Leeds West Academy


SEND Information Report

SEND Annual Report

 PDF Click here to view the SEND Annual Report


Leeds West Academy supports the principles of the Equality Act 2010, and will make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent students being put at a substantial disadvantage. We have a legal and moral obligation to support all students regardless of the difficulties that they have. ‘If a child can’t learn the way we teach, then maybe we should teach the way they learn’. It is our duty to ensure that we find different ways to help students learn and meet their needs: every teacher is a teacher of SEN.

We hope you find the information below useful. If you think your child may have Special Education Needs, please contact our SENCo, Mrs Emma-Jane Ghataurhae, on 0113 2385615 ext 241or at ghataurhae.e@whiteroseacademies.org to arrange a meeting to discuss your views.

SEN falls into four broad categories:

  • Communication and interaction;
  • Cognition and learning;
  • Social, emotional and mental health difficulties;
  • Sensory and/or physical needs.

As well as the SENCo, we have a Learner Service Leader, Mr Dan Hayton, who specialises in Social, Emotional and Mental Health as well as alternative provision.


If a member of staff has concerns regarding SEN, a referral will be made through the Additional Needs Team System where we can track the amount of referrals and upload any information for staff to securely view. This referral is then used to aid an assessment of the child's needs. Parents are informed prior to any learning assessments that take place. By assessing appropriately we can then provide the best advice, support and interventions possible.

Identification of SEN

  • Parents and students
  • Data and information about the student from their previous school.
  • Entry assessments: Hodders, CATS and STAR reading age tests
  • Initial assessment by subject teacher(s)
  • Review of progress data throughout the year
  • iANT meetings
  • SENCo lesson drop ins
  • Teaching Assistants
  • Form Tutors

Implementation and Monitoring of SEN

Once a student has been identified as potentially needing SEN support, the following cycle, known as a graduated approach, will be followed:

Assess: The SENCo and other relevant staff will carry out an analysis of the student’s needs. This will always take into consideration the views of parents/carers and students. Where relevant the advice of specialists will be sought.

Plan: Where it is decided to provide a student with SEN support, parents/carers will be formally notified. Working with the parents/carers and the student, the SENCo will agree the interventions and support that will be put in place, the expected impact on progress and other outcomes.

Do: All staff working with the student will be aware of the plan, and excellent classroom teaching will be the main driving force for improvement, supported by the planned interventions.

Review: At the agreed date, but at least every term, the progress of the student will be

reviewed, and the impact and quality of the support and interventions will be evaluated. The views of parents/carers and students will be carefully considered; the process of Assess, Plan, Do and Review will then start again.

At any time, with the parent/carer’s consent, relevant outside agencies may be contacted for support such as: CAHMS, TAMHS, STARS and Dyslexia Alliance.

However, if a child is making little or no progress regardless of the advice and interventions put in place, an Educational Health Care Plan (previously known as a statement of Special Needs) may be applied for with parental consent.


The SENCo at Leeds West Academy is a qualified English teacher with extensive experience of planning for and teaching students with additional needs. She manages a team of Teaching Assistants, who are all experienced in working with students with SEND and provide intervention for Literacy, Numeracy, Dyslexia, Autism Spectrum Condition and speech and language therapy for small groups as well as individuals. The academy also employs a team of Teaching Assistants (TAs) who support individual students and small groups identified as SEND within the classroom. We monitor, review and evaluate our SEND provision every term and amend accordingly, taking account of the views of students and parents/carers.

Below is a breakdown of the Teaching Assistants and their roles:

Literacy intervention

Wendy Lee

Debbie Armstrong

Numeracy intervention

Kelly McHale

Angie McDade

Speech, Language and Communication Needs/ Autistic Spectrum Condition

Rebecca Norman

Dyslexia Specialist

Emma Victoria Smith

Classroom Teaching Assistants

Samantha Dawes

Michele Nicholson

Helen Ramsdale 

Collaboration with Students and Parents

Every student on the register has a Student Support Plan (SSP) which sets out individual needs and agreed short-term outcomes, as well as offering advice to staff about how to meet individual needs and support that student. We review targets, progress and interventions with every student on the SEND register and their parent or carers, three times a year.

Education, Health and Care Plans (EHC Plans) are provided for students who would previously have had Statements of SEND, and are reviewed annually with parental involvement. Annual Reviews are held in accordance with statutory guidance, and emergency reviews take place when it is felt by parents and/or professionals that amendments need to be made to the EHC Plan. Annual reports are shared with the Governing Body, showing what provision looks like across school and how children with SEND are performing in school.

