SENCo: Mrs J Gray
Contact: 01564 783161 (through school office)
SEND Governor: Mr. G Campbell
SEND – Special Educational Needs and Disabilities
SENCo – Special Educational Needs Co-ordinator
EHCP – Education Health and Care Plan (previously referred to as a ‘Statement of SEND’; this is statutory document that sets out a pupil’s specific needs and their support)
Hockley Heath Academy currently follows the Special Educational Needs and Disabilities Code of Practice (September 2014) as well as local advice and systems for supporting children with additional needs.
Hockley Heath Academy is an inclusive school that values all of its children: the teaching and learning achievements, attitudes and well-being of every pupil are at the heart of everything we do. The diversity of individuals is valued and respected and new opportunities are offered to pupils who may have experienced previous difficulties. We aim to encourage all pupils to recognise their own unique qualities, as well as the characteristics they share with other pupils.
Hockley Heath Academy provides access to the full National Curriculum for all pupils.
The code of practice defines SEND as:
A child or young person who has a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child has a learning difficulty or disability if he / she:
Has a significantly greater difficulty in learning than the majority of others of the same age, or
Has a disability which prevents or hinders him or her from making use of facilities generally available in mainstream school.
During their time at school, many children experience difficulties in one or more areas of learning and development; some may experience difficulties in more than one area at a time. The SEND Code of Practice identifies four key areas of SEND which are used to help us identify additional needs and plan support.
Identification and assessment
All pupils at Hockley Heath Academy have access to high quality teaching and support, regardless of ability. Most pupils will need extra help in one or more areas of the curriculum at some point during their school lives and for the most part this is done within the classroom by adapting teaching or resources. For a small number of children, more specific support or resources are often needed to help them continue to develop and these would be coordinated by the class teacher and the SENCo. This might mean more targeted spelling support, participating in a motor skills development group or referral to external professionals, such as a Speech and Language or Occupational Therapist who can advise us further or may be able to diagnose specific difficulties.
Pupils who are identified as having SEND are recorded on the SEND register, which is maintained and monitored by the SENCo. The SEND register is a fluid document; some children may come off the register after a short period of support and some may need help all the way through school.
Working with Parents and Carers is essential to supporting learning and development in all our pupils. Parents and Carers are kept informed of the support a pupil may be receiving through a termly Provision Support Plan (PSP) as well as contact with the class teacher and SENCo. Parents and Carers are involved in reviewing support at the end of each academic term; this may be through informal face to face or telephone meetings with the class teacher or SENCo, written feedback, Parents’ Evenings or more formal progress review meetings.
Identifying SEND usually happens in one of four ways:
If a pupil’s needs could not be met within everyday classroom teaching or additional resources or specialist knowledge were needed, then the class teacher would involve the school SENCo to help plan and coordinate specific support.
The SENCo, in partnership with parents/carers may then arrange for further assessments; for this we utilise the Specialist Inclusion Support Service (SISS) which incorporates Solihull’s local SEND professionals who can provide advice, assessment, further referrals and in some cases specialist teaching. Reports from any visits and assessments are shared with parents/carers and influence our day to day classroom practice and resource provision.
The school can also call upon advice and support from other outside services including: the School Nursing team, Educational Psychology Services, Solar, Speech and Language Therapy, Occupational Therapy, Autism assessment services and bereavement counsellors.
Hockley Heath Academy has high expectations of all pupils, including those with special educational needs. All pupils are set appropriate challenge targets and staff work strategically with the pupils to support them in achieving their personal best. We teach all pupils together in their classes whenever possible, with the teachers and teaching assistants differentiating and supporting the pupil to ensure they are always part of the topic or activity. At times it may be necessary for a pupil with SEND to access additional support: this might be as part of targeted intervention to boost progress and may take place either as part of a group or 1:1 For a few pupils, the school may use outside support and agencies that work with pupils during the school day.
