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Holy Trinity Primary School is contributing to the Wakefield Local Authority’s ‘Local Offer’. The following information provides a brief insight into how school can support you as a parent of a child with special educational needs and disabilities (SEND).
According the Code of Practice for SEND 2014 SEND is defined as:

  • “A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
  • A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
    • has a significantly greater difficulty in learning than the majority of others of the same age, or
    • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions”

Please click on the link below to access Wakefield’s Local Offer for advice and information about how the Local Authority can support you and your child regarding SEND. 







At Holy Trinity Primary School we believe in the following fundamental principles:

  • A child with SEND should have their needs met.
  • The special educational needs of children will normally be met in mainstream schools or early education settings.
  • The views of the child should be sought and taken into account.
  • Parents have a vital role to play in supporting their child’s education.
  • Children with SEND should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the Early Years Foundation Stage and the National Curriculum.
Early Identification and Assessment
At Holy Trinity Primary School we believe that early identification is essential so that extra help and support can be targeted, swiftly and accurately.
Children may be identified before they come to Holy Trinity, or whilst they are here. Parents may alert school to any concerns that they have about their child by speaking to their child’s class teacher or to the SENCo. All information that we receive is valued and acted upon, in line with data protection guidance. Additionally, the class teacher or SENCo will inform parents of any concerns they may have. The SENCo may contact outside agencies for further advice or make referrals where necessary. Wherever possible the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families.
Please see the school’s SEN Policy for further information.
Children are continually assessed during the school year by their class teacher and by the SENCo in line with school practices. This assessment informs the planning of appropriate programmes of support. Termly meetings will be held involving the child, their teacher and the child’s parents to review and discuss progress.
We aim to deliver quality first teaching to all our children. Therefore the curriculum is differentiated in each class throughout school to provide for the different needs and learning styles of all pupils. Therefore children and young people with SEND are enabled to engage in activities available with children who do not have SEND in school. Additionally, we run interventions tailored to children’s needs. We can use published programmes and also programmes of work designed by staff to support children with SEND. These are designed to address particular needs. Children work in small groups during these interventions, usually with a Learning Support Assistant. The purpose of interventions is to teach discrete skills that will enable children to more fully access the curriculum including emotional and social development and pastoral support. Intervention programmes are matched to children’s needs and are time bound. They may be long or short term and will be reviewed and evaluated for effectiveness.
Tailored transition arrangements are made in school to ease their progression to a new key stage (for instance from Foundation Stage to Key Stage One, Key Stage One to Key Stage Two and from Key Stage Two to Secondary School).
Allocation of Resources
All maintained schools receive funding for pupils with SEND. Children with a Statement of SEN or a new Education Health and Care Plan have designated funding. This funding is allocated by school to best fit the child’s needs.
Listening School
We are a listening school and we appreciate that having a child in school with SEND can be a concerning and emotional time for parents. We always listen and work closely with parents and we encourage an active partnership through an ongoing dialogue. Occasionally, this may be a bumpy ride but we always try to make positive steps to ensure that this dialogue remains effective.
We have specific school policies that give detailed information on the following:
  • Special Educational Needs and Disabilities (SEND) Policy
  • Medicines Policy
  • Access Plan
  • Admissions Policy
  • Auxiliary Aids and Equipment


Miss Sheridan