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Hayeswood First School

Special Education Needs

Our Local Offer

At Hayeswood First School we provide an exciting, broad and varied curriculum to appeal to all our children. Our school aims and ethos are focused on ensuring that every child is treated as an individual and achieves and makes the best progress possible. We have high expectations of behaviour and learning. Our children are taught to take responsibility for their learning in a nurturing and supportive environment.

Through high quality teaching and learning, we plan differentiated tasks to cater for the needs of all our children. Where additional needs are identified we have a graduated approach to assessing and addressing those needs. We believe that communication with parents is crucial so that they can be involved and informed of the process.

Depending on the level of individual need identified we arrange interventions to support learning and may set up an Individual Education Plan which is monitored and adapted as needs change.

Our SENCO is one of our Deputy Headteachers, Mrs Sarah Fairman and she and the Headteacher oversee all SEND provision. Mr Stephen Pattle is our SEN governor. We have an experienced teaching assistant who has specialist training in many areas and works on targets with individuals and small groups. We have two ELSA trained Teaching assistants. When more specialist support is needed we will call in outside agencies to support our work.

Mrs Fairman, Mrs Gerrett and Mr Pattle can all be contacted through the main school office.

This information outlines the strategies and support for children with SEND at Hayeswood First School and this forms part of Dorset's Local Offer.

 How do you know if children/young people need extra help and what should I do if I think my child/young person may have SEND?

A child has SEN if they have a learning difficulty or disability which calls for special / individualised educational provision to be made for them. At Hayeswood First School the teachers plan lessons carefully to cater for all abilities and all kinds of learners. During lessons and when they are marking recorded work the teachers assess how well each child has understood and met the objectives and progressed. The children's skills and understanding are assessed at least termly and measured against age related expectations. This is tracked by the class teacher and Senior Leadership team. Tests are also carried out to assess reading and spelling ability. These tests give a reading / spelling age and an age standardised score. This tells us if your child needs extra support.

If a concern is raised by the classteacher or SLT that a child is not making expected progress an meeting will be held with the SENCO and a discussion about next steps will be held. Parents will then be invited in to discuss what we feel needs to be put in place.

If you are concerned about your child you should initially speak to the class teacher. The teacher will discuss your concerns with the SENCO. If you feel that your concerns are not being addressed, you could talk to the SENCO directly. The SENCO for our school is Sarah Fairman. She is available to meet with parents most Wednesday mornings.

How will your staff support my child/young person?

There are many different ways that we meet the needs of all learners at Hayeswood. In addition to Quality First Teaching we also offer many intervention groups that are agreed with the parents and monitored to ensure the children involved aremaking progress. Where staff feel that a child needs extra support in reading, spelling, maths or writing, they set up intervention groups to address the child's individual needs. If it is felt necessary, an Individual Education Plan will be set up with carefully planned targets.

We have a highly skilled teaching assistant whose job is to work with individuals and small groups. She will liaise with the class teacher and teaching assistant on a regular basis to discuss your child's progress and needs. She will work on literacy and numeracy targets and is also trained to address Speech and Language difficulties and to support the development of fine and gross motor skills.

Our Emotional Literacy Support Assistants work very successfully with children needing support with social and emotional needs.

Where necessary we will seek the advice of external agencies including our Educational Psychologist, Speech and Language Therapist, Behaviour Support service, Locality and Family Support team or the School Nurse.

How will the curriculum be matched to my child's young person's needs?

Our teachers are very skilled at planning lessons using a range of teaching and learning styles to suit all children. Objectives are taught through differentiated tasks and the level of adult support given is varied to suit the needs of each child.

If it is felt necessary, your child may receive targeted 1:1 support or work within a small group to focus on specific areas of need and an Individual Education Plan will be put in place. All provision put in place has clear outcomes and the impact of the provision is measured against these every half term.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning? 

All parents are invited to attend Parent Consultation meetings with the class teacher twice a year and then reports are issued in the summer term.

