Special Educational Needs & Disabilities

“Every teacher is a teacher of SEND”

SENCO Contact Details: Mrs S. Sweeney / 0113 2828182 / s.sweeney@rothwellstmarys.org.uk

Neurodiversity information hub

St Mary’s Catholic Primary School is committed to ensuring that all our children succeed and reach their full potential. All our children are treated as individuals. We work with children, parents and other agencies to provide the best possible educational outcomes. We have high expectation for all our children and put support in place at the earliest possible stage where needed. If additional support is ever needed parents can use:

https://sendiass.leeds.gov.uk/                                                                                                                    https://www.ipsea.org.uk/


The class teacher, alongside other support staff, plans an appropriately differentiated curriculum for our children with additional needs to ensure high quality teaching and learning with effective support and resources. Clear personal provision plans and care plans are put in place and reviewed regularly. A range of carefully tailored interventions are developed, reviewed and evaluated to ensure maximum progress and impact for our learners. Key assessments ensure that children are on track to meet targets and planning accurately addresses needs. Progress, targets and plans are regularly reviewed with the children and evaluated to inform next steps.


The following school policies, available on the website, reflect the school’s commitment to inclusion, safety and well-being of the children:
·         Special Educational Needs
·         Behaviour and Discipline
·         Teaching and Learning
·         Safeguarding
·         Child Protection
·         Anti-Bullying


What does SEND mean?
SEND means special educational needs and disabilities. Children have a special need if they have a learning difficulty which calls for special educational provision to be made. This will be if the child:

  • Has significantly greater difficulty in learning than the majority of children of the same age.
  • Has a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of school age within Local Authority Area.


The area of special need will be identified as either:

  • Cognition and Learning (general of specific learning difficulties)
  • Communication and Interaction (speech and language difficulties, autistic spectrum disorders)
  • Behaviour, Emotional and Social
  • Physical, Sensory and Medical (hearing, visual impairments, physical and medical difficulties



Our Local Offer / SEND Report is reviewed at least biannually. Please follow the link below to the latest version. The Local Offer provides a comprehensive list of everything Leeds has to offer.

Leeds Local Offer

SEND Inclusion Policy

SEND Local Offer and Information Report



Mrs Sweeney (SENCO) is always keen to gain your feedback and insights. Please follow the link to express your views: https://forms.gle/4J6VZuq3urUpExp59

Most recent feedback (November 2022)





The Equality Act 2010 replaced nine major Acts of Parliament and almost a hundred sets of regulations which had been introduced over several decades. It provides a single, consolidated source of discrimination law, covering all the types of discrimination that are unlawful. It simplifies the law by getting rid of anomalies and inconsistencies that had developed over time, and it extends protection against discrimination in certain areas.

The Act makes it unlawful for the responsible body of a school to discriminate against, harass or victimise a pupil or potential pupil:
 in relation to admissions,
 in the way it provides education for pupils,
 in the way it provides pupils access to any benefit, facility or service, or
 by excluding a pupil or subjecting them to any other detriment.

It is unlawful for a school to discriminate against a pupil or prospective pupil by treating them less favourably because of their:

 sex
 race
 disability
 religion or belief
 sexual orientation
 gender reassignment
 pregnancy or maternity

You can follow the link below to access the full document Equality Act- Advice for schools:


Within our governing body we have a key member responsible for Equality- this is Mrs C. Farias-Fagg. She meets regularly with the head teacher to evaluate the current policy, targets and attends training to keep abreast of any new guidance.

Rothwell St Mary’s Basic Characteristics and Ethnic Groups for 2023 2024 (October 2023)


Equality Target for 2023-2027 (inline with the 4 year recommended cycle):

Equality Target: 2023-2027

As a result of the analysis of internal data our objective is:

To diminish the achievement gap by ensuring there is no significant difference in the progress made by different groups of learners.

We will do this by:

  • Ensure teaching and learning (based on secure assessment) is of the highest standard and is inclusive of all learners.
  • Ensure pupils with SEND, PP, FSM, EAL, make progress in line with, or better than their peers.
  • Ensure that all pupils make progress in line with their peers despite some perceived societal barriers e.g., protected characteristics.
  • Ensure pupils who are below the age-related expectation in Reading, Writing and Maths make accelerated progress.
  • Ensure that the current bottom 20% of learners make adequate progress to allow them to be at an age-related standard.


Equality target for 2019-2023 (inline with 4 year recommended cycle):

Intent: To maintain and improve upon the already high quality and accessible learning environment for all pupils.
  • To become a dyslexia friendly school
  • To increase all professional’s knowledge and skills in identifying needs
  • To provide up to date and relevant CPD for all staff within school
  • To improve accessible resources for pupils with SEND in school

Please follow the link to read impact of the Equality targets:

Equality target for 2019

Below are links to policies which link to the Equality Act:

Accessibility Plan for Disabled Pupils March 2022

Behaviour Feb 2022

Guidance on the right of withdrawal from

SEND Local Offer

SEND-Inclusion-Policy-Oct 22

Work and Families Policy for School Based Staff (July 2016)

Click the links to view admissions policy: