We are fully committed to an inclusive education. We believe that all children, whatever their needs, should receive the best possible education. We work hard to ensure that our culture and climate in school allows all children to ‘be the best that they can be.’ We are proud of our diversity and work relentlessly to ensure that all of our children are happy, safe and well supported in school. At the heart of our work is to build and sustain great relationships with pupils and adults in school and embed a culture of tolerance, respect and understanding so that all pupils are able to be the best versions of themselves.
Our Fabulous Inclusion Team
All staff are trained and up to date with the requirements of the code of practice, and our provision and planning means that we are now in a position to really demonstrate the impact of our graduated response through the assess, plan, do, review process. We have designed and implemented consistent approaches to curriculum delivery and the craft of teaching.
As a staff team, we work hard to build familiar routines, lesson mechanics and learning journeys which children respond brilliantly to. Our curriculum is built on the firm foundations of mastery and progression with a real attention to detail to how children learn well and build their key skills. We refer to this as our universal offer for all pupils (wave 1). This includes our bespoke curriculum which focuses on talk, language development, physical activity, creative and performing arts, IT and key skills in science, history, geography, languages and music.
For children who are working slightly below age-related expectations, and therefore identified for our wave 2 provision, have access to our pre-teaching and same day intervention curriculum model. We work hard to ensure that all pupils strive to achieve age-related expectations and do whatever it takes to ensure that pupils ‘catch up and keep up.’ This includes our early bird offer, targeted support in our Roundabout provision, check-ins and interventions with our new pastoral team, 1:1 read, write, inc. support, THRIVE group work, craft clubs, attendance and punctuality support and/or lunchtime provision and support. All interventions are specific and targeted using question level analysis from any formal assessments, regular, ongoing teacher assessment information which links to our point in time assessments.
For pupils with specific educational needs they receive targeted support which covers the four main areas of agreed need: cognition and learning, communication and interaction, physical and sensory needs and social, emotional, mental health. These pupils are carefully monitored as part of our SEN support register and have their own individual timetable for provision. We have consistent records in place which demonstrate our assess, plan, do, review process and these are regularly updated and shared with parents at least three times a year.
If your child has an agreed area of need, teachers create an individual provision map every half term to ensure that their provision and planning is specific, measurable, achievable and completed in a timely manner. We work hard to create excellent working relationships with parents and agreed communication protocols are agreed with parents so that they feel well informed about their child’s progress.
We have a pastoral team who deliver targeted support in line with our whole school THRIVE approach. We also have a speech and language specialist from Talking House who supports staff and pupils. We work closely with outside agencies in order to ensure that all pupils are well supported and making progress. We also have children who have educational, health care plans which help to ensure that their needs are fully understood and met.
The local offer provides information on what services children, young people and their families can expect from a range of local agencies, including education, health and social care. Knowing what is out there gives you more choice and therefore more control over what support is right for your child.
The Inclusion Team values the individuality of all children. We are committed to giving all of our pupils every opportunity to achieve the highest standards, ensuring all children, regardless of their differences, have access to quality teaching and learning. We are passionate about developing confidence, self-belief and a growth mind-set in all our children. The achievements, attitudes and well-being of all our children matter.
At Roundhay, the team works closely with all staff to ensure that any barriers to learning are identified and appropriate support is offered. Working closely with our children and parents helps us to develop a real understanding of the unique child and their individual needs.
Our class-based support staff are highly skilled and focus on ensuring all our children are included in quality first teaching. Collectively, they have years of experience and are committed to providing the best support and ensuring maximum progress for all our children.
Rebecca HirstStrategic Leader of SEND
As an experienced teacher and qualified SENCo, my role is to oversee Roundhay School’s Special Educational Needs provision. I have worked successfully throughout the key stages supporting children, both individually and in small groups. I am passionate about problem solving and helping children to access their learning in creative ways, ensuring they fulfil their maximum potential. I work with staff at both the primary and secondary school to find ways to remove barriers to learning, implementing strategies, to ensure that every child makes progress and is supported. I work closely with external agencies and understand that children and families need to feel valued, listened to and respected.
