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A child has special education needs if he or she has a learning, behaviour or medical difficulty that calls for special educational provision to be made for him or her. Inclusive education takes account of differences amongst our children and recognises that some children will require support during their education.
“Special Education Provision means : For children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools in the area.” (Education Act 1996)
Hardwick School strives to be a fully inclusive school. It acknowledges the range of issues to be taken account of in the process of development. All pupils are welcome, including those with SEN, in accordance with the LEA Admissions Policy.
The New Code of Practice for SEN (2014)
From September 2014 Hardwick has been implementing the new SEN Code of Practice and the recommendations are now fully in place. School Action and School Action Plus categories have been merged into one category of SEN Support.
Our Special Educational Needs Co-ordinator is Mrs Liz Davis. She can be contacted via the school office on 01295 258355.
Our Governor with responsibility for SEN is Mrs Sue English. She can be contacted via the school office on 01295 258355.
Our SEN policy, Equality Scheme and Accessibility plan can be found via the link on the school website.
Hardwick School Local Offer
We may offer the following range of provision to support children with SEND. Some interventions may be offered to all children and some may only occasionally apply to children with more complex needs.
Social Skills programmes/support including strategies to enhance self-esteem
- · Access to a supportive environment – IT facilities/equipment/resources (inc. preparation)
- · Pre teaching of strategies and vocabulary
- · Strategies/programmes to support speech and language
- · Delivery of a planned speech and language programme provided by a speech and language therapist.
- · Use of talk partners
- · Support from a trained member of staff
- · Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs
- · Delivery of a programme devised by the physiotherapist or occupational therapist
- · Additional practice and support with motor skills
- · Use of specialised equipment, such as pencil grips and scissors
Strategies to reduce anxiety/promote emotional wellbeing (including communication with
- · Alternative arrangements for times of anxiety – such as playtime
- · Special responsibilities
- · Encouragement to participate in extra curricula activities
Strategies to support/develop literacy inc. reading
- · Intervention programmes run for groups or individuals
- · Additional 1:1 reading with an adult
- · Library based initiatives such as the Book Club
- · 1:1 coaching in Year 6
Strategies to support modify behaviour
- · Provision of a Behaviour Support Plan
- · Use of school’s behaviour policies for play/lunch times and for in school
Strategies to support/develop numeracy
- · Small group support in numeracy lessons
- · Additional practice in counting, number bonds, tables etc. This may be sent home.
- · 1:1 coaching in Year 6
Provision to facilitate/support access to the curriculum
- · Specialist equipment
- · Development of a personalised curriculum
Strategies/support to develop independent learning
- · Use of a visual timetable
- · Use of checklists
- · Use of table top resources and displays
Planning and assessment
- · Use of a Pupil Profile (formally IEPs)
- · Differentiated planning and activities
- · Alternative assessment procedures or adult support given during assessment
Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of
- · Liaison with a wide range of professionals
- · Close communication with parents
Access to Medical Interventions
- · Policy for the use of personal medication
- · Individual protocols for children with on-going medical needs or allergies
- · Access to and support from school nurse or other health professionals
- · All teaching staff first aid trained and specified staff trained as Designated First Aider
- · Provision of aids and equipment to support access and learning
Identification and assessment of pupils with Special Educational Needs
The school uses the County Guidance and Assessment Forms as a record for identification, assessment and provision. The class teacher is primarily responsible for identifying children with special educational needs. Initial concerns are discussed with parents and colleagues, including the SENCO.
Criteria for identifying and assessing SEN provision may include:
A child’s early development and/or the involvement of outside agencies before entry to school
A child whose performance was deemed poor when using the Foundation Stage Profile
Teacher or parental concern
Pupils who make little or no progress despite receiving a differentiated curriculum
Pupils who display poor communication skills, expressively and/or receptively
Pupils requiring greater attention than most in the class because of learning and/or behaviour difficulties
Pupils requiring specialist materials/equipment, or support for sensory/physical problems
Pupils who are working at National Curriculum levels significantly below those designated for their age
Pupils who score poorly on group tests or individually administered standardised tests of attainment and/or ability
Pupils who displace a specific difficulty in an area of the curriculum
A child transferring to the school with a school-based assessment already in place.
Partnership with Parents
At Hardwick School we are committed to working closely with parents and being open and realistic about children’s needs. Parents will receive accurate information when they meet with teachers as that they have a full picture of their child’s skills and abilities, at whatever level, as well as their child’s behavioural and social adjustment at school. The parents’ right to know about any particular problem will be respected.
Parents are involved in the initial identification of their child’s individual needs and subsequently remain part of the process of review. Parents are consulted before any outside agencies are involved in assessing a child’s progress or behaviour, and are asked to support strategies instigated.
Parent consultation meetings are held termly, but parents are always welcome to arrange a mutually convenient time to discuss any aspect of their child’s schooling. Parents are invited to termly and/or annual SEN reviews at all stages. The SENCO is also available to discuss any concerns by appointment.
Parents may contact the LEA Parent Partnership Service.
Our whole school approach to SEN demands that every member of staff takes responsibility for every pupil that they teach. The SENCO provides guidance and support as required.
Our Professional Expertise
Our SENCO is a very experienced class teacher. She has recently completed the National SEND Award with Oxford Brookes University.
All our teachers and teaching assistants are trained to work with children with Special Educational Needs. This training is regularly updated.
Advice is also sought from outside agencies where necessary in identifying, assessing and meeting children’s special educational needs.
The Educational Psychologist visits the school regularly each term, observing and assessing children, meeting with parents, class teachers and the SENCO.
Outreach teachers from both the Language Resource Base and Equip Service support children and staff within the school.
Contact is made with Health Services, including the School Nurse, Occupational Therapist. Physiotherapist, Family Therapist, Speech and Language Therapist, and Social Services, as necessary for individual children in accordance with LEA procedures.