At Leyland Methodist Schools, our Special Educational Needs and Disabilities Coordinator (SENDCo) is Mrs. N. Rogerson. You can reach her via email at n.rogerson@lms.epworthtrust.org.uk.

We are committed to providing all children with the opportunity and support to develop their full potential through a rich, broad, and balanced education within a caring Methodist community. Our aim is to ensure that all pupils with special educational needs and disabilities are fully involved in school life, enabling them to reach their full potential, take an active role, and feel secure and happy in a stimulating, nurturing environment.

Leyland Methodist Schools are supported by the Local Authority to ensure that all pupils with special educational needs, regardless of their specific needs, make the best possible progress. 

Please click here to view the Local Authority's Core offer for SEND

If you live in Lancashire you can get information, advice and support around special educational needs and disabilities (SEND) from the Information, Advice and Support (IAS) Team by clicking here.

Families are encouraged to submit details about their child or young person to the database, which is used to develop an overview of the needs of disabled children across the county to assist with planning services.

How does Leyland Methodist Primary School know if my child needs extra help and what should I do if I think my child has special educational needs?

A child has a special educational need if they have a learning difficulty or disability that requires special educational provision to be made for them.

Children with SEND may have learning difficulties and/or physical difficulties that make it harder for them to learn than most children of a similar age, and they may need extra help or support. They may experience difficulties with:

• Some or all of the work in school

• Reading, writing or mathematics

• Understanding information

• Expressing themselves

• Understanding others

• Organising themselves

• Sensory perception or physical mobility

• Managing their relationships, making friends, or relating to adults

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If a child continues to experience difficulties despite targeted support and intervention or joins us with a high level of need, they may be considered to have a special educational need or disability (SEND) and be placed on the school's SEND List. This will be discussed with the class teacher, SENDCO (Special Educational Needs and Disabilities Coordinator), and parents/carers.

The four areas of SEND, as identified in the SEND Code of Practice, are:

• Communication and Interaction

• Cognition and Learning

• Social, Emotional, and Mental Health

• Sensory and/or Physical Needs

The SEND Code of Practice 2014 provides guidance on meeting the needs of pupils. Schools follow a step-by-step graduated approach to providing support. As a parent/carer, you will be consulted at all stages, and staff will inform you of the additional support provided.

Within Lancashire, the Graduated Response document supports this process, developed with input from Educational Psychologists, school SENDCOs, and the Inclusion team.

How will my child be supported at Leyland Methodist Primary School?

We have a dedicated and experienced team committed to inclusivity. Those involved in supporting your child include:

• Your child’s class teacher, who ensures that learning tasks are appropriate and accessible. They will also inform parents/carers about any additional provision and targets set.

• Teaching Assistants (TAs) and Higher Level Teaching Assistants (HLTAs), who provide support within the classroom and lead interventions.

• The SENDCO, who oversees the school’s SEND arrangements and provision, attends local authority training, and ensures staff remain up to date with relevant policies and guidance.

• The SEND Governor, who works closely with the SENDCO to monitor SEND provision across the school. Governors receive regular updates on SEND support.

• External professionals, such as Speech and Language Therapists, Occupational Therapists, Educational Psychologists, and specialist teachers, who may provide advice and support for specific needs.

All support, whether internal or from external agencies, is reviewed regularly with the SENDCO, class teacher, and parents/carers through meetings and progress reviews.

How is learning adapted to support children with SEND needs ?

Quality first teaching recorded on All About Me Profiles for all pupils with SEND.

Curriculum planning:

•             Staff guided by ‘PIVATS’ to plan lessons in manageable ‘chunks’ or Early Years Support Tool (EYFS).

•             Lessons planned to ensure over-leaning opportunities (retrieval practice).

Cognition & Learning:

•             Pre-learning opportunities.

•             Carefully sequenced lessons using visual task planners to support pupils’ organisation/approach to learning.

•             Visuals: images linked to key vocabulary/resources

•             Visual frameworks to reduce cognitive overload: writing frame/mind map

•             Maths manipulatives: base ten/place value counters

•             Short activities incorporating movement breaks

•             Working walls

•             Concentration aids: fidget/fabric rings

Communication & Interaction:

•             Pre-teaching vocabulary

•             Images to support the understanding of vocabulary

•             Reduction of verbal input.