Stephanie BowmanInclusion Manager
As the Inclusion Manager, I am one of the main SEND contacts for the Secondary campus, working closely with our Strategic Leader of SEND, Assistant SENCos and very experienced and enthusiastic team of Teaching Assistants. I have experience in both primary and secondary settings, teaching both English and Maths as well as delivering speech and language interventions, liaising closely with our private speech & language therapist. I also work alongside the Hearing and Visual impairment teams who regularly visit the school.
Kate SnowAssistant SENCO
I am one of the Assistant SENCos and am also the Designated Teacher for Children who are Looked After. I am also one of the Science teachers at Roundhay as well as working in our Inclusion Base. I have worked at Roundhay for over 10 years and can’t imagine working anywhere else! We have a great school community and I love being involved in all the events and activities in school.
Sarah WilliamsAssistant SENCO
I have taught at Roundhay School since 1997. Currently, I teach History throughout the key stages, am part of the Sixth Form team, and am the post-16 Assistant SENCo. I also coordinate English as an additional language across the school.
Anna CooperAssistant SENCo and Head of the Dyslexia Base
I have always had a love for literacy and language development and I am passionate about nurturing these skills in the pupils that I teach. I started my teaching career as a primary school teacher, with a focus mainly in children and how every child’s experience of this process is unique. Over the years I have studied to enhance my skills in teaching pupils who find it harder to access mainstream education, achieving an MA in Special Educational Needs, a Postgraduate Award of Proficiency in Assessment for Access Arrangements and, finally, a Level 7 Professional Certificate in Structured Teaching Intervention for Dyslexia and Literacy. I have worked in the Resourced Provision since 2014 and in 2018, began my current role of Leader of the Resourced Provision, supported by an amazing team of staff. It is a privilege to be able to play a part in our fantastic pupils’ journeys, both on an academic and personal level, and to support them in achieving their goalsthe Early Years. Through this, I gained an in depth understanding of literacy development in.
Jill MilesLeader of the Care Team
I have worked in the inclusion department since 1996 and have been part of the Care team for over 10 years. I have led the Care Team for 2 years. As I have a nursing background, I have been able to successfully utilise my experience and skills. I specialise in working with pupils who have physical disabilities, supporting them in lessons, carrying out physiotherapy programs and any other needs that they may have. I work with a small team of dedicated TAs and we all have one aim in mind, to enable our pupils to get the best out of their time at Roundhay School. As both of my sons attended Roundhay School, I truly love the family feel of the school.
Caroline TownsonAutism Support Leader
I am the Autism Leader for our school. Every child with autism at Roundhay School will be given a Pupil Passport that highlights their strengths, interests and needs. The Base is a safe place in our school which children can access in order to have a calm and quiet space free from any distractions where support is readily available. We ensure that we have strong parental partnerships so that any change in children’s circumstances can be communicated. We endeavour to listen to children’s views, taking in to consideration that children have different ways of communicating, using appropriate strategies to support them. We work closely with external agencies, including STARS, the Speech and Language Therapy Service and SENSAP.
Deborah CrawleyInclusion Support Worker
I am part of the cognition and learning team, with a focus on Maths. I am passionate about enabling students to access their work through the use of assistive technology. I am involved in the assessment for access arrangements and assist students during examinations through the use of technology.
Janet EdgcumbeInclusion Support Worker
I am part of the cognition and learning team, with a focus on reading and writing. I support visually impaired students to access the curriculum by modifying their work. I have worked in primary and secondary settings. I assist students during examinations by coordinating use of technology.
At Roundhay School, we believe it is essential to provide a well-balanced, challenging curriculum for all pupils. It is important that we help all children to achieve their full potential, regardless of any barriers to learning. Our aim is to provide all children with the best possible outcome in preparation for life-long learning. We believe it is imperative that children acquire skills, knowledge and confidence that can be applied to all future learning experiences, including social, physical and spiritual development.
In order to accomplish this, children need to feel valued, listened to and respected. We ensure they have equal access to high quality provision, and support their learning, whatever educational need they may have. Support may be on an individual or group basis, either in the classroom or another part of the school.
Some children may need further professional support from services such as, Speech and Language Therapy, Educational Psychology, SENIT and the Cluster.
Communication with parents is an essential part of supporting our pupils. If you have any questions please contact either Rebecca Hirst or Stephanie Bowman.
Please find below key documents which will give you more information about our whole school SEN offer: