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Scout Road, Hebden Bridge, West Yorkshire HX7 5JR

01422 883327

Special Educational Needs and Disabilities

SEND Core Offer and SEND Report
The following details the Individual Local Offer (SEN Information Report as required in Schedule 1 of regulation 51) for Scout Road Academy and should be read in conjunction with the Core Offer set out in Calderdale’s Local Offer  which details the provision available in all Calderdale schools and academies.
Scout Road Academy has a range of policy documents that aim to provide and promote an inclusive educational experience.  They are:

  • Policy for Special Educational Needs,
  • Equality Policy and Action Plan
  • Medical Conditions Policy
  • Admissions Policy
  • Accessibility Plan

All of which are located on our website 

School Name

Scout Road Academy


Anne Stamp


Cheryl Greenwood

Governor with responsibility for SEN

David Wilson

Contact details: address


Scout Road



Email (admin) 

Email (SENCo)

Telephone (admin)

01422 883327

Telephone SENCo

As above

Age Range

4 - 11


Our funding comes from the Educational Funding Agency and is then allocated accordingly.

Admission arrangements

Children with special educational needs who have an Education health care plan (EHCP) which names the Academy will be allocated a place. This is a statutory entitlement under the S.324 of the Education Act 1996. (see Academy Admissions Policy)

How do we make sure all children reach their potential?


* Access to a broad, balanced curriculum which is well differentiated and takes account of different learning styles and children’s interests.

* Well staffed classrooms with one teacher and timetabled support assistants.

* Quality of teaching and learning well monitored by highly experienced leaders.

* Individualised targets for all children

* Rigorous pupil tracking system which ensures all children are monitored. Professional dialogue about every child in school every term ensures any difficulties are identified early and suitable provision put in place.

* Dedicated SENCo (Special Needs Coordinator) time.

* Detailed programme of reviews with parents and professionals: 2 parent/carer consultation evenings; regular parent drop in clinics, termly reviews for children on the Additional Needs Register and those on the SEN register who have a Statement/EHC Plan. Comprehensive Annual Reviews. Parent’s views are important to us.

* Children’s views are very important: invited to consultation evenings, SEN reviews, active school council and wellbeing questionnaires.

* Currently a team of 8 support assistants to meet individual needs.

* Behaviour policy with an established rewards and sanctions scheme. This includes a system based on restorative justice.

* Long established, acknowledged and celebrated ethos of inclusion and equality.

How do we help a child with physical needs?

Our provision is always based on individual need; where appropriate

* Every class has access to equipment which helps writing: sloping boards; a variety of pencil grips; a variety of pens and other writing apparatus and a range of ICT equipment.

* Delivery of  Fine and Gross Motor skills activities

* Annual completion of Access Audit Checklist

* Annual review of the Equality Policy and Action Plan

* Delivery of programmes devised by Occupational Health professionals.

How do we help children with speech and language needs?

* Experienced staff

* SULP (Social Use of Language) trained assistants

* Delivery of programmes devised by speech and language therapists

How do we help a child with sensory impairment?

* Advice sought from Hearing and Sight Impairment Services as required.

How do we help a child who has social and emotional difficulties?

* Experienced and qualified staff giving one to one and small group support      programmes to help with a range of issues for example self-esteem

*Wellbeing questionnaires to every pupil in the school and subsequent monitoring and action.

* Access to specialist support such as CAMHS/Educational Psychology etc.

How do we help a child with behavioural difficulties?


* Variety of after school clubs to promote self esteem

* Liaison with Behaviour Specialist to create individual behaviour plans.

* Behaviour support training from specialist service.

* Behaviour policy

* Patient understanding from experienced staff

* Buddy systems

* Consistently applied Behaviour Policy across the school.

How do we help a child who needs support in literacy?


* Specialist support assistants to deliver individualised programmes based on need around decoding, phonics, reading comprehension and spelling. Ruth Miskin Read Write Inc.

* Dyslexia aware staff and Dyslexia friendly classrooms.

* Small intervention groups for booster work.


How do we help a child who needs support in numeracy?

* Delivery of the Springboard Materials

* Support assistants to deliver individualised programmes for children with additional needs plans.

* Targeted ICT programmes


How are children and young people with SEND enabled to engage in activities with children and young people in the school who do not have SEND?

Whenever possible, children are provided with the resources and support that they require within a whole class setting.  Every attempt is made to make learning an inclusive experience for everyone.  There are rare circumstances where pupils have separate 1:1 tuition but these are in targeted cases and always when a Personal Provision Plan/additional needs plan is in place and with parental consent.


How do we support a child who has medical needs?

* Individualised care plans created and reviewed annually by a team around the child including the school nurse, parents and first aiders in school.

*Team of trained first aiders across all phases of school

How do we support a child with complex and multiple needs?

*Experienced staff in ASD and Down’s Syndrome

*Advice sought from support agencies.


Which specialist services do we access beyond the school?



We have current regular contact with the following services who give us support and advice:-

* Specialist Inclusion Service, including ASD.

* Calderdale SEN Team

* Educational Psychology

* Speech and Language Therapy

* Occupational Therapy

* CAMHS (Children’s Mental Health Team)

* Virtual School


* Locality Early Intervention Team

* Behaviour Support Service

* Educational Welfare

* School Nursing Service

* We are also part of Calder Valley School Cluster where expertise is shared between schools regularly.

How will we include children in activities outside the classroom including school trips?

* Extra staff are deployed for trips to meet the stringent requirements of our risk assessments and pupil to adult ratios

*Parents/carers consulted prior to trips for advice and guidance

*We provide children with step by step learning so that they acquire the relevant skills associated with a safe school visit and are able to participate.

How do we prepare and support a child for joining school or transferring to secondary school?

* Open days and visits to school by new intake each year.

* Transition plans included in the Individual Additional Need Plan – this may include extended visits to secondary school with primary school staff

* Identified children are offered extra transitional visits to Secondary School

* Close liaison with all other settings involved in transition – good exchange of information

* Secondary colleagues visit school to meet students

* Secondary Headteachers invited to visit school.

How will we meet a child’s personal care needs?

* All staff adhere to a ‘Code of Conduct’

* Intimate care policy

* Children are given as much responsibility for personal care as is possible with staff interventions only coming into force when necessary and following strict procedures.

* Staff will only call parents to assist if absolutely necessary

* Care Plans established if needed

* Supporting pupils with medical conditions policy.

How will we develop social skills throughout the school day, especially break times?

* Playtimes/lunchtimes seen as an important part of the day and included in time for 1:1 support for children with an EHC Plan, if appropriate

* Positive play games promoted by lunchtime staff

* Buddying System

* Team Captains and team support

* School Council responsibilities and participation in decision making

* Restorative approach to day to day social difficulties

* Circle of Friends groups established

* Mixed age group playtimes

* Peer awareness

* Achievement assembly

How do you make use of parents/ carers experiences to improve your service?

Feedback is sought via a parent questionnaire. An action plan is in place to improve the areas identified in the feedback.


How do we allocate resources?


* 1:1 support as specified in a child’s EHC Plan

* Specific resources targeted to specific pupils through the Pupil Premium allocation

* Pupils who are at risk of not making expected progress and those who are working at levels that do not match the national expectations for their age are prioritised.

* Support assistants allocated to deliver 1:1 and small group interventions based upon the outcomes/objectives in the IAN

* All children are regularly reviewed and provision is matched to needs

How do we ensure all staff are well trained?


* Regular whole school training.

* Well planned programme of CPD (Professional Development, accessing both external agencies and in-school support – monitored through the School’s *Performance Management system that includes all staff.  This is based upon the needs of the current pupil-profile.

*SENCO is a qualified teacher who is working towards the National Qualification in SEN Coordination


Contact details of support services for parents of pupils with SEN

- The SENDIAS (Special Educational Needs and Disabilities) Information, Advice and Support Service (formerly Parent Partnership Service) provides legally based, impartial, confidential and accessible information, advice and support for parents of children and young people with Special Educational Needs or Disabilities about education, health and social care. Contact details: Contact: 01422 266141

Calderdale Parents and Carers (CPC) – Meeting other parents with a disabled child can be a huge source of support for families. Many families find it helpful to meet or chat with other families who are in a similar situation to them. Contact 01422 343030

Independent Support – both the above organisations have also been commissioned by the Department of Education to deliver Independent Support in Calderdale.  These will provide advice and support for parents of children with SEN, and young people with SEN, through the statutory assessment and Education, Health and Care Plan (EHCP) processes.

Independent Supporters will help to build resilience in families by offering a range of time-limited support such as liaison across different agencies and advice on personal budgets. The level and nature of that support will be tailored to the particular needs of individual families. Support via Independent Supporters will be available until March 2016.

For full details of the entire support provided for parents please follow the link to Calderdale’s Local Offer:

What are the arrangements for handling complaints from parents of children with ASEND about the provision made at the school?

*The school works, wherever possible, in partnership with parents to ensure a collaborative approach to meeting pupils’ needs.

*All complaints are taken seriously and are heard through the school’s complaints policy procedure.

*Parents may wish to contact SENDIASS for Impartial, confidential information, advice and support for families with children and young people with special educational needs and/or disabilities from 0 to 25 years of age.  They provide information, advice and support about Appeals, SEN Support at school, Exclusions, Health and Care issues.  Contact via: or by telephone 01422 266 141


We have tried to answer all the questions parents have asked us about the provision we have for children with special educational needs. We hope this is clear and easy for you to understand. If you would prefer to talk to one of our friendly, highly skilled and experienced staff, please just phone school 01422 883327 and we would be happy to talk to you.


The SEN Policy  provides much greater depth of information, particularly in the following areas:
Guiding Principles
Facilities For Pupils With Special Educational Needs
The Local Authority’s Local Offer
Identification, Assessment And Review
Additional Needs
SEN Register
External Support
Local Offer
Liaison with parents
Consulting Young People with SEND
Transition Arrangements
Equal Opportunities
Related Documents
Last Reviewed : April 2016