Support for Parents
We know that being a parent of a child with additional needs can sometimes be challenging and overwhelming (we know it is also very rewarding!) so this page has been developed to support you in understanding what we offer as a school as well as providing information about support available for your child.
Throughout the school day children with additional needs are supported in a variety of ways. The document below helps you to understand more about ‘A day in the life’ of a pupil with special educational needs.
A Day in the Life of… a pupil accessing SEN support at Greasbrough Primary School
When school or parents have initial concerns about a young person and their academic progress discussions take place and an Early Identification Form (EIF) is put in place to monitor the progress of the child. This is discussed at Parents Evening and a decision made as to whether the child needs adding to the Special Educational Needs Register.
Early Identification Form (EIF)
You may find the following documents useful in supporting you to gain a better understanding of support available to your child.
Policy on Special Educational Needs and Disabilities (SEND) and Inclusion
Accessibility Plan
WTA Local Offer
Mainstream Core Standards
Graduated Response
What Ofsted Said?
We are very proud of the provision in place for children with additional needs and these are some of the positive comments from our last OFSTED inspection on how we support these children.
January 2026
Leaders are determined to ensure that pupils’ needs are met. They understand the challenges that many pupils face and are ambitious for these pupils to achieve well. Staff are trained well to support pupils with special educational needs and/or disabilities (SEND).
Effective systems ensure that staff swiftly identify pupils who require additional support. These systems are in place across the school and at the specially resourced provision for pupils with SEND. They ensure that pupils receive timely intervention to help them
overcome barriers to their learning and development. Leaders evaluate the impact of their actions and ensure that support is reshaped where necessary. The school works closely with families and external professionals to provide tailored support. As a result, pupils receive help that is effective and typically matched well to their needs.
April 2018
“You and your effective senior leaders have maintained a strong trajectory of improvement since the previous inspection. You are determined that pupils, many of whom have considerable difficulties in their lives, should achieve the very best they can. As a result, teachers and teaching assistants have demanding expectations of what pupils can do. Pupils respond well to these expectations and reach very high standards in reading, writing and mathematics by the end of key stage 2. Pupils who have special educational needs (SEN) and/or disabilities make strong progress. This is because you and your team ensure that they are supported very well in overcoming their difficulties and that small steps of progress are celebrated.”