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Hayeswood First School

Special Education Needs

Hayeswood First School - SEND Information Report

November 2017

 

The kinds of special educational needs for which provision is made at the school

Children with SEND are welcomed at Hayeswood First School in the same way as all children and we pride ourselves on the progress of every individual. We are a very inclusive school and have many strategies and expertise to support children with a variety of needs.  We are currently supporting children with speech and language delays and/or disorders, dyslexia, hearing loss, global delay, autism, behavioural difficulties, dyspraxia, cognitive and learning difficulties, social and emotional health. We have highly skilled and experienced teachers and teaching assistants in class, specific SEN support staff and trained and highly experienced Emotional Literacy Support Teachers.  Through past experience we are very aware of the potential needs of children with ASD and staff have an extensive range of strategies to support such children. We have a separate classroom for the support of SEND children when necessary and a quiet room for pastoral care support.

Information about the school’s policies for the identification and assessment of pupils with SEN

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, 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 half termly. These tests give a reading / spelling age and an age standardised score. This tells us if your child needs extra support either in short term interventions possibly leading to long term support and external assessments.

If a concern is raised by the class teacher or SLT that a child is not making expected progress a 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.  At this point we will carry out a range of investigations and observations as part of our graduated response. Appropriate targets will be set by the class teacher and SENCo. Once an individual plan is in place and active for a few weeks a review is made of progress. If necessary at this point we seek advice from outside agencies including Educational Psychology Services, Speech and Language Therapy and Behaviour Support Services, 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. Any concerns made by parents and carers are taken into consideration and also fully investigated.

Policies for making provision

At Hayeswood all children receive high quality teaching in the classroom in the first instance with differentiated teaching and resources, providing visual, kinesthetic and auditory support for all pupils, allowing thinking time and breaking instructions down into smaller steps, providing extra TA or teacher support and making in- class intervention programmes and adaptations to the learning environment. We decide on the provision we offer based on the barriers to learning and the areas of specific need. Each child put on the register of SEND has an Individual Education Plan (IEP).  This plan shows clear, specific targets which will be focused on for the duration of the plan and reviewed at least termly. Children can be supported in class with an extra teaching assistant, in a small group or individually outside of the classroom. The kind of support given depends on need and what works best for individuals. The children are very positive about the provision they receive and many enjoy the time spent in small groups outside the classroom.  We measure the success of the interventions in place termly and adapt them as necessary. 

The children with SEND in our school make good or better progress from their starting points and we pride ourselves on the inclusive nature of our support for the children. We are always keen to evaluate our effectiveness and do so through self- evaluation of all elements of our school and use the children's performance data, observations and discussion with children and parents to measure the impact on learning. Our SENCo attends regular Wimborne Academy Trust meetings to help support our continued development. 

At times specific adaptations to the environment are needed at when appropriate we seek advice from external agencies and talk to the children and families about this. Every effort is made to ensure the children are all able to access learning independently and with success. Recently we have adapted classroom entrances, toilet facilities and purchased seating and writing support materials for some of our SEN children.

All children at Hayeswood are treated in the same way and invited to join activities in school and after school such as school council, gardening club, music clubs, playground buddies and singing clubs. We are proud of the success of all our children and the responsibility they take for their roles in supporting the school and other children. Support for emotional, mental and social needs has rapidly developed at Hayeswood and our two qualified and committed Emotional Literacy teachers have allowed many children to work through barriers to learning in the past year. If we feel the support given is not helping the children to make progress in learning we make timely referrals to necessary outside agencies as listed above.

Name and contact details of SENCo

The SENCO for our school is Sarah Fairman. She is in school Monday, Tuesday and Wednesday and is available to meet with parents most Wednesday mornings. She can be contacted through the school office. 01202 882379  Mrs.Jones@hayeswoodfirstschoool.net

Information about the expertise and training of staff in relation to children and young people with SEN and about how specialist expertise will be secured

Our SENCo, Mrs Sarah Fairman is completing the SENCo accreditation during the academic year of 2017/18, she is our deputy headteacher and has considerable class experience and several years SENCo experience. Mrs Pippa Gerrett, our headteacher also has experience as SENCo.

Mrs Sian Ayling is our SEN teaching assistant and is a qualified teacher. She has recently completed courses in Dyslexia, Speech and Language support and supporting memory in the classroom.

Our ELSA’s are fully trained and regularly attend supervision meetings.

We have termly meetings with Educational Psychology service and our SENCo meets half termly with other SENCos in the Wimborne Academy Trust where expertise is shared.

Arrangements for consulting parents of children with SEN and involving them in their education

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 are 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.

Feedback from questionaires

Arrangements for consulting young people with SEN and involving them in their education

We are passionate about making children the centre of their own learning and progress. We complete a profile on each child yearly and Mrs Fairman regularly meets with the children on the SEN register to discuss their learning. During a recent SEN questionnaire the following was observed. ….

 

 

Feedback from questionaires

Arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents and voluntary organisations, in meeting the needs of pupils with SEN and in supporting the families of these children

Any concerns over SEN provision can be discussed during a meeting with either the class teacher, Mrs Fairman. If more clarification is needed you should contact our headteacher, Mrs Gerrett.

 In the unlikely case that a formal complaint needs to be made about our SEN service contact should be made with Mrs Liz West the CEO of Wimborne Academy Trust. 01202 922670

By email: info@wimborneacademytrust.org

Contact details of support services for the parents of pupils with SEN, including those for arrangements made in accordance with section 32 (looked after children)

If appropriate the following outside agencies are available to support families of children with SEND.

‚óŹDorset Special Educational Needs Information, Advice and Support Service (SENDIASS) offers impartial information and support to parents and carers of children with special educational needs  www.dorsetforyou.gov.uk/parent-partnership-service

  • Dorset Parent, Carer Council - provide  a voice for parents http://www.dorsetparentcarercouncil.co.uk

School's arrangements for supporting children with SEN in a transfer between phases of education or in preparation for adulthood and independent living

When any child transfers to or from Hayeswood to another school we aim to make the transition as smooth as possible for all concerned.

As the children enter our school in reception, the reception teachers make pre school visits and also carry out home visits. The SENCo makes contacts and extra visits to parents and pre-schools if necessary.

The majority of our children transfer to St Michael's Middle School at the end of Year 4. Our Year 4 teacher and SENCo meets with the Middle School staff to transfer records and information. Individual Education Plans are passed to the SENCO. In some cases it might be considered appropriate to arrange for Middle School staff to visit the child at Hayeswood to build a relationship ready for their transfer. For some children visits may be arranged to the next school prior to the transfer.

During your child's time at Hayeswood we work with them to help them become confident and independent both academically and socially allowing them to take transition in their stride and feel confident to make informed decision in everyday life..

Information on where the local authority’s local offer is published

Dorset County Council local offer can be found using the following link

https://www.dorsetforyou.gov.uk/childrens/sen-disability/local-offer