In partnership with

Our Lady of Lourdes, Bradley Boulevard, Sheepridge, Huddersfield, HD2 1EA

01484 310700

Our Lady of Lourdes Catholic Primary Academy

Ofsted an Parent View
Diocese of Leeds

We are proud to work with all the Catholic schools across our two local authority areas, particularly as the Trust grows and benefits from the expertise and knowledge that other schools joining in the future will bring.

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Special Educational Needs

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Special Needs Offer

“enabling every member of our school community to develop to the full, their unique gifts and talents, for the benefit of themselves and others.”

We are committed to giving all of our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. The achievements, attitudes and well-being of all our children matter. This policy helps to ensure that this school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background.  We will achieve this through:

  • A belief that every child matters

  • The creation of a safe, secure environment which is enjoyable, stimulating and challenging, where everyone, regardless of gender, race or cultural background, is valued as an individual

  • A broad, balanced, differentiated curriculum aimed at fostering the individual’s religious, intellectual, spiritual, social, emotional, physical and aesthetic development

  • Setting high standards and striving for excellence in all that we do in school so that our children may have the opportunity to fulfil the Christian quest for excellence in all that they do.

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SENCO Contact Information

Inclusion Manager: Ms Hendrick

Contact details:

Telephone - 01484 310700

Email -

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Support and Provision

Communication and Interaction:

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others.  This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication.  The profile for every child with SLCN is different and their needs may change over time.  They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.


Social, Emotional and Mental Health Difficulties:

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways.  These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.  These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained.  Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

Sensory and/or Physical Needs:

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time.  Many children and young people with vision impairment (VI), hearing impairment (HI), multi-sensory impairment (MSI) or a physical disability (PD) will require specialist support and/or equipment to access their learning and to have the same opportunities as their peers.    

Cognition and Learning:

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation.  Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.


The following is a list of interventions and support we can offer to children at Our Lady of Lourdes Catholic Primary Academy:
Communication and Interaction Social groups and talk group e.g. Time to Talk, Talkabout, Language for Thinking, Lego Therapy
Home/School Communication book, Vocabulary books and specific vocabulary teaching e.g. Word Wizard - pre-teaching and post-teaching vocabulary and colour coding.
Social, Emotional and Mental Health 
Catholic Care
Behaviour Charts, logs or diaries
Behaviour Support, Lego Therapy. Nurture Activities, Zones of Regulation, Family Support Workers
Sensory and/or Physical, Motor Skills groups, Calm Corners, Sensory Breaks 
Cognition and LearningMaths: Numicon, Small Intervention Groups, Homework Groups - Y6 -1:1 Tuition, Precision,  Teaching Plus 1Power of 2English: Small Intervention Groups - focusing on spelling and handwriting, Homework Groups - Y6 - 1:1 Tuition1:1 Reading Recovery, Differentiated phonics Toe by Toe


Links To Other Agencies


Kirklees Local Offer

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

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Frequently Asked Questions

What should I do if I think my child needs extra support?

How do you identify Special Educational Needs or a Disability?



How do you assess and record the progress made by children with a Special Educational Need?

Formal and Informal Assessments
Through the Quality First Teaching Approach, teachers assess the progress made by all children on a daily basis, through their understanding shown in class, the work they produce, and through detailed marking. 

More formal teacher assessments are made termly and are monitored by the school’s tracking system.  This helps identify any children who are not making expected progress and who may benefit from further support and interventions.  

Provision Maps
Provision Maps identify any further needs and provision offered by the class teacher and teaching assistant alongside their usual lessons.  They may occur in small groups or one to one with an adult. 

Provision maps are reviewed each term by the class teacher.  Class teachers have responsibility for drawing up, reviewing, assessing and updating their Class Provision Map.  A level is recorded at the beginning and end of the term, to monitor the child’s progress and the success of the intervention.  Children may begin a new intervention at any time in the term if it is felt that it would enhance their learning. Further information can be made available for parents on request.


Additional Needs Plan
Some children on SEN Support will require a higher level of intervention than others, and advice from outside agencies may be sought.  For these children, an Additional Needs Plan will be produced, with individual targets.  An ANP details the child’s successes, needs and access arrangements.  Targets will be set and reviewed termly with the child, Parents, Class Teacher and SENCO.  Outside agencies may be involved in the target setting and reviewing process. 


My Support Plan
If multiple agencies are involved with a child or a child is showing needs across more than one area, a My Support Plan will be written with the child's family, SENCO, teacher and other involved agencies.  This will collate all information about the child and bring together the targets the child will be working towards in their areas of need.  This will be used instead of an ANP and will be updated every term.  It will address long term and short term targets for the child and looking at what needs to be done to achieve these targets.  If progress is still not being shown through the use of a My Support Plan it may be decided to put the child forward for an Education, Health and Care Plan.


Education, Health and Care Plan
If an EHC Plan has been provided by the Local Authority, this will be reviewed each year at an Annual Review Meeting.  This will involve the child, Parents, Class Teacher, Support Staff, SENCO and Outside Agencies meeting to discuss the progress made towards the long and short term outcomes.    

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Disability Access

All schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. These duties are anticipatory – they require thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage. Schools also have wider duties to prevent discrimination, to promote equality of opportunity and to foster good relations. (SEND COP 2014)

The School Disability Access Plan can be viewed below/docs/Policies/Disability_Access_Plan_2021-2023.pdf


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Entry to Our Lady of Lourdes Catholic Primary Academy:

Internal Transition e.g. new class, new key stage:

External Transition: e.g. new school, high school.

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Key Staff

SEN and Disability Information Report