SEND

Support for special educational needs and disabilities.

All children here get the support they need to learn, play and have fun together. For some children with special educational needs or disabilities (SEND), this might mean some extra help or resources are needed.

Linthwaite Clough is an educationally inclusive school. The achievements, attitudes and wellbeing of every person in the school matter. Every teacher is a teacher of Special Educational Needs and we plan for the needs of each child, in partnership with other specialist services where appropriate. We aim for every child to be fully included in school life and value diversity and celebrate all our talents and differences.

We plan actively to identify additional needs at an early stage and to put in place strategies and support to overcome barriers to learning, whatever these may be. We aim for all children to achieve their best, personally, socially and academically.

If you’d like any more information, or would prefer to have a chat, please contact school and ask to speak Kat Manuel.

More information

Our SENCO is Kat Manuel

With over 20 years of experience in primary education, Kat has taught across all stages, from Early Years to Key Stage 2. As a dedicated SENCO for the past 19 years, she has successfully led on both the strategic direction and the day-to-day operations for SEND, ensuring outstanding outcomes for children with additional needs. She leads primary SEND across Together Learning Trust.

Please contact Kat at senco@linthwaiteclough.co.uk

  • How do we identify and support children who may have SEN at Linthwaite Clough?

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  • 1.

    Concerns are raised about a child’s needs by parent / carer or by staff or by an external agency which is working with the child. Pupil Progress meetings identify pupils who are not making the expected progress or are falling behind. Provision which aims to catch the child up is identified and implemented. Parent / carer made aware at Progress Evening.

  • 2.

    The provision is implemented within the classroom and monitored. If progress is made, child is no longer a concern and no further action needs to be taken.

    If there are still concerns, then a discussion with the SENCO is held to review. Additional information regarding the child is gathered.

  • 3.

    If appropriate, an Additional Needs Plan is written and the assess-plan-do-review cycle begins. For children who may have more complex needs, an I-APDR or My Support Plan may be started. Parents / Carers are invited to a meeting to co-create the plan and where appropriate, the child also attends.

  • 4.

    The plan is then implemented and after a period of time will be reviewed with staff, parents/carer and pupil. At this point the child may have made progress and be able to come off the plan. Some children will be making progress but need new targets for their plan and to continue. A small number of children will need more specialist advice from other agencies.

  • 5.

    Where outside agency support is needed, the child will be referred through the appropriate pathway. Timescales and procedures very between services. In the meantime, the plan continues with new targets. When specialist advice is given, this is written into the plan and then implemented. A further review identifies the impact of this or if additional funding needs to be requested.

Local information

Local Offer

Kirklees SEND Local Offer - Information, support, services and activities for young people with special educational needs and disabilities in Kirklees.

KIAS (Kirklees Information Advice and Support Service)

The service offers free, impartial information, advice and support relating to a child or young person’s Special Educational Needs and/or disability and is available to anybody living within the Kirklees area.

Tel: 0300 330 1504

 It doesn’t matter how a child learns, or how slowly. What’s important is that we encourage them to never stop trying.