Teaching, Learning and the Curriculum

How We Support SEND

At Hutton Henry CofE Primary School we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.

It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.

To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:

Ensure that all pupils have access to the school curriculum and all school activities.
Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
Pupils to gain in confidence and improve their self-esteem.
To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
To give every child the entitlement to a sense of achievement.
To regularly review the policy and practice in order to achieve best practice.

Children learn and develop in different ways. Teachers recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn. This is called Quality First Teaching and is something schools must provide for all children. However, many children, at some time in their school life, need extra help.

Because of this, schools must:

Talk to parents/carers if they think their child has a special educational need and let them know what special help the school is giving

Appoint a member of staff as the Special Educational Needs Co-ordinator (SENCO)
Have a written Special Educational Needs policy – a copy should be made available for parents
Take account of the Special Educational Needs (SEN) Code of Practice. This is advice given to schools by the government which outlines what schools should do to support pupils with SEN and gives recommendations for good practice.

If your child requires SEND support these are some of the things you can expect from our school:

Your child’s class / subject teachers will be finding ways to support them in class such as:

Changing the way lessons are planned and delivered
Matching activities to the ability / need of your child (differentiation)
Adapting learning materials such as worksheets, books and activities to suit your child’s needs
Small group support

The teacher will work in partnership with you and the SENCO to find ways to support your child with their needs, including giving you ideas on how you can help your child at home

School staff should set targets for your child which will be shared with you, either during Parents’ Evening or a Review Meeting. They may record this on an Individual Education Plan or Provision Map

If your child requires further support these are some of the things you can expect from our school:

Teachers, teaching assistants and the SENCO will continue to work together to find ways to support your child in school

The school should seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:

Carry out further assessment of your child’s needs
Provide advice to schools on how to best support your child
Suggest resources that would help your child make progress

You should receive copies of any planning to meet your child’s needs This will include targets your child is working towards, resources used and when progress will be reviewed.

Your views will be important in planning for your child’s education. Progress will be reviewed regularly either at Parents’ Evenings or during review meetings with the school SENCO.

Types of SEND

At Hutton Henry CofE Primary School, we have experience of supporting children and young people with a wide range of needs.

The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.

Teaching, Learning and the Curriculum

At Hutton Henry CofE Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.

For further information you can view the Teaching & Learning Policy in the School Policies section of our website.

How we identify and assess children with special educational needs

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.

At Hutton Henry CofE Primary School we follow a graduated support approach which is called “Assess, Plan, Do, Review”.

This means that we will:

Assess a child’s special educational needs
Plan the provision to meet your child’s aspirations and agreed outcomes
Do put the provision in place to meet those outcomes
Review the support and progress

As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.

The first person to identify that a child has special educational needs may be:

Yourself, as parent or carer
The class teacher
A health visitor
Another medical professional

If it seems that your child may have special educational needs, your child’s class teacher or the Special Needs Co-ordinator (SENCO) will assess:

What your child is good at and what they need help with
What your child would benefit from learning
How best to help your child learn

Information about your child’s targets and any extra support they receive at school may be recorded on an IEP (Individual Education Plan) or Provision Map

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details can be found on the Local Offer website.

You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:

Quality First Teaching
Specific group work matched to the needs of the child
Specialist group support from outside agencies e.g. Speech and Language Therapy;
Specific individual support for children whose learning needs are severe, complex and lifelong
Range of teaching and learning styles;
Broad and balanced curriculum
Opportunities for social interaction
Differentiated learning opportunities
Activities focused on targets set
An innovative and supportive curriculum;
Mentoring and Counselling;
A broad range of extra-curricular activities, Differentiated materials.
School trips planned to take account of individual need

Support for literacy, numeracy, children with significant learning difficulties, children with physical needs, children with speech, language and communication needs, children with a hearing, visual or multi-sensory impairment, children with social, emotional and mental health difficulties, children with medical needs, children with English as an Additional
Language and looked after Children with SEND will require specific support focused on individual need and using the expertise of school staff and external agencies. Using support methods listed above in conjunction with specific agreed support, school will ensure that individual needs are met.

School enables children and young people with disabilities to engage in activities and other educational provision e.g. sports and arts. This is achieved by ensuring that at the earliest stage the needs of individuals with SEND are considered. Staff are knowledgeable to support these needs.

The school tracks and monitors pupil progress for individual pupils with SEND. Detailed records show progress throughout the school year. Progress is measured using appropriate assessment tools e.g. p scales, PIVATS and National Curriculum

The school evaluates the effectiveness of provision for pupils with SEND by monitoring teaching, learning and progress. SEN Support Plans make clear the targets for individual children.

Staffing and any Specialist Qualifications/Expertise

Our dedicated SENCO is S Gibbins.

If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.