special educational needs & disabilities … educational needs & disabilities (send)...
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Hazelwood Infant and Junior Schools
SPECIAL EDUCATIONAL NEEDS &
DISABILITIES (SEND)
INFORMATION REPORT
& POLICY
2014 - 2015
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Hazelwood Infant and Junior School
Number of children on roll
Infant School 300 Junior School 360
Class sizes 30
Our Vision - What We Think Is Important
We welcome difference and diversity – learning from and about diversity
strengthens our community
We value, respect and celebrate the achievements of all children
We will always involve parents and children in planning and reviewing progress; we
know that parents are the first educators of their child - we need their knowledge
to plan effectively
We know that the earlier we identify special educational needs and provide
support, the more successful our children will be
We will provide support and resources for children with SEND to fulfil their
potential
Our starting point is to guarantee a whole school approach to making provision for
children with SEND
We make sure that all staff have the knowledge and skills to support all children
with SEND in our school
Our SENDCO attends the Local Authority SENDCO forum and training which keeps
all schools up to date with national developments and local projects on inclusion.
Communicating the SEND Information Report
We have placed the information here on our website –
www.hazelwoodschools.org.uk : we have tried to make sure everything is clear
and helpful.
Our SEND Information Report follows the national guidance on Special Educational
Needs and Disabilities (SEND) which is set out in the SEND Code of Practice (2014)
and is also our policy.
If you want to talk to a member of staff we will arrange for a member of staff to
meet you and answer your questions: let us know if you need an interpreter– we
will do our best to provide this support.
Acronyms are explained in the Glossary on page 17
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Contents
Page
1. Who are the best people to talk to at Hazelwood about my child’s difficulties with learning/ Special
Educational Needs? 4
2. What are the different types of support or strategies that are available for children with SEND? 6
3. What specific interventions or strategies are on offer at Hazelwood? 8
4. How can I let the school know I am concerned about my child’s progress in school? 10
5. How will Hazelwood let me know if they have any concerns about my child’s learning in school? 10
6. What support does Hazelwood have for me as a parent of a child with SEND? 10
7. How is extra support allocated to children with SEND at Hazelwood? 12
8. Who are the other people providing services to children with SEND at Hazelwood, eg medical needs?
12
9. How are the teachers at Hazelwood helped to work with children with SEND and what training do they
have? 13
10. How will the teaching be adapted for my child with SEND? 13
11. How will Hazelwood measure the progress of my child in school? 14
12. How is Hazelwood accessible to children with SEND? 14
13. How will my child be supported when they are leaving Hazelwood or moving on to another class? 15
14. How will we know if we are successful? 16
15. Glossary- Acronyms explained 17
16. What current parents at Hazelwood say about SEND. 18
17. Useful Weblinks 18
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The initial point of contact should always be your child’s class teacher. The class
teacher will always seek advice where necessary from our SENDCO (Special Educational
Needs & Disabilities Coordinator).
The Class Teacher is responsible for:
• Checking on the progress of your child and identifying, planning and delivering any
additional help your child may need (this could be things like targeted work or
additional support) and letting the SENDCO know as necessary.
• Writing Learning Support Plans (LSP), with support from the SENDCO and sharing and
reviewing these with parents once each term and planning for the next term.
• Ensuring that all staff working with your child in school are helped to deliver the
planned work/programme for your child, so they can achieve the best possible
progress. This may involve the use of additional adults, outside specialist help and
specially planned work and resources. This is overseen by the SENDCO.
• Ensuring that the school’s SEND Policy is followed in their classroom and for all the
pupils they teach with any SEND.
The SENDCO is responsible for:
Coordinating all the support for children with SEND and developing the school’s SEND
Policy to make sure all children get a consistent, high quality response to meeting their
needs in school.
Ensuring that you as a parent/carer are:
- involved in supporting your child’s learning
- kept informed about the support your child is getting
- involved in reviewing how they are doing through termly LSP (Learning Support Plan)
review meetings between you and the staff working with your child
Liaising with all the other people who may be coming into school to help support your
child’s learning e.g. Speech and Language Therapist, Educational Psychologist etc.
Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils
in this school are known) and making sure that there are excellent records of your
child’s progress and needs.
Providing specialist support for teachers and support staff in the school so they can help
children with SEND in the school achieve the best progress possible.
The Headteacher is responsible for:
• The day to day management of all aspects of the school, this includes the support for
children with SEND.
• Giving responsibility to the SENDCO and class teachers but is still responsible for
ensuring that your child’s needs are met.
• Making sure that the Governing Body is kept up to date about any issues in the school
relating to SEND.
1. Who are the best people to talk to at Hazelwood about my child’s
difficulties with learning/Special Educational Needs?
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The SEND Governor is responsible for:
Ensuring that for any child who has SEND the necessary support is provided. This is done
through half termly meetings with the SENCO and SEND and Inclusion Working party; and
though termly reports from the Headteacher.
Hazelwood Schools Inclusion Team
Inclusion Manager – Stella McGovern
SENCO – Stella McGovern (Sept 2014) Susan Beaton (Sept 2015)
To make an appointment with the above visit the school office or send an email to
Higher Level Teaching Assistants:
Gill Conner – Speech and Language
Susan Alpay – Speech and Language
Pat Mitchell – Social Skills
Bel Cimen – Social Skills
Kathryn Norfolk – Learning Mentor and EAL
Anne Watson – Numeracy
Teaching Assistants:
Maria Smith – Tiger Team and Tom’s Group
Maria Mavromatti – Tiger Team and Tom’s Group
Shelley Shapir – Y3 Literacy Support
Learning Support Assistants:
Aarti Meisuria
Hawa Bhamjee
Vasanti Patel
Sarah Shaikh
David Hancox
Claire Smith
Rochelle Romeo
Maria Smith
Governors- SEND & Inclusion Working Party:
Iain Murray (SEND Governor)
Neil Smith
Roz Jones
Wendy Bowstead
Stella McGovern (Deputy & SENDCO)
More information about these governors can be found on our website:
http://www.hazelwoodschools.org.uk/working-groups/
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Teaching:
First and foremost, your child should receive consistently good teaching in the
classroom on a daily basis – this is also known as ‘Quality First Teaching’. For
your child this would mean:
• That the teacher has the highest possible expectations for your child and all pupils
in their class.
• That all teaching is based on building on what your child already knows, can do
and can understand.
• Different ways of teaching are in place so that your child is fully involved in
learning in class. This may involve things like using more practical learning,
grouping children with mixed abilities or similar abilities, working in pairs or
independent work.
• Specific strategies (which may be suggested by the SENCO or outside staff) are in
place to support your child to learn.
• Your child’s teacher will have carefully checked on your child’s progress and will
have identified if your child has a gap in their understanding/learning and needs
some extra support to help them make the best possible progress.
All children in school should be getting this as a part of standard classroom
practice.
Intervention Group:
Some children will benefit from working in smaller groups of children on specific work
to help them make progress.
These groups, often called ‘Intervention groups’ may be:
• Run in the classroom or outside the classroom.
• Run by a teacher or most often a teaching assistant (TA) who has had training to
run these groups.
We have many intervention groups to support a range of needs- visit our website:
http://www.hazelwoodschools.org.uk/interventions/
External:
Some children may need to be referred to an external professional so that we can
access support and advice from them. This is most often the case when quality first
teaching and intervention groups have not helped your child to make enough
progress. Parents need to give their consent so that a referral to a professional can be
made. Such professionals might include Speech and Language Therapist (SALT),
Occupational Therapist (OT) or Educational Psychologist (EP). Waiting lists for these
professionals can be long and so it is advisable to refer your child as soon as we feel it
necessary. If it is a health or medical matter, parents may also go to their GP for
these referrals as sometimes this can be quicker than referring through school.
When the referral has been made, the professional will make an appointment to
assess your child. The specialist professional will work with your child to understand
their needs and make recommendations, which may include:
2. What are the different types of support or strategies that are
available for children with SEND?
at Hazelwood?
1.
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Making changes to the way your child is supported in class e.g. some individual
support or changing some aspects of teaching to support them better.
Support to set appropriate targets which will include their specific expertise.
A group run by school staff under the guidance of the outside professional e.g. a
social skills group.
A group or individual work with outside professionals.
Education Health & Care Plan (EHCP) /Statement:
Some children may need more specific individual support beyond that already
provided by the school as part of its core offer. This can be provided by requesting a
statutory assessment from the local authority in which you live.
http://www.hazelwoodschools.org.uk/local-offer/
The support is usually provided via an EHCP (Before September 2014, it was known
as a Statement of Special Educational Needs). This means your child will have been
identified by the class teacher/SENDCO as needing a particularly high level of
individual or small group teaching. It means that the school needs additional financial
support from the Local Authority (LA) to enable your child’s outcomes to be met. Over
the next 3 years the LA plans to convert all existing statements into EHCP.
For your child this would mean:
The school (or you) can request that the Local Authority (LA) carry out a statutory
assessment of your child’s needs- this is now called an EHC needs assessment.
This is a legal process which sets out the amount of support that will be provided
for your child to enable them to reach their desired outcomes.
After the school (or you) have sent in the request to the LA (with a lot of
information about your child, including some from you), the LA will decide whether
they think your child’s outcomes are not being met (as described in the paperwork
provided) and therefore requires an EHC needs assessment. Please remember that
not all EHC needs assessments lead to an EHC Plan.
The LA must decide whether or not to proceed with an EHC needs assessment, and
must inform parents of their decision within a maximum of six weeks from
receiving a request for an EHC needs assessment.
Where it decides not to proceed, the LA must give its reasons for this decision and
give feedback collected during the process of consideration including evidence from
professionals which the parent or school may find useful.
If the LA decides to carry out an EHC needs assessment they will ask you and all
professionals involved with your child to write a report outlining what would be
required to enable your child to meet their desired outcomes.
After the reports have all been sent in, the LA will decide if your child’s needs are
severe, complex and lifelong and that they need additional financial support in
school to enable them to make good progress. If this is the case the LA will write
an Education, Health and Care Plan (EHCP).
If a LA decides, following an EHC needs assessment, not to issue an EHC Plan, it
must inform parents within 16 weeks from the request and will ask the school to
continue with the support already provided and to consider the information given
in the ‘Advisory Plan’.
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If your child is given an EHC Plan parents have the right to request a personal
budget to support meeting the outcomes written in their child’s plan. Enfield’s
Local Offer details the services you are able to access with a personal budget. The
EHC Plan will outline the amount of the personal budget, whether it is being
funding by Education, Health, Social Care or the school, and how it will be used to
support your child’s outcomes.
This type of support is available for children whose learning needs are:
- Severe, complex and lifelong.
- Need more support in school than the school’s budget can provide.
Key Stage 1 Interventions
Intervention name Year group Intervention focus
Language and
communication (ELKAN)
Rec To improve speech and
language and socials skills
Speech Link Y1-2
Speech Sounds R-Y2 To correct articulation
Tom’s group (EYSI) Reception Year 1
To develop social skills
15 minutes a day Year 1- 2 Structured daily reading
programme to build sight word recognition and basic
reading fluency.
Phonics Fun 1-2
Letters and sounds
programme. Reinforcing phases 2/3/4
Year 2 Boys’ Writing club 2 To engage and enthuse boys in writing activities x8 sessions
Number Crunchers 1-2 To support and improve the development of
number skills.
Social skills group 2 To develop social skills
Cookery Y2 To develop social skills
Art Y2 To develop social skills
Tiger teams 1-2 Developing core stability
and gross motor skills.
Learning Mentor R-Y2 Pastoral care to support
access to learning
3. What specific interventions or strategies are on offer at Hazelwood?
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Key Stage 2 Interventions
Intervention
name
Year
group
Intervention focus
The Write Place to be 5 To narrow the gap in writing and raise
attainment of children who are under-achieving in writing. Developing use of sentence structure and descriptive
vocabulary.
Sounds Right 3 Letters and sounds programme.
Reinforcing phases 4/5/6
Catch up Numeracy 4-6 Developing basic number skills
1St Class at Number 2 3 Developing MA2 from 2c-2a
Mind-mapping 4 To support with planning and organising
writing.
Social Skills 3-5 To develop social skills – behaviour focus
Secondary transition 6 Preparing vulnerable children for transition to secondary school.
New to English 4 and 6 Tower Hamlets programme based on equipping new to English children with
functional language skills.
Jungle Rhythm 3-4 Follow on from Tiger teams: continuing to
develop core stability and gross motor skills.
Learning mentor 3-6 Supporting vulnerable children to engage with
learning and make good academic progress.
1:3 tuition 5 and 6 Literacy focus: to develop writing skills and
raise attainment. (Spring Term)
Spelling Support 6 Review rules and strategies in KS2 x10 sessions (Spring Term)
Additional Literacy 6 SPAG (Spring Term)
Girls’ Maths Club 5 and 6 Enthuse and engage girls in maths activities and investigations
Lexion 3-6 Develop phonological awareness, improve decoding and encoding skills.
Additional Numeracy 6 To MA1 using and applying in preparation for SATs
Level 6 Reading Support 6 To prepare for KS2 Reading SAT
Art 3-6 To develop social skills – behaviour focus
Cooking 3-6 To develop social skills – behaviour focus
Working Memory 3-5 To learn strategies which help children retain
and retrieve information
SPAG 3-4 To improve Spelling, Punctuation and
Grammar
Language for Thinking 4-5 To develop inference and deduction skills
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If you have concerns about your child’s progress you should speak to your child’s
class teacher initially.
If you are not happy that the concerns are being managed and that your child is still
not making progress you should speak to the SENDCO. If you are still unhappy, you should see the Headteacher.
The school does have a complaints procedure which you can access here http://www.hazelwoodschools.org.uk/policies/
At Hazelwood we hold half-termly pupil progress meetings where each child’s progress
is discussed with the class teacher, Headteacher, and assessment coordinator. If any
child is identified as a concern, the school SENDCO will set up a meeting to discuss
this with you and the class teacher in more detail and to:
Listen to any concerns you may have. Plan any additional support your child may receive.
Discuss with you any referrals to outside professionals to support your child’s learning that may be useful.
• The class teacher is regularly available to discuss your child’s progress or any
concerns you may have and to share information about what is working well at home and school so similar strategies can be used. Appointments can be made via the
school office at a mutually convenient time. Informal meetings can take place at the beginning and end of the school day or if you wish, an appointment can be made through the school office.
• The SENDCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have, again appointments can be made through the school
office. • All information from outside professionals will be discussed with you with the person
involved directly, or where this is not possible, in a report.
• Learning Support Plans (LSPs) will be reviewed with your involvement each term. • Homework will be adjusted as needed to your child’s individual needs.
4. How can I let the school know I am concerned about my child’s
progress in school?
5. How will Hazelwood let me know if they have any concerns
about my child’s learning in school?
6. What support does Hazelwood have for me as a parent of a
child with SEND?
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Useful parental agencies:
Enfield Local
Authority
Local Offer
The Local Authority has set out its
own local offer
http://www.hazelwoodschools.
org.uk/local-offer/
Enfield
Parent Partnership
Service
(Previously
known as Enfield
Parent Partnership
Service)
This service gives free,
independent, confidential and impartial advice and support to
parents and carers.
Phone: 0208 373 2700
g.uk
Our Voice A parent-led organisation seeking
to improve services for children with disabilities in Enfield.
Phone: 07516 662 315
Contact a
family
Contact a family is the only
national charity that exists to support the families of disabled
children whatever their condition or disability.
Phone: 0207 608 8701
www.cafamily.org.uk
Council for
Disabled Children
CDC's vision is a society in which
disabled children's needs are met, their aspirations supported and
their rights respected.
Phone: 0207 843 1900
IPSEA
(Independent Parental
Special Education
Advice)
A national charity providing free
legal based advice to families who have children with special
educational needs. All advice is given by trained volunteers.
Phone: 0800 0184016
Home-start Enfield
Home-start supports families with at least one child under the age of
five, with a focus on vulnerable children, by offering practical and
emotional support, either in the family’s own home and/or with
group work.
Phone: 0208 373 2716
Community Parent
Support Service
The Community Parent Support Service is available to all families
living in Enfield and works with parents of children aged 0-18
dealing with concerns and issues before they escalate and become a
problem.
Phone: 0208 372 1500
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The school budget, received from Enfield LA, includes money for supporting children
with SEND.
The Headteacher decides on the budget for Special Educational Needs and
Disabilities in consultation with the school governors, on the basis of needs in the school.
Parents who have a child with a statement are consulted about how funds can be best used to support their child.
The Headteacher and the SENDCO discuss all the information they have about
SEND in the school, including: o the children getting extra support already
o the children needing extra support o the children who have been identified as not making as much progress as
would be expected
And decide what resources/training and support is needed.
All resources/training and support are reviewed regularly and changes made as
needed.
Directly funded by the school:
6 HLTAs (Higher Level Teaching Assistants)who have individual specialisms to
support SEND 1 TA for every class each morning to enable agile teaching to take place providing
support and challenge for all
At least 1 TA across each year group to enable intervention work and groups to take place in the afternoons
2 full-time Welfare Assistants who will administer medicines as required in accordance with school policy and with parents’ consent
LASS (Language And Social Skills) in Reception and Year 1
Tiger Teams– OT (Occupational Therapist) programme for Reception to Year 6 Additional EP (Educational Psychologist) visits
Paid for centrally by the Local Authority but delivered in school:
Autism Outreach Service
Educational Psychology Service Behavioural Support Services
Speech and Language Therapy (provided by Health but paid for by the Local Authority).
EYSI Team – Early Years Social Inclusion
7. How is extra support allocated to children with SEND at
Hazelwood?
8. Who are the other people providing services to children with
SEND at Hazelwood? e.g. medical needs?
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Provided and paid for by the Health Service (Enfield and Barnet NHS Trust) but delivered in school:
School Nurse (from LA) who can advise about medical needs of the children Occupational Therapy
Physiotherapy
Provided and paid for by the LA and also Health, and provided outside of school:
CAMHS (Child and Adolescent Mental Health Service)
The SENDCO’s job is to support the class teacher in planning for children with
SEND. The school has a training plan for all staff to improve the teaching and learning of
children including those with SEND. This includes whole school training on SEND issues such as ASD (Autistic Spectrum Disorder), specific learning difficulties and speech and language difficulties.
Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g.
communication in print provided by the EYSI (Early Years Social Inclusion) team. If a child has dyslexic tendencies, they will be assessed and the results of this will
be shared with you. If parents find out about a useful resource they are advised to discuss this with the
SENDCO.
Outside experts such as EP (Educational Psychologist), OT (Occupational Therapist), SALT (Speech And Language Therapist) provide teachers and learning
support assistants with expert advice to help support children who have been assessed in school.
All class teachers plan lessons according to the specific needs of the children in
their class, and will ensure that your child’s needs are met. Teaching Assistants with the relevant and appropriate training can deliver the
teachers’ planning to support the needs of your child where necessary. Specific resources and strategies will be used to support your child individually and
in groups.
Personalised Curriculums and timetables are written to support your child which means sometimes they will work with the rest of the class and at other times they
will work on a parallel curriculum individually or with a small group of children working at a similar level.
Planning and teaching will be adapted on a daily basis if needed to meet your
child’s learning needs by any adults involved with your child’s learning.
9. How are the teachers at Hazelwood helped to work with children
with SEND and what training do they have?
10. How will the teaching be adapted for my child with SEND?
14
Your child’s progress is continually monitored by his/her class teacher. His/her progress is reviewed formally every half-term at a pupil progress meeting
with the class teacher and a member of SLT (Senior Leadership Team) and a National Curriculum level is given in Reading, Writing, and Maths.
The headteacher, assessment coordinator and SENDCO also monitor and review pupils’ progress half-termly.
If your child is in Year 1 and above, but is not yet at National Curriculum levels, a
more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P
levels’. See the website for more information about P levels-http://www.education.gov.uk/schools/teachingandlearning/assessment/a00203453/about-the-p-scales
At the end of each key stage (i.e. at the end of Year 2 and Year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is
something the government requires all schools to do and the results are published nationally.
Children with additional needs will have an LSP (Learning Support Plan) which will
be reviewed with your involvement, every term and the plan for the next term made. This is in addition to parents’ consultation evenings in autumn term. In
spring term a longer parent’s consultation evening slot will be given to discuss progress towards the targets on the LSP. Finally in summer term you will meet with the current class teacher and possibly your child’s new teacher to review the
LSP targets and set new ones for the next academic year. For children who do not have an LSP, parents can request a meeting with the class
teacher at any point to review their child’s progress (in addition to the 2 parents’ consultation evenings already offered for all children).
The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
The SENDCO will also check that your child is making good progress within any
individual work and in any group that they take part in.
The School is accessible to children with physical disability via ramps to all of our
buildings. The Library and Computer suite is accessible via a stair lift.
Disabled toilet facilities are available. We ensure that equipment used is accessible to all children regardless of their
needs.
After school provision is accessible to all children including those with SEND. Tables and chairs at appropriate heights.
Stair handrails are painted a contrasting colour to the walls and the edges of steps are painted bright yellow so that the School is accessible to children who are visually impaired.
11. How will Hazelwood measure the progress of my child in
school?
