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SEND Information

The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEND.  The information published must be updated annually and any changes to the information occurring during the year must be updated as soon as possible. The information required is set out in the Special Educational Needs and Disability Regulations 2014 and must include the following:

  1. What kinds of special educational needs do you provide for?

Cottingley Primary Academy  is a highly inclusive primary school which strives to meet the

individual needs of all learners.

We aim:

  • to meet the needs of children within the academy through additional help in the form of individual planning, modification of materials and/or the allocation of additional teacher resources. For some pupils the academy will be dependent on the LA allocating sufficient resources to meet their needs

  • to identify, assess and monitor the needs of all children as a continual process

  • to ensure that all pupils with SEND make the maximum amount of progress possible, albeit that at times this may be in small steps

  • to inform parents of children with SEND on all aspects of their education and progression

The academy will have regard to the Special Educational Needs Code of Practice when carrying out its duties toward all pupils with special educational needs and ensure that parents are notified of a decision by the school that SEND provision is being made for their child

The academy makes good use of outside agencies, seeking support and advice to provide a high standard of provision.  We have good links with;

  • Educational Psychology Team

  • Occupational therapy

  • Speech and language therapy

  • Physiotherapy team

  • School Nurses

  • Paediatrician

  • Complex Needs service



The academy has an accessibility plan which is monitored and reviewed regularly in line with current DFES guidelines to ensure that access is provided for anyone with mobility problems.  

  1. What policies for identifying children and young people with SEND and assessing their needs does your academy have?

The SENCO, who is a member of the Senior Leadership Team, works closely with the headteacher to implement this policy and co-ordinate the provision for SEND pupils throughout the academy.

The academy’s SEND register includes children who have been identified by the academy and other agencies as having some additional needs. This is monitored / assessed / updated using data from academy’s assessment criteria and information and assessments carried out by external agencies.

Our academy’s Special Educational Needs Coordinator (SENCO) is Mrs A Wharton.

The Governor with specific responsibility for SEND and Inclusion is Mrs Claire Bennett.

The SENCO supports the class teachers, learning support assistants and midday supervisors to ensure appropriate provision is made and monitored.

Policies which can be found on our website to support our work with children who have SEND are:

Health and safety policy

Anti-bullying policy

Child protection policy

Educational visits policy

SEND policy

Please also see our equality objectives on the ‘About Us’ page.

2.     How will you  consult with me about my child’s education?  

We welcome and encourage parents/carers to fully participate in their child’s education from the outset, seeing them as equal partners.

We will endeavour to foster effective partnerships, valuing parent/carer views and contributions and will draw attention to the availability of relevant and accessible information, support and advice (e.g Parent Partnership Service). Where possible translation/interpreter services can be made available in order to support this process.

We also invite parents/carers to discuss their child’s individual education/behaviour plan on a half termly basis. This collaborative meeting provides opportunities for the class teacher, parents/carers and the pupil to discuss progress against the pupil’s personalised targets and set new ones. This sharing of targets is paramount to the child’s success.

Parents consultation evenings are held in addition to all formal and statutory meetings such as annual reviews.

The academy holds a weekly celebration assembly where all parents are invited to share in the successes of their children.

  1. How will you consult my child and involve them in their education?

All pupils participate in an emotional register twice a day, giving them the opportunity to have their views heard by an appropriate adult.

Pupils are also invited to attend their half termly individual education planning meetings to allow them to participate in any target setting.

Pupils are invited to all statutory meetings such as annual reviews

  1. Information about the school’s policies for making provision for pupils with special

    educational needs whether or not pupils have EHC Plans, including

  2. (a) how the school evaluates the effectiveness of its provision for such pupils;

    (b) the school’s arrangements for assessing and reviewing the progress of pupils with special

    educational needs;

Monitoring and evaluating is carried out using data from the academy’s assessment criteria and information and through assessments carried out by external agencies.

A provision map shows all the children who are included in intervention programmes. The academy’s SENCO, in conjunction with the class teacher, closely monitors the effectiveness of provision in enabling pupils to progress towards the outcomes set. This progress in then discussed with parents/carers and pupils at half termly meetings.

  1. How will you support my child in preparing for the next stage of their education?

The academy has links with the local children’s centre and high schools.

