Below and organised under nine headings, is Hayesdown First School’s offer for pupils who have special educational needs and/or disabilities. This is called the ‘School Offer’ and is designed to help parents and carers understand how the school identifies children with Special Educational Needs (SEN) and disabilities and the provision that is made for them. Our ‘School Offer’ was reviewed and updated in August 2015, following consultation with parent/carers and pupils.
All staff at Hayesdown First School are committed to providing the best learning opportunities for all children. We are an inclusive school, working with parents/carers and a range of professionals to ensure the best education for all.
Who do I speak to if I am worried?
Sue Heal Rona Bowles Lucy Kitchener
Headteacher Learning Support Governor with responsibility
and SENCO Manager for SEN and Disabilities
Click here to find out more about how people in the school support pupils with SEN and disabilities.
If parents/carers have any concerns they should see the class teacher in the first instance. Teachers are available at the beginning and end of the day for brief discussions, or an appointment can be made if a more detailed discussion is needed.The progress and wellbeing of all children at Hayesdown First School is monitored closely by their class teachers. If the class teacher has concerns about the progress or attainment of a child, they will discuss this with the child’s parents/carers as well as the SENCo and Learning Support Manager. A programme of additional support may be provided as part of a small group or individually. Specific assessments will be carried out to provide more detail about the difficulties. Should a child continue to make poor progress despite additional support, with the consent of parents/carers, they will be referred to external specialists.
Click here to access further information about assessment and tracking of pupil progress.
Additional support in school is known as provision.
Your child’s education will be planned and monitored by their class teacher. Your child may work with class teachers, teaching assistants or external specialists who will deliver specific programmes and differentiated class content. This will be explained to parents/carers by class teachers, but further support and clarification can be sought via the SENCo.
Click here for more detail about how pupils with SEN and/or disabilities are supported.
There are parent/carer consultation evenings twice each year and reports are written in the Spring term. In addition to this, children in receipt of High Needs Funding or who have an Education, Health and Care Plan (EHCP) will have an Annual Review meeting to inform and plan for next steps. Additional meetings are also held for parents/carers whose children are on the school’s SEN List. These meetings are offered twice each year; parents/carers identify the staff they would like to attend and set the agenda for the meeting.
The school actively seeks children’s views and feedback. We find children to be honest and insightful. Their contributions have helped us shape and improve practice.
As well as being able to access support from school staff who are trained to support children with particular needs such as dyslexia, social communication difficulties, speech and language difficulties etc., the school is able to access support from external agencies including:
In addition to support received for academic subjects, there is a range of pastoral support available, including a Nurture Group called Sunflowers. We also have a Parent and Family Support Advisor (PFSA) who can work with children and families. Specific plans and support will put into place for children experiencing difficulties with behaviour and those needing medical support or intimate care.
The school site was remodelled in 2010 and is fully accessible. There are changing and disabled toilet facilities.
All children have the right to access off site educational visits where it is safe for them to do so. For those with additional needs, alternative provision can be made, for example, additional adult support, alternative transport arrangements or alternative arrangements for the administration of medicines.
Additional equipment and communication aids are used where they support access for particular pupils.
Click here for more information about accessibility.
Prior to starting in Reception, children identified as having special educational needs will have a ‘School Entry Plan’ meeting. This will be attended by you, pre-school staff, school staff and any external professionals involved in supporting your child. The aim is to plan how all concerned can make the transition to school as smooth and easy as possible. For children with medical needs, this will include identifying staff training needs to ensure your child’s needs are fully met, and any potential challenges identified and solved. All families will be invited to participate in several visits to the school prior to starting. Each visit has a different focus. Visits are designed to ensure that parents/carers and children know the staff and are familiar with the school setting ahead of starting school.
On moving to middle school, children in Year 4 with additional needs are discussed with the SENCo at the school your child is transferring to. Additional visits can be organised in school time and are supported by school staff. Resources such as transfer books and photographs can be made to ensure your child is familiar with the people and places they will come across.
In addition to support offered by school staff as detailed in sections 1 – 8 above, parents/carers of children with SEN and disabilities can access support and advice from:
Somerset has a statutory responsibility to provide free, impartial advice for all parents and carers of children with SEN and disabilities and does this through the SENDIAS service www.somersetsend.org.uk/welcome/
The Service has/provides: