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HELLESDON HIGH SCHOOL SUPPORT DEPARTMENT

supportmrsmckinneyWelcome to the Hellesdon High School Support Department website! Our department exists to support the students of Hellesdon High in and out of the classroom and this site is here to better explain how we do this.

Everyone needs a little assistance from time to time and for our students that’s what we offer. This assistance can come in a number of forms: academic support gives a helping hand with class subjects, pastoral support often involves more personal matters and helping students who might otherwise find school too difficult. More practical assistance is sometimes required if a student just needs a little help participating or navigating school.

So have a look around and hopefully you’ll find it helpful in answering any questions you might have as to how the students of Hellesdon high receive this extra help. If your child receives or might need to receive some assistance whilst at HHS it might give you a better idea of what we offer and why we offer it.

If you still have questions, please feel free to contact us directly.

SEND INFORMATION REPORT

INTRODUCTION

Welcome to our SEND information report, which is part of the Norfolk Local Offer for learners with Special Educational Needs and Disabilities (SEND). All governing bodies of maintained schools and maintained nursery schools have a legal duty to publish information on their website about the implementation of the governing body’s policy for pupils with SEND. The information published must be updated annually.

At Hellesdon High School we are committed to working together with all members of our school community. This local offer has been produced with pupils, parents/carers, governors, and members of staff. We would welcome your feedback and future involvement in the review of our offer, so please do contact us. The best people to contact this year are:

  • Tom Rolfe/Mike Earl, Heads of School
  • Allison Mclellan, SEND Co-ordinator (SENDCO)
  • Angie Gill, SEND governor

If you have specific questions about the Norfolk Local Offer please look at the Norfolk County Council local offer website.

Alternatively, if you think your child may have SEND, please speak to Allison Mclellan, our SENDCO, on 01603 424711.

OUR APPROACH TO TEACHING LEARNERS WITH SEND

At Hellesdon High School we believe in participation for all. We want all adults and children to participate in learning, and we celebrate all members of our community. We want to create an inclusive culture in our school, and we aim to be more responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.

We value high-quality teaching for all learners and actively monitor teaching and learning in the school.

We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We monitor progress of all learners and staff continually assess, ensuring that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and staff engage in coaching and supervision.

HOW WE IDENTIFY SEND

At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEND as:

“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

(a) have a significantly greater difficulty in learning than the majority of others of the same age: or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”

If a learner is identified as having SEND, we will offer provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.

Learners can fall behind in school for lots of reasons. They may have been absent from school; they may have attended lots of different schools and not had consistent opportunities to learn. They may not speak English very well or at all; they may be worried about different things that distract them from learning. At Hellesdon High School we are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEND. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.

Our SEND profile for 2016-17 shows that we have 91 children identified as having SEND, of whom 27 have a statement or Education, Health and Care Plan (EHCP).

  • 52 children are identified as having SEND linked to Cognition and Learning
  • 16 linked to Communication and Interaction
  • 7 linked to Physical and Sensory issues
  • 16 linked to Social, Mental and Emotional Health

ASSESSING SEND AT HELLESDON HIGH SCHOOL

Class Teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Hellesdon High School we ensure that assessment of educational needs directly involves the learner, their parents/carer and of course their Teacher. The Special Educational Needs Co-ordinator (SENDCO) will also support with the identification of barriers to learning. We have a range of assessment tools available within school and through our cluster.

For some learners we may want to seek advice from specialist teams. In our school and cluster we have access to various specialist services but may have to be commissioned from our school budget. We have access to services universally provided by Norfolk County Council, which are described below.

The agencies used by the school include:

  • Autism Spectrum Disorder (ASD) specialist support team
  •  We have limited access to an Educational Psychologist
  • CAST (Child & Adolescent Support Team)
  • CAMHS (Child & Adolescent Mental Health Service)
  • Attendance Officers
  • ATT, Access through technology services. (Profession or medical referral only)
  • Virtual school for Sensory support, to support pupils with hearing/visual Impairment
  • Children’s Therapy Team (Speech & Language/Occupational/physiotherapy therapy)
  • School Nurse
  • The Locksley Short Stay Academy
  • Benjamin Foundation
  • Specialist Resource Base (SRB)

We also employ full- and part-time Learning Support Assistants who deliver support in class and the interventions in the provision map as co-ordinated by our SENDCO. We also provide specialist support in Maths, English, Science and with social/mental well-being: this can be in-class support, or withdrawal for specific interventions.

