SEND and Additional Needs

Netherhall Learning Campus Junior School aims to provide a high quality educational experience in a safe and caring environment.


Netherhall Learning Campus Junior School aims to provide a high quality educational experience in a safe and caring environment.

We aim to be a fully inclusive school where all pupils feel happy, confident and enthusiastic about their learning. 


The above link relates to the Kirklees Local Offer which gives children and young people aged 0 – 25 years with special educational needs or disabilities, and their families, information about what is available in Kirklees across education, health and social care.

It covers:
· SEN support in nurseries and schools
· Health and Social Care
· Choices for school leavers
· Support for parents and carers
· Income and benefits
· Things to do where you live

It is more than a directory of services. It brings everything together in one place.

Supporting children in school

Our teachers are extremely skilled in adapting and differentiating lessons  to suit the needs and abilities of all children, to help them reach their full potential.

If at any time your child's teacher is concerned about your child's progress then they will arrange a meeting to discuss this with you. Equally if at any time you have any worries or concerns about your child then please discuss them with the teacher or any other member of school staff. 

Once a concern is raised

For a variety of reasons your child may experience more difficulties than most children their age with their school work, communication or behaviour. Once a need is identified it can be addressed in school and strategies can be put in place in the classroom to help your child to get back on track. To help your child an intervention will be provided in school and you will be told what help your child will receive. Any interventions will be dealt with in a sensitive manner and parents will always be informed.


We provide many different interventions (additional support for specific children) in school, designed to help meet the needs of children experienceing a range of difficulties. These include...

  • Dyslexikit
  • Toe by Toe
  • Anger management
  • Pastoral Support Plans
  • Nurture Group
  • Additional Literacy Strategy
  • Further Literacy Strategy
  • Springboard Maths
  • Max's Marvellous Maths
  • Physiotherapy
  • Speech and Language Therapy
SEN stages

There are two stages used to describe special educational needs. These are:

• SEN Support (K)
• Statement (S) or Education Health Care Plan (EHCP)

SEN support

Your child may have some involvement from an outside agency such as an educational psychologist, speech and language therapy or occupational therapy to support school to effectively meet their needs.

Each class teacher will think carefully about how to differentiate class work so that it is at an appropriate level for each child to access but so that it still provides challenge for them.

Your child may also be provided with specialist equipment, e.g. a writing slope, pencil grip, adapted scissors or coloured overlays if it will support them in their work.

The class teacher will write an Additional Needs Plan (ANP) for you child once a term, to show what their area of need is and how it is being targeted.

If your child has more complex needs then they may have a ‘My Support Plan’ written for them which provides specific, detailed targets and provision defined on them. This will be reviewed either half termly or termly depending on their needs.


If your child has a Statement they will be set highly differentiated work by the class teacher designed to meet their needs, and take part in an additional intervention group(s), usually taught out of the classroom.

They will have an Additional Needs Plan (ANP) written for them once a term, to show what their area of need is and how it is being targeted. Your child will have regular involvement with the Educational Psychologist, as well as staff from other outside agencies. There will be an annual review meeting held in school to get all parties together to discuss how well the needs of your child are being met.

If your child has and EHCP this will detail the specific targets and provision that will be put in place for them in school which will be tailored to meet your child’s needs. Your child will have regular involvement with the Educational Psychologist, as well as staff from other outside agencies. An EHCP is reviewed at least once a year at the annual review meeting.

Throughout the academic year 2016 – 2017 ALL pupils with a Statement will have this transferred to an EHCP as part of the annual review meeting.

How will school support my child?

Who will oversee, plan, work with my child and how often?

  • The SENCO oversees all support and progress of any child requiring additional support across the school.
  • The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.
  • There may be an Educational Teaching Assistant (ETA) working with your child either individually or as part of a group; if this is seen as necessary by the class teacher.

Who will explain this to me?

  • The class teacher will meet with parents at least on a termly basis (this could be as part of Parent’s evening) to discuss your child’s needs, support and progress.
  • For further information the SENCO is available to discuss support in more detail.

