SEND REPORT

Policy details

• Date created - January 2024
• Date reviewed - January 2024
• Date approved - January 2024
• Next review date - January 2025
• Policy owner - Rob Cameron

Introduction to SEND.

It will be helpful at the outset to explain a few terms so that parents fully understand these when you come across them in the report:

• SENDCO is the special educational needs coordinator in the academy.

•  The SEND register is simply a list of the pupils who have special educational needs and disabilities so that the academy can monitor the provision being put in place for the pupils. Pupils can come on and off the register at any time, and of course at Coop Academy Delius this is all our pupils.

• Education Health Care Plans or EHCPs (used to be known as Statements of special educational need) are for children and young people aged up to 25 who need more support than is available through special educational needs support normally provided in school. They identify educational, health and social needs and set out the additional support to meet those needs. There is a process involved in requesting an EHCP assessment that may include getting assessment reports from school, parents, the pupil, educational psychologist and medical people. There is an annual review of an EHCP.

• Quality First Teaching is the expectation that high-quality teaching in lessons will meet almost all pupils’ needs well because teachers will tailor the teaching to different pupils’ needs.

• Curriculum adaptation  is part of quality first teaching and means that pupils may be given different tasks or goals to others, have them presented in different ways or have more adult support in the lesson.

• Interventions are focused teaching programmes designed to enhance a pupil’s knowledge, understanding or skills. They can take place within a lesson or outside of the lesson. They can be for one pupil or for a group of pupils. They run for a set period. They can be run by teachers or teaching assistants. They can cover any aspect of learning but are often to do with enhancing literacy and numeracy skills.

• Personal Learning Goals (replaced our IEP- Individual Education Plan) These are our learning intentions, which are our small step targets which build towards our EHCP annual targets and end of key stage targets. They are written, evaluated and reviewed three times a year and shared with families

1. What kind of Special Educational Needs do we provide for at Coop Academy Delius?

Coop Academy Delius is part of the Coop Academies Trust. We are a Primary special school for children aged 2 – 11 years: we are a ‘generic’ special school. The designations of pupils who attend the academy are Profound and Multiple Learning Difficulties (PMLD), Autism (ASD/ASC) and Severe Learning Difficulties (SLD)

All the pupils have complex and significant needs in the area of cognition and learning as described in the SEND Code of Practice and may be described as having severe/profound and multiple or complex learning difficulties.  

In addition to a learning need, pupils may also have other associated needs in the areas of sensory or medical needs; visual or hearing impairment, multisensory Impairment (MSI, epilepsy, a range of medical conditions, or life limiting conditions, Emotional/social needs, communication and interaction   difficulties; autistic spectrum disorders, speech and language difficulties, physical needs; mobility needs, physical disabilities

All pupils at Delius have an Education, Health and Care Plan (EHCP) or are in the process of being assessed for an EHCP.  

For children with an EHCP, parents have the right to request a particular school and the local authority must comply with that preference and name the school in the EHCP plan unless:  

• It would be unsuitable for the age, ability, aptitude or SEND of the child or young person, or  

• The attendance of the child or young person there would be incompatible with the efficient education of others, or the efficient use of resources.  

Before making the decision to name Delius in a child’s EHCP, the Local Authority (LA) will send the SENDCOs, who have been given delegated power by the Trust and governing body to consider admissions, a copy of the EHCP. The Trust would make admission decisions if the needs of a child were outside the usual remit or had a Palliative Care Plan or Limitation of Treatment Agreement (LOTA). The LA will then consider the school’s comments very carefully before a final decision on placement is made. In addition, the local authority must also seek the agreement of the school where the draft EHCP sets out any provision to be delivered on their premises that have been secured through a direct payment (personal budget).  

Parents of a child with an EHCP also have the right to seek a place at a special school if they consider that their child’s needs can be better met in specialist provision.  

2. How does our school know if children need extra help?

The Education Health & Care Plan identifies the extra help needed. They are reviewed at least annually, or every 6 months for new plans. A review of the plan can be requested at any time.

• Children can be admitted to school on an assessment placement which will identify any extra help needed.  

• Liaison with external agencies as necessary to meet the child’s and family’s specific needs.  

• Concerns raised by parents/carers, external agencies, teachers, or the pupil themselves  

• Screening, such as that completed on entry or as a result of a concern being raised might indicate gaps in knowledge and/or skills.  

• Tracking of progress indicates lack of expected progress; termly and annually in pupil progress meetings and the annual review of the EHCPs.  

• Observation of the pupil indicates that they have additional needs  

• Observations and teaching observations can identify extra help needed  

• Sharing of information and /or concerns with other settings, professionals, parents and carers  

3. What should a parent do if they think their child’s special educational needs and/ or disability are not being met by the school?   

If parents have concerns relating to their child’s learning or inclusion then please initially discuss these with your child’s teacher.  

This then may result in further discussions with the school’s SENDCO and/or Head Teacher

Parents may also contact the SENDCo or the Headteacher directly if they feel this is more appropriate.  All parents will be listened to. Their views and their aspirations for their child will be central to the assessment and provision that is provided by the school, and are at the heart of the Education, Health and Care Plan process called “This is me”  

Questionnaires can be used by parents to alert the school to any concern and or parent/carers can contact us directly.  

4. How will Coop Academy Delius support a child with Special Educational Needs?

All pupils will be provided with high quality teaching that is adapted to meet the needs of all learners. The quality of teaching provided to pupils with SEND is monitored through a number of processes that include:  

• Interactive teaching observations and interactive learning walks by the senior leadership team, external verifiers, including our Trust Regional Director,  peer headteachers and Ofsted  Inspections  

• Ongoing assessment of progress made by pupils with SEND;  

• Work sampling and scrutiny of planning and Personal learning Goals (PLGs) interventions ensure effective matching of work to pupil need;  

• Termly progress  meetings with the  Assessment lead (Pupil Progress meetings) provide advice, guidance on interventions, or adjusted targets offer personalised support.  

• Pupil and parent feedback on the quality and effectiveness of interventions provided will be listened to  

• Attendance and behaviour analysis also inform provision and /or interventions  

All pupils have individual ‘Personal Learning Goals targets set in line with their prior progress, and core areas of their Educational Health and care Plan. Their PLGs (Personal Learning Goals) are written, evaluated and reviewed three times a year; these are moderated and discussed with SLT (Senior Leadership team) through pupil progress meetings and adjusted accordingly to offer challenge and consideration of need.

Aspirational targets are often provided to support maximum attainment or more personalised target setting can consider the impact of illness, or ongoing medical conditions. Parents are informed of these via our reporting systems, at Annual Reviews meetings of ECHPs, and Parents’ Evening/days etc.  

Additional action/interventions (including those for Pupils Premium) to increase the rate of progress will be then identified and will include a review of the impact of the adapted teaching/interventions being provided. If required, additional strategies and further individualisation of the timetable to further support the success of the pupil can be implemented.  

 Where it is decided that further or different special or mainstream educational provision is required to support pupils, parents will be informed that the school considers their child may require additional or different support and their partnership sought in order to improve achievement. This will include inclusion and or transition to mainstream provision.  

If progress rates are judged to be inadequate despite the delivery of high-quality interventions, advice will always be sought from external agencies regarding strategies to best meet the specific needs of a pupil. This will only be undertaken after parent permission has been obtained and may include referral

• Specialists in other schools e.g. teaching schools, other special schools, mainstream schools, Co-op Trust specialist support

• Children’s Social Care  

• Health partners such as School Nurse and Child & Adolescent Mental Health Service (CAMHS)  

• Education Psychology service  

• Parent Partnership  

• Bradford Therapy Services, e.g. health, speech and language, physiotherapy, occupational therapies.    

N.B. For some pupils, whose needs require significantly additional or different support than is provided by Coop Academy Delius, a request will be made to the LA through the Annual Review Process to consider a change of placement for the pupil with SEND. Please see Bradford Local Offer information.    

All our pupils’ access:  

• High staffing ratios dependent on the needs of the pupil

• Support specific to a child’s SEND, e.g.Specialist equipment, Behaviour Support Plans etc.  

• Specialist facilities, e.g. swimming pool, Rebound Therapy  

• Individualised timetables and curriculum taking into account pupils’ individual needs and ages.  

