,
Message sent from:

SEN Information

Introduction

At varying times in their school career a child or young person may have a special educational need. The Code of Practice defines Special Educational Needs and Disability (SEND) as:

“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 them. A child of compulsory school age or a young person has a learning difficulty or disability if they;

a) Have a significantly greater difficulty in learning than the majority of others the same age; or
b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”

If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum.

SEND support for pupils will be provided for those with significant needs in:

  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory and/or physical
  • HOW ARE CHILDREN IDENTIFIED AND HOW ARE NEEDS ASSESSED?

    The SEND Code of Practice 2014 makes it clear that teachers are responsible for the progress and development of all the pupils in their class, and that high quality teaching, differentiated for individual pupils, is the first step in responding to pupil needs. However, some pupils may require support that is 'different from and additional to that of their peers'.

    At Hylands we use a variety of assessments to identify the additional needs of our pupils. The class teacher is usually the first person to identify a need or learning issue; they will then endeavour to address these using a variety of resources and teaching strategies including intervention groups, individual or small group support or different teaching methods. We also use Base-line assessments at key stages, specific assessments such as Speech Link as well as formal and informal assessments led by the class teacher. On-going concerns are referred to the school Special Needs Coordinator (SENCO). Parents will be informed by the class teacher if there are any concerns.

    In addition, the school receives support from a range of external professionals, depending upon the nature of the child's special education need and/or disability. 

  • HOW DOES THE SCHOOL EVALUATE THE EFFECTIVENESS OF ITS PROVISION FOR PUPILS?

    If pupils fail to make expected progress we will put planned, targeted support in place. All interventions and their effectiveness are monitored by both the class teacher and the SENCO. Interventions offered at Hylands include reading, writing, spelling and phonics, numeracy, social interaction skills, social communication skills, speech and language, and the 5 P programme. Pupils who receive specific interventions are regularly reviewed to ensure that any additional support is making an impact on their well-being and learning.

  • HOW WILL PARENTS/CARERS BE CONSULTED AND INVOLVED WITH THE EDUCATION OF A CHILD WITH SEND?

    If parents/carers have any concerns about the progress or attainment of their child they should firstly make an appointment to meet with the class teacher.

    At Hylands we work in partnership with parents/carers. Each child has a home/school planner where communications can take place. We also hold formal parent/carer consultation meetings twice a year.

    We operate an ‘open door’ policy for parents/carers. This means that there is always an opportunity for parents/carers to make an appointment via the school office or their child’s planner.

    As a parent/carer you are also welcome to discuss your child’s education and progress with the school SENCO (Ms V Thomas), however, it is expected that concerns are first raised with the class teacher. Appointments should be made via the school office.

  • HOW WILL PUPILS BE CONSULTED AND INVOLVED WITH THEIR EDUCATION?

    At Hylands we involve all pupils in self-assessment and review of their work (Marking Policy). Children with SEND are encouraged to participate in the reviewing and planning of their targets. They are invited to review meetings to contribute their views and can be supported in this by a Teaching Assistant or other member of staff as appropriate.

  • HOW ARE CHILDREN SUPPORTED WHEN MOVING BETWEEN KEY PHASES?

    Many children find moving from one phase to another challenging and pupils with SEND will often need special support to achieve a smooth transition.

    When joining our Nursery, all children have a home visit from Nursery staff. The pre-school provision of children already identified as having SEND will contact Hylands to arrange a Person Centred Review where staff from both settings and parents can discuss the particular needs of the child.

    On transition to Reception, all SEND children should have a Person Centred Review. 

    When pupils transfer to their next year group, relevant staff and the SENCO will meet to pass on all important information about the children – their educational and welfare needs. A 'Transition Action Plan' will then be produced and monitored by the SENCO.

    On transition to Secondary school, the SENCO will liaise with staff from the secondary schools to arrange a Person Centred Review for staff, parents and the pupil. Some pupils will need additional visits to their secondary school and this can be arranged.

