Hanslope School SEND Information Report
At Hanslope school we believe in achievement, ambition and progress for all children.
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How do we know if children need extra help?At Hanslope School children are identified as having SEN through a variety of ways including:
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What should a parent/carer do if they think their child may have special educational needs and/or disabilities?
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How will the school staff support children who are identified as having special educational needs and/or disabilities?SEN Governor |
He/she is responsible for supporting school to evaluate and monitor quality and impact of provision for pupils with SEN across the school. Head teacherHe/she is responsible for the day to day management of all aspects of the school, including the provision made for pupils with SEN. SENCoHe / she is responsible for
Class teacherHe / she is responsible for:
If you have concerns about your child, you should speak to your child’s class teacher first. You may then be directed to the SENCO. |
How will the curriculum be matched to child/young person who needs extra support or has special educational needs and/or disabilities?Quality teaching is in place in all classes for all pupils to access the curriculum. Teachers are well skilled at adapting teaching to meet the diverse range of needs in each class. Planning takes into account individual pupil’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience both success and challenge in their learning. Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all. Additional adults are deployed flexibly to help groups and individual pupils with a long term goal of developing independent learning skills. Intervention programmes will be planned and carried out to support children to make progress with their learning when required. Class teachers organise and plan for intervention with support from the SENCO or outside agencies. Strategies/programmes to support speech and language
Strategies to support/develop English inc. reading
Strategies to support/develop Mathematics
Strategies/support to develop independent learning
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How will both school and the parent know how the child is progressing and how will school help the parent to support child/young person’s learning? |
Tests and Examinations: Access ArrangementsFor some pupils additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. The SENCO will inform you about eligibility and applications for these arrangements. Only tests and assessors authorised by the school and recognised by JCQ (Joint Council Qualifications) can be accepted for access arrangements for public examinations. |
What support is offered from the school to ensure the well-being of the child/young person who requires extra help or has special educational needs and/or disabilities?Strategies to support the development of pupils’ social skills and enhance self-esteem |
Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)
Support/supervision at less structured times of the day including personal care
Planning, assessment, evaluation and next steps are always agreed through
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What specialist services and expertise are available at or accessed by the school?Hanslope School works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. The school organises:
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What training has been provided or what are you planning to offer for staff to support children/young people with special educational needs and/or disabilities?INSET training is delivered as required. This could be in the form of updates or training. Our SENCO actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with SEND. An ongoing programme of training developed each year to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of children with SEND. Milton Keynes has Special Schools provision which schools can go to for advice to review, evaluate and develop provision for pupils who have the most complex needs. |
How will children be included in activities outside the classroom including school trips?
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How accessible is the school environment?
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How will the school prepare and support the child who needs extra help or special educational needs and/or disabilities to transfer to a new school or the next stage of education and life? |
Children and young people with SEND can become particularly anxious about “moving on” so we seek to support successful transition with at least 2 transition days and additional liaisons with the next teacher where necessary. When moving to another school: We will contact the school SENCO and share information about special arrangements and support that has been in place for your child to help your child achieve their learning goals We will ensure that all records are passed on as soon as possible. The school may put a “passport” in place to support transition process. When moving classes in school: An information sharing meeting will take place with the new teacher Opportunities to visit the new class / teacher will be provided. Class ‘booklets’ are created to inform children and parents of the new routines. Year 2 to 3 or 6 to 7 transition The SENCO and/or class teacher will attend a Transition meeting to discuss the specific needs of your child and the nature and level of support which has had the most impact. In some cases additional multi-agency meetings may be arranged to create a more detailed “transition” plan which may include more visits to the new school and/or additional visits from the new school to see your child in their current setting. |
How are the school’s resources allocated and matched to children/young people with special educational needs and disabilities?The school has an SEND Budget allocated each year. The money is used to provide additional support or resources to support the needs of children. For example:
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Who can a parent/carer contact for further information?Head teacher: Mr Ryan Fensham-Brown ryan.brown@hanslope.milton-keynes.sch.uk |
Special Educational Needs Coordinator: Mrs Louise Edwards louise.edwards@hanslope.milton-keynes.sch.uk Parent Partnership Advice Line Milton Keynes Tel: 01908 254518 Galley Hill Education Centre
SEN Team Milton Keynes Council Saxon Court 502 Avebury Boulevard Central Milton Keynes MK9 3HS
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Appendix 1 Children and Families Bill 2013 The Children and Families Bill takes forward the Coalition Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people succeed, no matter what their background. The Bill will reform the systems of adoption, looked after children, family justice and special educational needs. The Government is reforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Bill will extend the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met. It takes forward the reform programme set out in Support and Aspiration: A new approach to special educational needs and disability: Progress and next steps by Replacing statements and learning difficulty assessments with a new Birth to 25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets |
so that they have more control over the support they need; Improving cooperation between all services that support children and their families and particularly requiring local authorities and health authorities to work together; Requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a “local offer” of support
What is the local offer?The local offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower level SEN as well as the options available to support families who need additional help to care for their child.
What will the local offer do?This will provide information about services in the local area and how these can be accessed. With regard to education it will let parents / carers and young people know how schools and colleges will support them and what they can expect from these settings. It will help parents / carers and young people make decisions about how best to support the needs they have. During the last year the format has been discussed at national and local level. The local offer was published in September 2014.
Appendix 2 Glossary of terms
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