• SEND approaches to support different needs e.g. learning environments for different needs i.e. Autism, Multi/sensory Impairment (MSI), Profound and Multiple Learning Difficulties and Severe Learning Difficulties

5. How will the curriculum be matched to each child’s needs?

The curriculum at Co-op Academy Delius is organised using a pathway approach, the pathways are named using a space theme as chosen by the pupils:

• Rockets (Early Years)
• Galaxies (pupils working within the Engagement Model with complex learning needs)
• Meteors (pupils working below P4 and age related expectations, mainly within the Engagement Model)
• Comets (pupils working towards Pre Key Stage Standards and subject specific learning)
• Astronauts (Pupils working within Pre Key Standards and in subject specific learning)

Pupils will follow one of our five curriculum pathways dependent on the learning styles which best suit their individual needs. All pupils aged 2-5 will start their Delius journey on the EYFS Rockets Pathway The intent for this pathway is for the children to: 

• Settle into school 
• Feel confident when away from family/carers and finding ways to express wants and needs with new people 
• For the children to be supported to access a learning environment for the first time. For example, how to sit, how to concentrate 
• Introduction to the most appropriate communication strategies

Identification of most suitable post-EYFS pathway 

In EYFS, the curriculum is implemented via planned focused activities and continuous provision. 

In Galaxies, Meteors and Comets Pathways, the curriculum is implemented using the EYFS areas of learning  and frameworks are in place for each area of learning to monitor progress.Personalised Learning Goals are worked upon wherever possible also.

The curriculum areas taught in the Galaxies pathway provide new contexts and opportunities to build memory and embed learning.

The intent for this pathway is for the children to: 

• Develop holistically
• Have meaningful sensory experiences
• Developmentally appropriate opportunities 
• Develop their communication strategies
• Have a voice 
• Learn strategies to promote their independence for adulthood 
• Be supported with their Physical development and medical wellbeing
• Access the engagement model (Exploration, Realisation, Anticipation, Persistence, and Initiation).

The Meteors  pathway has been developed for our pupils who require a structured approach to learning. The intent for this pathway is for the children to: 

• Learn via routines and structure
• Develop behaviours for learning
• Have opportunities for purposeful communication
• Develop retention of skills over time
• Have irresistible opportunities to engage
• Access the curriculum through the provision i.e. using spaces creatively to develop and retain skills
• Have the opportunity to re of learning opportunities
• Work with real-life concrete objects and to have experiences to give context to the curriculum
• Be exposed to life skills in preparation for adulthood

In Comets  Pathway, the curriculum is implemented via a combination of timetabled class, group and individual sessions involving formal learning organisation and less formal provision area opportunities. 

In Astronauts Pathway, the curriculum is implemented via discrete subject-specific and timetabled lessons in both the classroom and wider-school environments. 

The Astronauts pathway has been developed for our pupils who require access to a subject specific curriculum. The intent for this pathway is for the children to: 

• Demonstrate skills through exciting activities in lessons
• Develop of long-term memory
• Increase their abstract learning 
• Collaborate with peers within their learning
• To become independent in life skills for the adult to come

6. How will parents know how their child is doing?

• Attainment and progress towards identified outcomes will be shared with parents through feedback at Parents’ Evenings/Days and annually through the Annual Review process and Personalised Learning Goals (PLGs).

• Parents may also find class dojo (a home school diary app)a useful tool to use to communicate with school staff on a more regular basis.  

• Phone calls and texts can be a quick and easy way to share information too.

• Parents are encouraged to arrange an appointment to discuss their child’s progress with the class teacher, or a member of the senior leadership team at any time when they feel concerned or have information they feel they would like to share that could impact on their child’s success.  Please contact the school office who will arrange this appointment for you.

7. How will parents be helped to support their child’s learning?

Please look at the school website. It can be found at www.delius.coopacademies.co.uk and includes links to websites and resources that we have found useful in supporting parents to help their child learn at home. Please visit our website to see the topics that are included within the curriculum.  

• Curriculum topics and ways of supporting learning at home are displayed on the class pages of the website.

• The class teacher may also suggest additional ways of supporting your child’s learning.

• The school organises parent workshops. These are advertised by letter and texts/DoJo and on our website and aim to provide useful opportunities for parents to learn more about how to support your child’s learning.  

• 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 class teacher or senior leader who will locate information and guidance for you in this area.  

• Homework is also provided and parents can request additional support at any time.  Home Tuition when children are not well enough to come to school is provided.  

8. What support will there be for children’s overall wellbeing?

Well-being and mental health support are fundamental to all we do at Coop Academy Delius and through our work with the Coop Trust and through internal appointments we have ‘Mental Health Champions’ and CoCo’s (Coop Academy Coordinator). Both these roles are in place to ensure that all pupils, as well as families have the support required to ensure a safe, happy learning environment.

