SEN

The information on this page explains how we support pupils with additional learning needs. If you require any information that you can’t find, please get in touch using the contact page.

We are a fully inclusive school. We aim to ensure all pupils achieve their potential; personally, socially, emotionally and academically in all areas of the curriculum, (regardless of gender, ethnicity, religion, sexual identity, physical ability or educational needs).

We implement a graduated approach to meet the needs of pupils who have a special educational need or disability based on guidance from Bradford Metropolitan District Council’s Children’s Services for SEN. This approach is based on an Assess-Plan-Do-Review model.

Pupils with SEND are allocated places in two separate and distinct ways:

  • Those pupils with a Statement of Special Educational Needs or an EHCP (Education, Health and Care Plan) have a separate admissions procedure overseen by Bradford’s SEN team.
  • If a pupil has a Statement of Special Educational Needs or an EHCP, then we provide the support detailed in the Statement or Plan.
  • Those pupils who have SEN but do not have a Statement or EHCP are admitted via the normal school admissions criteria.

Detailed information and guidance about how to apply for a place at Beckfoot Thornton both if your child has a Statement of Special Educational Needs, or if he/she has special needs but does not have a Statement, can be found on the following link:

Guidance from Bradford Metropolitan District Council’s Children’s Services for SEN

The SENCO’s job is to support the teachers in planning for children with SEND.

  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEN. This includes whole school information & training on SEN issues such as Autism, Dyslexia etc.
  • Individual teachers and support staff receive individual, group and whole school training through courses, training days and coaching courses run by both outside agencies and in house specialists. Training at TGS is both generic and bespoke to make it relevant to the needs of specific pupils.

  • Your child’s progress is continually monitored by Subject Teachers and Achievement Managers and progress is reviewed every half term.
  • The progress of pupils with a Statement of SEN or EHCP is formally reviewed at an Annual Review with all adults involved with the pupil’s education.
  • The SENCo will also check that your child is making good progress in individual or small group interventions.

  • The school budget, received from Bradford LA, includes money for supporting children with SEND up to Range 3 provision.
  • The Head Teacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of needs in the school.
  • The SENCo regularly discusses with Achievement Managers and teachers/Heads of Department:
    • the  pupils receiving extra support;
    • the pupils needing extra support;
    • the pupils who have been identified as not making as much progress as would be expected and what resources/training/support is required

  • If you have concerns about your child’s progress you should initially speak to your child’s Subject Teacher, Achievement Manager, Pastoral Support Officer or Tutor.
  • The concerns may need to be referred to the SENCo if your child is still not making progress.  If you continue to feel that your child is still not making progress you should speak to Mr C. Truelove, Deputy Head responsible for SEND provision, or the school SEN Governor.

  • The Learning Support base offers support and guidance to pupils throughout the school day and staff are always available to offer not only academic but also social and emotional support.
  • We provide specialist SEN support at homework club and in the Learning Support area at break and lunch times, when pupils are supported in developing social skills and forming friendships.  Guidance and advice is also available to pupils in the library at break, lunchtime and after school.
  • Key words and literacy resources are used across the school to support learning.
  • Pupils who struggle with handwriting or who find recording difficult have access to handwriting tuition and, if necessary, may use a laptop in class.
  • We work closely with our partner primary schools and have a clear SEN Transition Programme from year 6 to 7.
  • Where helpful we provide visual timetables to support Pupils’ access to a timetable.
  • All staff are made aware of Pupil’s additional learning needs via specific information and guidance available to them on the school system.  This information is always kept up to date and it ensures that staff are able to understand and plan for Pupil’s needs.
  • Behaviour Intervention Plans are created for Pupils who need additional support in engaging in their learning.
  • We have a dedicated team of Teaching Assistants who work with pupils in the classroom.
  • Teaching Assistants and Specialist Teachers deliver a wide range of 1:1 and small group intervention programmes to help address literacy, numeracy, social/communication, speech and language and behaviour concerns.
  • We work closely with the Educational Psychology Team and other specialist support teams to run courses which address specific areas of need or concern.
  • Pupils with identified SEN working below National Curriculum expectations in Numeracy and Literacy access Catch up Literacy/Numeracy programmes to close the gap.
  • Access arrangements and exam concessions are put in place for those with SEN who meet specific criteria.
  • Pupils can access a Teenage Information Centre and Teenage Advice Centre (Tic Tac)
  • Pupils who feel vulnerable can access the Learning Support area at social times and are allowed priority access to the canteen.
  • Guidance and support is offered to Pupils by Achievement Managers, Pastoral Support Officers and Form Tutors

The Special Educational Needs Co-ordinator:  Mr J McGough.  Is responsible for:

  • Co-ordinating all the support for pupils with Special Educational Needs or Disabilities (SEND) and developing the school’s SEN Policy to make sure all pupils get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are:
    • involved in supporting your child’s learning;
    • kept informed about the support your child is getting;
    • involved in reviewing how they are doing and
    • involved in planning ahead for them
  • Liaising with all the other external support services who may be coming into school to help support your child’s learning (these may include, among others, the Speech and Language Therapy Service, the Educational Psychology Team and  Specialist Support Services such as the Autism, Visual and Hearing Impairment, Physical Difficulties, Learning Difficulties and Behaviour Support Teams)
  • Updating the school’s SEN register (a system for ensuring that the SEN needs of pupils in this school are known to the teachers and the support staff working with them) and making sure that there are clear and comprehensive records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help your child to make the best possible progress in school.

