Mrs Lavelle
Our SENDCo (Special Educational Needs and/or Disabilities Coordinator.)
You can contact them through the main school office or:
contactus@liftfourdwellingspri.orgOur vision for children and young people with special educational needs and disability (SEND) is the same as for all children. We strive to ensure access for all to educational excellence in preparing children and young people for their futures, seeking to continually improve attainment and progress for all and secure the highest levels of achievement appropriate to the individual learner.
- Communication and Interaction
- Cognition and Learning
- Social, Mental and Emotional Health
- Sensory and/or Physical Needs
The Government provides some advice for parents and carers about Special Educational Needs and Disabilities which you can access here https://www.gov.uk/children-with-special-educational-needs
View our SEND policies here
We are committed to ensuring that pupils with medical conditions are fully supported in school so that they can:
- Play a full and active role in school life;
- Access and enjoy the same opportunities at school as any other child, including school trips and physical education;
- Remain healthy and safe;
- Achieve their academic potential.
If a pupils has a medical need, they will have a Care Plan, which is compiled in consultation with parents and one of our medical assistants. The plan is discussed with all staff who are involved with the pupil and is added to the pupil's profile, so staff can access it.
Staff receive regular medical training delivered by the school medical assistant and are aware of where they can access further information as required.
Where necessary and in agreement with parents, medicines are administered in school but only with signed parental consent and with medicines in the original packaging.
We welcome pupils with special educational needs or disabilities and support pupils across the four areas of special education need. We will monitor their academic progress and attendance whilst ensuring that the pupil's needs are met both through teaching and structured interventions.
Cognition and learning support
For pupils with specific learning difficulties such as dyslexia, or moderate learning difficulties that affect pupils in a range of cognitive areas.
Social, emotional and mental health support
For pupils who struggle to engage in the social aspects of school, or who find it hard to cope with challenging emotions. This will range from pupils needing short-term assistance during a turbulent time in their life, to pupils with a recognised condition such as ADD or ADHD.
Communication and interaction support
For pupils who have speech, language and communication needs, a specific language impairment or a range of communication difficulties. Pupils who find it difficult to interact with others are supported within this area.
Sensory and physical support
Pupils whose need is primarily sensory and, or physical have their support overseen by the area of need leader in this team. This team would support pupils with hearing or visual impairments as well as pupils with physical needs.
What are our roles and responsibilities?
The role of the Head teacher - include:
- The day-to-day management of the school including SEND provision
- Keeping the Management Board informed about SEND data within the school
- Working closely with the Inclusion Manager – Mrs C Lavelle
- Ensuring that the school has clear and flexible strategies for working with parents and children
The role of the Inclusion Manager:
The Inclusion Manager plays a crucial role in the school’s SEND provision. This involves working with the Headteacher and Management Board to determine the strategic development of the policy. Other responsibilities include:
- Overseeing the day-to-day operation of the policy
- Co-ordinating the provision for pupils with SEND
- Liaising with and giving advice to fellow teachers
- Managing Teaching Assistants – where appropriate
- Overseeing pupils’ records
- Liaising with parents
- Making a contribution to INSET
- Liaising with external agencies, LA support services, Health and Social Services and voluntary bodies
For effective co-ordination staff must be aware of:
- The procedures to be followed
- The responsibility all staff have in making provision for SEND pupils’ progress
- Mechanisms that exist to allow access to information about SEND pupils
The role of the Class Teacher:
- To promptly refer or seek advice from the Inclusion Manager for any child they have concerns about
- Liaise with the parents of children with SEND
- Include the child in making provision for particular needs and assessment of progress
- Maintain Individual Target Plans and other records as appropriate
- Plan appropriately to meet the needs of SEND children
- To attend SEND reviews fully prepared and able to review progress and set new targets
All Staff:
- To interact appropriately with the children having Special Educational Needs showing understanding and sensitivity
- To build self-esteem and a ‘can do’ attitude in every child with a Special Educational Need
- To assist in identifying children with Special Educational Needs and to discuss their concerns with the Inclusion Manager
- To support the delivery of specialist programmes following training as appropriate
Will my child have access to the same activities as their peers?
We are committed to inclusion and providing equal opportunities for all pupils.
Clubs, educational visits, and residential trips are open to all pupils. Where necessary, reasonable adjustments will be made to ensure pupils with SEND and/or disabilities can fully participate in all activities.
If you have any concerns, you are encouraged to contact your child’s tutor.
How is bullying addressed?
Our Anti-Bullying Policy ensures that all pupils have the right to feel safe and respected.
We take a firm and consistent approach to bullying, making it clear that it is not tolerated. Any concerns are taken seriously and dealt with in line with our policies and procedures.
How will my child be supported during transition stages?
We work closely with local primary schools to understand the needs of new pupils and ensure a smooth transition. Our team liaises with teachers to discuss individual requirements, and we meet parents and pupils before the start of Year 7. Additional visits and transition activities are available for pupils who may find the change challenging.
When Year 7 pupils start in September, they have a dedicated transition day without older year groups to help ease any anxieties about joining a larger school.
We ensure that at key transition points – between classes, year groups, and key stages – all staff are aware of individual pupils’ needs and progress. This is managed through effective data sharing, personalised learning plans and strong communication between teaching staff.
If your child has an Education, Health and Care (EHC) Plan, we will take part in or facilitate annual reviews well in advance of key transitions. From Year 9 onwards, these reviews will focus on preparing for adulthood, including further education, employment, and independent living. We also support pupils in applying for further education, training, or employment when they leave.
If a pupil transfers to another school, we will ensure that relevant information is shared in agreement with parents. During Year 11, pupils with SEND receive additional support with applications for college, apprenticeships, or employment.
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