Jenkin Avenue, Brightside, Sheffield S9 1AN

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SEND Information

SEND Policy

SEND Provision at Limpsfield Junior School

For details of Limpsfield Junior School’s local offer visit the Local Authority website 

This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (Final draft June 2014) 3.65 and has been written with reference to the following guidance and documents:

  • Equality Act 2010: advice for schools DfE Feb 2013
  • SEND Code of Practice 0 – 25 (June 2014)
  • Schools SEND Information Report Regulations (2014) (see Hampshire’s Illustrative Regulations as a guide for schools completing SEND Information Report)
  • Statutory Guidance on  Supporting pupils at school with medical conditions April 2014
  • The National Curriculum in England Key Stage 1 and 2 framework document Sept 2013
  • Safeguarding Policy
  • Accessibility Plan
  • Teachers Standards 2012

This policy was created by the school’s SENCO with the SEND Governor in liaison with the SLT, all staff and parents of pupils with SEND – in accordance with the co-producing policy in the spirit of current reform.

All staff members receive their own copy of the policy and are able to contribute should they so wish. The policy is available to all parents and prospective parents as directed in the school’s prospectus and website.

Definition of Special Needs

According to the 2014 SENCOP, children have a special need if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they:

(a) have a significantly greater difficulty in learning than the majority of children of the same age; or

(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority

(c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them.

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

Special educational provision means:

(a) for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools, in the area

(b) for children under two, educational provision of any kind.

See Section 312, Education Act 1996

Section 2 – Long Term Aims and Principles

Limpsfield strives to ensure that staff are focused on raising the aspirations of and expectations for all pupils with SEND and are focused on outcomes for children and young people and not just hours of provision/support.


  • To identify and provide for pupils who have special educational needs and additional needs.
  • To work within the guidance provide in the SEND Code of Practice, 2014.
  • To ensure that ‘Pupil Voice’ is actively sought and taken into account.
  • To improve and build upon the partnership with parents with regards to SEND.
  • To offer pupils with SEND full access to a rich, broad and balanced curriculum that is in line with the creative curriculum policy (2010).
  • To encourage pupils with SEND to develop a positive self image that will help them make a positive contribution (Every Child Matters agenda).
  • To help SEND pupils to develop independence and self discipline with regard to their behaviour in school and to foster positive supportive relationships with their peers, teachers and other adults in the school community.
  • To operate a “whole pupil, whole school” approach to the management and provision of support for special educational needs.
  • To provide a Special Educational Needs Co-ordinator (SENDCO) who will work with the SEND Inclusion Policy
  • To provide support and advice for all staff working with special educational needs pupils

Section 3 – Identifying SEND

All staff members understand and have been made aware of the four broad categories of SEND as specified in the SENDCOP (2014):

  • Communication & Interaction
  • Cognition & Learning
  • Social, emotional and mental health difficulties

Sensory and/or physical needs

Limpsfield staff identify the needs of pupils by considering the needs of the whole child, which will include not just the special educational needs of the child or young person.

The following areas are not directly encompassed within the SEND umbrella however the SENCO works in collaboration with staff members responsible for these areas as they may overlap or have shared agendas;

  • Disability ( the Code of Practice outlines the “reasonable adjustment “ duty for all settings and schools provided under current Disability Equality legislation – these alone do not constitute SEND)
  • Attendance and Punctuality
  • Health and Welfare
  • New Arrivals
  • Being in receipt of Pupil Premium Grant
  • Being a Looked After Child
  • Being a child of Serviceman/woman

Section 4 – The Graduated Approach to SEND Support

Pupils with SEND now fall under the category SEND Support. At Limpsfield, we also have a ‘monitoring list’ for pupils who may previously have been under the category, School Action Plus but do not meet the criteria of SEND Support.Quality First Teaching runs throughout school with regular training days to aid teachers’ understanding of QFT and how to ensure they are employing this agenda in every lesson. Pupils are ONLY identified as SEND if they do not make adequate progress once they have had all the intervention and adjustments possible and have received good quality personalised teaching. The Limpsfield SLT regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement; these pupils are then placed on the ‘cause for concern’ register at the Pupil Progress Meeting stage. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEND most frequently encountered. When a class teacher identifies that a pupil may have special educational needs, the class teacher, after discussion with the SENCO, devises an intervention plan additional to / or different from that provided as part of the school’s usual differentiated curriculum. Information will be gathered using high quality and accurate formative assessment, using effective tools and early assessment materials to ensure that each child is accurately targeted for the support they need. Regular pupil progress meetings with the SLT (once termly) also aid in the identification and targeting of support for pupils.The class teacher will remain responsible for working with the child on a daily basis in collaboration with the school’s effective intervention structure that may require the pupil to be withdrawn for individual or group work to support their difficulties. The SENCO will assist in –

  • Planning future interventions.
  • Monitoring and reviewing the action.
  • Meeting with parents to discuss the child’s progress with regards to SEND.