The Head of The Designated Specialist Provision (DSP):  Mrs L. Ashworth.  Is responsible for:

  • Co-ordinating the support for children in the DSP – all of whom have a Statement of Special Educational Needs or an Education, Health and Care Plan for complex learning needs.
  • For more information on this provision, please see the DSP Local Offer.

Achievement Managers, Pastoral Support Officers, Form Tutors, Subject Teachers, Heads of Faculty/Department.  Are responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need – this could be things like targeted work and additional support
  • Liaising with the SENCo.
  • Ensuring that all staff working with your child in school are supported to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND and Teaching and Learning Policy is followed in their classroom for all the pupils.

Deputy Head Teacher, Mr C. Truelove.  Is responsible for:

  • The line management of the Learning Support Department and the DSP.

Head Teacher, Mr R Browning.  Is responsible for:

  • The day to day management of all aspects of the school, including the support for children with SEND.
  • Delegating responsibility to the SENCo and class/subject teachers whilst still being responsible for ensuring that your child’s needs are met.
  • Ensuring that the Governing Body is kept up to date about any issues in the school relating to SEND.

SEN Governor, Mr P Jowett.  Is responsible for:

  • Linking between the governing body and the school in relation to pupils with SEND.
  • Making sure that the necessary support is in place for any pupil who attends the school who has SEND.
  • Reviewing the school’s policy on provision for pupils with SEND and ensuring that parents have confidence in this provision.
  • Help to raise awareness of SEND issues at governing body meetings and give up-to-date information on SEND provision within the school.

  • Parents receive regular Pupil Interim Reports which detail the level at which they are working and their progress towards subject targets.
  • Teachers are available to discuss your child’s progress at parents’ evenings.
  • You can arrange to discuss progress or concerns with teachers at other times by contacting the teacher or the Head of Department concerned.
  • When a teacher or a parent has raised concerns about a pupil’s progress, and targeted teaching has not met the pupil’s needs, the teacher must raise this with the SENCo.
  • TGS has a weekly ‘Matrix Meeting’ at which Pupils about whom there are concerns are discussed and appropriate actions agreed and reviewed. The meeting rotation ensures that each year group is discussed every two weeks.
  • At TGS progress is reviewed regularly by Subject Teachers, Heads of Department and Achievement Managers.  Concerns will be discussed with parents/carers and, if appropriate, additional support and/or referral to external support services may be considered through a referral to the SENCo.

Range 1:

Assessment

  • Part of normal school and class assessments. SENCo may be involved in more specific assessment and observations.
  • Pupil self-assessment methods used.
  • Records kept to include observations assessment of context, structured, unstructured times, frequency, triggers,
  • Risk assessments of difficult times of the school day
  • Progress should be a measured change in their behaviour and learning following each review cycle
  • Recognition of learning styles and motivational levers

Planning

  • Individualised programme of support related to assessments implemented.  Key worker identified
  • Parents involved regularly and support targets at home
  • Pupils involved in setting and monitoring their targets
  • Pupils response to social/ learning environment informs cycle of IBP formulation and implementation

Grouping for Teaching

  • Mainstream class with attention paid to organisation and pupil groupings  Opportunities for small group workbased on identified need e.g. listening/thinking/social skills.
  • Time limited mainstream classroom programme of support, which relates to assessments
  • Small group work to learn appropriate behaviours and for associated learning difficulties
  • Individual programme based on specific need
  • A quiet area in the classroom may be useful for individual work

Human Resources/Staffing

  • Main provision by class/subject teacher staff and resources usually available in the classroom.
  • Support/advice from SENCo with assessment and planning
  • Additional adults routinely used to support flexible groupings, differentiation and some 1:1
  • Close monitoring to identify “hotspots”
  • Support for times identified by risk assessments
  • Close liaison and common approach with parents/carers

Curriculum &Teaching Methods

  • In class differentiation of the curriculum and supporting materials enabling full access to the curriculum
  • Strategies developed shared with school staff, parent/carer
  • Increased differentiation by presentation and/or outcome
  • Simplify level, pace, amount of teacher talk/ instructions
  • Increased emphasis on identifying and teaching to preferred learning style
  • Opportunities for skill reinforcement/revision/transfer and generalisation
  • Some use of specific group or 1:1 programmes
  • Preparation for any change and the need for clear routines.