The embracing of the Coop Trust’s core values ensures that staff always have the pupil’s wellbeing at the centre for all they do.

The school offers a wide variety of pastoral support for pupils. This includes:

• Personal, Social, Health and Citizenship Education (PSHCE) and Relationships and Sex Education (RSE) curricula aim to provide pupils with the knowledge, understanding and skills they need to enhance their emotional, social, cultural, moral and spiritual relationships, knowledge and well-being.  

• The Personal and Social Development (PSD) curriculum supports wellbeing, through our Co-op Academy 4 Core Values (which delivers British values and prepares pupils for life in modern Britain, at an appropriate level for the pupils).

1. Be yourself always
2. Show you care
3. Do what matters most
4. Succeed Together

• A weekly school assembly celebrates success: at any level in any subject or personal development and a range of religious and cultural festivals and events are enjoyed.

• Good attendance is promoted rigorously and celebrated with families and pupils  

• Pupil and Parent voice mechanisms are in place. These are the School Council and the Campus School Council.

• Engaging Families harnesses the voice of families in a range  of areas.  

• After school wellbeing clubs engage children positively to support better behaviour and learning throughout, and to give families a short period of respite.

• Brothers and sisters and other relatives are always welcome in our Engaging and Friends of Delius events and activities and in particular brothers and sisters are supported through our Young Carers’ events  

• Pupils benefit from positive Behaviour Support Plans/Risk Assessments and the very positive ethos in the school to help them feel valued and able to contribute as responsible citizens.

9. Pupils with medical needs.

Pupils with medical needs will be provided with a detailed medical Care Plan(s), compiled by the school nurse, consultants and parents and if appropriate, the pupils themselves.  Palliative Care Plans/LOTAs are also provided to support pupils if required.  

• Staff administer medications, and deliver an agreed range of support, such as gastrostomy feeds.

• Staff complete formal training and are verified by the school nurse as being competent on an annual basis  

• A large team of first aiders, including paediatric first aiders, respond to medical needs and a Key First Aider team supervise the more serious care or medical emergencies.

• All medicine administration procedures adhere to Department of Education (DfE) guidelines included within Supporting Pupils at School with Medical Conditions (DfE) 2015 which includes policy on Administration, storage and disposal of drugs (including controlled drugs) and guidance from the Special Needs School nursing team.  

• There is a clear process across all special schools in Bradford to report any medical issues and share lessons learnt to support best practice, and Delius is key contributor to this  

• Home tuition is available for children unable to come to school for medical reasons

• Liaison with the hospital school and Martin House Hospice  

• Consultant Clinics are held in school regularly  

• School nursing provision is available throughout the school week

• Dentists also hold clinics at school  

• Therapists, such as physiotherapists, speech and language and occupational, visit school regularly and provide programmes for staff to deliver to children

• Continuing Care commission staff to support identified children’s complex medical needs.  

•  Trained mental health champions.

10. What specialist services/facilities are available at Coop Academy Delius?

These are captured in our ‘local offer’ which can be accessed via our website www.delius.coopacademies.co.uk 

The school has access to a range of specialist support that are identified in “The Local Offer”. These includes

• A warm swimming pool and accreditation of swimming and water confidence,
• Rebound and Rebound trainers
• Positive behaviour management and Team Teach tutors
• Specialist teaching and environments for different needs
• Community language support
• Makaton signers and trainers, communication specialists
• Intensive Interaction
• Picture Exchange Communication System (PECS)
• Positive Looking curriculum for VI pupils
• Moving and handling trained staff and key trainers,
• Baby massage,
• Specialist Leaders in Education (SLEs,)
• Chair of Governors is a National leader of Governance.
• Sensory and multisensory learning (‘sensology’)
• Food technology and life skills room
• Soft Play
• Sensory Room
• immersive technology suite
• Road Safety
• The Indonesian Gamelan Musical area
• Outside Learning area and classrooms including Science Garden
• Music and drama room, with a ‘Magic Carpet’
• A dedicated Maths and Science indoor and outdoor area.
• A range of ‘low tech’ and ‘high tech’ ICT and communication devices
• Specialist equipment, such as adapted bikes, trikes, standing frames, walking frames, tracking and hoists throughout school.
• 2 large lifts.
• An inclusive signing choir, inclusion with the campus schools
• 2 school minibuses.
• Access to BMDC  toy library and library staff.
• A parental Involvement Officer is available to support families and coordinate a range of CPD for adults.
• Inclusive learning opportunity with our partner primary schools Dixons MB and Lapage
• BD7 provision at our Princeville site for our more able learners (Astronauts Pathway, 3 classes)

11. What training do the staff supporting children and young people with SEND undertake?

The Continuous Professional Development (CPD) programme is extensive, and covers all areas of school life and delivers good and better outcomes for children and overall effectiveness.  

