SEN Information Report 2024-25

I have worked at Whitefield  in a number of different roles, and  as Headteacher I believe that having strong Inclusive Practice is essential to enable children to thrive and learn.

As Deputy Headteacher and Inclusion Manager (SENCo) I lead our approach to Inclusion across school. I have completed the NaSENCo qualification and I am a qualified SENCo  (since 2018) committed to the school community of Whitefield. I have a Natural Sciences degree with a major in  Experimental Psychology from Cambridge University and have a life long interest in Child Development. I have also been Early Years Lead at Whitefield and a Quality Improvement Officer for the local authority teaching the Early Years SENCo qualification across three local authorities. 

I also hold the National Professional Qualification for Headship and the Senior Mental Health Award

• I support and deploy the Inclusion team to help our children thrive

• I promote improvements in teaching; offers examples of good practice

• Keeps up to date with current legislation and  I seek training to develop me and my team to meet the needs of all our children and support our families

• Ensures all staff recognise and fulfil their statutory responsibilities to pupils with SEND

• I am also a Safeguarding lead focussed on keeping all our children safe

My contact is mbeale@whitefieldprimaryschool.co.uk  

You can call me via the school office 0151 -263 5976

My job is Early Years Lead. I am also a qualified and experienced SENCo. 

• I provide leadership, direction and management to ensure sustained improvement of the Early Years 

• I play a major role in the development of high quality teaching and learning in the Early Years Foundation Stage and lead the team in the development and delivery of a high quality, creative and stimulating curriculum. 

• I keep up to date with current developments in teaching and learning particularly in the Early Years Foundation Stage and Early Reading and  share this with staff. 

• I am a Safeguarding lead focussed on keeping all our children safe

My job is Family Liaison and Safeguarding Officer

I support families in any areas needed, especially to attend school, working with the family to find out if there are barriers to school attendance and to break those down. Sometimes that also means supporting a child who is anxious or emotional about attending school, or working to overcome issues with friendships and realtionships.

My role at Whitefield is the ‘Assistant SENco’. I have a degree in Childhood studies and a Masters in Psychology focusing on child development and educational psychology. Since beginning University in 2016, I have worked in many different areas of supporting children with SEND, including therapeutic support for children with ADHD, Autism and social and communication needs, working in specialist provisions and supporting education for children with SEND.

My role as Assistant SENco includes...

• Working 1-1 with children to provide therapeutic sessions to support social, emotional and mental health needs.

• Ensuring children have reasonable adjustments in place to meet their needs and to help break down any barriers to learning in school.

• To be a voice for inclusion within school and to promote our ethos of no outsiders.

• To provide support for teaching staff around inclusion and SEND.

My role at Whitefield is the Specialist Reading Teacher and the Mental Health and Well-being lead. I am a trained Reading Recovery Teacher and have been offering Reading and Writing interventions for over ten years. At Whitefield we believe teaching every child to be a reader  is one of the greatest gifts we can give. Reading can take you to places you have never been to before.

I am  qualified in delivering the Therapeutic programmes of Drawing and Talking, Sand Play and the Tree of Life project. I am a qualified Yoga and Mindfulness Teacher which I use in helping to improve our children's and staff well-being. My practise also helps to give our children strategies to help themselves when dealing with their emotions now and also throughout their lives. I am dedicated to improving the outcomes for all our children through building confidence, resilience and self esteem.

Time to Talk sessions take place every day, this is when I am out on the playground checking in with our children and also giving them time and space to talk.

Our SEN Governor is responsible for

·      Ensuring they are informed about SEN systems and practices in school through meetings and school visits

·      Ensuring that the progress of learners with SEN is closely monitored through reviewing and understanding

·      internal and external data

·      Understanding how the notional SEN budget is used and ensuring that wider financial decisions do not adversely impact on the support for pupils with SEN

·      Understanding the national and local context of SEN support

·      Using their school visits to inform themselves about the work the SENCO is leading

·      Ensuring that the views of pupils and parents/carers in relation to the SEN provision that is being made are sought

·      Building a trusting and supportive relationship with the SENCO

·      Ensuring the provision of an annual report on SEN with input from SENCO and Governing Body Committee which is published on the website and updated annually.

• Lee has worked as an Educational Psychologist across Liverpool and Merseyside since 2013.

• Following a previous career in secondary school teaching and mentoring, Lee has developed his initial interests in the impact of social deprivation on emotional and educational outcomes for children, into a far-reaching interest in all aspects of child and educational psychology across the age ranges.

• Lee has worked on diverse projects ranging from developing and implementing nurture provisions for Early Years children with social and emotional difficulties, to developing autism training for secondary school staff. Lee is passionate about breaking down the barriers that can prevent children and young people from using education as a springboard to self-actualisation.