Primary SEND Offer

[toggle title=”How will the school know about my child’s Special Educational Needs?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] At Hadley Learning Community children are identified as having SEND in a variety of ways including the following:-
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  • Liaison with any previous placement
  • If your child is performing below age expected levels
  • If you raise a concern
  • If a teacher raises a concern, for example if your child’s behaviour or self-esteem is affecting performance
  • If other agencies have liaised with us.
  • If we have a health diagnosis
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[toggle title=”How will I let you know if I have worries or concerns?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] [list icon=”circle” color=”gray” position=”inside”]
  • Talk to us – firstly contact your child’s class teacher or SENCO (Special Educational Needs Coordinator Loren Reeve); Head teacher or Deputy Head teacher (Erica Aston or Nicola Scott –Worthington).
  • It is important to us that you feel that you can communicate with us. We shall listen to your concerns and involve you in finding the best way forward.
[/list] [/toggle] [toggle title=”How will Hadley Learning Community support my child?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] Who will oversee, plan, work with my child and how often?
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  • Our SENCO oversees the support and progress of any child requiring additional support across the>
  • The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.
  • There is a Teaching Assistant in each class whose work is directed by the class teacher for additional support. The regularity of these sessions will be explained to parents when the support starts.
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[toggle title=”How will this be explained to me?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] [list icon=”circle” color=”gray” position=”inside”]
  • The class teacher will meet with you at Parent’s evening to discuss your child’s needs, support and progress.
  • You can make an appointment to see the class teacher or the SENCO whenever you feel it is necessary to.
  • Our SENCo will meet with you to give ideas of how to support at home and to discuss the support in more detail if you’d like to.
[/list] [/toggle] [toggle title=”What part do the Governors play and what are their responsibilities?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] Our SENCO reports to the Governors to inform them about the progress of children with SEND and interventions and processes that are in place. The report talks about general principles and not individual students.
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  • We have a governor who is responsible for SEND and she will meet regularly with the SENCO. She then informs the whole Governing Body of the SEND provision.
  • The Governors agree that the overall objective is that each child receives the support needed in order to make progress.
  • Our SEND Link Governor is Shirley Thompson. Shirley will be happy to receive communication from you about any issues which concern; worry or please you. She will be pleased to meet you to discus them.
[/list] [/toggle] [toggle title=”How will the curriculum be changed to suit to my child’s needs?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] [list icon=”circle” color=”gray” position=”inside”]
  • All work within class is delivered at the appropriate level and personalised so that all children can access a lesson and learn at their pace and level.
  • There is a teaching Assistant in each classroom who works under the direction of the teacher and will assist in the delivery of the lessons so that the teacher can deliver quality first teaching to all children.
  • The class teacher will raise concerns with the SENCo if more action is felt necessary and a different provision is needed.
  • Specific group work with in a smaller group of children. This group, often called Intervention may be run in the classroom or outside.
  • Run by a teacher or most often a Teaching assistant who has had training to run these groups.
[/list] For your child this would mean:
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  • A Teaching Assistant/teacher or outside professional (like a Speech and Language Therapist) will run these small group sessions using the teacher’s plan
[/list] This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.
[/toggle] [toggle title=”How will I be kept informed of how my child is doing?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] There are two consultation Days a year when you will have a formal appointment with your class teacher. The teachers assess the children each half term and you are welcome to come in and discuss the results each half term. Please make an appointment with the teacher. You can come in and see the teacher whenever you would like to, please contact the school receptionist to make an appointment.
[/toggle] [toggle title=”How will I know how to help my child at home?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] At the meetings with the teacher, you will be given strategies that will support your child’s learning at home. Please ask the teacher at any time, if you would like advice on supporting at home. If your child has an assessment with the Learning Advisory Support Teacher, a parental Support help sheet will be given to you when you meet the teacher and the SENCo to discuss the report.
[/toggle] [toggle title=”How does school know how well my child is doing?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] The children are assessed through literacy and numeracy assessments five times a year. The results are analysed by the teacher; Team Leader and the Deputy Head to ensure progression. Teachers meet with the Head and Deputy termly where they are questioned about individual students’ progress and barriers to learning are identified. A support package is agreed. Any student not making the age appropriate progression will be referred to the SENco, who will consult with the teacher and suggest interventions.
[/toggle] [toggle title=”Who else helps school to provide for my child’s needs?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] [list icon=”circle” color=”gray” position=”inside”]
    There are many outside support services that the school uses, dependant on the need. The main ones are listed below. However, the school works with any service that is recommended for the welfare of your child.

  • Occupational health for children.
  • Physiotherapy Services.
  • Learning Advisory Support Team.
  • Speech and Language team
  • Behaviour Support Team .
  • Multi-sensory Inclusion team.
  • Family Connect.
  • CAMHS.
  • Children’s Nursing Team.
[/list] [/toggle] [toggle title=”Do the staff receive training to support children with SEND/AEN?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] There is regular training for staff on how to support the children with special educational needs and the SENco is always available for advice. Staff are also trained on specific conditions by outside agencies and supported in the delivery of personalised support programmes.
[/toggle] [toggle title=”Will my child go on trips and how will s/he be supported?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] Your child has a right to go on the school trips and a risk assessment will be written and shared with you beforehand. If you decide that the trip is not appropriate for your child, the curriculum will be differentiated to ensure that s/he has the best possible input despite not having participated in the trip.
[/toggle] [toggle title=”How will school resource my child’s SEN needs?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] [list icon=”circle” color=”gray” position=”inside”]
  • The school budget, received from Telford and Wrekin council, includes money for supporting children with SEND.
  • The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
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    The Head Teacher and the SENCO discuss all the information they have about SEND in the school, including:

  • The children getting extra support already
  • The children needing extra support
  • The children who have been identified as not making as much progress as would be expected
[/list] And decide what resources/training and support is needed.
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  • All resources/training and support are reviewed regularly and changes made as needed.
[/list] [/toggle] [toggle title=”How are decisions made about my child’s support and will I be included?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] The class teacher will analyse and monitor your child’s performance and put in the appropriate strategies to ensure progression. You will be kept informed of any extra support that is being offered and your input will be valued. If the class teacher feels that extra support, over and above that which the school can offer, is needed, this will be discussed with the SENCO. The SENCo will offer a way forward and a meeting will be arranged with you to discuss the options and their merits.
[/toggle] [toggle title=”How is my child supported in transition between classes and to secondary school?” iconColor=”rgba(255,192,17,1)” titleSize=”20″ iconSize=”14″] We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

If your child is moving child to another school:
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  • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
  • We will make sure that all records about your child are passed on as soon as possible.
[/list] When moving classes in school:
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  • Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher. All Individual Provision Maps will be shared with the new teacher as will all the Personalised Learning Plans. These will all be annotated and updated so the new teacher is aware of the stage they are at. If your child would be helped by a book to support them understand moving on then it will be made for them.
[/list] In Year 6:
The SENCO, who works across the primary and secondary phases will inform the new staff of the needs of your child. Statemented children or those with an Education; Health or Care Plan will meet their Keyworkers on transition days. Transition will be entirely bespoke .Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
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  • Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.
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