Heathwood Lower School

Heathwood Lower School

 

 

Heathwood Lower School

Special Educational Needs and Disabilities,(SEND) Offer

An Overview of the School & Inclusion Statement                                                      

Heathwood Lower School is a one form entry mainstream school providing for children aged 4 – 9.      We are committed to developing and offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs and abilities. Our school believes that every pupil has an entitlement to develop his/her full potential. Inclusion recognises a child’s right to a broad, balanced, relevant and challenging curriculum that is appropriate to their individual abilities, needs, talents and personal qualities. We aim to work in true partnership with parents/carers and children to make learning exciting and positive for all of us. Diversity and difference is valued as a rich resource that supports the learning of all. Our school understands its responsibility to actively promote positive attitudes towards diversity and difference – not just so that every child is included, but also so that they learn from the earliest age to value diversity in others and grow up making a positive contribution to society. We believe in equality of opportunity; with all children having access not only to the taught curriculum, but also to the many enrichment activities we offer.

How will the school know if my child has SEND?

A child or young person is considered to have Special Educational Needs if they have a learning difficulty or disability which calls for special educational provision to be made for them. Special educational provision is provision that is additional to or different from that which would normally be provided for children or young people of the same age in a mainstream setting. This means provision that goes beyond our class-based, high quality, differentiated teaching & learning.

Special educational needs and provision can be considered as falling into four broad areas: Communication & Interaction, Cognition & Learning, Social, Mental & Emotional Health and Sensory and/or Physical.

Early identification is vital and the school uses a graduated response to identifying children’s SEND. The class teacher makes an initial identification, underpinned by evidence, and shares their concerns with the Parents/Carers, SENDCo and Headteacher. Further actions will be agreed by all concerned.

Sometimes children’s SEND have been identified before entering our school and we are usually made aware of these needs by both the Early Years Advisory Team and parents/carers.

If at any time you are concerned about your child’s education and progress please let us know so that ways forward can be identified together.

Who should I contact if I have any questions or concerns about my child's SEND?

  • Your child’s class teacher should be spoken to initially.

  • After this initial contact, the school’s SEND Co-ordinator might become involved – Mr Paul Dicker.

   He can be contacted via the School Office or via the School email: heathwood@cbc.beds.sch.uk

Who is responsible for the school’s SEND provision?

  • Mr Paul Dicker is the school’s SEND Co-ordinator and has responsibility for the day-to-day operation of the school’s SEND policy.

  • All class teachers are responsible for meeting the needs of all children.

  •  Mrs Paula Bangs and Mrs Rose Gunter are the school’s current Inclusion Governors

  • The school’s Governing Body are responsible for formulating & implementing the school’s Disability Equality Scheme/Action Plan.

How will the school involve me as a parent/carer?

  • Parents/carers are kept informed at all stages from initial assessment of needs to the reviewing of the impact of provision made.

  • Parents/carers are invited to termly meetings called ‘Structured Conversations’ with the class teacher and/or the SENDCo. The focus of these meetings is to listen to you as parents/carers and for us to jointly identify priority targets for your child and plan how to achieve them.

  • Your child’s Individual Achievement Plan or Provision Map will detail the ways in which parents/carers can support at home.

  • For some children, a Home/School Liaison book will be used as a regular way of communicating.

  • At your Structured Conversation meeting you will have agreed with your child’s class teacher how you will stay in contact with each other in between your termly meetings.

What different kinds of support are available to children with SEND?

  • Differentiated class teaching – referred to as Wave 1 provision.

  • Additional in-class support from a Nursery Nurse or Teaching Assistant.

  • Additional adult support & guidance at break & lunchtimes.

  • Small Group programmes – referred to as Wave 2 provision.

  • Individual teaching programmes – referred to as Wave 3 provision.

  • Access to quieter/personally structured learning environments outside of the classroom.

  • Specialist equipment & resources as recommended by professionals within our budget constraints.

Please follow the links to find specific detail about the school’s Wave 1, 2 & 3 Provision.

How will the school involve my child in their provision?

  • All children are actively involved in identifying and monitoring progress towards their personalised targets. Approaches will vary to match your child’s age and/or developmental levels.

  • We use your child’s personal interests to inform our lesson content whenever we can.

  • We have planned opportunities for your child to express his/her ideas about how he/she likes to learn and use this information to inform our planning.

How will the school ensure that my child will be included in all activities at school, after school clubs and on school trips?

Children with SEND are encouraged to participate in all school activities. They are allocated responsibilities within their classes and around the school on an equal basis; including being Playground Buddies or members of the School’s Council and Fair Trade Council. Access to lunchtime, before and after school clubs is inclusive.  Independent providers of before or after-school clubs are made aware of any children with SEND and plan appropriately.  School trips are accompanied by a high ratio of adults to children and reasonable adjustments will be made to include all children.

How will the school and parents/carers know that my child is making progress?

In school we set aspirational targets and monitor each child’s progress in learning against National and age related expectations. We have Pupil Progress meetings each term which involve the Headteacher, class teacher and SENDCo to monitor and review targets.

If your child is on the SEND register we will write an Individual Achievement Plan (IAP) or Provision Map which will have personalised targets. These targets are reviewed with parents and children termly. 

Some children do not make the progress expected and this may highlight a need for additional support from external agencies. Further assessments to help identify the barriers to progress & achievement may involve a specialist such as the school’s Educational Psychologist or allocated Speech and Language Therapist. Parents/carers will be involved at all stages of this process; including the giving of consent for their involvement with your child. New IAPs will be formulated using the assessment findings & teaching & learning advice given from these external professionals.

For a minority of children with complex needs, we may consider an application for an Education and Health Care Plan (EHC), (Formally known as a Statement of Special Educational Need).

We refer to the local authority guidance for children with SEND.

Who else might be involved with my child and our family?

The school works in partnership with a wide range of external professionals in order to enhance the provision we make for your child. Such professionals include:

  • The Early Years Advisory Team

  • The Educational Psychology Service

  • The Behaviour Support Team

  • The Speech & Language Therapy Service

  • Child Development Centres, such as Edwin Lobo

  • Occupational & Physio Therapy Services

  • Outreach Services from our Local Special Schools

  • Child Support Advisor – Sam Clark

How will the school support my child to change classes and/or move on to middle school?

Careful consideration is given to preparing children with SEND for transition at all stages. Initial contact is made with the setting previously attended and with the parents/carers, as soon as we are notified that a child is transferring into our school. When children are changing classes, teachers liaise together, sharing information and preparing the child well in advance of the move. This may involve extra visits to the new classroom/teacher, photograph books etc.

In Year 4, the transfer options are explained to parents/carers and they have the opportunity to visit middle schools before making a decision and expressing a preference. Teachers and the SENDCo will pay particular attention to preparing children with SEND for transfer to middle school, addressing both the learning and the well-being concerns that may arise. Our SENDCo meets with the appropriate Middle School SENDCo to transfer information. Most of our middle schools offer extra visit days for children with SEND.

If your child has a Statement of SEN or an Education, Health & Care Plan you will choose your child’s middle school when your child is in Year 3. The school’s SENDCo, Mr Dicker can assist by arranging and/or accompanying you on middle school visits.

Have any staff received specialist training in SEND?

We identify training needs and have a detailed training programme for teachers and support staff. Our SENDCo organises SEND training, calling on the services of the specialist providers, such as our Educational Psychologist, Speech Therapist and Outreach teachers as necessary. 

Our school’s Maths Co-ordinator is a Leading Maths Teacher which includes a specialist knowledge of supporting children with learning difficulties in mathematics.

Does the school have any specialisms?

At Heathwood we have a specialist Speech & Language Provision. Currently, this provision can only be accessed if your child has a Statement of SEN where his/her primary need is identified as speech & language and the authority’s Assessment & Monitoring Team have agreed this placement. The Language Provision Team is currently made up of  two specialist Nursery Nurses.

 

PDF iconDisability, Equality and Accessibility Plan

 

Further information & support for families and practitioners

  • Central Bedfordshire Council Special Educational Needs & Disability Partnership Service (CBC SEND Partnership) (Previously known as Parent Partnership Service)  0300 300 8088

PDF icon Wave 1 

PDF icon Wave 2 & 3