For pupils with higher needs, external support services, provided by the LA and outside agencies, will usually see the child in school to give advice and support regarding targets and accompanying strategies. They will also provide more specialist assessments. These services will be requested by the SENCO and class teacher, in consultation with parents, if, despite receiving Limpsfield’s own in-house intervention programme and concentrated support, the pupil:

  • Continues to make little or no progress in specific areas over a long period of time
  • Continues working at the Sheffield Steps substantially below the Age Related Expectations (ARE)
  • Continues to have difficulty in developing literacy and numeracy skills
  • Has emotional difficulties which interfere with their own or others’ learning.
  • Has sensory or physical needs, which require additional specialist equipment or regular advice or visits, providing direct intervention to the pupil or advice to the staff, by a specialist service.
  • Has on-going communication or interaction difficulties that impede the development of social relationships which cause substantial barriers to learning.

The SENCO will take the lead in:

  • Any further assessment of the child
  • Planning future interventions in discussion with colleagues
  • Liaising with outside agencies and parents to ensure the multi-agency team is effective
  • Monitoring and reviewing the action taken

The School SENCO holds termly meetings using a structured conversation format to provide parents with the opportunity to contribute to their child’s ‘One Page Profile,’ and ensure a partnership is built upon that is centred on the child. Staff members and parents are made aware of the ‘assess, plan, do, review’ cycle to ensure that on-going and rigorous monitoring and support for the child is appropriate and sufficient. If it is felt that the ‘One Page profile,’ is not meeting the child’s needs, the child will be provided with a ‘My Plan,’ which will be created in collaboration with the Area SENCO. For pupils who require significant support to access the curriculum, steps may be taken for request to assess’ and an Education Health Care Plan may be created.

Parents who have pupils on the SEND register are made aware of the SENCO’s contact details and that meetings are encouraged and scheduled at the earliest convenience. A link to the school’s Offer is on the school’s website for all to access.

Learning Support Teachers

Support teachers can be consulted and may become involved with a child’s education at any stage. The role of the support teacher is to offer advice, resources and strategies that can be used to support the child in the classroom environment and with support from teaching assistants. Support teachers will help to monitor the development of pupils and contribute to reviews in person or by helping to write reports. Records of their visits and input will be kept by the school. The SENCO will be responsible for recording and managing their input. Limpsfield’s Learning Support Teacher also provides whole staff training and training workshops for teaching assistants in specific areas of SEND when requested by the SENCO.

The Educational Psychologist

The Educational Psychologist will usually become involved with a child following the involvement of one of the support teachers or concern from a parent after discussion with the SENCO about the child’s progress, difficulties and assessments.

When a child becomes involved with any outside agency it is understood that-

  • Parents will have already been consulted and are in full agreement of the EP’s involvement.
  • Arrangements will be made for the parents to meet the support agent in order to discuss their child’s progress.
  • Relevant paperwork will have been prepared for the child by the class teacher with liaison with the SENCO.
  • Appropriate reviews are made in order to monitor progress.
  • The child continues to be in any intervention groups if deemed appropriate.
  • Effective communication is maintained with parents.
  • All interventions are documented via the provision map by the class teacher.

Criteria for registering a child for a ‘Request to Assess.’

A move to requesting a ‘Request to Assess,’ will normally be made when, in the corporate view of the professionals involved with the child, it is deemed that it is the next step forward to support the child and the school.

It is understood that;

  • Parents have been fully advised of the decision to ‘request to assess.’
  • They have been given detailed information about the assessment and its possible outcomes.
  • The parents understand their role in the procedure.

The LA will examine and consider all evidence presented from the statutory assessments and decide whether to draw up an EHC plan.

The Move from Statements of Special Educational Needs to Education Health Care Plans, EHC.

EHC Plans will replace all statements of need by April 2018. All parents who have a child with a statement have been made aware of the change and have had the opportunity to discuss what this change will entail.

