of the year has now successfully increased his timetable and is attending full time.
• A child who has had significant SEMH needs has been on a 6-week managed move from a local school and has so far made a successful move. This is to continue for the first couple of weeks in September and then be reviewed.

• Review and refine the interventions on offer at Bywell. ‘Do less, but better.’ Ensure that evidence-based interventions are being used effectively, and staff are trained and delivering high quality interventions.
• Ensure the trial of afternoon provision for some children in Blossom is carefully monitored, whilst maintaining contact with their partner class. Termly reviews of the children in the Blossom unit to ensure expectations remain high and there is a transition plan where appropriate for children to move in or out.
• Ensure transition of incoming SEN children on to Bywell IAPDR’s is thorough.
• SEN Pupil Progress meetings to take place on a termly basis next year with class teachers.
• Ensure training is up-to-date for staff e.g. diabetes training for Y6 and SLT/office staff who need it, EPI-Pen training for a new child in Year 3.
• Build upon the work started with the PINs Project, developing stronger links with parents through PCAN coffee mornings.
• EHCNA to be resubmitted or appealed for a child in the current Y3 and a submission for a Y4 child.
• Prioritise children to access the SaLT assessments secured through Cluster funding.

• Blossom has opened in the afternoon and is staffed by 4 members of staff. Currently, there are Year 5 and 6 children and they follow a mix of Year 5 and 6 topics which have been planned by Mrs Walker (SENCO) and Mrs Brown (Blossom morning teacher).
• There are currently 6 EHCPs in school with another child due to receive one in Year 4 following a DTI (Decision to Issue). One child in Year 3 has received a DTA (Decision to Assess).  School have submitted a request for assessment for a child in Year 5 and are currently writing a request for an additional child in Year 5.  There are 77 children on the SEN register (20%), 70 children (18.3%) on SEN Support, 7 children (2%) with an EHCP.
• Mrs Walker and Ms Adam attended mediation with the LA and family for a child in Year 4. The DNTA was upheld by the local authority.  The child is currently on a partial timetable (2.5 hours/day) but access home tuition through IMAP in the afternoon.  The SEMH outreach, SaLT, Physio, KKIM and Orthotics have all been referred to or involved with the child and an Early Help is ongoing.  School intend to resubmit an request for assessment.
• Cluster funding was secured for one term for a group of 6 children to access 1:6 English and Maths following Colourful Semantics (planned by the SENCO) and Number Stacks. Funding to purchase Number Stacks was also agreed.  This will run until the end of the Autumn Term.
• Cluster funding have agreed to finance £400 for the Elkland speech and language course (age 5-11) for an ETA in Year 3. It is a 10-week course covering a range of areas such as memory and independent learning, developing expressive language and narrative skills, supporting children with unclear speech and developing social communication skills.
• Staff training is ongoing. All staff have completed Anaphylaxis Awareness. A number of staff have attended the Diabetes Training and some ETAs have attended training on Precision Teach.
• All IAPDRs have been reviewed with new targets set. All of the Year 3 children who have transitioned on a support plan have been moved onto an IAPDR and parents have been involved in this review.
• The Youth Forum has been attended (virtually) by a group of children with additional needs, supported by Mrs Turver (Learning Mentor).

• Overall School picture
  • There are now 9 EHCPs now in school (2%). 3 more children are currently being assessed and at least one more request for assessment will be submitted before the end of the academic year.  The SENCO has identified other children for whom she is gathering evidence to proceed with a request for assessment.  There are 69 children on SEN support, totaling 78 (20%) children with identified SEN in school (National is 14.8%).
  • Annual reviews for Year 5 children seeking specialist placements for September 2027 have been arranged.
  • All IAPDRs have been reviewed and shared with parents.
• School funded SEN Provision (Blossom)
  • Children attending the Blossom class in the afternoon have transitioned back in to their respective mainstream classes for the afternoon sessions.
  • The Blossom class has been used as an intervention space which children across school can access. Mrs Wood and Miss Parkinson lead on interventions including SaLT sessions, physiotherapy and phonics.  Mrs Turver has returned to her Learning Mentor role, but incorporates a sensory circuit session within the afternoons for specific children.
  • Mrs Brown, Blossom teacher/Assistant SENCO has gone on maternity leave (after completing her NPQ SEN) and Mrs Daji has taken over leading the teaching in the morning Blossom class. Mrs Walker (SENCO) plans all English and maths for these morning sessions.
• Training
  • An SEMH Outreach lead practitioner from the LA has delivered 2 weeks of a 6 week training programme, supporting 8 members of staff to develop/consolidate their knowledge of SEMH practices and interventions (e.g. Lego Therapy, Draw and Talk).
  • Staff in Year 6 have all completed diabetes training.
  • Miss Waza (Year 3 ETA) has complete the Elkland Training (speech and language) which was a 10-week course funded through the Cluster.
• Transition Planning
  • Transition planning has begun, conversations about some incoming pupils with identified high needs has taken place with infant schools and an annual review attended for an incoming child.
  • Transition plans are starting to be set with the high schools.
  • Specialist placement has been secured for a high-needs pupil in Year 6.
  • SENCO has attended the Spring SENCONet.
• Outreach and External Support
  • Continued support and consultations have taken place with the Educational Psychologist, the SEMH Outreach, Learning and Cognition and Complex Communication and Interaction Team. Additional children have been accepted to their service via the panel, with one child with significant needs being rejected.
  • The Yorkshire Speechie has continued to support via the cluster funding to assess children within school. Three of these children have or will be put forward for an EHCNA.
  • Three children have now been accepted to TAO (Therapeutic Activities Outdoors) following referrals from school. All of these children currently attend on a partial timetable.
  • Targeted Provision are supporting one of the children on a partial timetable but were unable to secure appropriate support for another. This child’s timetable has been adapted and the child has increased their time in school and is accessing learning in the Blossom class.