Feedback from parents and students with SEND is sought and collated at every SSP review day.


The SEND budget in the Academy is used in a number of ways to support students with additional needs:

  • 4 Teaching Assistants
  • 4 Higher Level Teaching Assistants (small group intervention)
  • Coloured books, reading rules, pen grips etc for students with Dyspraxia and Dyslexia
  • Interventions: Read Write Inc, Units of Sound and CogMed
  • Assistive technology
  • Assessment tools (RAPID, Hodders, CATS, STARS reading age assessment and access arrangements)
  • Alternative provision
  • Speech and Language Therapist Team (SALT)
  • Educational Psychologist

Curriculum, Teaching and Learning

We have effective teaching across the academy which is monitored closely by Curriculum Leaders, Middle Leaders and Senior Leadership. Student Support Plans are reviewed termly by teaching staff as well and new targets are suggested. The SENCo and her team provide additional objectives and strategies to assist staff who teach students with Education, Health and Care Plans (previously known as Statements of SEND). The SEND department supplies key information and support to all teachers of students with SEND, and shares good practice and advice from Outside Agencies by using the ANT system.


We provide an extensive transition programme for Year 6 students which includes a Summer School and a Taster Day, as well as additional days for our more vulnerable students, including those with SEND.

Year 7 and 8

  • Nurture classes- smaller groups for English and Maths
  • Reading intervention during form time
  • Nurture group - an alternative lesson where students learn basic skills such as sharing, listening, communicating appropriately. These are run by highly trained nurture staff to ensure that students have all the skills that they need for school life and beyond.
  • Literacy and Numeracy intervention for 30 minutes (not during core subjects)
  • Access to nurture

Years 9,10 and 11

  • Subject choices through an options process
  • Subject intervention
  • Access to Nurture area for support
  • Some students benefit from Enterprise Initiative Pathway - additional lessons in key skills

Interventions and Support

  • ANT pass to access the nurture area (passes given for this)
  • Breakfast club (passes given for this)
  • Read write inc
  • Units of Sound
  • Cogmed
  • Supported reading
  • Literacy
  • Numeracy
  • Pastoral support- Year manager, Progress Leader and Form Tutor
  • Nurture Groups and Nurture Classes
  • Dyslexia strategy support sessions
  • Access arrangements used for formal and informal assessments


Our SENCo has a wide range of experience and expertise in regards to SEN. Her qualifications include: English Language BA(hons), PG Cert Special Educational Needs Coordination National Award and she currently studying an MA in Special Education. Other qualifications include a Level 5 Dyslexia Specialist in Literacy and training in supporting students with Autistic Spectrum Condition (ASC). Training for staff includes:

  • Weekly 'opt in' training
  • Twilight CPD 3 times a year
  • Training from external agencies such as SENIT and STARS. Dyslexia training delivered by SENIT in March 2018
  • Weekly 15 minute forums every Friday
  • SENCo attends conferences and partnership meetings with TGAT
  • SENCo Network
  • Membership with NASEN for up to day webinars and conferences
  • TAs receive regular training with SENCo as part of weekly meetings
  • Training days with SEND specific workshops
  • SENCo attends regular courses with the Local Authority


  • White Rose Academies Trust
  • External agencies: CAHMS, TAMHS, Bramley Cluster, STARS, SENIT, SENSAP, DAHIT, VIT, SALT, Occupational Therapy, Educational Psychologist, Dyslexia Alliance, Social Services.




Frequently Asked Questions:

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

Contact the SENCo (Mrs Emma-Jane Ghataurhae, on 0113 2385615 ext 241or at ghataurhae.e@whiteroseacademies.org) She will discuss your concerns with you and put everything in place to assess whether your child needs SEN support.

If we feel further support is appropriate, we will refer your child to the Integrated Children’s Services based at Adams Court.

How will school support my child?

Leeds West Academy will support your child in all aspects of academic and social development.  We have a highly skilled team of teachers who provide quality first wave teaching in fully inclusive classrooms.  To further support students who are identified as requiring additional support, we also have a team HLTAs and TAs, who have experience of working with students with SEND.  Our HLTAs deliver a number of intervention groups providing additional support for English in Read, Write Inc. - Fresh Start and Catch Up Literacy. They also deliver 1:1 sessions and small group interventions for a range of targeted areas of need such as speech and language therapy, fine motor skills, phonics, numeracy, and exam practice amongst many others.  The SEND team oversees interventions and evaluates their impact termly.  The process will be shared with parents by either the HLTA, SENCo, or both. 

