- Concerns can range from learning difficulties, language and communication difficulties, sensory impairment, medical problems to emotional, social and mental health issues.
– Some children may be working below age expected levels in Literacy and Numeracy which would indicate extra support may be needed. Some children may have specific learning difficulties e.g. dyslexia. Children may also have low scores on standardized tests e.g. reading/spelling age. It is important to remember that slow progress and low attainment does not necessarily mean that a child has special educational needs. However, it may be an indicator of a range of learning difficulties or disabilities. Equally it should not be assumed that attainment in line with age expected levels means that there is no learning difficulty or disability.
- Information passed from a child’s previous school may indicate that a child has a difficulty and support will need to be continued.
– Reports received from e.g. doctors, educational psychologists, speech and language therapists may recommend specific support.
– We always take into account information given by parents.
– We listen to concerns expressed by the child.
– Teachers will fill in an Initial Concerns Form for any child they are worried about which will be discussed with parents and the Special Educational Needs and Disability Co-ordinator. Appropriate next steps for the child will be planned for and parents are actively encouraged to be involved in the decision making process.
What should I do if I think my child may have special educational needs?
Talk to your child’s class teacher about any concerns you may have. The class teacher will discuss these with the SEND Co-ordinator. Alternatively, you can arrange to meet with the SEND Co-ordinator directly.
What will happen if my child is identified as having special educational needs?
Once it has been agreed that a child has additional needs, you will be informed and they will be placed on the Special Educational Needs Register under the category of SEND Support. They may receive extra support or intervention if this is felt appropriate. Your child will receive 3 reviews each year whilst they are on the SEN register. If they continue to make slow progress or have ongoing problems then the school may ask for advice from outside agencies. A small number of children may go on to have an Education, Health and Care Plan (EHC) – these are for the most complex children that have significant and ongoing needs. If a child has an EHC plan then they will also have an additional annual review and the plan can stay with them up to the age of 25 if it is deemed necessary. These children will also receive a review in the October of Year 6 to discuss transition to an appropriate secondary school.
How will Hazel Community Primary School support my child?
At Hazel Community Primary School we are mindful of and comply with the LA Expectations of Schools, which outlines the key ways pupils should be supported in class.
How is the decision made about what type and how much support my child will receive?
Different interventions and approaches are used to address specific areas and we look carefully at your child’s individual needs when deciding how best to support your child and which interventions to use.
How will the curriculum be matched to my child’s needs?
Teachers are responsible and accountable for the progress and development of all pupils in their class. Lessons are differentiated to match each child’s needs. Teachers will make reasonable adjustments to the curriculum to meet individual need.
How will both you and I know how my child is doing?
Teachers make on-going assessments for all children lesson by lesson and over a series of lessons. This information informs planning. Children receiving interventions will have their progress tracked throughout the time they are receiving the support. For children on the SEND register, there will be three reviews over the year. They will be held each term during Parents Evening. This will give you a chance to meet with the class teacher and the SEND Co-ordinator. Your child’s progress will be discussed (including any interventions they have received). However, at any point during your child’s time at Hazel, please feel free to ask your child’s class teacher how your child is doing. All children will receive an end of year report that will inform you of your child’s progress throughout the year.
How will Hazel Community Primary School help me to support my child’s learning?
Children on the SEND register will be given outcome targets and at each review advice will be given on how you can help your child achieve these. At any point during your child’s time at Hazel, you can talk to your child’s class teacher about what support you can give.
What support will there be for my child’s overall well-being?
We have a Children’s Welfare Officer and a Family Support Worker in school every day. The CWO and FSW are able to support families and signpost them to the right help. They also supports families with school attendance. We also have learning and behaviour mentors in school that support children where appropriate.
Safeguarding / Child Protection
Schools have an important part to play in safeguarding all children. Hazel Community Primary School takes this very seriously. Safeguarding within the school includes a range of issues including health and safety, risk assessments, managing medicines, behaviour management, e-safety and lots more.
The school follows full guidance on safe recruitment and selection of new staff and ensures that all staff and regular visitors to school have a full Criminal Records Bureau / Disclosure Barring Service (DBS) check before coming into school, This information is held securely in accordance with data protection procedures.
Hazel Community Primary School follows all Local Authority and Leicester Safeguarding Children’s Board guidelines for Child Protection. Where it appears that a child may be at risk of significant harm, there are highly skilled, qualified and competent staff working to protect our children.
