Special Educational Needs and Disability Key Information
Mrs Jane Wenlock
SENDCo / Inclusion Lead
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At HLC Primary, we strive to meet the needs of all pupils within our school. Within our rich and varied curriculum, every child is given opportunities and support, in a safe, caring, respectful and stimulating environment, which should facilitate each child’s chance to reach the highest possible standards. All pupils have access to quality first teaching by their class teacher and belong as valued members of the class. We inspire all of our children to find what they are passionate about and good at, success is celebrated no matter how small. This may be in class, assembly or via a Praise Postcard that is sent home.
In our Early Year setting, our vision of “Finding our voices; learning through play” is integral to the needs of the pupils who enter our school. Through identifying speech and language as our primary area of need, we work hard to support our pupils to remove the barriers - allowing all pupils access to our curriculum. Our teachers are trained in Makaton and use this method of communication as part of their quality first teaching as a move towards inclusivity. By quickly identifying the needs of pupils, through our open, collaborative relationships with parents, we ensure that support is immediate. Interventions may take place followed by speech support in every day use of language. Pupils are able to enjoy their learning and succeed, which increases their sense of self-esteem in the early stages of their educational journey. Pupils are carefully monitored through the early stages of their education for potential additional needs and where needed we engage with professionals from the Early Years Advisory Service, Educational Psychology, Speech Therapy etc.
As pupils enter KS1, the speech and language need for pupils in our school is often still prevalent. We address this through a bespoke approach for pupils, using a variety of validated internal and external support professionals. In addition to this, we support all pupils with their social and emotional development, addressing areas of need rapidly. Our pastoral team work effectively to support our pupils and families in identifying and supporting social and emotional mental health. We also use the help of outside professionals to inform and support our practice in all areas of SEND including Sensory Inclusion Service, Occupational Therapy, Behaviour Support, Educational Psychology to help inform our practise in all four areas of Special Need, Cognition and Learning, Social, Emotional and Mental Health, Communication and Interaction and Sensory and Physical Needs.
By the time that pupils enter into KS2, we continue to monitor progress and attainment of pupils with regards to their changing SEND need and address these in a timely manner as part of the Assess, Plan, Do, Review cycle. We treat each child as an individual and identify appropriate support that may be needed. One of the options for a child, would be the use of a quality, evidence-based intervention, such as one to one support for pupils with their speech and language need. As a school we recognise the importance of good mental health for pupils to reach their potential. We employ mentors, ELSAs and counsellors to work with pupils to develop strategies to support their social and emotional development.
All staff are committed to meeting the needs of all our children and strive to break down any barriers that are preventing children from making the progress and attainment they are capable of. As a school, we recognise the importance of not only supporting children’s academic progress but also developing their behavioural, emotional, and social skills to enable them to become confident, independent learners. Learning Support Mentors are aware of pupils with SEND within the school and receive high quality information and training. We ensure that all staff have received high quality continuous professional development with identifying and addressing needs.
The school building is adapted to support and cater for pupils with physical needs, with specialist equipment, lifts and access for those with additional needs. We ensure classrooms are fully inclusive to meet the needs of pupils. Staff utilise the expertise of occupational therapists to deliver bespoke guided plans to support pupils. We use online occupational therapy resources to inform our practice for more generalised needs such as ‘Cool Kids’. We carefully consider the sensory needs of pupils and adapt the learning environment where appropriate.
We ensure that parents are fully aware of the SEND process and are informed of their child’s learning at regular points throughout the year. The use of a Pupil Passport and Individual Provision Map is used as part of the Assess, Plan, Do, Review process. For those children with an EHCP an Annual Review also takes place in a timely manner. All pupils are monitored to ensure they are making progress, these may be different measures of progress for certain areas of Special Needs and smaller steps are measured to ensure this is happening. Transition between years groups and from Primary to Secondary School is carefully considered and meetings between parents and teachers take place at the point of transition. Parents of children with SEND are welcome so that a holistic approach to their child’s needs can be developed with the child at the centre. We are a fully inclusive school and work alongside the Local Authority, Health Professionals and community organisations to find the most appropriate and effective support for pupils within our care.
4 Broad Areas of Need
A brief description of the four broad areas of need follows. Many children have needs in more than one area, and every child is different; often the area of need given for a particular child is their ‘prime’ area.
Interventions, Activities and Strategies that might be used when needed to support children
- Use of appropriate visual timetables
- Access to laptops/tablets
- Key text enlarged where necessary
- Pre-teaching of strategies and vocabulary
- Specialist equipment to access curriculum
There are many strategies that we employ to support children’s transition.
- Additional transition time when moving to a new year group or school.
- Specialist, planned transition activities for children needing a little extra support.
- Meet the teacher meetings for both children and parents.