WHAT WE DO TO SUPPORT LEARNERS WITH SEND

Every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards 2012 detail the expectations on all teachers, and we at Hellesdon High School are proud of our Teachers and their development. The Teacher standards are at https://www.gov.uk/government/publications/teachers-standards.

Our Teachers will use various strategies to adapt access to the curriculum, which might include using:
• Visual resources
• Writing frames
• Task instruction sheets
• Mediation
• Peer buddy systems
• Positive behaviour rewards system

Each learner identified as having SEND is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. This support is described on a provision map, which although does not detail individual learners’ names, describes the interventions and actions that we undertake at Hellesdon High School to support learners with SEND across the year groups. We modify the provision map regularly, and it changes every year, as our learners and their needs change.

At Hellesdon High School we share the provision map with our colleagues in the Cluster so we can learn from each other, and demonstrate what we offer for learners with SEND. We are also able to promote consistent practice across all the schools in our cluster ensuring equality of opportunity.

Our provision map is shared with Governors who are able to ensure that we monitor the impact of these interventions on learning across the school.

FUNDING FOR SEND

Hellesdon High School receives funding directly to the school from the Local Authority to support the needs of learners with SEND. This is described in a SEND memorandum.

The cluster of schools also receive funding from the Local Authority which is distributed as ‘top up’ funding for learners who require support that exceeds that available to the school.

Access to this funding is via an application process and through a termly, professional, panel made up of representatives from schools within our cluster.

The cluster of schools are committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEND. If you would like any further information on SEND within our Cluster please contact our Cluster SEND Lead: Louise Goodson.

HOW DO WE KNOW IF THIS SUPPORT IS EFFECTIVE?

Monitoring progress is an integral part of teaching and leadership within Hellesdon High School. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEND. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step. Before any additional provision is selected to help a child, the SENDCO, Teacher, parent/carer and learner, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.

Children, Parents/carers and their Teaching and Support Staff will be directly involved in reviewing progress. This review can be built in to the intervention itself, or it can be a formal meeting held, where we all discuss progress and next steps. If a learner has a Statement or an Education Health and Care Plan (EHC plan), the same review procedures take place, but the Statement or EHC plan will also be formally reviewed annually.

The SENDCO collates the impact data of interventions, to ensure that we are only using interventions that work.

Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. Our school and cluster data is also monitored by the Local Authority and Ofsted.

OTHER OPPORTUNITIES FOR LEARNING

All learners should have the same opportunity to access extracurricular activities. At Hellesdon High School we offer a range of additional clubs and activities. These can be found on our school website or by contacting our School Reception.

We are committed to making reasonable adjustments to ensure participation for all, so please contact our SENDCO to discuss specific requirements.

EQUALITY

All staff at Hellesdon High School work within the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments’.

The Equality Act 2010 definition of disability is:

“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities.”
Section 1(1), Disability Discrimination Act 1995

This definition of disability in the Equality Act includes children with long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEND, but there is a significant overlap between disabled children and young people and those with SEND. Children and young people may therefore be covered by both SEND and disability legislation.

PREPARING FOR THE NEXT STEP

Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving in to employment. Hellesdon High School is committed to working in partnership with children, families and other providers to ensure positive transitions occur.

Planning for transition is a part of our provision for all learners with SEND. Moving classes will be discussed with the parents and child at their summer term review meeting. Transition to secondary schools of children with statements of EHC will be discussed in the summer term of their Year 5, to ensure time for planning and preparation.

HAVE YOUR SAY

Hellesdon High School is our community school. We can shape and develop provision for all of our learners ensuring achievement for all. This SEND report declares our annual offer to learners with SEND, but to be effective it needs the views of all parents/carers, learners, governors and staff. So please engage with our annual process to ‘assess plan, do and review’ provision for SEND.

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