Holywell Primary Schools is committed to meeting the needs of all pupils including those with Special Educational Needs and Disabilities (SEND). There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community.
Holywell Primary School is an inclusive school and may offer the following range of provision to support children with SEND. The range of support will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote pupils working towards becoming independent and resilient learners and should not be seen in isolation.
INFORMATION AND GUIDANCE
Who should I contact to discuss the concerns or needs of my child?
He/she is responsible for:
If you have concerns about your child you should speak to your child’s class teacher. You may then be directed to the SENCO.
Special Educational Needs Coordinator (SENCO)
She is responsible for:
Family Liaison Officer (FLO)
She is responsible for:
He is responsible for:
She is responsible for:
ASSESSMENT, PLANNING AND REVIEW
How can I find out about how well my child is doing?
Ongoing monitoring takes place by class teachers to identify pupils who are not making progress or who have behaviour needs which are affecting their ability to engage in learning activities.
After discussions with key staff and parents, additional support will be put into place to provide enhanced resources and targeted small group and / or individual support to help overcome any difficulties.
This additional support is documented in a class provision map/group education plan/ Pastoral Support Plan. In consultation with the SENCO (and parents where appropriate), short term targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties.
In some cases teaching assistant support may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.
Formal review meetings are held at least 3 times a year. Parents, relevant external agencies and when appropriate, pupils are invited to these reviews. The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded. For some children these reviews will take place as part of parent consultation meetings 2 times a year.
If your child is continuing to have significant difficulties, further external expertise may be requested. Additional funding may be available dependent on the provision required. Further details about this process will be explained in the LA Local Offer.
TESTS AND EXAMINATIONS: Access Arrangements
For some pupils additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. If parents require information regarding access arrangements the SENCO will be able to inform you about eligibility and applications.
CURRICULUM AND TEACHING METHODS (including groupings and interventions)
How will teaching be adapted to meet the needs of my child?
Teachers are well skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual pupil’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning.
Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.
Additional adults are used flexibly to help groups and individual pupils with a long term goal of developing independent learning skills. Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support.
Access to learning and the curriculum
Strategies/programmes to support speech and language
Strategies/support to develop independent learning
Strategies to support the development of pupils’ social skills and enhance self-esteem
Planning, assessment, evaluation and next steps
Access to strategies/programmes to support occupational /physiotherapy needs
PARTNERSHIPS WITH EXTERNAL AGENCIES
What support from outside does the school use to support my child?
The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:
Access to Medical Interventions
Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports
|Agency||Description of Support|
Specialist teaching services
Educational Psychology Service
Our attached Educational Psychologist is Anna Lewis
|Speech and Language Therapy||School may refer as required and implement recommendations following specialist assessment|
|CAMHS (Child and Adolescent Mental Health Service)|
|Virtual school Kent||This oversees and monitors provision for children who are in the care of the Local Authority|
How will the school help my child move to a new class / year group or to a different school?
Children and young people with SEN can become particularly anxious about “moving on” so we seek to support successful transition
When moving to another school:
We will contact the School SENCO and share information about special arrangements and support that has been made to help your child achieve their learning goals
We will ensure that all records are passed on as soon as possible
When moving classes in school:
An information sharing meeting will take place with the new teacher
Opportunities to visit the new class / teacher
In year 6-7 transition
Our SENCo will make arrangements to discuss specific need of your child and the nature and level of support which has had the most impact.
On some cases additional multi-agency meetings may be arranged to create a more detailed “transition” plan which may include more visits to the new school and/or additional visits from the new school.
How skilled are staff in meeting the needs of my child?
An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of children with SEN.
Our SENCO actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with SEN.
We also have staff with specialised expertise and qualifications in school including:
FURTHER INFORMATION about support and services for pupils and their families can be found in: