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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, in which we aim to set out and explain how we support students with Special Educational Needs and Disabilities (SEND).

This report is updated annually and has been produced with information and support from Academy stakeholders. We welcome feedback 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 (SENCO)
  • Angie Gill, SEND Governor

Our SEND Report is part of Norfolk’s Local Offer (please click to open link).

If you have specific questions about the Local Offer, please look at the Frequently Asked Questions on Norfolk County Council’s website.

If you think your child may have SEND, please speak to Allison Mclellan, our SENCO, 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 continuing professional development.

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 a consistent opportunity 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.

STAFF WHO SUPPORT STUDENTS WITH SEND

Class teacher

Ensuring that all children have access to good/outstanding teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation).

Form tutor

Ensuring that your child receives the correct guidance and pastoral support to make academic progress. Support is also provided to improve social and emotional development.

Head of Year

Ensuring that your child receives the correct guidance and pastoral support to make academic progress. Support is also provided to improve social and emotional development.

SENCO – Special Educational Needs Co-ordinator

Ensures that:

  • All members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable them to be included and make progress.
  • All staff working with your child in school are supported in delivering the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside help and specially planned work.
  • Staff are aware and confident about how to meet the needs of your child and others within the Academy. This may involve organizing training.
  • There is appropriate support in place for children with SEND.
  • There is an up to date SEND record of need, which documents the needs of pupils in the Academy.
  • Parents are kept informed about the support your child is getting.

TA – Teaching Assistants
HLTA – Higher Level Teaching Assistants
Department Intervention TAs

These staff members work with the class teacher to identify areas of support for students with SEND. They attend all training opportunities related to SEND and differentiation. Their main priorities are to:

  • Support students to access the curriculum.
  • Empower students to develop effective strategies that enable them to become independent learners.
  • Support the implementation of differentiation and specialist support strategies in the classroom.
  • Keep students focused on learning activities during lessons.
  • Deliver small group intervention workshops.
  • To communicate, where appropriate, with parents and carers regarding aspects of pupil progress.

SEND Governor

  • Ensures that we have an up-to-date SEND report.
  • Makes sure that we have appropriate provision and have made necessary adaptations to meet the needs of all children.
  • Makes sure that the necessary support is made available for any child that attends Hellesdon High School.
  • Carries out visits to understand and monitor the support given to children with SEND at Hellesdon High School.

OUR SEND PROFILE

Our SEND profile for 2017-18 shows that we have 101 children identified as having SEND, and 24 of those have a statement or Education, Health and Care Plan (EHCP).

50 children are identified as having SEND linked to Cognition and Learning

22 are linked to Communication and Interaction

8 are linked to Physical and Sensory

21 are linked to Social, Mental and Emotional Health

TYPES OF SUPPORT

SEN support will be provided using a ‘graduated approach’. This approach will follow a four-part cycle: Access, Plan, Do and Review. Students will get support that is specific to their individual needs. This may be all provided by the Subject Teacher, other staff in the school, or staff who visit the school from outside agencies. Interventions are carefully coordinated and delivered throughout the school day to minimize the impact on time spent in the classroom learning.

The Class Teacher

  • The teacher will have the highest possible expectations for all students in their class.
  • All teaching is based on building on what your child already knows, can do and can understand.
  • Putting in place different ways of teaching so that your child is fully involved in learning in class.
  • Putting in place specific strategies to enable your child to access the learning task.

Specific small group work

  • The class teacher/SEN team monitor the progress of students. Where gaps in understanding or learning are identified, additional support is assigned to help the student make better progress.
  • Targeted and highly personalized interventions can reduce the barriers to learning and support the student to make faster progress.
  • Support is offered throughout the school day. These are carefully coordinated to ensure that a student does not fall behind with any of their classwork.

Specialist support

If your child has been identified as needing more specialist input in addition to, good/outstanding teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress.

Before referrals are made you will be contacted to discuss your child’s progress and help plan possible ways forward.

The specialist will work with your child to understand their needs and make recommendations, which may include:

  • Making changes to the way your child is supported in class.
  • Support to set targets which will include their specific professional expertise.
  • Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g. a social skills group.
  • Group or individual work with an outside professional.

Specific individual support

This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified as needing a particularly high level of individual and small group teaching, which cannot be provided from the resources already delegated to the School.

The Academy (or you) can request that the Local Authority (LA) carry out a Statutory Assessment of your child’s needs. This is a legal process and you can find more details about this in the Norfolk Local Offer (see Introduction, above).

  • After the Academy has sent in the request, the LA will decide whether they think your child’s needs seem complex enough to need a Statutory Assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs and then write an EHC Plan (previously a Statement of Special Educational Need).
  • If this is not the case, they will ask the Academy to continue with the support through the graduated approach and also set up a meeting in the Academy to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The document will outline the support your child will receive from the LA, how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.

ACCESSIBILITY

We ensure that equipment used is accessible to all children regardless of their needs.

  • There is designated access parking.
  • There are toilets with disabled access.
  • Trained staff.
  • Learning Support Rooms equipped with specialist resources.
  • Policies are available in a print format from the Academy upon request.
  • In addition, we provide a ‘safe space’ for vulnerable students to use at times during the day when appropriate.

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’.

Please click here for the school’s Accessibility Plan (pdf).

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.

EFFECTIVENESS OF THE SUPPORT

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, 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.

Analysis of SEND pupil performance data will include:

  • Progress and attainment
  • Number of exclusions
  • Student and parent contributions to reviews
  • SEND pupil attendance
  • Lesson observations/learning walks
  • Feedback from teachers, support staff, parents and pupil
  • Feedback from student focus group

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.

SUPPORTING TRANSITION Y6-Y7

We will ensure that pupils with SEND are admitted on an equal basis with others in accordance with the Admissions Policy.

In support for these arrangements the following additional information and documentation is provided by the feeder school:

  • Individual Education Plans
  • Review of Individual Education Plans
  • Statements/Education Health and Care Plans
  • Assessment details
  • Reports
  • Meetings with primary schools during the year
  • Early visits to familiarise students and parents with the School
  • Additional induction days for pupils with SEN

PREPARING FOR THE NEXT STEP

We recognise that ‘moving on’ can be difficult for a child with SEN and/or disabilities, and steps are taken to ensure that their transition is as smooth as possible.

For students moving into new schools, colleges or universities:

  • We can be contacted by the new school for discussions about specific support
  • We can make sure that all records about your child are passed on as quickly as possible
  • We will provide evidence of additional classroom or exam based support
  • We will provide guidance and signposting for students as they move into the next phase of their education or into employment
  • Support may also be offered in relation to applying for the disabled student allowance

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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