Special Educational Needs & Disability (SEND)

Haseltine is an inclusive school

Haseltine School is an inclusive school and may offer the following range of provision to support children with SEND.

Intervention

Social Skills programmes/support including strategies to enhance self-esteem:
  • Learning mentor support, focusing on social and emotional development, delivered 1:1, paired or in a group as appropriate, either in or out of class.
  • Dramatherapy support delivered 1:1, paired, in a group or with the whole class as appropriate; offered to both children and parents/carers.
  • Programme of weekly outreach support provided by New Woodlands School targeting those pupils whose emotional needs affect their confidence and self-esteem as learners.
  • Tailored intervention programmes delivered by the school’s allocated educational psychologist to children and their parents/carers, as appropriate.
  • Intervention from the Targeted Family Support Service for children and their parents/carers on referral, delivered both in school and in the home.
  • Intervention from the Child and Adolescent Mental Health Service (CAMHS) for children and their parents/carers on referral, delivered at CAMHS or in school as appropriate.
Access to a supportive environment – IT facilities/equipment/resources (inc. preparation):
  • A multi-sensory room, soundproofed and fitted with a sprung floor, equipped with a range of specialist resources including an LED bubble tube, sensory pods and sensory wall and floor mats.
  • Extensive and consistent use of visual support both in and out of class to support understanding and facilitate access to the school environment and learning.
  • Pre-teaching of new concepts and vocabulary to enhance learning.
  • Use of interactive whiteboards.
  • Regular access to computers and iPads.
  • Provision of individually tailored visual support packages for specific children including individual timetables and behavioural cue cards.
  • Provision of resources to enhance independent learning including sand timers, easy-grip scissors, colourful semantics folders and table top writing and maths packs providing a broad range of visual and concrete learning resources.
Strategies/programmes to support speech and language:
  • Assessment by and intervention from a speech and language therapist, on referral.
  • Provision of small group speaking and listening skills support by the learning mentor, who has been specifically trained in the delivery of this intervention by the Lewisham Speech and Language Therapy (SALT) Service to Schools.
  • Delivery of allied individual SALT programmes by the learning mentor.
  • Support for children with EAL status – either 1:1 or in groups/in or out of class – from a dedicated specifically trained learning support assistant (LSA).
  • Access to ICT programs which add visual support to the printed word to enhance understanding and communication.
  • Support as required in class from teachers and LSAs.
Mentoring activities:
  • Learning mentor support and interventions delivered in class 1:1 or in a group, to develop positive attitudes to learning, and out of class to address social and emotional issues which affect children’s learning progress.
  • Circle of Friends
  • Use of peer modelling and mentoring.
  • Use of talk partners during whole class and group learning sessions.
  • Pupil Parliament
  • Buddy systems for support during playtimes and lunchtimes.
Access to strategies/programmes to support occupational therapy/physiotherapy needs:
  • Assessment by and intervention from an occupational therapist (OT), on referral.
  • Implementation of individual OT/physiotherapy support and intervention programmes by allocated school staff, trained as appropriate, for those children in receipt of these services.
  • Training of individual members of staff by the OT/physiotherapy services in the delivery of individual OT and physiotherapy programmes to develop fine and gross motor skills.
  • Provision of specific resources and equipment, as required.
  • Provision of support resources such as wobble cushions, peta-grip scissors and theraputty, where required.
Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents):
  • Meeting and greeting of parents/carers at the start and end of each day by all staff.
  • Open door policy by all staff for all parents & carers throughout the day.
  • Parent Hub, run by one of our family support and attendance offers, where parents & carers can attend regular coffee mornings, share any issues or concerns with school staff and access support in the school community; information is shared with parents & carers about services available in the community for parents, children and families.
  • Two family support and attendance officers who liaise daily with the families of persistent absentees.
  • Dramatherapist in school twice weekly to work therapeutically with children and parents/carers who require emotional support.
  • Learning mentor implements planned programmes of support to children either in or out of the classroom, 1:1 or in a group session as required.
  • Educational psychologist works closely with referred children and their parents/carers, and provides ongoing support to them in the form of school-based assessments and meetings, regular telephone consultations or work in the home with the family.
  • Weekly liaison between SENCo and school nurse when concerns regarding individual families/children are shared, following which the school nurse makes contact with parents & carers to discuss any issues and arrange meetings or home visits as required.
  • The school nurse offers regular drop-in sessions in the Parent Hub where parents/carers can speak to her about issues concerning their children.
  • Collaboration and communication with all external professionals involved with children, as appropriate, eg. paediatricians, GPs and CAMHS practitioners.
  • All staff trained annually in safeguarding and child protection, most recently in September.
Strategies to support/develop English including reading:
  • Small group reading support in class through guided and reciprocal reading, and individual reading support out of class from volunteers.
  • Additional small group English support in class from class teachers and LSAs.
  • Provision of table top resource packs to promote independent learning.
  • Additional individual and small group English support, delivered weekly by a learning support teacher.
  • Lunch time writing clubs in class run by class teachers.
  • Targeted literacy support strategies devised by the educational psychologist and implemented by the learning mentor, SENCo or learning support teacher as appropriate.
  • Reading club run by the learning support teacher.
  • Handwriting development programme devised by KS1 teacher and implemented daily throughout the school as and where required.
