Hillside Primary - Nursery Class Foundation Unit

• On-going observations are completed by school staff and recorded and shared with the Inclusion Manager through our Pupil Awareness system
• Consultations with parents where knowledge about their child is shared
• During Half Termly Progress Meetings, an analysis of each individual’s attainment and progress is completed and an action plan put in place where necessary
• Information provided by the previous school/setting
• External agency reports
• Results of standardised tests completed in class are monitored and analysed

Arrange an appointment to speak with your child’s class teacher or key person. With your permission, the information will then be passed to the Inclusion Manager. This will either result in either a discussion of strategies between the class teacher and Inclusion Manager or a more detailed meeting with the Inclusion Manager, class teacher and parents.

The class teacher will use recommendations from professionals to plan and oversee your child’s Education Programme. This provision is then monitored by the Inclusion Manager.

• Termly Parent Consultation Evenings
• Annual Reports
• Sharing SEND targets through an Individual Learning and Provision Plan or a Pupil Profile, depending on the level of need
• Annual Reviews if your child has an EHCP
• Additional meetings with the class teacher/ Inclusion Manager if required
• Review meetings with external agencies if they are involved

The level of support for independence will be considered on an individual basis. All children are supported to be independent with appropriate resources and strategies, where necessary, to enable the child to be successful.

The curriculum will be differentiated based on each individual’s needs, with an appropriate level of scaffolding provided to help support each pupil. This takes into account recommendations from external agencies, teacher assessments and observations from lessons and interventions.

Hillside aims to deliver the curriculum in completely inclusive environments. In addition to the normal class room teaching strategies, teachers may include specific recommendations from external agencies or those researched to be beneficial for specific conditions that they believe to be appropriate for the individual child.

These strategies may include:

• Multi- sensory approaches
• Visual prompts/timetables (A visual reminder of each section of the day)
• Individual work stations
• ‘First, then’ charts (Eg, First reading, Then computer time)
• Personalised Reward Systems
• Sensory Learning Breaks
• Learning Breaks (A break from the classroom which carries a purpose, a walk around the school counting how many doors there are or finding right angles etc)
• Scaffolded work (Using a variety of scaffolding techniques such as writing frames or word banks to allow the pupil to complete the task at their own level independently)

• Team or class based Learning Mentors who support groups of children in class and/or intervention work
• Learning Mentors to support Structured Lunch Programmes
• Inclusion Manager to oversee SEND provision in school
• Senior Family Liaison worker to help support families of children with SEND

This will vary for each child but we aim to provide resources as each child’s SEND requires. Any resources and equipment that a child needs will usually be considered based upon the recommendations from specialist services.

• Currently we have the following:
• Sloping Desks
• Concentration toys (fiddle toys)
• A variety of pencil grips
• Coloured overlays
• Reading rulers
• Resources in the Sensory Room to meet basic Occupational Therapy Programmes.

If required, special arrangements for examinations are dictated through the Standards and Testing Agency.

• On-going teacher assessment
• Half termly progress meetings with class teachers and Senior Leaders in school focusing on attainment and progress
• Parent Consultation Evenings
• Annual Reviews if your child has an EHCP
• Progress with SEND targets - Involvement through parent contribution
• Standardised testing in class

Targets are reviewed regularly from the gaps in your child's assessment grids and/or based on any other difficulties displayed which hinder their ability to access the curriculum.  These targets and goals are shared with parents via the child's Individual Learning and Provision Plan, Pupil Profile, or through their Positive Behaviour Plan.

Children who have an EHCP have annual targets presented in the form of a yearly Action Plan which are reviewed in their Annual Review meeting.

Class teachers and the Inclusion Manager are happy to arrange meetings to discuss progress at a mutually convenient time.

• Regular meetings
• General information can be found on our school website
• Parents can access our family centre for activities and additional information
• Some of our families are supported by our Inclusion Team 
• Senior Family Liaison Officer can work with families who need support and information

• Home Learning activities
• Reading at least 5 times weekly with your child
• Prior Learning vocabulary discussed at home
• Medium Terms Plans are sent home to explain what your child will be learning to allow you to help prepare your child for the topics
• Following recommendations from Parent Consultation Evenings

Hillside offer teacher led workshops for a variety of subjects and topics. When appropriate, we can also direct you to specific training courses run by external agencies.

Pupils with an EHCP complete a questionnaire in preparation for their Annual Review.

Each child’s end of year report includes an opportunity for them to write a comment on their learning that year.

Pupil questionnaires are handed out to give the children an opportunity to comment on their progress, learning style and preferred learning environment. This is then shared with teachers and, when appropriate, teaching style is adjusted accordingly.

All our children follow the Foundation/National Curriculum at the level appropriate for them.

If involved with your child, external agencies may review objectives set and progress made towards these.

Attainment and progress is monitored in half termly progress meetings.

The impact of interventions are measured both quantitatively and qualitatively.

SEN is monitored by the Senior Leadership Team and the SEND link Governor who then reports to the Full Governing Body.

We reflect on Local Authority advice.

Children are made aware of their own learning and next steps.

Collaborative work on SEND provision and outcomes with local schools, including peer moderation.

Regular meetings betwen school, external agencies and parents/carers to review and plan next steps.

