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Special Educational Needs and Disability

Local Offer

Visits can be arranged to the school. Please contact the school office on 01274 666472 and ask to speak with the Special Educational Needs Coordinator (SENCO) Emma Hardaker.

Bradford Local Authority arrange admissions to special schools. The Local Offer provides a wealth of information for parents and carers as well as schools.

Current SEND Information

You can read our full SEND Policy here

From the very start of the inspection the whole leadership team demonstrated their passion for improving outcomes for every child who attends the school.

Ofsted March 2017

Our Aims

The aims of our policy and practice in relation to special educational need and disability in this school are:

  • To ensure that the provision provided by Co-op Academy Delius enables all children to benefit from “Safe, Happy Learning”.
  • To ensure all pupils have access to a challenging and creative curriculum that is broad and balanced and responds to the four broad areas of need:

– communication and interaction

– cognition and learning

– social, mental and emotional health

– sensory /physical

  • To ensure all pupils are able to take an enjoyable and active part in the life of the school community, and so promote and contribute to Community Cohesion.
  • To ensure all pupils reach their full potential regardless of SEND in an environment where every step of progress is recognised and celebrated.
  • To request, monitor and respond to parent/carers’ and pupils’ views in order to evidence high levels of confidence and partnership, through Engaging with Families and the Delius and the Campus Pupil Councils.
  • To ensure a high level of staff expertise to meet pupil need, through well targeted continuing professional development.
  • To support pupils with medical conditions to achieve full inclusion in all school activities by ensuring consultation with health and social care professionals in order to meet the medical needs of pupils; and to provide home tuition and support hospital tuition.
  • To work in cooperative and productive partnership with the Local Authority and other outside agencies, to ensure there is a multi-professional approach to meeting the needs of all vulnerable learners.

How we support a child with SEND

All pupils will be provided with high quality teaching that is differentiated 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, SENDCo, external verifiers, including LA Officers (if receiving support), peer headteachers and a registered Ofsted Inspector, Inspections
  • Ongoing assessment of progress made by pupils with SEND
  • Work sampling and scrutiny of planning and Individual Education Plans (IEPs) ensure effective matching of work to pupil need
  • Termly teacher meetings with the SENDCo/ 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 informs provision and /or interventions

All our pupils access:

  • High staffing ratios
  • Support specific to a child’s SEND, e.g. Standing frames, Behaviour Support Plans
  • 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

How we match the curriculum to your child’s needs

Leaders of Learning (teachers and Higher Level Teaching Assistants), plan using pupils’ achievement levels, differentiating tasks to ensure progress for every pupil.

  • The curriculum and the learning environment will be adapted to reduce barriers to learning and enable them to access the curriculum more easily.
  • These adaptations may include strategies suggested by the SENDCo and/or other specialists.
  • In addition if it is considered appropriate, pupils may be provided with 8 specialised equipment or resources such as Information Communication Technology (ICT), alternative/augmented communication devices and/or additional adult help.
  • Different learning environments are provided for different needs, whatever the age of the pupils; e.g. Structured Provision for those who benefit from Autistic approaches to learning, in Early Years Foundation Stage (EYFS). Key Stage 1 and Key Stage 2, Multi-sensory environments for those who require this, etc.

The curriculum is carefully considered and is tailored well to meet pupils’ needs. The focus on the areas of learning (rather than national curriculum subjects) is the right one. The core curriculum is enhanced and enriched by a good variety of activities and experiences, both within lessons and at other times of the day.

Further support for your child

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 Delius’ Charter of Rights (which delivers British values and prepares pupils for life in modern Britain, at an appropriate level for the pupils). 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 Delius School Council and the Campus School Council. The Engaging Families harnesses the voice of families in arrange of areas.
  • Lunch time and after school clubs engage children positively over the lunch time to support better behaviour and learning throughout the day, 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.

Staff show an exceptional level of care for the pupils. The children are truly at the centre of everything the school does. This can be seen in their confidence in lessons, in their relationships with staff, and in the way in which pupils respond to visitors.

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 pupil 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 pediatric, 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 form the Special Needs School nursing team.
  • There is a clear process across all special school 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
  • Liaison with the hospital school and Martin House Hospice
  • Consultant Clinics are held in school regularly
  • School nursing provision is available for some of the day
  • 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.
  • A trained mental health champion