  • Access to ICT programs which add visual support to the printed word to enhance understanding and communication.
  • Use of a range of assessment tools to identify areas of need and subsequent implementation of support programmes as required.
Strategies to support/modify behaviour:
  • Consistent schoolwide implementation of the school’s behaviour policy.
  • SEN registration of those children whose behaviour difficulties are persistent and constitute a barrier to learning progress; initial provision will include close collaboration with parents/carers on an agreed programme of support, home/school books to ensure daily communication between home and school, daily behaviour oversight by school staff and learning mentor support as appropriate.
  • Where a child fails to respond to this initial provision a referral will be made to one or more of the following agencies: the school’s dramatherapist, New Woodlands outreach support, the educational psychologist, Targeted Family Support or CAMHS.
Strategies to support/develop mathematics:
  • Targeted small group support in class.
  • Withdrawal of small groups or individual children for additional numeracy support.
  • Schoolwide implementation of the White Rose maths programme.
  • Schoolwide application of the Mathematics Mastery teaching framework to enhance maths learning and progress.
  • Use of support resources including Numicon and Cuisenaire rods.
  • Advancement of more able pupils through provision of opportunities such as the inter-school Maths Challenge.
  • Pupil access – both in school and at home – to Mathletics, an online learning resource designed to consolidate and extend curriculum learning.
  • Regular staff training in the teaching of maths.t.
Provision to facilitate/support access to the curriculum:
  • Small group support in class from class teacher/LSA.
  • 1:1 support from an allocated LSA for children with Statements of SEN/EHC plans.
  • 1:1 support in class from learning mentor as appropriate.
  • Small group/1:1 support from a specifically trained EAL LSA.
  • Facilitating access to learning through the appropriate differentiation of tasks and activities.
  • Provision of an extensive range of visual and concrete resources to support independent learning.
  • Provision of specialist equipment or modified resources.
  • Implementation of specifically tailored support strategies and programmes, eg. devised by the educational psychologist, occupational therapist or physiotherapist.
Strategies/support to develop independent learning:
  • Access to ICT programs which add visual support to the printed word to enhance understanding and communication.
  • Provision of individual/visual timetables and checklists.
  • Access by all children to a range of English and maths table top resources to enhance independent learning.
  • Pre-teaching of new concepts and vocabulary.
  • Individual success criteria. Provision of an extensive range of visual and concrete resources to support independent learning.
  • Implementation of specifically tailored support strategies and programmes, eg. devised by the educational psychologist, occupational therapist or physiotherapist.
  • Staging of Wonder Days to promote quality independent writing and maths learning.
Support/supervision at unstructured times of the day including personal care:
  • Trained midday meals supervisor and LSAs supporting in the lunch hall.
  • Play leaders initiating and supporting activities during morning and lunch breaks.
  • Buddy system for children new to the school.
  • Individual lunchtime supervision where specified, eg. in Statements of SEN/EHC plans.
  • Support by individual members of staff for children with special toileting requirements.
  • Targeted support and supervision in the outdoor areas for children with disabilities.
Planning and assessment:
  • Differentiated learning activities.
  • CAF referrals to external agencies/social care as required.
  • Meetings attended by SENCo and class teachers, LSAs and allocated LSAs for children with Statements of SEN to discuss and plan appropriate teaching and learning experiences.
  • Strategy sheets devised by the learning support teacher for those children she works with who require additional specific literacy strategies to support their learning in class.
  • Referrals for assessment to external agencies as required.
  • Incorporation into planning of any advice or guidance provided by external professionals supporting individual children.
  • A range of assessments, undertaken by the learning support teacher and SENCo, to identify specific areas of need which may require targeted planning and/or further assessment.
  • Half-termly tracking of pupils with SEN.
Liaison/communication with professionals/parents, attendance at meetings and preparation of reports:
  • Early identification of needs requiring referral to external professionals.
  • TAF (Team Around the Family) meetings convened where a child’s/family’s needs are assessed as significant.
  • Regular communication and information sharing with an extensive range of external agencies.
  • Regular progress meetings with parents/carers for which detailed reports are prepared.
  • Sharing of professional reports with parents.
  • Implementation by school staff of recommendations made and strategies devised by external professionals to support children and/or their families.
  • SENCo attends multi-disciplinary assessments as required.
Access to Medical Interventions:
  • Weekly update sessions between SENCo and school nurse.
  • Initial meetings with school nurse and parents of children with medical issues to establish child’s needs in school and, where appropriate, draw up care plans.
  • Parents/carers of children with asthma are asked to complete an asthma pathway care plan and a sign a consent form agreeing to the administration of emergency medication if required.
  • Staff training in the administration of support and/or medication for conditions including epilepsy, diabetes and epipen use.
  • Liaison with medical professionals, including paediatricians, GPs and mental health practitioners, providing ongoing treatment to children in the school.
  • Posters with photographs of child and detailing the child’s condition and, where relevant, required medication displayed in staffroom, the child’s classroom and, for children with allergies, the school kitchen.
  • Individual protocols for children with significant medical needs.
  • Implementation of risk assessments.
  • All support staff trained regularly in First Aid.

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Our Prospectus

Haseltine Primary School Prospectus 2013

Haseltine’s Vision

"To inspire all children to have a life-long love of learning, allowing them to thrive in a modern, diverse society."

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