If required:

• Communication and Social Intervention 1:1
• Communication and Social Intervention Groups
• 1:1 Talk time with adults where necessary
• Lunch time staff understand the needs of pupils
• Pupil buddy system
• Quiet Lunch Club
• Structured Lunch Club

For pupils who are at risk of exclusion, Hillside may provide:

• A structured lunch programme
• Sensory Learning breaks during lessons
• Personal work stations
• Positive Behaviour Support Plans
• Pastoral Support Plans
• Clear boundaries
• Small steps targets
• Reflection time
• Personalised work programme

Medical Care and In Class Assist plans are in place for specific children who require them.

The school administers medication for pupils with conditions that seriously impact their well- being and/or health during the school day.

If needed, the school assists children with personal care and follows the Intimate Care Policy which can be found on our school website.

Where required Hillside work with all of the above services for specific children, plus:

• CAMHS
• Doctors
• Occupational Therapists
• Physiotherapists
• Speech and Language Therapists

Speak to your child’s class teacher or Inclusion Manager who will advise next steps and make referrals as appropriate.

School staff follow the programmes provided by Speech and Language Therapists, Occupational Therapists and Physiotherapists as part of a child’s weekly intervention programmes.

In some cases, a Speech and Language Therapist, Occupational Therapist or Physiotherapist may come into school to assess the child and review their targets.

Your GP or Hillside’s Inclusion Manager can make a referral should you wish to request one.

If your child is under 5, Speech and Language drop in sessions are available at the local Children’s Centres - speak to your Health Visitor for advice and details.

The Headteacher is the Designated Safeguarding Lead and Child Protection Officer for the school.

The Deputy Headteacher is the Deputy Designated Safeguarding Lead.

We have a dedicated Family Support Worker, who works in close partnership with Children’s Social Care and can support families to access these services if required.

Safeguarding training for ALL staff.

The Inclusion Manager and other teachers attend training on SEND and then share information with the rest of the staff through staff INSETs.

Opportunities for staff training from External Professionals.

Opportunities for training from external providers.

On-going, in school training depending on the current need in the school.

Opportunities for staff training from External Professionals.

Opportunities for training from external providers.

The Inclusion Manager is a qualified teacher and holds the National Award for SENCo (NASENCO).

Currently one Teaching Assistant has achieved a qualification in supporting children with Dyslexia.

Many of our Teaching Assistants have completed vocational qualifications in both Education and SEND related areas.

We aim to include all children in out of school activities and trips. We will discuss the trip with parents beforehand, identify likely areas of difficulties and discuss concerns, complete risk assessments in line with the Local Authority guidelines and together make a plan.

1:1 support may be provided depending on the level of need identified through the risk assessment.

In exceptional circumstances, the school reserves the right to exclude individual children from school activities/trips. This will be the case when the risk assessment of their individual needs or behaviour concludes that to include them would present a danger to themselves or others or undermine the educational purpose of the trip for other pupils.

Meetings would be held prior to the trip to discuss requirements and a risk assessment will be completed. The school may also take advice from the trip venue in regards to facilities and accessibility.

Where necessary, a child can be prepared for the trip through social stories, photos and by visiting the venue’s website if possible.

Hillside is built on one level and all areas are accessible for wheelchair users. There is a disabled parking space closest to the front door and a drop down kerb.

Adaptations have been made on recommendations from external agencies to suit individual need.

There are multiple accessible changing and toilet facilities at Hillside.

The school has been built with accessibility in mind for both children and adults. Where modifications are required the school will aim to plan for these.

See previous methods of communication to parents.

In addition, consultations will be arranged to find out what would be the most effective method of communication.

See previous methods of communication to parents.

In addition, every effort would be made to source someone who could effectively translate discussions for the parents.

If required;

• If in Foundation Stage, home visits may be arranged with staff
• Planned transition into the school including transition meetings and phone consultations where necessary.
• Meetings with parents
• Wherever possible, meetings or discussions with external agencies already involved.
• Wherever possible, meetings, discussions and visits with the previous settings
• Transition booklets

If required;

• Two meet the teacher days with additional trips to the classroom/ to meet the teacher if necessary
• A photo transition book to take home over the summer holidays
• Transition meetings held between the current and new teacher to discuss provision, progress, needs etc.
• Transition meetings for Learning Mentors who will be working in your child’s year group to read appropriate documentation to understand your child’s needs

If required;

• Additional visits to the school. Where appropriate, the child could be accompanied by a teaching assistant so follow up transition work could be completed back at Hillside before they leave
• Year 6 pupils often complete transition projects/days

• We would invite the appropriate staff into school to visit your child and arrange for them to meet the relevant staff members
• We would share successful strategies and, if applicable, Positive Behaviour Management Plans
• Organise transition meetings to talk in more detail about the child’s needs
• For year 6 transition to secondary school, it is highly likely that your child would attend additional visits to the school and the year 6 teachers would complete a more detailed hand over

All SEN records will be sent to the new school. These may include: ILPPs or pupil profiles, annual reviews if applicable, intervention records, diagnostic assessments, professional reports, and review meeting notes.

N/A

1. Class teacher
2. Inclusion Manager
3. Manager of Phase
4. Member of the Senior Leadership Team

Hillside has a supportive Inclusion Team, and a Family Centre.  Hillside also has a dedicated Senior Family Liaison worker who is available to support families.

Many staff members at Hillside, including our Inclusion Manager and Senior Familiy Liaison worker, can signpost parents to appropriate external services and voluntary agencies who can often offer workshops, information, courses and events.

Hillside operates within a cluster of local schools and some workshops and events are offered to parents and carers across the cluster.

An annual questionnaire is given to parents to complete to offer feedback to the school.

11.1: School admission arrangements for children with special educational needs and disabilities

11.2: School Accessibility Plan

11.3: Special Education Needs Policy