Special Educational Needs and Disability Information
Welcome to our special educational needs and disability (SEND) information pages. We hope these pages provide you with information about the variety of ways in which we are able to support your child to reach his/her full potential in order to ensure a successful transition into adult life.
We are an inclusive school and believe that all children should be valued and treated with respect. The school strives to ensure that the provision for all its pupils is of the highest possible standard, whilst acknowledging that we are continually striving to improve our practice. We are committed to narrowing the attainment gap between children with SEND and their non-SEND peers. We are working to achieve this in variety of different ways. Our Special Educational Needs Co-ordinator (SENCO) is Jane Robinson. Our SEN Governor is Ruby O’Neil.
The School works with due regard to the SEN Code of Practice (2014) and the Equality Act (2010). The school endeavours to support children with all special educational needs and disabilities including Autistic Spectrum Disorder; Speech, Language and Communication Needs; Specific Learning Difficulties ie Dyslexia, dyscalculia and dyspraxia; Moderate Learning Difficulties; Severe Learning Difficulties; Social, emotional and mental health difficulties; Sensory and Physical Difficulties.
The Local Authority SEND Services and Provision can be found as part of their ‘Local Offer’, detailed at the website www.barnsley.gov.uk/localoffer.
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 him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
• has a significantly greater difficulty in learning than the majority of others of the same age, or
• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions
For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers. (COP June 2014)
The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.
A physical or mental impairment includes: learning difficulties including specific learning difficulties; medical conditions including epilepsy, diabetes, more severe forms of asthma and eczema; autism; speech, language and communication impairments.
If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities it may amount to a disability.
If you feel that your child may have SEND then you should ask to speak to your child’s class teacher in the first instance. If they are unable to see you straight away, they will be happy to make an appointment when you can discuss your concerns in more detail. Your child’s class teacher may also feel that it would be helpful to have the SENCO attend the meeting also. The School closely monitors all of its children with special needs and at the meeting we may feel that we do need to put in place some strategies and interventions to try and address your child’s barriers to learning.
The School will monitor your child at this stage. You will be kept informed of their progress through regular meetings. At the meeting the School will share with you how they plan to personalise learning for your child.
Only a very small percentage of children require support of an additional nature beyond this. If this is the case, then the SENCO may discuss with you the possibility of asking the Local Authority to undertake a statutory assessment of your child’s needs.
‘Quality First Teaching’ is an entitlement for all children and School is constantly striving to ensure that this is of a ‘good’ or ‘outstanding’ quality at all times in school. This is the classroom teaching that your child receives on a daily basis from the class teacher. Lessons are carefully differentiated to take account of different learning styles and abilities.
Where appropriate, children may have access to additional small group activities for short periods of time alongside other children with similar needs. The work carried out in small groups is carefully overseen by the class teacher who is responsible for monitoring the child’s progress and targeting the support carefully.
Specific interventions currently delivered in school include Catch-Up Literacy, Catch-Up Maths, Beat Dyslexia, Jump Ahead, Inference Training, Max’s Marvellous Maths, Socially Speaking and Time to Talk. The school also responds to recommended interventions following advice from external services. These interventions may be delivered 1/1 or in a small group and are usually for a short specified period of time. All interventions are overseen by the SENCO and progress is carefully monitored.
The SENCO is responsible for the allocation of 1/1 / group interventions support timetable for the School. This information is detailed within the School’s Provision Map.
The School has a rigorous programme for assessing children’s learning. Some assessment takes place at the end of specific pieces of work to inform teacher’s planning of the children’s next steps in learning. Also, on-going assessments take place on a regular basis to ensure that the opportunities presented to children are appropriate to meet need and aid their learning and development.
The same systems and procedures are in place for children with special educational needs. In some instances additional assessments may be appropriate for children with special educational needs in order to provide additional information to determine their strengths and areas for development. The SENCO/class teacher will be happy to discuss any additional assessments used, the results achieved and the implications for future learning. However, it is felt that something more specialised is required then the relevant service could be contacted to discuss this.
The school also ensures that, where possibly, children are involved in reviewing their progress and setting their future targets. Children are asked to contribute to their personalised education plan and be involved in their review. Children with Education Health and Care Plans will be asked to contribute to their annual review. This can be done in consultation with class teacher, teaching assistant, learning mentor or SENCO.
The School has a robust policy for special educational needs. The policy is implemented by all members of staff and its effectiveness is monitored and evaluated by the Governing Body. The SENCO meets with the SEN Governor on a regular basis, enabling up to date general information on the progress of children with SEN and the provision made for them to be shared with the whole governing body. Information from parental questionnaires and children’s comments are reported to the Governing Body in relation to the support provided or feedback on the effectiveness of new resources.
The school works closely with other organisations to support children with SEND. They include:
- Educational Psychologist
- Speech and Language Service
- Inclusion Services
- School Nurse and Health Visitor
- Community Paediatrician
- Occupational and Physiotherapists
- Family Support Workers
- Social Services
- Family Intervention Team
- Voluntary services
The school works closely with several local authorities in supporting looked after children by contributing to PEP’s, LAC reviews and interim reviews.
Many of our staff have worked with a wide range of SEND children over the course of their careers, and have a great deal of expertise.
In school we have a rolling programme of training for all areas of SEND which is reflected in our School Improvement Plan. This is delivered by the SENCO, specialists from the Local Authority and external providers. Staff have completed the Inclusion Development Programme on line training.
Within school, we have staff who have attended the EKLAN training to deliver speech and language therapy programmes. We also have staff trained in Makaton. We also access support for staff who work with children who have physical needs in order that we can provide for those individual needs.
The school’s Learning Mentor works closely with the SENCO to support those children identified as having social, emotional and mental health difficulties. She is available to support children and parents during and after school hours. She delivers individual and group programmes to children depending on the needs of the child. Many of these children are supported through the CAF process and the Learning Mentor works closely with the SENCO in delivering support to these children and families.
The school has zero tolerance to bullying. Children discuss tolerance through the PHSE curriculum, anti-bullying week and through awareness raising days. Our pupil voice questionnaire 2014 indicates that 100% of children in school feel confident in talking to an adult in school about concerns.
We work closely with relevant professionals to ensure the correct training is received to address any SEND issues within the setting.
At Hoyland Common Primary Academy we have a varied programme of extra-curricular activities including:
- Football, cricket, multi-skills, dance
- Art and Crafts
- Film Club
- Instrument Tuition
All children are welcome to attend the clubs and any special provision will be discussed closely with parents.
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.
When moving classes in school all Information will be passed on to the new class teacher in advance as part of the school’s transition day. All IEPs will be shared with the new teacher. Children will take part in transition days prior to finishing for the Summer Term to meet their new teacher and their new classmates.
When a child moves onto year 7, the school work closely with the SENCO at the receiving school to ensure that all information is shared and needs are understood prior to moving on. Where possible extra transition is arranged to support children in the transfer. Staff from the new school will often visit children in this school.
If your child is moving child to another school we will liaise with 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.
The school environment meets the requirements of the Disability Act 2010 and continues to adapt its environment to suit the needs of all its learners. The school works closely with the relevant bodies to ensure we are adapting to meet individual needs where appropriate.
What procedure needs to be followed if I wish to complain about the provision for my child with SEND?
If you wish to make a complaint about provision for your child, please follow the school’s complaints procedure.