Special Educational Needs
Special Educational Needs and Disabilities
Special Educational Needs and Disabilities
At Hayeswood First School, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. If you have any questions about your child's needs please contact our Inclusion team, either by ringing the school office or emailing email@example.com
Our Inclusion Team:
Mrs Sarah Fairman - Inclusion Lead
In September 2014, a new Code of Practice was launched for schools in England with regard to pupils with Special Educational Needs and / or Disabilities (SEND). Please click here to access the full document.
In March 2022 the government complete a review for SEND. A link to this document can be found here
What does the term Special Educational Needs (SEND) Mean?
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
- have significantly greater difficulty in learning than the majority of others of the same age;
- or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.
Definition taken from the Special Educational Needs and Disability (SEND) Code of Practice: for 0-25 years (2014)
What are the SEN Areas of Need?
The 2014 SEND Code of Practice (reviewed January 2015) outlines four broad areas of special educational need that include a range of difficulties and conditions:
- Communication and Interaction Needs
- Cognition and Learning Difficulties
- Social, Emotional and Mental Health Needs
- Sensory and/or Physical Needs
But while many children and young people have difficulties that fit clearly into one of these areas; some have needs that span two or more areas; for others the precise nature of their need may not be clear at the outset. Please see the details listed on the diagram below to identify which special needs are listed under which broad area of need.
For further information regarding Special Educational Needs, please visit Wimborne Academy Trust’s Special Educational Needs and Disabilities Information Website by clicking here.
Click the links below to access the documents.
The SEND Information Report outlines the school's provision for pupils with SEND and how the school will implement its SEND Policy.
The policy includes information about how the school prevents those pupils with SEND from being treated less favourably than pupils with no SEND.
Use the attached document below to the school’s latest accessibility plan. The school buildings and grounds are designed to maximise access to all pupils, including those with disabilities.
Dorset Council SEND Local Offer provides information on services and activities for children and young people living in Dorset aged 0 to 25 with special educational needs and disabilities.
Admission Arrangements for Pupils With SEND
Admission Arrangements for Pupils With SEND - Under the school’s admission arrangements, pupils with SEND are treated no less favourably than their peers without SEND.
- Initio Learning Trust’s Equality Act Statement
- Initio Learning Trust’s Equality and Diversity Policy
- Hayeswood First School - Admissions Arrangements Policy
Book an appointment with Dorset Family Support worker here
If you have concerns about your child’s mental health, please refer to our Safeguarding page.
Comments from parents;
'Well planned and thoughtful transition for my son to Hayeswood School including an extra visit to his nursery to gain information and help him feel more comfortable. I was given lots of time to discuss my concerns and they were listened to. A referral has been made quickly and there is always someone on the end of the phone to talk to if I need help or guidance. Mrs Fairman, Mrs Everitt and the Frogs team have been really supportive, thank you!'
‘The school Senco was so supportive and understanding when I raised any concerns, always taking the time to actively listen. She supported us through the EHCP process, explaining every step as things progressed. The EHCP was agreed in the summer, with time for support to be put into practice at the start of the new school year. I am very grateful for this ongoing support.’