The SENCO will begin the process of an EHC plan starting with the transition years initially.

Interventions at Limpsfield Junior School

Name of Intervention Targeted for: Group Size
Rainbow Reading Reading Comprehension 4-6 pupils
Nessy Programme Phonics 2-4 pupils
Read, Write, Inc. Phonics 4 pupils
Narrowing the Gaps Maths Skills 1-6 pupils
Numicon Basic Maths Skills 1-4 pupils
Reading Boxes Reading Comprehension 4-6 pupils
Dyslexia Programme Dyslexia 1:1
Speech and Language

Talking Partners



Speech and Language 1:1 or 1:2
Social stories ASD 1:1
Friends ASD / SEMH Pupils 1:8
Lego Therapy SEMH 1:4 -6


Section 5 – Criteria for pupils exiting the SEND Register

The SEND register is a working document that is updated half-termly by the HLTA in collaboration with the SENCO. Updated copies of the register are distributed to all staff members termly so that staff members may amend the document if necessary. Pupils may be removed from the SEND register for several reasons; being discharged from the S&L therapists after making good progress or if a class teacher in partnership with the child’s parents agree that the child has made sufficient progress to overcome their initial difficulties.

Section 6 – Supporting Parents and Families

The School Offer can be accessed via the school’s website;

Admission arrangements can be accessed via the School Office on 2430925.

Limpsfield aims to promote an open, effective and welcoming relationship with parents and carers. Good communication between parents and staff will ensure that pupils will benefit from the best care possible. One Page Profiles are updated three times a year by the class teacher; parents and carers are provided with the opportunity to meet with the SENCO if they feel they want further discussion. Parents can contact the SENCO or class teacher at any point throughout the school year to arrange an appointment to discuss any concerns or see how their child is progressing. Pupils starting in Year 3 or new pupils to the school are given a ‘Parents’ Guide to SEND’ leaflet that provides a brief outline to SEND provision at Limpsfield. Families whose first language is not English are provided with translated letters or if necessary a translator may become involved.

If a child is selected for an intervention, the teaching assistant delivering the programme will send a letter home on the first session with further information on what the intervention involves.

If an external agency has written a report, the SENCO will invite parents/ carers into school to discuss the report and any further concerns.

Pupil Wellbeing

Limpsfield provides a welcoming and caring environment that develops pupils’ social and emotional well-being. Social cohesion is given priority due to the diverse culture and mix of the school. Enrichment clubs, after-school and lunch time activities all provide opportunities for pupils to foster positive relationships with others and learn the importance of teamwork and fair play. A popular breakfast club runs daily from 8.15 and special events and coffee mornings are held throughout the year. Limpsfield has an effective behaviour management policy where teachers reinforce and promote positive behaviour and relationships between pupils. Personal, Social, emotional and Social, PSHE, lessons are held weekly in every class that include work on friendships, goals and contributing to society. Exclusion rates are well below average and Ofsted judged behaviour at the school to be ‘Good.’

Pupils requiring extra time or needing specific requirements during test periods are given the support needed. This responsibility lies with the Year 6 teachers in collaboration with the SLT and the SENCO if necessary.

Transition for SEND Pupils

Transition can be an anxious and difficult time for some pupils with SEND as it can for all children. Therefore we aim to ensure the process, both when pupils arrive and leave Limpsfield, are smooth and successful experiences. Limpsfield is part of a Family of Schools project that includes Brightside Nursery and Infant School, Hinde House Primary and Hinde House Secondary School, Wincobank Infant School and Concord Junior School. The Headteacher and SENCO work in close collaboration within the family and attend half-termly family of school meetings. Pupils moving between each key stage are supported through a thorough transition stage and are prepared for the process in ways outlined below;

From Y2 to Y3

All pupils attend transition days from their Infant School to Limpsfield in July of Year 2. This provides an opportunity for pupils to meet their Year 3 class teacher, to see their classroom and explore their new setting.

In addition to this, extra transition can be arranged for pupils who have shown particular concerns about the change. The transition time is an extremely flexible process centred around individual needs. Some pupils may require one or two extra visits whereas others come for a more prolonged period. The visits can be made with their parents, their teacher or a teaching assistant from the infant school and photo books are sometimes prepared to help the child familiarise themselves with their new setting and the people in it.

Furthermore, the SENCO will attend regular meetings in the summer term with class teachers and the SENCO from the Infant schools as well as with targeted parents to ensure that all the relevant information is passed on. Pupils with an SEND folder containing pupil reports and documents are signed for and passed to Limpsfield where they are kept securely in accordance with Local Authority regulations.

From Y6 to Y7

The process is very similar to the transition process outlined above. All pupils attend transition days at their Secondary School and the Head of Year Seven – as well as other Secondary teachers – visit Limpsfield to introduce themselves. Depending on the child’s needs or whether the pupil is progressing to a mainstream or a specialist provision, flexible arrangements are made to organise extra visits to their new setting. This may involve an extra morning, several days or a weekly visit. During these visits the pupils will be able to explore their new establishment, meet members of staff and other pupils and may be assigned a Learning Mentor, whose role will be to support the pupil through any difficulties.

The SENCO will also meet with the Inclusion leader and SENCO at the Secondary School to pass on any documents and folders the pupils have accrued over the years and discuss any relevant information to the transition process.

Pupils moving between both Key stages are allowed to select friends to be part of their new class and these are taken into consideration when setting up new groups.

Section 7 – Supporting pupils at school with Medical Conditions

The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010. A Medical Register is updated termly by the HLTA and a Care Plan folder is kept in the staffroom with pupils who require a care plan having their photo displayed clearly on the staffroom wall.

Some may also have special educational needs (SEND) and may have a statement, or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed.

Staff training on specific areas (eg. Epilepsy, diabetes) are organised when necessary and all staff members are made aware of the procedures to be followed for all pupils on the medical Register.

See Medical Policy for further details.

Section 8 – Monitoring and Evaluation of SEND

Rigorous tracking of all pupils is administered across the school. Assessments are carried out regularly within the classroom setting as well as for the interventions delivered. Some interventions offer a quantifiable way to measure pupils’ progress, such as Rainbow Reading or Nessy. Other interventions are tracked using notes made by the Teaching Assistant and feedback from the class teacher.

The effectiveness of interventions is monitored by the SENCO and the HLTA in collaboration with the Senior Leadership Team, SLT. Interventions at Limpsfield are often ran in-line with the ones from the adjacent Nursery and Infant School to ensure continuity.

Samplings of parent views are collected after each set of termly meetings with the SENCO.

Termly pupil progress meetings with the SLT promote an active process of continual review and improvement of provision for all pupils.

Section 9 – Training and Resources

Staff are trained to support learners with SEND and receive regular SEND training to update their knowledge. Training may be delivered within school on INSET days, after school in meetings or at other schools or settings in Sheffield. Over the past several years, staff meetings have been centred on different areas of SEND such as ADHD, Dyslexia, Autism, Attachment Disorder, Makaton, Epilepsy and more general ones on Care plans and One Page Profiles. Staff members also visit other settings and schools to observe good practice with regards to SEND and continue to ensure that the interventions provided are administered effectively. All staff members, including lunch-time supervisors or temporary staff are made aware of pupils who require a care plan and a guide to these pupils are displayed in the Staff room, with a folder kept separately that includes more thorough details and background history. Selected members of staff are trained to administer medication and all staff members receive regular accredited first-aid training. All teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENCO to explain the systems and structures in place around the school’s SEND provision and practice and to discuss the needs of individual pupils. The school’s SENCO regularly attends the LA’s SENCO network meetings in order to keep up to date with local and national updates in SEND as well as attending the half-termly family of schools meeting with a network of local SENCOs.

Section 10 –Roles and Responsibilities.

The Role of the Class Teacher

As stated previously, Quality First teaching underpins every lesson throughout all year groups at Limpsfield. All teaching and non-teaching staff should be fully aware of the school’s procedures for identifying, assessing and making provision for pupils with SEND. There is an increasing emphasis on creating an ‘inclusive classroom’ and thus meeting a child’s needs, however varied, within the classroom wherever possible. All class teachers are teachers of special needs and as such have primary responsibility for meeting their pupil’s needs.

Class teachers will be concerned with: –

  • Differentiating work to help individual children gain from learning activities.
  • Maintaining documentation with regard to children’s targets and updating one-page profiles.
  • Liaising with the SENCO.
  • Liaising with learning support staff who are working with pupils from their class.
  • Liaising with parents.
  • Contributing to reviews.