All teachers and teaching assistants are aware of target SEND pupils that are identified each half term, where there may be concerns with attainment or progress levels. In these instances class teachers write personal targets for pupils to further support them; wherever possible this is done in collaboration with pupils (and often parents) to encourage taking ownership of learning and/or behaviours.
This describes quality first teaching which takes into account the learning needs of all pupils in the classroom; this teaching is inclusive and challenging. The class teacher is responsible for the education of all pupils in their class; this includes the recognition and support of those with special needs. Learning objectives may be differentiated and additional support or resources provided to help learners understand and achieve. Learning support staff are skilled at supporting pupils in their classes and groups under the guidance of the subject/ class teacher to ensure maximum progress.
This describes specific, additional time-limited intervention teaching provided for some pupils who need help to accelerate their progress to enable them to work at or above age related expectations. They are often targeted at a group of pupils with similar needs. At Hockley Heath Academy, intervention teaching may take place in small groups or on a 1-1 basis and both inside and outside the classroom. These interventions may include literacy or numeracy key skills, gross or fine motor development or social and emotional development. Some interventions may take place during a specific session during the school week, whilst others maybe short, e.g. 10 minutes per session, but occur daily. In all cases intervention sessions take into account the particular needs of the pupils.
This describes targeted provision for a small number of pupils where it is necessary to provide highly tailored interventions to accelerate progress, develop skills or enable pupils to achieve their potential. Children who are involved in Wave 3 support often (but not always) have a specific difficulty with either accessing learning or the learning environment.
Support of this nature is always led by experienced, skilled staff or may be provided by a professional from an outside agency.
All class teachers and teaching assistants liaise regularly with and draw upon the expertise of the SENCo or other members of staff. Children participating in Wave 1, 2 and 3 support mechanisms are monitored by the SENCo; Wave 3 support is coordinated and specific learning activities may be led by the SENCo.
Children with EHCPs may be supported by Child Specific Teaching Assistants who possess specific skills or knowledge for their particular field.
Evaluating the effectiveness of provision
Just as a child’s learning develops as they move through school, so their support must also.
During the course of the school year, Hockley Heath Academy utilises feedback, assessments, documents and data (both from classroom teaching and specific to SEND) to review and reassess the appropriateness of any support put in place.
Reflecting on successes or the need for evolution in support may take into consideration the following: Pupil Progress meetings, reviews of Provision Support Plans (PSPs), re-assessments by external agencies, classroom assessments, examination of pupil work, viewpoints of and feedback from pupils and ongoing partnerships with parents and carers.
At Hockley Heath Academy we subscribe to the graduated response model of supporting learning and development so that support is reviewed timely and effectively to ensure it is meaningful and having a positive impact on the pupil or pupils concerned. This means that we:
ASSESS, PLAN, DO, REVIEW
Provision for pupils with SEND is mapped strategically to meet the needs, taking into account individual circumstances and with regard to the resources of the school.
Pupils who have been identified as having a special educational need or disability are set personalised targets each term in order to support their progress. These targets are recorded on a termly Provision Support Plan (PSP) which is written by class teachers and supported by the SENCo.
PSPs are reviewed at the end of each term, either through informal discussion with all those who support a pupil and the pupil themselves, written feedback from professionals and parents/carers or through a more formal Pupil Progress meeting with the SENCo. In most cases, targets evolve throughout the school year as learning develops and are the product of collaborative work between home and school. In a small number of instances, targets and support mapped on a PSP will be taken directly from a pupil’s EHCP or Medical Care Plan.
Reviews of Education, Health and Care Plans (EHCPs) take place annually, involving all those who care for or support the pupil in question.
Hockley Heath Academy has a dedicated, skilled and experienced team of teachers and teaching assistants; all of whom receive regular training, support and guidance in both teaching and learning and SEND specific matters. All of our staff are capable of leading high-quality learning activities and adapting learning materials for a variety of different learners. Some of our staff are trained to lead specific intervention schemes; including those for gross motor development, phonics, numeracy, language development and social skills.