How are the governors involved and what are their responsibilities? 

  • The SENCO reports to the Governors every term to inform them about the progress of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times.
  • One of the Governors is responsible for SEN
  • The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress.

How will the curriculum be matched to my child’s needs?
What are the school’s approaches to differentiation and how will that help my child?

  • All work within class is planned at an appropriate level so that all children are able to access according to their specific needs. Typically, this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated.
  • The benefit of this type of differentiation is that all children can access a lesson and learn at their level.

How will I know how my child is doing and how will you help me to support my child’s learning?
What opportunities will there be for me to discuss my child’s progress?

  • As a parent, you are welcome any time to make an appointment to meet with either the class teacher or SENCO to discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.
  • We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
  • When considered appropriate we operate a home-school link book which your child will bring home regularly so that comments from parents and teacher can be shared and responded to when needed.
  • If your child is on the SEND register they will have which an Additional Needs Plan (ANP) or a My Support Plan which highlights any extra support they may be receiving or which will have individual targets matched to their specific area of need. This is discussed on a termly basis and parents are given a copy of the ANP or My Support Plan. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) with the expectation that the child will achieve the target by the time it is reviewed.
  • If your child has complex SEND they may have a Statement of Special Educational Needs or an Education Health and Care Plan (EHCP) which means that a formal meeting will take place to discuss your child’s progress and a report will be written.

How does the school know how well my child is doing?

  • As a school, we measure children’s progress in learning against National Expectations and age related expectations.
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. Children’s progress is monitored and tracked on a regular basis.
  • Children who are not making expected progress are picked up through Review meetings with the Class teacher and Deputy Head teacher / Co-Head teacher. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. If your child is discussed at one of these meetings parents will be informed.
  • When the child’s ANP or My Support Plan is reviewed comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.

What support will there be for my child’s overall well-being?
What is the pastoral, medical and social support available in the school?

  • We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.
  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required, the class teacher liaises with the SENCO for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Behaviour Support Team.

How does the school manage the administration of medicines?

  • The school has a policy regarding the administration and managing of medicines on the school site.
  • Parents need to contact school if medication is recommended by Health Professionals to be taken during the school day.

What support is there for behaviour, avoiding exclusion and increasing attendance?

  • As a school, we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils.
  • If a child has behavioural difficulties an Additional Needs Plan (ANP)or My Support Plan is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets.
  • After any behaviour incident we expect the child to reflect on their behaviour with an adult, this helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
  • Attendance of every child is monitored on a daily basis. Lateness and absence are recorded and reported upon to the Co-Head teacher. Good attendance and punctuality are actively encouraged throughout the school. School actively works to promote high levels of attendance and to encourage punctuality.

How will my child be able to contribute their views?

  • We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has an open forum for any issues or viewpoints to be raised.
  • Children who have ANPs (Additional Needs Plans) or My Support Plan discuss and set their targets with their class teacher.
  • There is an annual pupil questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry.
  • If your child has a Statement of Special Educational Needs or an Education Health and Care Plan (EHCP) their views will be sought where appropriate before any review meetings.

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

  • Our SENCO is fully qualified and accredited.
  • As a school, we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: - Behaviour Intervention; Health including - GPs, school nurse, clinical psychologist, paediatricians, speech & language therapists; occupational therapists; social services including - Locality Teams, social workers and Educational Psychologists.

What training have the staff had for supporting children with send had or are currently having?

  • Some members of staff have had training in delivering Speech & Language programmes from Speech & Language therapists. 
  • Other members of staff have had training to support children with communication difficulties this includes alternative methods of communication such as British Sign Language.
  • A number of staff are Team Teach trained to support children with behavioural difficulties.
  • Many of our ETAs have had training in delivering reading and spelling /phonics programmes.
  • Staff are trained to provide alternative access to ICT such as switches, roller balls and joysticks.

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

  • All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
  • A risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.

How accessible is the school environment?