  • HOW WILL PUPILS WITH SEND BE TAUGHT?

    Pupils at Hylands are taught mainly in mixed ability groups with some setting for Phonics. Class teachers differentiate appropriately for all groups or individuals in their class. Some pupils will need extra support within the classroom, in a small group or individually. The class teacher may liaise with the SENCO for additional advice, support and strategies. Some children with SEND will receive specific interventions to further aid access to the curriculum and foster independence; these will be carried out by trained Support Assistants.

  • HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?

    The school and outside areas are fully accessible for wheelchair users. We have a lift to the first floor ensuring that all children can be fully involved in the school. We have accessible toilets on both floors. For visitors we have disabled parking bays and a ramp up to the main school entrance.

    If any specialist equipment is required for a pupil we will consult with agencies such as Occupational Therapy and Physiotherapy.

  • WHAT SPECIALIST TRAINING, SERVICES AND EXPERTISE ARE SECURED BY THE SCHOOL?

    All staff can access external and in-house training to support their continued Professional Development. This enables staff to develop and build their skills and knowledge to meet the needs of all pupils, including those with SEND.

    The SENCO is a qualified teacher with a wide range of experience of SEND and continues to attend training which supports the pupils.

    At Hylands we have had a variety of training in a number of specific areas such as: Speech, Language and Communication (SCLN), Makaton, ICT and Computing, Positive Handling, Specific Learning Difficulties and ADHD.

    We are able to access a number of outside agencies for support including: Educational Psychology, Behaviour Support Service, Speech and Language Therapy, School Nurse, Occupational Therapy, Physiotherapy, Social Care, Havering Learning Support Service and Havering EMA & EAL Team. The SENCO is responsible for communicating with outside agencies and parents will be advised when it is thought necessary for them to be involved.

  • HOW WILL PUPILS WITH SEND BE ENABLED TO ENGAGE IN ACTIVITIES OUTSIDE THE CLASSROOM INCLUDING SCHOOL TRIPS?

    At Hylands we are able to provide a wide variety of extra-curricular activities which are available to all pupils, regardless of their ability. All children are encouraged to take part in all trips and reasonable adjustments will be made to facilitate this. This may mean having - where possible -extra or specially trained staff in attendance. We are also able to provide extra support during break and lunch times.

    Pupils with SEND from Hylands can take part in Para sports events and recently have excelled in both the London Youth Para Games and the Primary Pentathlon. A new club is being formed whereby pupils of all abilities can play various Para sports including Boccia and Goal Ball. SEND pupils are invited to attend such events during holiday times.

  • WHAT SUPPORT IS THERE FOR THE OVERALL WELL-BEING OF PUPILS?

    At Hylands we support pupils to achieve their potential both academically and socially. We strive to build positive relationships with all our stakeholders through our curriculum and extra-curricular activities.

    We are able to administer on-going medication to pupils through the Managing Medicines guidelines and a number of Support staff are trained in First Aid to this purpose. Some staff have extra training to be able to care for specific needs such as Diabetes, Anaphylactic Shock, reaction to allergies (EpiPens) etc.

  • WHAT IS THE LOCAL OFFER AND WHERE CAN I FIND IT?

    Each Local Authority publishes a Local Offer which sets out information and provision for pupils with SEND across the borough. The Local Offer for Havering can be found at www.havering.gov.uk/directory

  • CONTACT DETAILS

    SENCO – Ms V Thomas. Contact: via the school office 01708 743704 or by email: office@hylands.havering.sch.uk

    Governing Body – Chairperson Grace Walker. Contact: as above via the school office.

    Parents in Partnership – an independent agency who support parents/carers of pupils who have SEND, particularly when parents/carers are going through the process of Statutory Assessment for their child. Contact: 01708 433885.

    SEN Manager for Havering – Contact: 01708 433931

X
Hit enter to search