The academy works closely with any school that a pupil is transitioning to. Once an initial link has been established the SENCO, class teacher and learning mentor work with the school to ensure an appropriate visit schedule is drawn up and that all relevant information is shared between agencies.

  1. How do you organise education for children and young people with SEND?

The academy makes good use of outside agencies, seeking support and advice to ensure we deliver a high standard of whole class, small group and individual learning opportunities, allowing us to provide a personalised approach to education. We have good links with;

  • Educational Psychology Team

  • Occupational therapy

  • Speech and language therapy

  • School Nurses

  • Paediatrician

  • Complex Needs service

  • Extended Schools


  • Attendance team

  1. What adaptations are made to the curriculum and the learning environment of children and young people with SEND?

Support is provided on an independent needs basis and is allocated through the use of available funding  (FFI and whole school SEND budget).

This money is then used to fund resources for children with SEND.  This includes;

  • Employing staff to work with SEND children

  • Training Staff

  • Purchasing equipment and resources

  • Buying in extra support  from external agencies

  • Making modifications to the environment as necessary

  • Visits to sporting, cultural and music events

  1. What training do you offer your staff in order for them to support children and young people with SEND, including how specialist expertise will be secured?

We regularly review the training needs in relation to SEND provision and provide in-house and outside agency training to meet the identified needs This includes training for interventions.

We currently have a speech and language therapist working within our academy one day a week supporting our pupils who also provides personalised training to our staff to meet the speech and language needs of our individual pupils within the mainstream environment.

  1. How do you evaluating the effectiveness of the provision made for children and young people with SEND?

Attainment and progress is monitored by SLT with the SENCO working alongside ALL staff involved with the pupil. This is then shared and discussed with parents/carers and the pupil themselves at the half termly IE/BP meeting, to ensure that the provision provided is effective in achieving desired outcomes.

Children who are at risk of exclusion

The behaviour of all children is closely monitored by the Inclusion Team who meet every second week to review the behaviour file from each class. Where a child has had three instances of unacceptable behaviour over a period of six weeks then parents will be informed and a behaviour plan will be drawn up with the child’s input. This ensures that children who are at risk of exclusion are identified early thus reducing the risk of exclusion.

The behaviour plan is reviewed regularly by the Inclusion team and if it isn’t working advice and support from outside agencies is sought. At this point the child would be added to the academy’s SEND register.

If required, the child will also have an individual risk assessment and/or positive handling plan.

  1. How do you involve children and young people with SEND in all aspects of school life?

Wherever possible, the academy ensures that pupils with SEND are given access to all areas of academy life with 100% of learning taking place in the mainstream environment. This also includes

- educational visits

- after school clubs

- lunch time activities

  1. What support for improving emotional and social development do you offer?

Cottingley Primary Academy prides itself on providing excellent support for the development of social and emotional skills. Our children are supported in this development through our PSHCE curriculum (Jigsaw), programme of assemblies and through the modelling of good practise by all school staff. PSHCE permeates all that we do.

Children’s views are heard through:

our pupil parliament which is led by the pupils

weekly rainbow family assemblies

a twice daily emotional register in which pupils decide and articulate how they are feeling, giving them an opportunity to seek support when necessary

the Place 2 Be service (dedicated weekly counselling sessions)

the Place 2 Talk service (informal drop in sessions with the school’s counselling team)

Pastoral support is offered by:

our excellent parent support advisor

the academy’s SENDCo

our Inclusion Team (including five members of designated child protection staff, our Place 2 Be school manager and the academy’s behaviour manager)

external agencies

cluster support (including family support workers and TAMHS)

This list in not exhaustive and we ensure that where there is a need that cannot be met utilising the services that we already engage with, we seek support from elsewhere in order to provide the best pastoral care for each individual.

  1. How does the school involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEND and supporting their families?

The academy has excellent links with outside agencies including:

  • Educational Psychology Team

  • Occupational therapy

  • Speech and language therapy

  • Physiotherapy team

  • School Nurses

  • Paediatrician

  • Complex Needs service



  • social care

  • our local PCSO

  • extended services

Support from each service is sought based on individual need.

Who should I contact for further information?

Please phone the school office on 0113 2709503 to arrange an appointment with our SENDCo. Alternatively you can email us on