Both local and national training opportunities are made available to both teachers and teaching assistants to extend their knowledge and understanding of issues specific to their roles; many of our staff have undertaken further training in supporting learners with specific difficulties e.g. Dyslexia, Autism or Speech and Language.
Lessons are as practical as possible and staff are proficient in using a wide range of resources designed to support general and specific difficulties, many of which are available in classrooms or at request to the SENCo, these include; pencil grips, easy-grip stationery, writing slopes, fiddle toys, task-management boards/timers, word mats, comprehension kits and number squares/lines. Resources to support more specific difficulties include; Numicon (numeracy), Phonic based reading schemes (literacy), KAPLA, Teodorescu (fine motor) and Read Write Inc resources.
In a small number of cases, a pupil may have a very high level of need in one area or have several overlapping needs that make it difficult for him/her to access learning in the same way and to the same level to their peers. If a child is demonstrating a significant cause for concern, systems already in place are not having the desired impact and the pupil meets the local threshold criteria; then the school and parents/carers may apply to the Local Authority for a Statutory Assessment of need.
This may result in an individual Education, Health and Care Plan being created for the pupil which would set out the needs of the pupil and pull together plans for support for learning, well-being and development from the fields of Education (usually school), Health (e.g. paediatrician, speech therapist) and Social Care (e.g. respite care, family worker).
The SENCo is responsible for coordinating any EHCP application or the support a child with an EHCP receives; this is reviewed annually in conjunction with the Local Authority. Parents/carers are able to make an application for an EHCP. Further information can be found at:
The 2014 SEND Code of Practice puts children, and their families, at the centre of everything; pupil needs are at the heart of our approach to SEND provision. They can help us understand exactly what they find difficult and what they think works to help them towards success both academically and socially. All pupils are encouraged to give feedback on their learning and progress at the end of a cycle of support or at the school term, either through a written questionnaire or through discussion with a member of staff that supports them. Older pupils especially are encouraged to take ownership of their own learning and work with us to set targets and agree plans of work.
We believe that the best way for a child to reach their maximum potential in any field, is for home and school to work together. This means working in partnership from the very first stages of school life and seeking each other out to discuss difficulties, triumphs and changes.
Parents/carers of all our pupils are invited into school to meet their child’s class teacher twice a year at Parents’ Evenings and parents/carers of pupils who are finding things difficult or are receiving additional support may be asked to participate in a Pupil Progress meeting with a Phase Leader or another senior member of staff. Parent/carers of pupils on the SEND register will be invited to participate in a review of targets, support and progress at the end of each term – either through written feedback or face to face discussions.
The first port of call should ordinarily be your child’s class teacher, however the lines of communication are always open and parents/carers are welcome to make appointments to see the SENCo or the Principal if there is something causing concern.
Children are naturally supported as they progress from one class and one phase to another and the same level of care is applied for those who are moving to another setting or are transitioning to secondary school. Arrangements for transition to a new school are considered on an individual basis; some children may need more support or more time to get ready for a big change.
We work in tandem with our local secondary schools to run a programme of transition events for all Year 6 pupils whereby children have the opportunity to visit their new school and participate in taster activities for new subjects but also are visited by key members of their new teaching staff and have the chance to ask questions. Our local secondary schools work hard to make transition go as smoothly as possible and many of them offer additional visits or meetings for pupils with SEND. In the Summer Term of Year 6 the SENCo will hold transition meetings with the SENCo from chosen secondary schools so that key information is communicated directly.
For pupils moving to a new setting in other year groups, we work with the new school to prepare for visits and for leaving us as well as transferring information as early as possible.
There are many organisations which exist to support parents and carers. Details of these can be downloaded from the resources section above.
Any complaints regarding the school should follow the normal complaints policy.
For more information about support, advice and resources available to support children in Solihull please visit their website:
|Total number on SEND register||Total at SEND Support level||Total with an EHCP|