Range 2

Assessment

  • As range 1 plus More detailed and targeted observation
  • Use and analysis of assessment tools related to intervention strategy
  • Pupil self-assessment extended to inform targets/IBP
  • More detailed recording, monitoring of frequency, intensity
  • Determine engagement of necessary education/ non-education support services possibly leading to CAF

Planning

  • Curriculum plan reflects levels of achievement and includes individually focused targets  e.g. specific behaviour targets related to assessment: consideration of adapted timetable
  • Additional steps taken to engage pupil and parents as appropriate
  • Identifying non educational input
  • Requires effective communication systems enabling all involved to provide consistent support CAF processes determine holistic support plan

Grouping for Teaching

  • In addition to the provision at range 1 identified daily support to teach social skills/dealing with emotions to support the behaviour learning targets
  • Mainstream class with regular targeted small group support
  • Time-limited programmes of small group work based on identified need
  • On-going opportunities for 1:1 support focused on specific targets

Human Resources/Staffing

  • Main provision by class/subject teacher with advice and support from SENCo and/or Behaviour Unit
  • Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis
  • May include withdrawal
  • Additional daily support provided within school to support learning and behaviour
  • Increased parental/carer involvement and multi-agency support services to plan and regularly review.
  • Encouragement and inclusion in extracurricular activities.
  • Identification of ‘key worker’ with clear specification of role

Curriculum &Teaching Methods

  • Modify level/pace/amount of teacher talk to pupils’ identified need.
  • Individual targets within group programmes and/or 1:1
  • Teaching approaches should take account of the difficulties in the understanding of social rules and expectations within the classroom
  • Emphasis on increasing differentiation of activities and materials and take account of individual learning styles
  • Short term individual support focusing on listening, concentration, social skills, solution focused approaches
  • Regular small group work with an increasing emphasis on relationships, emotions, social skills, conflict resolution
  • Consideration of an alternative, differentiated curriculum that allows flexibility to teach according to emotional needs, not chronological age, play, creative activities, drama
  • At least 2 of the above

Range 3:

Assessment

  • As Range 2 plus more systematic application of assessment tools
  • Involvement of education and non-education professionals as appropriate through CAF processes

Planning

  • Behaviour and curriculum plan closely tracks levels of achievement and targets are individualised, short term and specific
  • More frequent involvement of parent/carer to engage pupil.
  • Access to additional resources are accurately accounted for
  • Prevention placement managed through joint school/PRU support programme
  • Prevention placements co-ordinated by Secondary Panel
  • CAF Multi-agency planning processes specifies contribution of individual services and lead practitioner.  Inter-agency communication established and maintained

Grouping for Teaching

  • Mainstream class, predominantly working on modified curriculum tasks
  • Frequent opportunities for small group work based on identified need
  • Daily opportunities for 1:1 support focused on specific SEBD/learning targets
  • PRU prevention placements offers intensive individual and small group support

Human Resources/Staffing

  • Main provision by class/subject teacher with support from SENCo and advice from education and non-education professional as appropriate
  • Daily access to staff in school with experience of SEBD, e.g. behaviour support worker, lead behaviour professional, SENCo
  • Additional adult, under the direction of the teacher, supports pupil working on modified curriculum tasks
  • Increased access to a combination of individual, small group and whole class activities

Curriculum &Teaching Methods

  • Teaching focuses on both curriculum and SEBD outcomes throughout the school day
  • Tasks and presentation personalised to pupil’s needs.
  • Individualised level/pace/ amount of teacher talk.
  • Learning style determines teaching methods
  • 1:1 teaching for the introduction of new concepts and the reinforcement of classroom routines and expectations
  • Small steps targets within  group programmes and/or 1:1 work tasks
  • Targets are monitored with the pupil daily targets
  • Accessing mainstream lessons for most of the time with complimentary access to Learning Support, the Behaviour Unit or Achievement Manager
  • PRU prevention placements

Range 1:

Assessment

  • Part of normal school and class assessments.

Planning

  • Plans include Quality First Teaching strategies
  • Parents and children involved in monitoring and supporting their targets.

Grouping for teaching

  • Mainstream class with flexible grouping arrangements.
  • Opportunities for small group work based on identified need e.g. listening/thinking.

Human Resources/Staffing

  • Main provision by class/subject teacher with advice from SENCo.
  • Additional adults routinely used to support flexible groupings and differentiation

Curriculum & Teaching Methods

  • Differentiation by presentation, activity and/or outcome.
  • Simplify level/pace/amount of teacher talk.
  • Emphasis on identifying and teaching gaps highlighted by LD assessment.
  • Opportunities for skill reinforcement/revision
  • Emphasis on using and applying and generalisation of skills.

Range 2:

Assessment

  • SENCo may be involved in more specific assessment and observations.
  • SENCo may seek advice from education and non-education professionals as appropriate.

Planning

  • Curriculum plan reflects levels of achievement and progress is closely monitored.
  • Pupil and parents are involved as above

Grouping for teaching

  • Mainstream class with enhanced differentiation, regular targeted small group support.
  • Time limited programmes of small group work based on identified need.
  • Opportunities for 1:1 support focused on specific targets, with outcomes closely monitored.

Human Resources/Staffing

  • Main provision by class/subject teacher with support from SENCo and advice from specialist teachers as appropriate.
  • Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis. May include withdrawal on a time limited basis, entry and exit criteria clearly stated.

Curriculum & Teaching Methods

  • Programme includes differentiated and modified tasks within an inclusive curriculum.
  • Modify level/pace/amount of teacher talk to pupils’ identified need.
  • Programmes to consist of small achievable steps.
  • Pre teach concepts and vocabulary
  • Emphasis on using and applying and generalisation of skills.
  • Individual targets within group programmes and/or 1:1 which are carefully monitored and reviewed

Range 3

Assessment

  • SENCo takes advice from assessment by LD/EP and the involvement of education and non-education professionals as appropriate.

Planning

  • Curriculum plans and progress are closely monitored.
  • Targets are individualised, short term and specific.
  • Continued regular engagement of parents

Grouping for teaching

  • Mainstream class, predominantly working on modified curriculum tasks.
  • Frequent opportunities for small group work based on identified need.
  • Daily opportunities for 1:1 support focused on specific targets.

Human Resources/Staffing

  • Main provision by class/subject teacher with support from SENCo and advice from education and non-education professional as appropriate.
  • Additional adult, under the direction of the teacher provides sustained targeted support on an individual/group basis. May include withdrawal, carefully monitored.

Curriculum & Teaching Methods

  • Tasks and presentation increasingly individualised and modified  in an inclusive curriculum
  • Visual cues to support auditory information at all stages of delivery.
  • Individualised level/pace/amount of teacher talk.
  • Ensure transfer and generalisation of skills has occurred before teaching anything new.
  • Small steps targets within  group programmes and/or 1:1

Range 1:

Assessment

  • Regular review of personal educational plan
  • Pre referral advice from the teaching support service

Planning

  • Settings curriculum plans including individual/group targets.
  • Parents/carers involved regularly and support targets at home.
  • Child involved in setting and monitoring their targets.

Grouping for teaching

  • Mainstream class with flexible approach to grouping and or some individual work.
  • Circle time activities to help build self esteem.

Curriculum & Teaching Methods

  • Handwriting assessment and relevant skills practice
  • Dressing and undressing skills programme.
  • Access to gross motor skills assessment.
  • May need access to basic equipment such as pencil grips, stubby handled paint brush.

Resources

  • Main support from teacher with support from SENCo as required

Range 2:

Assessment

  • As for range one but with advice from teaching support service and possibly health care professionals.

Planning

  • Normal curriculum planning in addition to closely focused and monitored targets for 10-15% time

Grouping for teaching

  • Full inclusion within the National Curriculum Guidance for the Foundation Stage through enhanced use of differentiation and group support.
  • Buddy system
  • Circle time activities to help boost self-esteem.

Curriculum & Teaching Methods

  • Handwriting skills programme
  • Dressing and undressing skills programme.
  • Access to appropriate ICT equipment.
  • May need specialist seating and or furniture or equipment.

Resources

  • Main support from teacher/ Teaching Assistant  with support from SENCo and or specialist support service when needed
  • Input from additional adult to provide targeted support under the direction of teacher.
  • Some support/supervision may be needed to meet hygiene needs and or outside play and at lunch time

Range 3:

Assessment

  • For mobility and curriculum access to be carried out by both educational and health colleagues.
  • May need specialist seating
  • May need ICT assessment to aid with future curriculum recording.

Planning

  • Curriculum planning now closely linked to targets.
  • Modified PE/outdoor play curriculum is likely to be needed.

Grouping for teaching

  • Mainstream classroom setting.
  • Small group or one to one adult input to practice skills.
  • Individual skills based work may need to take place outside the classroom.

Curriculum & Teaching Methods

  • Programme to support handwriting skills.
  • Differentiated writing materials and equipment.
  • Differentiation to PE curriculum.
  • Dressing and undressing skills programme.
  • ICT equipment to aid recording.
  • Will need specialist seating and or furniture or equipment.

Resources

  • Flexible use of classroom support to access curriculum and develop skills in recording.
  • Training and advice from specialist support service for teaching and support staff.

Click on the link below to see our SEN statement for the current year.

SEN Statement