Wakefield Snapethorpe Primary School
Caring for All;Learning for Life
Special Educational Needs Information
Welcome to our Special Educational Needs and Disabilities (SEND) information page. We hope you find this information useful in understanding the many ways we support your child to achieve their full potential and prepare for a successful transition into adult life.
At Snapethorpe Primary School, we are committed to offering an inclusive and ambitious curriculum that ensures the best possible outcomes for all pupils, whatever their needs or abilities. We have the same high expectations for every child and follow Wakefield Local Authority’s admissions policy, ensuring that no child is discriminated against.
Our SEND provision is led by Mrs J. Carr (SENDCO) and Miss M. Pratt (Assistant SENDCO). We pride ourselves on creating an inclusive, nurturing environment where every child is valued, supported, and able to thrive. We actively welcome parents and carers into a strong partnership with school, working closely together to secure the best outcomes for each individual pupil.
Our SEND leaders are knowledgeable in current policy and practice and work closely with school leaders and staff to ensure best practice is consistently embedded across the school. As a member of the Senior Leadership Team, Mrs Carr (SENDCO) plays a key role in driving strategic decision‑making and championing inclusive practice across Snapethorpe Primary School. Staff receive high‑quality training (CPD) and work alongside external professionals where necessary, enabling them to adapt their teaching and provision effectively to meet the individual needs of pupils.
Snapethorpe Primary School has a strong track record of supporting pupils with SEND through robust transition processes, clear leadership, and a positive, reflective approach from all staff. We believe in continuous improvement and remain fully committed to helping every child reach their full potential.
Concerns or Complaints:
We are committed to being a fully inclusive school where all members of our community are treated fairly and equally. By working in partnership with children, families and external agencies, we ensure that every child receives the support they need to access all aspects of school life. If you ever have concerns that your child may be displaying, or beginning to display, traits of an area of need, we encourage you to speak to us as early as possible so that we can support them effectively. We respect each child as an individual and have high expectations and aspirations for all.
Raising a Concern About Your Child
If you have any questions or concerns about your child’s development, learning or wellbeing, please speak to your class teacher in the first instance. Early conversations help us understand your child’s needs and ensure that the right support can be put in place quickly.
If you feel you need further advice or support, you are welcome to contact our SENDCO, Mrs Carr, who will be happy to discuss your concerns and next steps.
Making a Complaint
If, after speaking with your child’s class teacher and the SENDCO, you remain concerned and wish to make a formal complaint about the school’s SEND provision, please follow the school’s Complaints Procedure.
Further Information
Please see the information below for additional guidance. If you require any support or would to ask further questions please email senco@snapethorpeprimary.co.uk
SEN Admission Information
Children with an Education Health and Care Plan
5.1 Children with identified Special Educational Needs have a significantly greater difficulty learning than their peers and/or cannot access learning without significant adaptations to the school facilities. This typically means that additional support will be required for them in order to access learning. Further information can be obtained from the SEND Code of Practice (January 2015), Special Educational Needs Assessment and Review Team (SENART) or the Special Educational Needs and Disability Information and Support Services (SENDIASS).
5.2 Admission authorities:
Must consider applications from parents of children who have special educational needs or disability (SEND) but do not have an Education, Health and Care Plan (EHCP) on the basis of the published admissions criteria as part of the normal admissions procedures;
· Must not refuse to admit a child who has SEND but does not have an EHC Plan because they do not feel able to cater for those needs;
· Must not refuse to admit a child on the grounds that they do not have an EHC Plan;
· Must not discriminate against any child or young person who has an SEN or disability and must make reasonable adjustments as set out in the Equalities Act (2010) so that they can be admitted to the school where they do not have an EHC Plan.
5.3 Children with an Education, Health and Care Plan (EHCP) are dealt with under a different mechanism. Any child with a school named on their EHC Plan will automatically gain a place at the school named via the statementing process. Any child with an EHC Plan who is admitted to a mainstream community/voluntary controlled school will be counted against the school’s admission number.
What is Special Educational Needs?
A child or young person has SEND 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:
a) has a significantly greater difficulty in learning than the majority of others of the same age, or
b) 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.
A child under compulsory school age has special educational needs if he or she is likely to fall within the definition in a) or b) above when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014).
What are the area of needs?
Communication and interaction
Children and young people with speech, language and communication needs (SLCN) may find it difficult to communicate effectively with others. This could involve challenges in expressing their thoughts, understanding what is being said to them, or using the social rules of communication. Pupils with Autism Spectrum Condition (ASC), including Asperger’s Syndrome and Autism, may also experience particular difficulties with social interaction and communication.
Cognition and learning
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;
- 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;
- specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Social, emotional and mental health difficulties (SEMH)
Children and young people may face a variety of social, emotional and mental health needs, which can present in many different ways. They might become withdrawn or isolated, or they may display challenging, disruptive, or distressed behaviour. Some pupils may also have underlying conditions such as Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), or attachment-related difficulties.
Sensory and/or physical needs
Some children and young people require special educational provision because a disability prevents or limits their ability to access the facilities typically available in school. Pupils with vision impairment (VI), hearing impairment (HI) or multi‑sensory impairment (MSI) may need specialist support and/or equipment to fully participate in learning. In addition, children and young people with a physical disability (PD) may require ongoing support, adaptations, or specialist equipment to ensure they can access all opportunities alongside their peers.
The Equality Act 2010 states that a disability is ‘a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’.
‘Long term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer.
Children and young people with such conditions do not necessarily have SEND.
Our SEND Provision Rooms
At Snapethorpe Primary School, we are committed to ensuring that every child receives the support they need to thrive. To meet the wide range of needs within our school community, we have developed a number of dedicated provision spaces that provide personalised support for children with additional needs.
These include Seedlings, which supports pupils with Social, Emotional and Mental Health (SEMH) needs through nurturing approaches inspired by Nurture principles; Blossom Room, our Social Communication and Language Provision for pupils with speech, language, communication and interaction needs; and Daffodil Room, our sensory circuit room, designed to support sensory processing, regulation and readiness for learning.
Each provision offers a safe, nurturing environment where children can develop confidence, independence and the skills they need to succeed both academically and socially.
Please click on the links below to find out more about each provision and how they support our children.
Support for Parents
SEND Local Offer
Wakefield SENDIASS
SENDIASS stands for Special Educational Needs and Disability Information Advice and Support Service. We offer free and impartial information, advice and support on Special Educational Needs and Disability (SEND) for parents, carers, children and young people living in Wakefield and district. We provide a confidential service that covers SENDIASS and Pre and Plus Working support. We empower individuals through the provision of information, advice, support and signposting on a variety of matters including education, health, social care, and leisure.
SEND Parent Support Group
Each Monday, during term time, at The Castle Family Hub parents and carers come together to share knowledge and support each other around their experiences living with children with diagnosed or emerging SEND Needs, in a relaxed, welcoming environment.
Contact The Castle Family Hub for more information:
255 Barnsley Road
Wakefield
WF1 5NU
01924 303376
Challenging Behaviour at home
