OLASJ is committed to the early identification of SEND and adopts a graduated response to meeting the needs of children with SEND in line with the 2014 Code of Practice.

There are a number of ways in which we can identify a child as having a special educational need:

• Liaison with previous early years setting/previous school


• Child performing below age-related expectations


• Concerns raised by parents/carers


• Concerns raised by teachers


• Liaison with external agencies e.g Speech and Language


• Health diagnosis through paediatrician


• Use of tools for standardised assessment

Children with an Education Health and Care Plan (EHCP) will already have their needs clearly identified and school will work together with yourselves to ensure that these needs are met

We would ask that you speak to your child’s class teacher about initial concerns you may have. This can be done in person (at the end of the day), by phone or via email. The class teacher would then share your concerns with the SENDCo and a further appointment may be arranged if appropriate. However, if you feel the need to discuss your issues further an appointment can be arranged with the SENDCo or headteacher. We ask that these appointments be arranged by contacting the office either by email or by telephone

Our school SENDCo is: Gemma Pegg

Our SENDCo is responsible for the co-ordination of specific provision made to support individual children with SEND. She will liaise with staff to monitor the pupils’ progress and help co-ordinate interventions where progress is slower than expected. She will have regular contact with a wide range of external agencies that are able to give more specialised advice and will refer children to these services where and when needed.

Teachers are responsible and accountable for the progress and development of ALL the children in their class.

There are 3 stages known as 'waves' that outline the provision that we provide for our children:

• Wave 1: The effective inclusion of all children through quality first teaching, which takes into account the needs of all children in the class.


• Wave 2: specific, additional and time-limited interventions provided for some children who need help to accelerate their progress to enable them to work at or above age-related expectations. Wave 2 interventions are often targeted at a group of pupils with similar needs            


• Wave 3: targeted provision for a minority of children where it is necessary to provide highly tailored intervention to accelerate progress or enable children to achieve their potential. This may include specialist interventions

Education, Health, Care Plans (EHCP)

If your child is still struggling in school and is not making progress and school has made all reasonable adjustments, the SENDCo will discuss a request for more specialist support and advice. This type of
support is available for children whose learning needs are severe, complex and lifelong. This is usually provided via an Education, Health and Care Plan (EHCP). This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Graduated Response:

When a child is identified as having SEND, action is taken to remove barriers to learning and effective provision is put in place to enable progress. This is known as the 'Graduated Response'. This follows 4 stages, known as the 'assess, plan, do, review cycle', which is a continuous cycle of assessment as we are aware that children's strengths and needs develop and change.

• Assess:  Data on the child held by the school will be collated by the class/subject teacher/SENDCo in order to make an accurate assessment of the
  child’s needs. Parents will always be invited to this early discussion to support the identification of action to improve outcomes. 


• Plan: If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including
  the parents and the child will be obtained and appropriate evidence-based interventions identified, recorded and implemented by the class/subject
  teacher with advice from the SENDCo. 


• Do: SEN support will be recorded on a plan that will identify a clear set of expected outcomes, which will include stretching and relevant academic
  and developmental targets that take into account parents’ aspirations for their child. Parents and the child will also be consulted on the action they
  can take to support attainment of the desired outcomes. This will be recorded, and a date made for reviewing attainment. 


• Review: Progress towards these outcomes will be tracked and reviewed termly with the parents and the child.

At OLASJ, we pride ourselves on the fact that all teachers deliver high quality teaching and have high expectations for all children in their class. All learning activities within class are planned and adapted at an appropriate level, so that all children are able to access the curriculum according to their specific needs. The class teacher and SENDCo will discuss a child’s needs and decide what support may be appropriate.

Children with SEND may need access to specific resources that may include: -

• A quiet learning space to limit distractions


• Pencil grips to improve handwriting


• Coloured overlays


• Writing slopes


• Sit-fit cushions to support with posture


• Sensory toys/fidget toys


• Erasable pens


• Visual timetables to develop sequencing of the day


• Prompt cards such as ‘I need help’


• Communication boards to aid communication


• Individual behaviour charts


• Home/school communication book

As part of the school’s continuing professional development, all staff regularly receive training to help support children of all abilities.

The specific training held by staff include:

• Lego Therapy


• Early Talk Boost


• Clicker 7 training


• Sensory profile training


• Demand Avoidance strategies


• Makaton/PECS

Miss McMurdo is our pastoral support worker and ELSA (Emotional Literacy Support) lead. She is highly skilled in supporting children in a variety of interventions associated with Social, Emotional and Mental Health needs. Our SENDCo has achieved the National Award for Special Education Needs Co-ordination.