How will the curriculum be matched to my child’s needs?

The curriculum will be matched to your child’s needs through, in the first instance, Quality First Teaching and appropriate differentiation.  Certain resources might be allocated to support and make learning easier, e.g., a Visual Timetable or a Laptop Computer. Additional interventions might be appropriate – this might be 1:1 or small group work.

How will I know how well my child is doing and how will you help me support my child’s learning?

In addition to normal reporting arrangements, there will be opportunities to discuss your child’s progress with the SENCo, or another experienced member of staff, at least three times a year.  A Pupil Support Plan will be drawn up in collaboration with you and your child at the meeting, in order to keep staff fully informed about your child and to enable us to track their progress together.  We offer a number of other opportunities for you to be involved with school life – these include Meet the Coach Days, Open Days, and Parents’ Evenings. 

What support will there be for my child’s overall well–being?

We place your child’s well-being at the centre of our school.  This is reflected in the fact that we have invested in an effective and extensively trained Intensive Support Team.  Students who are referred to this service will be offered a personalised package to help them with any problems or difficulties they have.  Key members of the inclusion team can initiate a referral to the Support and Guidance team for the Bramley cluster in collaboration with parents/carers and their child

We have implemented a Positive Discipline system and have all appropriate policies in place. We will always apply reasonable adjustments for students with SEND who require additional support in adhering to the PD policy.

What specialist services and expertise are available or accessed by the school?

Our staff can offer a variety of support.  Our Pastoral Support team and Intensive Support Mentors are fully trained to deliver a variety of social, emotional and behavioural support.  Some of the key organisations we work with are:

SALT- who deliver and train our staff in Speech and Language Therapy

The STAR team- who support our students on the autistic spectrum

IGen- who help students to access information about careers

Lisa Blanchette – specialist careers advisor

CAMHS- who support with Social, Emotional and mental health issues.

Dyslexia Action- which provides both students and staff with support and advice.

What training are the staff supporting children with SEND having/had?

Training is on-going and revisited on a regular basis.  Staff have been trained to support children with a range of additional needs, including Autistic Spectrum Disorders and Speech and Language Difficulties.  Staff who support children with SEND are also trained in the interventions they deliver.  If further support with an individual student is needed, we can request referral to the relevant service, e.g. STAR team, SALT, SENIT, etc.

How will my child be included in activities outside the classroom?

All children take part in activities and school visits.  Planning and consultation with parents/carers would ensure all the appropriate support and resources are in place so that any child can access what the school has to offer. Individual risk assessments are carried out when necessary.

How accessible is the school?

The Academy has excellent disabled access and facilities, including lifts to all floors.  If additional facilities and equipment were needed, we would seek support and advice from the Local Authority.

How will the school help my child on transfer to the next phase of education?

Transition arrangements and plans will be discussed at the review meetings which take place on a regular basis and the parents/carers and student would be fully involved in this.  We offer one to one meetings with a careers advisor, and make sure that each student is fully aware of the post-16 opportunities available.  We also offer guidance and support from a specialist careers advisor including arranging visits at FE Providers and help with the application process.

How are the school’s resources/funding allocated and matched to children’s needs?

If your child needs additional support and resources, then the SENCo, Head Teacher, Parent/Carer and, if necessary, advice from SENSAP will be sought in order to make sure the correct amount of support is in place.  The local authority requires the SENCo to hold Annual funding reviews for students who receive top up funding.

How are parents involved in the school and how can I be involved?

The Academy holds regular Parent Panel meetings to discuss a variety of issues.  If you would like to be included in one of these, please contact Yvonne Hare at Leeds West Academy.  You can also raise any concerns or discuss any ideas you have to improve the academy at Meet Your Coach Days and Consultation Evenings.

Who can I contact for further information?

First point of contact would be the school administration team.  If you wish to discuss your child further, then a meeting can be arranged with the relevant member of staff.  This might be your child’s Coach, Subject Teacher, School Manager, School Leader or the SENCo. 


Appendix 1:  Areas of Need

Communication and interaction

 Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

 Children and young people with an Autism Spectrum Disorder, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication, social interaction and imagination, which can impact on how they relate to others.


Cognition and learning

 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Social, emotional and mental health difficulties

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

 Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behavior so it does not adversely affect other pupils.

Sensory and/or physical needs

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Children and young people with an MSI have a combination of vision and hearing difficulties, which makes it even more difficult for them to access the curriculum or study programme than for those with a single sensory impairment. Information on how to provide services for deafblind is available through the Deafblind guidance.


Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.