Special Educational Needs

At Hollington we believe that all children should have equal access to a broad and balanced curriculum which provides opportunities for them to achieve and succeed to their full potential. We recognise that children learn at a different rates and in different ways.

Hollington, with a focus on care and guidance, is proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. We believe that children with Special Educational Needs and Disabilities (SEND) have the greatest need for excellent teaching and are entitled to a provision which supports achievement at, and enjoyment of, school. Our aim is to support staff to do this by providing them with relevant continuing professional development and the skills needed to make the biggest impact possible.

What is SEN?

At different times in their school life a child may have a Special Education Need (SEN). The code of practice defines SEN as follows:

‘A child or young person has SEN if they have a learning difficulty or disability which calls for a special educational provision to be made for him/her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• Has a significantly greater difficulty in learning than the majority of others the same age, or
• Has a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.’

Types of SEN

In the Code of Practice, SEN and provision falls under four categories:

• Communication and Interaction
• Cognition and Learning
• Social, Emotional andMental Health
• Sensory and/or Physical

This includes a wide range of needs such as:

• Moderate learning difficulties and global delay
• Autism and social communication differences
• Specific learning differences e.g. dyslexia and dyscalculia
• Speech and language difficulties
• Social, emotional and mental health difficulties
• Visual or auditory difficulties
• Anxiety, anger and depression

How is SEN identified?

When a child is making significantly slower progress than their peers or is struggling to achieve their predicted potential they could be considered to have Special Educational Needs (SEN).

In partnership with the Class teacher, SENCO and parents we will look for any barriers to learning.

Barriers could include:

• Absences or lateness
• Changing schools or moving house
• Difficulties in speaking English
• A temporary illness or injury e.g. broken arm
• Worries or concerns such as a family bereavement
• Being a young carer

We know that children who experience these types of issues may be vulnerable students but this does not mean they would be identified as a child with SEN.

The learning of all children at Hollington Primary School is regularly and rigorously assessed. School leaders check books, observe lessons and monitor the achievement of the children.

We also use formal assessment to monitor progress:

• Phonics screening in Year 1
• SATs in Year 2 and Year 6
• Salford Reading Assessment
• SALT assessment
• Boxall Profile

After collecting information on progress and attainment and following agreement with parents; a child experiencing long term and complex barriers to their learning will be placed on the SEN register.

Provision for Special Educational Needs and Disability (SEND)

The Pioneer Academy Trust Mantra confirms the commitment to ‘Putting children first’ and ‘enabling all children to make excellent progress’. This is translated into practice at Hollington.

All pupils are given quality first teaching. This means that class teachers are well trained; lessons are well planned, exciting and differentiated to ensure that all pupils can access the learning at their own level.

For pupils with SEN this could mean that they are given a slightly different task to achieve or are using visual clues or equipment to help them complete their task. Some may require additional support from the class teacher or teaching assistant as part of a small group, pair or individual.

Hastings Local Offer

Please click on the link below to read East Sussex’s local offer

https://localoffer.eastsussex.gov.uk/

Outside Agencies

The use of outside agencies very much depends upon the individual needs. However, some are frequent visitors to school.

• 1. The Educational Psychologist
• 2. Speech and Language Therapy
• 3. Occupational Therapy
• 4. Physiotherapy

Additional Support for children at Hollington

Additional Literacy Support:

• We have a team of well-trained Teachers and Teaching Assistants who work with small groups of children and provide individual support.

Additional Maths Support:

• We target small groups of children throughout the school, giving them additional number work.
• Occupational Therapy:
• Some children may require additional apparatus to help them achieve; we take advice from our occupational therapist to ensure that our children have the correct pencil grips, writing slopes, chairs etc.

Speech and Language:

• Any difficulties in communication are identified quickly and the appropriate support put in place.

1:1 Teaching Assistant Support

Some children might need short term individual support to help them achieve academically or to help them manage their physical needs.

Pastoral Support

We know that a child cannot learn unless he or she is ready to do so emotionally.

How skilled are the staff?

We have an extensive staff at Hollington who continuously look to develop their practice and extend their expertise.

An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge. This includes:

• Literacy strategies
• Maths strategies
• Autism
• BSL
• Phonics
• First Aid
• Safeguarding

Our staff also engaging in outreach support from local special schools.

We have regular staff meetings where all members share ideas to promote successful learning strategies.

The SENCO attends local authority SENCO briefing meetings as well as being part of the SENCO cluster.