CPD is delivered annually, termly, and weekly (Wednesday’s)  or as required by external providers and internal experts, to all school staff. Staff also benefit from individual CPD, to support high quality delivery of their role. The programme is driven by the Academy Development Plan, staff performance and professional development priorities, to meet any new initiatives or gaps in skills. CPD is evaluated rigorously to ensure value for money and improved practice.  

CPD in the following areas includes:  

• Effectiveness of Leadership and Management  e.g. Courageous Leadership; Regional leadership Conference
• Schools Financial Value Standard
• National Qualification for Middle Leaders
• Aspiring Leadership,
• SENDCo
• Engaging with Families
• Human Resources Training
• Attendance
• Ofsted Framework(s),Judging teaching and progress over time, external validation of judgments
• Newly Qualified Teacher (NQT) programme and mentor training
• Staff wellbeing
• Appraisal and standards
• SLE and LLE training
• SEND Reviewer training.
• Teaching, Learnin
• Welfare & Medical needs
• Designated Safeguarding leads and deputy refreshers Keeping children safe in education for all staff who work within the school.
• PREVENT, Safer Recruitment, Signs of Safety, Pupil and adult mental health, Staff well being
• Key trainers for Moving and handling and annual & termly Moving and Handling refreshers for all staff
• Intensive Interaction, and sensory processing
• GDPR
• Health and safety, Risk Assessments, Evacuation, in-vacuation.
• Behaviour termly Team Teach for all staff and Team Teach Tutor refreshers, and Behaviour for learning  

The CPD delivers good and better outcomes for children and overall effectiveness.  

12. How will my child be included in activities outside the classroom, including school trips and residential visits?

Coop Academy Delius has a full and active outdoor and community education programme of visits and residentials that allow us to prepare our pupils with the essential life skills for their ongoing education and life after school.

Risk assessments are carried out and procedures are put in place to enable all children to participate in all school activities. The school ensures it has sufficient staff expertise to ensure that no child is excluded from any school provided activity. Outdoor learning is promoted and all classrooms have their own outside spaces.

Our ongoing Accessibility plan will deliver improved outside and inside learning environments over time.  All classes access educational visits at least once a year, many every term and community visits weekly.

These support spiritual, moral, social and cultural development and Community Cohesion, Citizenship, economic development and independence.  

Our Year 6 children are offered a residential visit to Nell Bank in the summer term to celebrate their time in school.  

13. How accessible is our school environment?

Coop Academy Delius is a purpose built school for pupils with severe and profound learning difficulties and disabilities and/or complex needs and Autism on two sites within Bradford; BD3 and BD7.  

The following adaptations have been made to the school environment to ensure that it is more accessible to our pupils:  

• Tracking and hoists are available across the BD3 site.
• Enclosed but inclusive play area in EYFS  
• Improved play area in the structured provision in EYFS
• Sensory room in EYFS  
• Dedicated indoor /outdoor garden, with fence and tap to access science and maths, horticulture etc even in inclement weather
• Soft play area to enable more physical play in a safe and immersive environment.  
• Outdoor learning classrooms and enclosed and safe and musical areas.  
• Introduction of pupil ‘passes’ to allow pupils to be independent around school whilst remaining safe.  
• Enclosed Road Safety area, accessible to all
• MSI classroom, with darkened room for sensory work  
• Black out blinds around school to enhance learning environments and reduce temperatures.
• Corridors are learning environments and provide extra learning spaces  
• Specialist equipment such as specialised chairs, slings etc have been purchased to provide access to learning  
• Improved inclusion across schools with campus schools, facilitated by safe use of adjoining doors.
• Lifts facilitate easy access to anywhere in the school
• Warm pool for accredited water confidence skills and swimming  

Our Accessibility Plan describes the actions the school has taken and plans to take to increase access to the environment and the curriculum. The Accessibility Plan Information is available via the school website or on request.  

14. How will the school prepare/support my child when joining or transferring to a new school?   

A number of strategies are in place to enable effective pupils’ transition. These include:  

Prior to start date:  

• Meetings with SENCO and/ or teacher/Parent Involvement officer
• Home visit by School nurse and the above staff ensuring provision is in place to meet child’s learning difficulties and complex needs.  
• Visits to previous placement by SENCO/Class teacher as appropriate.  
• Planned transition programme with staff from previous placement/home as appropriate  

On entry:  

Close communication between class teacher and/or SENCO once pupil has started school to ensure pupil has settled and is making progress.    

Transition to the next school Primary/mainstream 

Our inclusion model with the campus schools will usually be used to support and prepare children for a move to mainstream.

The transition programme in place for pupils provides a number of opportunities for pupils and parents to meet staff in the new school and to undertake a number of visits prior to starting at the new provision.  

Transition to secondary School 

• The annual review in Y5 for pupils with a statement of educational need or 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.  
• Secondary schools and Coop Academy Delius have an agreed Y5 transition process and very good links and joint working to smooth transitions.  
• In Y6 this programme is increased and will include parental /carer visits to the local secondary special schools, pupil visits and the class teachers of both schools will meet to discuss the needs of pupils with SEN in order to ensure a smooth transition.  
• By February of the pupil’s last year at Coop Academy Delius, parents/carers’ choices will be confirmed by the Local Authority to state their preference for secondary provision. This will be reflected in the EHC plan.  
• Accompanied visits to other providers may be arranged as appropriate.  

• The records of pupils who leave the school will be transferred within five working days if at all possible.  

15. How are the school’s resources allocated and matched to children’s special educational needs?  

For our pupils who have an EHCP, this decision will be reached in agreement with parents, and the LA when the EHCP is being produced or at an annual review

The school receives funding to respond to the needs of pupils with SEND from a number of sources that includes:  

• An amount per pupil from LA.  
• An additional amount per pupil from the LA High Needs SEN Funding allocation according to severity and complexity of need.  

This funding is then used to provide the staffing levels, equipment and facilities to support our pupils as well as:  

• Specialist equipment  
• Specialist teaching  
• Small group tuition  
• Home /hospital tuition/visits.
• Specific support to parents and families.
• Partnership working with other settings.  
• Access to community facilities  
• Access to school nurses and wider health professional support.  
• Implementation of strategies from support agencies.  

In addition:  

• The Pupil Premium and Early Years Pupil Premium funding provides additional funding for pupils who are claiming Free School Meals, who are in the care of the local authority or whose parents are in the Armed Services. The deployment of this funding is published on the school website.

• PE and Sports Grant. The deployment of this funding is published on the school website.  

16. How will I be involved in discussions about and planning for my child’s education?

This will be through:

• Discussions with the class teacher, SENCO or senior leadership team member during EHC Plan meetings
•  During parents’ evenings/days

• At meetings with support and external agencies.

• Parents are asked to make an appointment at any time to discuss the concerns and to ensure the school is meeting their child’s needs.    

Please see the Parental Engagement Policy for further details which is on our school website www.delius.coopacademies.co.uk

17. Who can I contact for further information or if I have any concerns? 

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
• The SENCO or members of the SLT (Senior Leadership Team)
• The Headteacher
• Any Governor, including Parent Governors: their contact details are on the website or they can be contacted via the school office on 01274 666472.  

Additional Support services for parents of pupils with SEN include:  

• Barnardo’s Bradford Parent and Young People’s Partnership Services (PYPPS) offer independent advice and support to parents and carers of all children and young people with SEND. The nearest branch can be contacted on 01274 481183 from 9am until 5pm Monday to Friday or through the internet, or in person at Barnardo’s, Queen’s House, Queen’s Road, Bradford BD8 7BS.  

• The PYPPS will also provide information on how to access an Independent Supporter for those parents whose children are being assessed for an EHCP. Independent Supporters aim to provide guidance to parents regarding the EHCP process. A FAQ factsheet on Independent Supporters is available. See also their information sheet at the end of this document.  

• For parents who are unhappy with the Co-op Trust,  Local Authority or school responses to their child’s SEND, parents may seek mediation from the regional mediation services. Information on this free service is available.

• Parents and carers can also appeal to the Government’s SEND tribunal if you disagree with the LA’s decisions about your child’s special educational needs. You can also appeal to the tribunal if the school or council has discriminated against your disabled child. Information on this process is available at the PYPPS.  

• We are able to access a range of additional translation services in a number of languages including, Urdu, Punjab, Czech and Slovak interpreters are available.