•             Visual aids: now and next

•             Picture exchange communication

Physical & Sensory:

•             Font style and text size

•             Large print books

•             Modified/enlarged paper for assessments

•             Close seating positions

•             Dark lined books

•             No expectation to share curriculum resources

•             Window blinds to regulate the amount of light entering the room

•             Information on displays are clear, large and good contrast

•             Tinted overlays, tinted rulers and tinted paper

•             Laptops/iPads as writing tools

•             Wobble boards

•             Ear defenders/ear loops

•             Follow advice from Specialist Sensory Team

SEMH:

•             Consistent timetable followed and displayed visually in the classroom

•             Individual timetables for some pupils

•             Now and next boards

•             Countdown timers

•             Controlled choices (choice boards)

•             Working towards boards/filling a jar

•             Seating positions: close to supporting adults/individual workstations/screens

•             Specifically teach skills: cooperation and interaction

•             Clear expectations: 4 questions, 3 sentences

•             Indirect reward/praise

•             Visual cues: emotions/breaks from the classroom

•             Pre-warnings: changes to routine

•             Social Stories

•             All staff use emotionally validating language: I wonder if you are feeling…I can see that you might be X because I can see you are frowning.

•             Movement/Mindful breaks

Graduated Approach to SEND Support

Low-Level Need Support:

• Extra support from a teacher or TA

• Small group or individual work

• Use of alternative resources, such as visual aids or assistive technology

High-Level Need Support: If additional support is required, we may seek advice from professionals such as:

• Inclusion Team

• Visual or Hearing Impairment Team

• Health Professionals

• Speech and Language Therapy (SALT)

• Occupational Therapy (OT)

• Educational Psychologists (EP)

• Local Authority SEND team

Children with SEND at Low Level Need (i) will have an 'All About Me' profile outlining their needs and support. From Low Level Need (ii), individualised targets and support plans (Assess, Plan, Do, Review - APDR) will be created and reviewed termly for low-level needs and half-termly for high-level needs.

Education, Health, and Care Plans (EHCPs)

Where a child’s needs require significant additional support exceeding £6,000 per year, an EHCP may be considered. This process involves consultation with the local authority and parents/carers, ensuring that a child’s needs are met effectively.

How will the curriculum be matched to my child’s needs?

All children at Leyland Methodist Primary receive Quality First Teaching, meaning lessons are adapted to meet diverse learning needs. Teaching Assistants support pupils in class, and targeted interventions or small group work may be provided when necessary.

Teachers and the Senior Leadership Team review pupil progress regularly to adjust provision accordingly. The SENDCO meets with class teachers each term to discuss and review SEND support plans.

Communication with Parents/Carers

We will know if a child needs extra help if concerns are raised by:

• Parents/carers

• Teachers

• Other professionals

• The child themselves

• A change in progress, emotional well-being, or behaviour

Parents are informed about their child’s progress through:

• Parent consultation evenings (twice a year)

• Annual school reports

• Regular meetings for children with SEND (termly for low-level needs, half-termly for high-level needs)

• Additional meetings upon request

If you have concerns, you do not need to wait until a scheduled meeting—please contact your child’s class teacher or the SENDCO at any time.

Well-being Support

We are committed to supporting every child's well-being. We encourage children to follow Our School Rules, Christian Values, and Home-School Agreement.

We offer a range of initiatives to promote well-being, including:

• Forest School

• Relax Kids

• Well-being Through Sport

• Calm-a-Class strategies

More details can be found in our Mental Health and Well-being Policy.

Access and Inclusion

How will my child be included in activities outside the classroom?

We are proud of our inclusive ethos, ensuring all children can participate in school trips and activities. Risk assessments are conducted, and additional support is provided where necessary. Parents/carers may be involved in planning to ensure activities are accessible to all.

How accessible is Leyland Methodist Primary School?

Our school is committed to accessibility. Regular accessibility audits are conducted, and an action plan is developed based on the findings. Support is available for children and families with English as an additional language.

Who can I contact for further information?

If you have any concerns, please speak to your child’s class teacher in the first instance. You can also arrange a meeting with our SENDCO (Mrs. Rogerson) by contacting the school office.

For complaints regarding SEND provision, please contact:

• The Headteacher

• The Chair of Governors

• Lancashire Local Authority

For more information about SEND support in Lancashire, visit the Lancashire SEND Local Offer website.

Leyland Methodist Schools' SEN Information Report and our Schools' Contribution to the Local Offer | January 2025