12. How is Hazelwood accessible to children with SEND?
15
Blinds at windows. Visual Timetables. Extra-curricular activities are accessible for children with SEND.
An accessibility plan has been developed and is reviewed by the Governors in the SEND and Inclusion Working Party.
The School will adapt provision by making reasonable adjustments as and when needed to meet the needs of individuals.
Q. How will my child get involved in extra-curricular activities?
A. The curriculum includes a wide variety of clubs and activities that take place after
school. If a child needs help to get involved we provide that help.
We recognise that transitions can be difficult for a child with SEND and take steps to
ensure that any transition is as smooth as possible.
If your child is moving to another school:
o We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
o We will make sure that all records about your child are passed on as soon as possible.
When moving classes in school:
o In the summer term, the class teacher will arrange a LSP (Learning Support Plan) review meeting with you and where possible the new class teacher, to share, discuss and review your child’s targets.
o Also in the summer term the current staff and all the new staff for September will take part in a transition meeting where information about
your child and their needs will be discussed and passed on. o If your child would be helped by a transition book to support them
understand moving on then it will be made for them. The book might include
photographs of the new staff and typical daily routines.
In Year 6: o Where possible your child will visit their new school on several occasions
and in some cases staff from the new school will visit your child in this
school.
o Your child’s class teacher will meet any visiting transition staff from your child’s new secondary school.
o If required/requested the SENDCO will attend secondary transition meetings
to discuss the specific needs of your child with the SENDCO of their secondary school.
o Your child will do focused learning in Year 6 about aspects of transition into Secondary School to support their understanding of the changes ahead.
o Your child may also be identified to attend a Secondary School Transition
Intervention Group in the summer term if needed.
13. How will my child be supported when they are leaving
Hazelwood or moving on to another class?
16
We constantly monitor important evidence for success – we take action
where we are not successful.
These are the things we look at to make sure we are meeting the needs of
children with SEND:
A. Their academic standards and good progress
B. Their behaviour and wellbeing
C. Improved or good attendance and punctuality
D. Their involvement in activities, visits and clubs
E. Taking responsibility - involved in the full life of the school
F. Parent feedback - confidence and trust
G. Parental complaints – fewer and resolved
We also want to understand the experience of children with SEND (pupils’
views) so we are looking at the best ways to do this and we ask about:
H. Children’s sense of inclusion
I. Positive attitudes to self, peers and school: positive friendships
J. Their personal resilience and confidence as learners
14. How will we know if we are successful?
17
ADD Attention Deficit Disorder
ADHD Attention Deficit & Hyperactivity Disorder
AR Annual Review
ASD Autistic Spectrum Disorder
BESD Behavioural Emotional & Social Difficulties
CAF Common Assessment Framework – which has now been
replaced by ‘Early Help Form’
CAMHS Child & Adolescent Mental Health Service
COP Code of Practice
CP Child Protection
EAL English as an Additional Language
EHF Early Help Form- previously known as ‘Common Assessment
Framework’
EP Educational Psychologist
FSM Free School Meals
FLO Family Liaison Officer
HI Hearing Impairment
ISR In School Review
KS Key Stage
LA Local Authority
LAC Looked After Child
LM Learning Mentor
LSP Learning Support Plan
MLD Moderate Learning Difficulty
NC National Curriculum
OT Occupational Therapist
Quality first
teaching
The class teacher providing excellent support to all learners
to ensure they are all making progress
PSP Pastoral Support Programme
SALT Speech & Language Therapy
SEN Special Educational Needs
SEND Special Educational Needs & Disability
SENDCO Special Educational Needs & Disability Co-ordinator
SpLD Specific Learning Difficulty
VI Visual Impairment
15. Glossary
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Consultation info – nothing was suggested.
The Governors SEND & Inclusion team will seek to find the views of parents
- Enfield’s Local Offer
http://www.enfield.gov.uk/info/867/current_consultations/2816/enfieldslocaloffe
r
- Enfield Parent and children group - http://www.enfieldparents.org.uk/
- Our Voice - http://www.ourvoiceenfield.org.uk/
- Helping Children to Read www.helpingeverychildtoread.com
- Information about P scales
http://www.education.gov.uk/schools/teachingandlearning/assessment/a002034
53/about-the-p-scales
- Informed Families - www.enfield.gov.uk/if
- Council for disable children www.councilfordisabledchildren.org.uk
16. What current parents at Hazelwood say about SEND.
17. Useful Web links