A ‘Cause for concern’ may be as a result of any of the following: physical abuse, domestic violence, neglect, emotional abuse or sexual abuse. There may be times when sensitive and challenging conversations have to take place to clarify some concerns; these will be treated with the highest regard to confidentiality. At Hazel Community Primary School we work closely with other agencies to ensure all children are safe. It is therefore very important that parents/carers keep the school informed of any changes at home e.g. incidents of domestic violence, accident/s at home which may have left marks which might worry us. The school may contact parents/carers if children arrive at school with unexplained marks on their body. The school will let parents/carers know if there is any accident at school which may have caused and injury to a child.
It is important to make sure the school has up to date contact details for you. Please let the office know if you change address or have new contact phone numbers as soon as the change happens.
We are able to administer medicines that have been prescribed to a child. Please fill in the appropriate form at the office if this is the case.
Care Plans are written to meet the health needs of those children requiring them.
What specialist services and expertise are available at or accessed by Hazel?
There are a variety of services and expertise that we can access:
– Educational Psychologist
– Complex Learning , Communication and Interaction Support Service (also Early Years Special Needs Teaching Service)
– Learning and Autism Support Team
– Social, Emotional and Mental Health Support Team
– Education Welfare Officer
– Visual / Hearing Support
– Speech and Language Therapy
– Medical – referrals to paediatricians
– School Nurse
– Social Care and Safeguarding
– Sure Start
– ADHD Solutions
– Parent Partnership- SENDIAS
What training have staff had in supporting children with special educational needs?
– Mental Health
– Team Teach
– Behaviour Strategies
– Speech, Language and Communication difficulties
– Pastoral support
– First Aid
When a child arrives with a need that staff have not been trained in we will always make sure that we access the right training in order to support the child’s need.
How will my child be included in activities outside of the classroom including school trips?
Every child, regardless of special educational needs, has the opportunity to take part in outdoor activities including trips.
How accessible is the school environment?
The school is on two levels. All stairs are highlighted. There is a lift to access the second floor. We have a medical room which includes a shower and changing facilities and there are disabled toilets.
What are the Admission Arrangements for children with SEND?
No pupil will be refused admission to school on the basis of his or her special educational need. In line with the SEN and Disability Act 0-25 Sept 14 we will not discriminate against disabled children and we will take all reasonable steps to provide effective educational provision. The LA determines admission, having regard to parental preference and in consultation with our governing body.
What steps are taken to prevent pupils with SEND from being treated less favorably than others?
We endeavor to make every effort to ensure that all teachers in the school are able to identify and provide for those pupils who have special educational needs. We are committed to providing a whole school approach to special educational needs and disability. We ensure that parents and carers are involved in deciding whether a child or young person should be placed on the SEND register and that they are notified of a decision by the school that SEND provision is being made for their child. All parents and carers of children with special educational needs will be treated as partners and will be supported to play an active and valued role in their children’s education. Children and young people with special educational needs often have a unique knowledge of their own needs and their views about what sort of help they would like to help them make the most of their education will be ascertained. We will encourage pupils to participate in decision making processes and contribute to the assessment of their needs, reviews and transition processes.
How will Hazel Community Primary School prepare and support my child when they are new to the school?
All new children and families will be offered a tour of the school and opportunity to meet their class teacher.
How will Hazel Community Primary School prepare and support my child to transfer to the next stage of education?
All secondary schools have transition days where your child be offered the opportunity to spend time at their new school. Hazel Community Primary School liaises closely with the new school setting to ensure they are aware of any individual’s needs and all records are passed on to the new school. If a child transfers to a new school mid-year, all records are passed on.
How are parents involved in Hazel and how can I be involved?
At Hazel, our parents are extremely important to us. We actively encourage all parents to be involved in their child’s education and the life of the school. As well as this, we would encourage you to support your child with reading and homework.
What should I do if I have a complaint?
Parents and carers of children with SEND are encouraged to discuss any problems or concerns with school. They should be raised initially with the pupil’s class teacher. Most Problems can be resolved in this way. If this does not happen parents/carers may raise concerns to the SENCO, followed by the Head teacher. If necessary parents/carers may contact the governors and if still dissatisfied may take their concerns to the Local Authority.
Objectives of our SEND Policy