Any concerns will be discussed at consultations but if the class teacher or SENCO have concerns over your child's progress they will arrange to meet with you as promptly as possible.

Targets set on Individual Education plans will be reviewed at least termly and appointments will be made for you to discuss the plan with the teacher so that you can be involved in the process. At this time you will also be given suggestions as to how you can help support your child's learning at home.

If you have any questions at any time, you should feel free to contact the class teacher.

What support will there be for my child's/young person's overall wellbeing?

Staff in our school regularly discuss any issues or changes in children's emotional needs and well-being. We have two trained Emotional Literacy Support Assistants who have been trained to support children with specific emotional or social needs.

If you feel that your child would benefit from some support in school for any reason - eg bereavement, friendship difficulties, low self esteem, family breakup etc, please talk to either the class teacher or the headteacher.

We have a number of policies that are followed such as First Aid, Administration of Medicines and Intimate Care. Safeguarding is at the heart of school life.

What specialist services and expertise are available at or accessed by your setting?

The Special Educational Needs Co-ordinator at our school is the Mrs Sarah Fairman.

Mrs Sian Ayling is our specialist SEN teaching assistant. She works with individuals or small groups to support their specific need.

Mrs Steph Kirby and Mrs Cath Wilford are our trained Emotional Literacy Support Assistants. We have access to a local authority Educational Psychologist who meets with the SENCO annually to discuss where supportis needed.

As necessary we also have access to support from Speech and Language therapist, Behaviour Support Service, Occupational Therapist, the Locality and Family Support team, outreach support from Special Schools, Child and Adolescent Mental Health Services and the local authority Special Education Needs Support Service. Our SENCO attends the Wimborne Academy Trust SENCO meetings.

What training do staff supporting children and young people with SEND have?

To ensure that staff are able to support children with SEND ongoing in house training and support is in place. In September 2014, the whole staff received training in Autism. The SENCO and specialist SEND teaching assistant attend appropriate training as it arises.

How will my child/young person be included in activities outside the setting including trips out?

Every child at Hayeswood First School is included in every aspect of school life including curriculum areas, after school activities and day or residential trips.

Risk assessments are written and any necessary adaptations would be discussed with parents, children and the venue being visited in the case of off site visits.

We have an Equality Plan which is reviewed regularly by the governors.

How accessible is the setting environment?

We have an Accessibility Plan which is regularly reviewed by the governors. The governors are responsible for ensuring that all areas of the school are accessible to all members of the school community and make adaptations as necessary. The building is accessible to wheelchair users because of doorways of suitable width. We have a disabled toilet with a handle to allow wheelchair users to be supported.

When children have come into school with limbs in plaster or in wheelchairs we make arrangements to support them as individuals.

How will the setting prepare and support my child/young person moving to the next stage of education/life. How will you increase their independence?

When any child transfers from Hayeswood to another school we aim to make the transition as smooth as possible for all concerned. The majority of our children transfer to St Michael's Middle School at the end of Year 4. Our Year 4 teacher meets with the Middle School staff to transfer records and information.

Individual Education Plans are passed to the SENCO. During your child's time at Hayeswood we work with them to help them become confident and independent both academically and socially.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Every class has a teaching assistant to support the learning of all children. The SEND budget is allocated each year on a needs led basis. If there is a need for extra support in a particular class then that is where the resources are used.

Our SEN teaching assistant supports children from across the school as do our ELSAs.

How is the decision made about what type and how much support my child/young person will receive?

Decisions are made following discussions between the class teacher and the SENCO based on both internal and external assessments. Different children will have different levels of need and this will often change over time.

How can I get involved?

At Hayeswood First School we value the support of parents in supporting the education of their children and recognise the importance and impact of parental involvement.

You can support your child by hearing them read each day, helping them with Home Learning tasks and working with them on any specific targets suggested by the class teacher or from their Individual Education Plan.