Special Educational Needs and Disabilities.
At the Hazel Leys Academy, we support children with SEND in a variety of ways:
SEND Information Report for the Hazel Leys Academy
SEN Information Report
At the Hazel Leys Academy we support children with Special Educational Needs and Disability (SEND) by:
- Effectively identifying and assessing needs of all children
- Setting targets to accelerate progress or effectively support a child with their needs
- Monitoring and reviewing learning and progress
- Liaising with parents and carers
- Listening and respecting the views of the child
At the Hazel Leys Academy we support children with a range of SEND:
- Communication and interaction (ASD and SLCN)
- Cognition and learning( dyslexia, dyspraxia, dyscalculia and moderate learning difficulties)
- Social, emotional and mental difficulties (ADHD)
- Sensory and/or physical needs.
Identification of pupils with SEND
Identification of pupils with SEND will come from a range of sources:
- Class teachers – assessing and reviewing progress towards outcomes
- Senior Leadership Team – through discussion during pupil progress meetings
- SENDCo – using standardised screening and assessment tools
- Parents/carers concerns
- Liaison with outside professional/agency
- Previous setting
- Concerns raised because a child is under the care of the Local Authority
SEND provision is identified before formal statutory assessment. This stage can provide a graduated response in order to meet a pupil’s special needs.
- Quality first class teaching
- Teaching assistant (TA) support
- Learning mentor support
- Differentiated curriculum/extension activities
- Adaptations such as workstations, visual timetables and use of IT.
- School Nurse support
- Individual education plan
- Speech and language therapy
- Specialist Support Service
- Educational Psychology Service
- Hearing Impairment Service
- Physiotherapy Service
- Occupational Therapy Support
Progress and Assessment
Progress will be measured against the national age related expectations. Where children have complex needs the use of assessment against previous age expected standards will be used to measure attainment and progress from KS1.
External professionals may be involved in more extended, detailed assessments to support the planning and next steps for an individual child.
The staff involved in the support of pupils with SEND are:
- Special Education Needs and Disabilities Co-ordinator (SENDCo)
- Class teachers
- Teaching assistants
- Learning mentor
- Lunchtime supervisors (specific individuals)
These staff have experience in:
- Speech, language and communication needs
- Emotional and behavioural needs
- Hearing impairment
The SENDCo is a specialist dyslexia teacher who has also completed the National Award for SEND Co-ordination (both courses at masters level). Staff are provided with training opportunities to ensure they are able to support the needs of pupils at the academy. Staff identify gaps in learning through Benchmarking for reading and assessment in maths. All staff are trained in Kinetic Letters to promote automaticity in writing. Interventions include the following: Precision Teaching, Catch-Up, Number Counts, Time to Talk and Rapid Reading. Technology, such as Clicker, is used to support children’s writing.
Involving Parents and children
Parents who have concerns about their child or who would like to discuss their child’s SEND provision should firstly speak with their child’s class teacher. Depending on the age and ability of the child we will involve children where possible in the review and setting of targets and provision.
Jigsaw brings together PSHE education, emotional literacy, social skills and spiritual development in a lesson-a-week PSHE Curriculum. Following identification of pupils through pupil progress meetings, the Academy has a wellbeing system in place to support children with their social and emotional development. Each pupil has access to support from:
- Class teacher
- Teaching assistant
- Learning mentor – Mrs P Bowden
The Academy will liaise with pre-schools, nurseries, transfer schools and other outside agencies. A transition plan will be implemented when this is deemed necessary to support a child moving into the Academy or onto another school.
Monitoring and Review
The SENDCo will monitor and update children’s provision using the assess-plan-do-review cycle. The SENDCo will be responsible for monitoring and evaluating planning, practice and outcomes. Vulnerable groups such as pupil premium, FSM, EAL and LAC will be monitored, as will attendance and exclusion data for SEND pupils.
Activities outside of the classroom
Activities and school trips are available to all. Risk assessments are carried out and all reasonable adjustments are made to enable children to participate as fully as possible. Where this is the case parents will be fully involved in the process.
The Special Educational Needs & Disability Co-ordinator (SENDCo) at Hazel Leys Academy is Miss Abbie Kamel 01536 202681 email@example.com
The SENDCo works with class teachers and support staff to ensure that the needs of all pupils in the school are met.
Details about admission arrangements for all pupils, including those with SEND can be found on our Admissions Page
Review date – November 2019