Inclusion

Our SEND Co-Ordinator is Mrs H Jefferies.

Our SEND governor is Ms V Hyde.

Local Offer Leicester

The Local Authority has information on what it can offer parents of children with additional needs. To access the information click on the link below.

www.localofferleicester.org.uk

Parents may also access advice and support from SENDIASS, a voluntary organisation for supporting parents of children with SEND. They can be contacted on 0116 257 5027 or via info@sendiassleicester.org.uk.

We are very proud of our Inclusive School

At Hazel Community Primary 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. Our aim is to create an atmosphere of inclusion, encouragement, respect and sensitivity. We have an SEND policy, an Accessibility Plan and an Anti-bullying policy which are available on the policies section of the school’s website.

Disabled Access

The school premises were assessed by students from Ashfield Special School in the summer term 2012.

Wheelchair access is either through the community entrance off Sawday Street, (the school telephone number is displayed on the door. Please phone for access) or through the main pedestrian access off Hazel Street.

The school has two disabled access toilets and a lift to the upper floor of the main building.

Objectives of our SEN Policy

  • To identify pupils with special educational needs and disabilities and ensure that their needs are met
  • To ensure that children with special educational needs and disabilities can access the activities of the school
  • To ensure that all learners make the best possible progress
  • To ensure that learners express their views and are fully involved in decisions which affect their education
  • To promote effective partnerships and involve outside agencies when appropriate.

Any parent who wishes to discuss their individual child’s needs is encouraged to meet with Mrs Jefferies. Should there be any complaints around provision made at school, these can be addressed to Mrs Jefferies. Pupils who want to discuss their needs can do so to either their class teacher, Mrs Jefferies or any other staff members they wish to.

The SEN Code of Practice (2014) states that a child has a special educational need if they:

  • have a 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.

Interventions- what the school can offer

The school offers a range of interventions for children needing specific additional support. The outcomes of these additional interventions are monitored to ensure they are effective. The range of support includes the following:-

Language Interventions

  • Fun Time
  • Let’s Talk
  • Colourful Semantics

Reading Interventions

  • Hazel Reading Partners
  • Early Words
  • Inference Training
  • Acceleread/accelerwrite
  • Ready and Reading Freshstart

Maths Interventions

  • Maths meetings
  • First Class @ Numbers
  • Success at Arithmetic

Motor skills Intervention

  • Big Moves

Social Skills Intervention

  • Interactive Play Therapy
  • Lego Therapy

Specific Difficulty Intervention

  • 1 to 1 dyslexia support

Working with Outside Agencies

The school works with the following professionals:-

  • Educational Psychologist- Rita Dholakia
  • Primary School Social, Emotional, Mental Health Team- Shelley Piercy
  • Early Years Support Link Teacher- Nicky Black
  • Complex Learning, Communication and Interaction Support Team-  Caroline Jolliffe
  • Speech and Language Therapist- Heather Swift
  • School Nurse- Zelah Wickenden

The Range of Special Education Needs

The SEND Code of Practice (2014) describes 4 broad categories of need-

  • communication and interaction
  • cognition and learning
  • social, emotional and mental health
  • sensory and/or physical needs.

Organisation of the SEN Provision

The school operates a graduated response to SEN support.  All children are entitled to high quality teaching and if children are not making progress the teacher will, as a first step, consider how the learning environment may be adapted or the work differentiated to help overcome the barriers to learning. When a child has been identified as having a special educational need their name is placed on the school SEN register. Additional support is offered to help with the identified learning need. Progress of pupils is reviewed regularly and parents are informed of their child’s progress at either the parent evening meetings or at additionally arranged meetings. Parents and pupils may also share their views of progress as part of these meetings. External advice from professionals such as the Speech and Language Therapist may also be sought.

A small minority of pupils need more support. The school may consider entering into a Special Needs Contract with all the individuals engaged in providing for the pupil.  For other, more severe cases, there is a process through which the Local Authority agrees a Education Health Care Plan for a pupil in order to make additional or different provision for that child.

Children who are approaching a change in phases of education may need additional support to ensure their move is successful.

SEND report to governors 2017-18