We are currently involved with:

• Specialist Inclusion Team- Alison Brake


• Educational Psychology Service


• READ Programme- Kelly Parkin


• Occupational Therapist


• Child and Adolescent Mental Health Service (CAMHS)


• Hallam Caring Services


• Child Development Centre (CDC)


• Aspire Outreach Programme

OLASJ have bought in the services of the Speech and Language Therapy team. Our school SALT assesses children for speech and language difficulties, works with children already having identified communication needs and sets targets for TA’s to work on with the children. This is having a significant impact on identifying early communication difficulties and ensuring that children can make progress in line with their peers.

The class teacher continually assesses each child and notes where further support is needed to make progress. At OLASJ, we track progress from entry at Foundation 1 through to Year 6 using a variety of methods. This information is then shared at termly ‘Pupil Progress Meetings’, which are held with the class teacher, headteacher and, if appropriate, the SENDCo. It is at these meetings where children who are not making expected progress are identified and provision can be adapted quickly to ensure maximum impact for the child.

At OLASJ, we believe in working in partnership with parents/carers. We respect your unique understanding of your child and appreciate that progress in school can be limited without your valuable input.

All parents/carers of children with an identified SEND need will have a termly review with the SENDCo, Class Teacher and, if appropriate, any involved agencies. These meetings are in addition to parents’ evenings and you are welcome to arrange a meeting with the class teacher and/or SENDCo at any point in the school year to discuss your child’s progress.

If you have ideas on support that you would like to have access to in order to further support your child’s learning, please contact the SENDCo who will locate information and guidance for you in this area.

As a school, 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 enables children to raise issues or state viewpoints about school life.

Children who have an identified need and have a termly review meeting are asked for their views on their education, their admirable qualities, future aspirations and how best to support them in class. This is recorded on Edukey, which you are able to view throughout the year.

 If your child has an EHCP their views will be sought before any review meetings and are submitted to the Local Authority as part of the Annual Review paperwork.

There are a number of ways we ensure effective transition which include:

On Entry:

• Changeover Day occurs in the Summer Term. This is where all children will transition to their new class and spend the day with their new teacher. This includes all children new to our school


• Parent/carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine.


• If children are transferring from another setting, the previous school records will be requested immediately, and a meeting set up with parents to identify and reduce any concerns

Moving classes within school

• We create a transition plan for any child who may need additional support


• Extra visits are scheduled and time allowed to meet the new staff

Year 6

• The transition programme in place for children provides a number of opportunities for pupils and parents to meet staff in the new school. These opportunities are further enhanced for children with SEND.


• The annual review in Y5 for children with an EHCP begins the process where parents are supported to make decisions regarding secondary school choice.


• Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information provided is comprehensive but accessible.


• Accompanied visits to other providers may be arranged as appropriate.


• For pupils transferring to local schools, the SENDCos of both schools will meet to discuss the needs of children with SEN in order to ensure a smooth transition.


• Additional transition sessions delivered by OLASJ can be provided if needed

At OLASJ, we recognise that unless a child is happy at school, learning is not as effective as it should be.

Our RSE/PSHE curriculum is designed to support children in their personal, social and emotional development, aims to raise awareness of issues that children face and highlights the support they can seek within school

Our Pastoral Support Worker, Miss McMurdo, is able to provide a wide range of provisions designed to support a child who struggles with their emotional and social development.

Parents/Carers are encouraged to contact school should they have concerns around their child’s mental health and wellbeing.

A referral to our school counsellor can also be made if this is appropriate. Please contact school for further information on this.

Any provision provided for a child is reactive, responsive and specific to the needs of the child. Provision can be provided in a variety of ways, including individual and group work.

Where and when needed, school will refer to external services such as CAMHs and signpost families to support. The school also works closely with the Early Help Team when such support is needed for families. School will communicate this support to families, where it is believed it would be of value and we will support you in accessing this support.

The intention of the Local Offer is to improve choice and transparency for families. It is also an important resource for you in understanding the range of services and provision in the local area for children with SEND. Knowing what is out there gives you more choice and more control over what support is right for your child.

The website can be accessed HERE

If you wish to discuss your child’s special educational needs or are unhappy about any issues regarding the school’s response to meeting these needs, please contact the following: -

• Your child’s class teacher, in the first instance,


• The SENDCo- Mrs. Pegg


• The Headteacher: Miss Illien


• You may also wish to contact the SEND governor via the office

Schools must now publish information on how it will meet the needs of SEND children as determined by the school’s policy, and the provision that the school is able to offer.

At OLASJ we recognise that every child and their needs are different; we will do our best to ensure that every pupil, including those with SEND, get the right type of support.

The report can be accessed here: SEND Information Report 2024-2025

Rotherham SENDIASS

Rotherham Parent Carer Forum

SEND Policy 2025

Accessibility Plan 2025-2028

SEND Code of Practice 2014

SEND Guide for Parents/Carers