Special Educational Needs & Disabilities

Higham on the Hill Church of England Primary School

SEND school offer/SEND report 2017/18 (reviewed annually)

 

Our school follows the Special Educational Needs (SEN) Code of Practice, which came into effect in September 2014.  We recognise that while some children have profound or moderate additional needs, most children will experience times when they need some extra help. We wish to support all our children and enable them to continue to develop to their full potential and flourish as learners. We have consulted with parents, carers, governors and pupils and below is a summary of what our school offers.

School Details

Headteacher (SENco) - Mrs Lisa Gilchrist                 Chair of Governors- Mr Eric Fowler        

Tel: 01445 212294                              email: office@higham-on-the-hill.leics.sch.uk

Primary age range 4-11          77 pupils max              Mainstream setting (no additional specialist unit)

10% pupils receiving addition learning support (on average)

Ofsted grading-  Good (March, 2012)

1.Inclusion

We have a strong, Christian, inclusive ethos and the school aims to provide appropriate educational opportunities for all children within the school’s normal area. For those children who live outside the school’s normal area, admission decisions are made on an individual basis in accordance with the school’s policy.

2. Identification of need

The school uses a variety of ways of assessing whether children need additional support, including:

  • Discussion with parents/carers
  • Observation of daily activity and learning
  • Marking of children’s work
  • Termly formal assessments and tracking
  • Discussion between SENCO and class teachers
  • Assessment by outside agencies e.g. educational psychologist, speech therapist.

3. Support given

Teachers’ daily classroom practice will ensure that all children access differentiated teaching and independent tasks which are well matched to their needs. Extra support to children may be formalised within an EHC plan, an SEN support plan or a school learning support plan. Depending upon individual needs, support may take the form of:

 

  • Close support of the teacher
  • Close support of a teaching assistant/LSA
  • Working within a small group
  • Working 1-to-1 with a teacher
  • Working 1-to-1 with a specialist teacher
  • Working 1-to-1 with a teaching assistant
  • Counselling
  • Extra teaching using a ‘catch-up’ scheme
  • Use of specialist resources
  • Use of a more suitable working area
  • Administration of prescribed medicines
  • A trained adult to assist with personal care
  • Use of a private area to apply creams/lotions
  • Access to a disabled toilet
  • Classroom displays/ visual timetables

 

 

Support given is evaluated termly within the school’s tracking system to ensure that it is having impact. Adjustments are made accordingly. Reports are provided for the governing body.

We aim for all school visits and extra-curricular activities to be accessible to all pupils. Additional adult support can be arranged if necessary and we encourage parents to be involved if they can.

We support the emotional and social development of pupils through our teaching and learning about Christian values as well as by using SEAL resources in PHSE lessons. Children have also been supported through the ELSA programme. The quiet ‘reflection areas’ in each class, provide an opportunity for children to speak to adults about any worries or concerns.

Within school there is a system of positive rewards (colour and gold tokens) and a system of behaviour management within each class which is personalised to suit the age and maturity of the children.

4. SEN Coordinator

Mrs Lisa Gilchrist, Headteacher

5. Expertise and training

We are a mainstream school without a specialist unit or specialist staff but the Headteacher, as SENco accesses training through local cluster meetings and provision provided by LCC and the diocese LACT. This training is disseminated to all teachers and appropriate support staff, through staff meetings and INSET. School arranges whole staff training when a needs arise in school. Recent training has included:

 

  • First aid
  • Epi-pen
  • Safeguarding
  • Anti-bullying
  • Fine motor skill

 

 

6.Equipment and facilities

Much of our school is a Victorian (grade II listed) building so we have some issues pertaining to that but we aim to be accessible to all of our pupils and parents/carers. Below is a summary of our facilities and equipment relating to any additional needs of the children.

  • 3 large and 1 small classroom, within a largely Victorian building
  • Wheelchair access from the front, 1 disabled parking space
  • 1 disabled toilet within the adjoining hall building
  • 1 large hard play area, flat and level
  • 2 large grassed areas, flat and level
  • 1 trim trail, vegetable garden, pond area and outdoor gazebo with pathway access
  • All classrooms with interactive whiteboards and speakers, fully adjustable text size and volume
  • Writing slopes, coloured overlays and other small items of specialist equipment purchased as required

7. Consulting with parents/carers

Parents are kept informed termly, during the scheduled parents’ evenings and informally at other times. The school’s learning support plan along with any SEN support plans or EHC plans are written and reviewed with full parent/carer and pupil involvement. Regular ‘open afternoon’ events and parent workshops help parents understand how they can assist with their children’s development. Teachers are also available before and after school on a daily basis.

8. Consulting with pupils

Children are encouraged to have their say in decision making at school, through being part of the school council and worship team. Very good relationships exist between staff and pupils and all views of the children within surveys and discussion are taken seriously. Pupil views are recorded on learning support plans, SEN support plans and EHC and help to shape the provision.

9. Complaints

If parents or carers have any concerns, they are encouraged to speak directly to the class teacher or Headteacher (SENco) without delay. If this does not resolve issues, letters may be sent to the Haedteacher or Chair of Governors and they will be addressed according to the school’s policy.

10. Governing Body

There is a nominated governor with responsibility for SEND. They meet regularly with the headteacher to plan provision, allocate funding streams and update policy. Contact with outside agencies such as health and social services, educational psychology and voluntary organisations, is delegated by the governing body to the Headteacher (SENco).

11. Further support/ Leicestershire County Council’s local offer

If parents or carers have concerns about their child, we hope the first contact will be with the class teacher or Headteacher (SENco). Further support, contact details and information can be found on the Leicestershire County Council website:

http://www.leics.gov.uk/index/children_families/local_offer/local_offer_learning.htm

12 Transition

The school has very good links with Higham on the Hill pre-school and all of our feeder senior schools, particularly Redmoor Academy.

The pre-school is on site and so information sharing between staff as the children prepare to transfer into our reception class is very strong. Staff meet regularly, during the summer term especially, to discuss the needs of individual children. Contact with external support agencies is maintained and all record keeping is transferred. Parents are invited into school to meet with the reception teachers and Headteacher (SENco) and have opportunities to address any concerns.

As the children prepare for transfer at year 6, meetings are arranged between Y6 and Y7 staff and individual children’s needs are discussed as well as the sharing of pertinent documentation. Teachers from some of the feeder senior schools come to our school to teach specific lessons throughout the year and the year 6 pupils visit the feeder secondary senior schools routinely for activities such as reading groups and ‘Big Bang’ science. Many Y7 teachers are familiar faces on transfer and continuity of provision is a priority on both sides.