  • The school site is wheelchair accessible with extensive disabled toileting facilities large enough to accommodate changing.
  • The school has a physiotherapy suite with tracking and hoisting.
  • The school endeavours to adapt the environment and resources to meet specific needs e.g. provision of ICT, enlarging scripts, use of alternative methods of communication.
  • We run EALIP to assist in supporting our families with English as an additional language.

How will the school prepare and support my child when joining the school and transferring to a new school?

  • We encourage all new children to visit the school prior to starting when they will be shown around the school. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings. We may also visit them in their current school.
  • When children are preparing to leave us for a new school typically to go to high school education, we support additional visits. In conjunction with Netherhall Learning Campus High School, we run a programme specifically tailored to aid transition for the more vulnerable pupils.
  • We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • If your child has complex needs then a Statement or EHCP review meeting will be used as a transition meeting during which we will invite staff from both schools to attend.

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

  • We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.
  • We have a team of ETAs who deliver programmes designed to meet groups of children’s needs.
  • The budget is allocated on a needs basis. The Children who have the most complex needs are given the most support often involving an ETA.

How is the decision made about what type and how much support my child will receive?

  • The class teacher alongside the SENCO will discuss the child’s needs and what support would be appropriate.
  • Different children will require different levels of support in order to bridge the gap to achieve age expected levels.
  • This will be through on-going discussions with parents.

How do we know if it has had an impact?

  • By reviewing children’s targets on ANPs and ensuring they are being met.
  • The child is making progress academically against national/age expected levels and the gap is narrowing - they are catching up to their peers or expected age levels.
  • Verbal feedback from the teacher, parent and pupil.
  • Children may move off the SEND register when they have ‘caught up’ or made sufficient progress.

How do we evaluate the effectiveness of our provision?

  • The SEND team regularly meet to review the provision across the Campus and discuss what the strengths are and outline next steps.
  • The SEND Team regularly feedback to the senior management team who are then able to reflect on whole school strengths and areas of development for the provision of special educational needs and disabilities.
  • We regularly conduct pupil voice to gather children’s own perspectives about the provision at Netherhall.
  • Parents and carers are an integral part of our provision and reviewing process and we actively seek their feedback through parent voice, feedback prior to any reviews and throughout with close and regular contact and collaborative working.
  • Staff voice takes place regularly and this includes the provision for children with SEND and allows for reflection to take place and guide next steps for the Campus.

What are the Governor’s responsibilities?

  • The Campus has a dedicated Governor whose responsibility it is to monitor the effectiveness of SEND and Inclusion across the Campus. They regularly receive reports on the progress of students with SEND and ensure they maintain an up to date knowledge of statutory changes and requirements.

What arrangements are there for handling complaints from parents of children with SEND about the provision made across the Campus?

  • Netherhall Learning Campus takes any concerns raised by parents and carers seriously. Any parent or carer who wants to make a complaint should follow the Campus’ complaints procedure on the Campus website. This policy ensures that any issues are resolved in a fair, balanced and transparent manner in line with our aim of providing a safe environment for learning.


Who should I contact if I am considering whether my child should join the school?

Contact the school office to arrange to meet the Acting Headteacher Mrs Lowe or Assistant Headteacher/SENCO Miss Hudson, who would willingly discuss how the school could meet your child’s needs.



Acting Headteacher : Zoe Lowe

SENCO/Teacher of Resourced Provision/Assistant Headteacher: Trish Hudson

Learning Mentor: Elaine Clarke

Governor for SEN: Patrice Curtis 

Specialist Provision manager (based at NLC Infants site): Gillian Chalmers

Safeguarding Officer: Sue Lockwood 

Attendance Officer: Claire Fellows


You can also view our Frequently Asked Questions section: Click here


Rawthorpe Lane

Tel: 01484 300080
Fax: 01484 300080

About the NLC

Netherhall Learning Campus consists of four schools, covering the full age and ability range from 3 – 19 years, each with its own distinctive ethos; each with its own individual identity and each catering to the specific needs of its students.

Introduction from the Acting Head OF SCHOOL

Hello and welcome to our school website. We hope you like it and find everything you need.



Zoe Lowe

Acting Head of School



Click here to download
our latest OFSTED report