School Special Education Needs and Disability (SEND)
The Special Educational Needs and Disability Regulations 2014 require the school to publish certain information regarding our provision for pupils with SEN. We hope parents of current and prospective pupils find the information in the documents 'Hollinhey SEND Information Report', 'Hollinhey Local Offer' and 'SEND Policy' helpful and we encourage all interested parties to contact the school for more information.
We are an inclusive mainstream setting catering for children and young people with a wide range of needs who are able to demonstrate capacity for accessing the mainstream curriculum with differentiation and support. We currently support pupils with a diagnosis of Autism Spectrum Condition, ADHD, Moderate Learning Disability, Speech and Language Disorder and Delay, Social, Mental Health and Emotional Difficulties.
Children with SEND are identified as early as possible. This may be through concerns raised by parents, the pre-school provider or the class teacher. These concerns are based on the pupil’s general wellbeing, their emotional or behavioural profile, their progress in comparison with their peer group, or their profile against recognised characteristics of specific forms of SEND. Early identification is essential; staff working in school monitor the children’s progress at least termly through regular pupil progress meetings which are led by the senior leadership team. In addition, a termly SEND staff meeting is held to ensure that all class teachers have the opportunity to discuss the needs, priorities and progress of our SEND children. Concerns are initially raised with the class teacher who will discuss them with the child, child’s family, the SENCo and the Headteacher. This discussion focuses on the desired outcomes for the child, and looks at what provision might be necessary to enable the child to reach those outcomes. Depending on the level of the child’s needs the decision might be made to offer class based support, advice might be offered to the class teacher in order to support specific specialist differentiation for the pupil. For some pupils, in addition to the class based support, an out of class intervention might be offered. Those pupils with the highest levels of need might be referred to other agencies for further advice and support. The SENCo keeps a register of pupils requiring additional support in order to monitor the progress of these pupils, and to plan for provision across the school.
If you have concerns about any aspect of your child’s education your first point of contact should be your child’s class teacher. Class teachers are usually available at the end of the school day and are happy to make appointments if you require a longer discussion. The class teacher may then seek the involvement of the school SENCo. Alternatively the school SENCo can be contacted directly, either at the end of the school day, or via the email address provided on the website.
Click here for AET Special Educational Needs and Disability Policy