The Role of the SENCO

The SENCO, working closely with the SLT and fellow teachers, will be involved in the strategic development of the SEND policy and provision. The SENCO has the responsibility for the day to day operation of the school’s SEND policy. The SENCO will be concerned with;

  • Creating an overview of Provision for SEND pupils at Limpsfield.
  • Supporting staff with documentation, one-page profiles, reviews etc.
  • Managing central documentation eg. Appointments with outside agencies
  • Organising and attending review meetings.
  • Advising staff with regards to differentiation.
  • Liaising with the head teacher, psychologists and other external agencies.
  • Improving the partnership with parents.
  • Organising and managing the support staff structure within school.
  • Organising appropriate training for TAs and staff with regards to SEND.

The Role of Teaching Assistants

All teaching assistants should be fully aware of the school’s procedures for identifying, assessing and making provision for pupils with SEND. A TA will normally be assigned to a particular pupil or group of pupils. They will be aware of the pupil’s targets, levels and specific needs and contribute by supporting the child to achieve their targets and support their well-being at school. Weekly contact will be made with the SENCO to discuss children’s progress and a termly meeting will be held to share ideas on resources, interventions or concerns. TAs will sometimes be required to attend reviews and contribute to or hold meetings with parents. TAs will be invited to attend training sessions organised by the Local Authority and the SENCO.

The Role of the Head teacher

  • The head teacher has responsibility for the day to day management of all aspects of the school’s work, including provision for children with SEND.
  • The head teacher should keep the governing body fully informed and also work closely with the SENCO.
  • The head teacher will over-see the annual policy evaluation and presentation of information re: SEND issues to governors and parents.
  • The head teacher will liaise with staff and the SENCO to ensure effective management of special needs throughout the school.
  • The head teacher is the primary contact for class teachers, parents and professionals to discuss concerns with regards to a pupil’s needs.

The Role of the Governing Body

An annual review of this policy will be implemented and any alterations made will be relayed to all members of staff and the Governing body.

According to the SENCOP (2014) the Governing body should, in co-operation with the head teacher, determine the school’s general policy and approach to provision for pupils with SEND, establish the appropriate staffing and funding arrangements and maintain a general oversight of the school’s work.

A named member of the Governors will be responsible for keeping SEND issues up to date at Governor’s meetings.

Designated Teacher with specific Safeguarding responsibility is Martin Moss.

Staff responsible for managing LAC is Zoe Brownless.

Staff responsible for managing the school’s responsibility for meeting the medical needs of pupils is Linda Wilson; with support from Lynne Roe and Zoe Brownless.

Section 11 – Storing and Managing Information

Documents are stored in a locked cabinet in an SEND store room. The school’s SEND folders are kept for two full years after the end of the academic year. Pupils’ SEND folders are passed in person to the relevant person in the child’s next school and all documentation is signed for. If the child is leaving to further afield, all the relevant information is sent as soon as the child leaves.

The SENCO adheres to the school’s policy on Information Management and Limpsfield’s confidentiality policy.

Section 12 – Reviewing the SEND Policy

The SEND Policy is revised annually by the SENCO and any changes are reviewed by the SLT in collaboration with the SEND Governor.

Section 13 – Accessibility

Statutory Responsibilities;

The DDA, as amended by the SEND and Disability Act 2001, placed a duty on all schools and LAs to plan to increase over time the accessibility of schools for disabled pupils and to implement their plans.

Identifying and removing barriers to learning is part of the school’s stream of consciousness. Lesson observations, weekly staff meetings and moderation sessions help to aid staff’s CPD and develop strategies to ensure that all pupils are successful. Limpsfield have invested in employing several new teaching assistants, have targeted key year groups to have reduced class sizes (maximum twenty children) and have employed the services of Fusion Learning Support and the Educational Psychology Service to aid removing barriers to achievement.

The creative curriculum ensures that pupils are provided with broad, enriching and stimulating lessons that instil pupils with an enthusiasm to learn as well as the rigorous teaching of basic skills. School trips, enrichment days and visitors provide further stimulus to pupils’ learning.

Visual timetables, resources and Makaton signs are displayed where appropriate and resources are differentiated by teachers and teaching assistants.

Section 14 Dealing with Complaints

Limpsfield staff endeavour to provide the best educational and nurturing experience for all its pupils and are thankful for the support of our parents and carers.

Should an issue arise, the Headteacher and/or SENCO will offer resolution support to resolve the problem and ensure all pupils receive the education they are entitled to.

Section 15 – Bullying

Please see the School’s Anti Bullying Policy.