Who is the school’s Special Educational Needs Coordinator (SENDCo)?

Kirsty Cobb is the school SENDCo. Her role requires her to ensure provision is made for the care, wellbeing and progress of children with additional needs children identified as more able, those with English as an additional language and children who are in receipt of the pupil premium.

Contact Details

Phone: 01904 806222
Email: kcobb@rufforth.pmat.academy

How does Rufforth Primary School know if children need extra help?

We know when pupils need extra help if:

  • Concerns are raised by parents, teachers or the child.
  • Limited progress is being made.
  • There is a change in the pupil’s behaviour or progress.
  • We have received information from other agencies who may already be working with the child before they join us.

What should I do if I think my child might have special educational needs?

The class teacher is the initial point of contact for responding to parental concerns. A meeting should be made with the class teacher where we will listen to your concerns. We will listen to your own parent/carer experience and observations of how your child is outside of school. In conjunction with our school views and observations, we can help build a better picture.

We can arrange for your child to be assessed either by ourselves, external partners who work with the school or by referral to external agencies who can provide specialist assessment or guidance.

We will support you throughout this process and review provision regularly to find out what works best for the child.

If you have any further concerns, or would like to know about specific provision that is available for your child, then contact Miss Elcock, who is our school Inclusion Manager.

How will I know how Rufforth Primary School supports my child?

We believe in personalised provision planned by the teacher. When a pupil has been identified with special needs, their work will be differentiated or adapted by the class teacher, to enable them to access the curriculum more easily and effectively.

Children who require provision or support that is additional to or different from the current general class provision, will be given a Pupil Passport. This is a document that is updated termly. It is completed with the child and adults that support them. It highlights:

  • what the child is good at
  • what the child finds difficult
  • strategies or resources they find helpful
  • SMART targets set and how these will be achieved
  • a termly progress update on the child.

These are shared with parents at 2 points during the academic year and monitored by the class teachers to ensure the children are working effectively towards the targets.

If a child requires greater support from many different agencies then they will have a document called a My Support Plan (MSP) where there will be an Annual Review and an interim review throughout the academic year. This is a time when all professionals will come together and share information, set targets and present reports.

Sometimes a My Support Plan (MSP) will transition to an Educational Health and Care Plan (EHCP). This is an official document that is agreed by the Local Authority following an application process by the school, parents and external agencies. This document is updated officially during the Annual Review and within school during an Interim Review. With an EHCP, there is annual funding attached to this to help support the child within school. This funding varies depending on the level of support required for the child.

We may provide additional support in class from the teacher or teaching assistant. Teaching Assistants may be allocated to work with the pupil in a 1:1 or small intervention group to target more specific needs.

If a pupil requires greater support in a particular area, for example, phonics, numeracy or literacy skills, then she/he will be placed in an intervention group led by either the teacher or teaching assistant. This may be 1:1 or small group work. All interventions are regularly reviewed by those delivering them, and by the SENCO. This helps to assess how effective they are and to inform future planning. These intervention groups may be led by published material, or will be tailor made by the class teacher for the child’s specific needs.

Termly Pupil Progress meetings are held between class teachers and members of the Senior Leadership Team to discuss progress of all individual children in the class. This shared discussion may highlight patterns of progress or ongoing concerns for individual children. This discussion will then be a platform to plan further support for individual children if required.

Some pupils, who require additional support, are referred to external agencies and specialists such as Speech and Language Support, Specialist Teaching Teams such as the Autism team, the School Wellbeing Service or the Educational Psychology service. These services can offer outreach advice and involvement to support the school, the child and family.

If appropriate, specialist resources may be given to the pupil to help them access their learning tasks e.g. writing slopes, pencil grips or easy to use scissors.

We regularly review our provision and, if further expertise is required, we will ensure staff are sent on relevant courses to develop, or further enhance, their skills and professional development.

Documents and links

SEND Local Offer Rufforth Sept 2023

Inclusion Policy

York SEND Local Offer

Website: yorksend.org
Email: yorklocalofferSEND@york.gov.uk

Ordinary Available Provision and Graduated Response

Most children with Special Educational Needs and Disability (SEND) will have their needs met effectively within the mainstream setting. Where a child or young person is identified as having SEND, schools will take action to remove barriers to learning and put effective provision in place. Schools’ professional judgement will dictate any reasonable adjustments that are made to meet need. These actions should be reviewed and refined through the cycle of Assess, Plan, Do, Review. We call this ‘The Graduated Response’.

The needs of the child or young person may change over time and provision should reflect this.

Where a child has complex, long term and significant needs with evidence to show that appropriate progress with SEND support, as outlined in our Graduated Response, has not been made, despite interventions and specialist advice, a statutory assessment may be requested.

The document linked below provides a set of minimum standards of all schools and teachers in every class for every child, known as Quality First Teaching, and any SEND provision which aims to complement Teacher Standards and the SEND Code of Practice across all our schools within Pathfinder.

SEND – Ordinary Available Provision and Graduated Response