Hylands Primary School

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 Inclusion Lead. 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. 

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 Inclusion lead. Interventions offered at Hylands include reading, writing, spelling and phonics, numeracy, social interaction skills, social communication skills, speech and language. There are also interventions for well-being by trained and experienced LSA’s (ELSA). Pupils who receive specific interventions are regularly reviewed to ensure that any additional support is making an impact on their well-being and learning.

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 closely 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 through their child's class teacher.

Each child identified as having an additional need will have a Pupil Passport/Individual Learning Plan, drawn up by the class teacher and which parents are invited to contribute to. These are reviewed termly.

As a parent/carer you are also welcome to discuss your child’s education and progress with the school Inclusion lead (Mrs T Jordan), however, it is expected that concerns are first raised with the class teacher. Appointments should be made via the school office.

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.

Each child identified as having an additional need will have a Individual Learning Plan, drawn up by the class teacher and which pupils are invited to contribute to. These are reviewed termly.

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 Inclusion lead will meet to pass on all important information about the children – their educational and welfare needs. A 'Transition Action Plan' will then be produced with staff, parents and pupil (where relevant) and monitored by the Inclusion lead.

On transition to Secondary school, the Inclusion lead 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.

Pupils at Hylands are taught mainly in mixed ability groups with some setting for Phonics. Class teachers adapt 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 Inclusion lead 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 Learning Support Assistants.

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.

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

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 Inclusion lead is responsible for communicating with outside agencies and parents will be advised when it is thought necessary for them to be involved.

At Hylands we are able to provide a wide variety of extra-curricular activities which are available to all pupils, regardless of their age, ability and /or need. All children are encouraged to take part in all trips and reasonable adjustments will be made to facilitate this. 

Pupils with SEND from Hylands are encouraged to take part in Para sports events and recently have took part  in both the London Youth Para Games and the Primary Pentathlon. 

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

Inclusion Lead – Mrs T Jordan. 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.

SEND IASS – an independent agency which provides a free, impartial and confidential information, advice and support service offering  assistance to parents/carers of children with SEND aged 0-16 years and young people themselves 16-25 years.

Contact Name        SENDIASS

Telephone               01708 433 885

 E-mail                     SENDIASS@havering.gov.uk

 Website                  https://www.haveringsendiass.co.uk/