Hollymount School is able to support SEND pupils in a variety of ways to reach their full potential. We hope you find the following information useful.
Our Special Educational Needs coordinators are: Laura Weston and Sarah Turner.
Our Governor with responsibility for SEND is: Phil Clayton
Every pupil at Hollymount has the opportunity to follow all National Curriculum subjects.
We are committed to narrowing the attainment gap between SEND and non-SEND pupils. We do this through a variety of different provisions which may include speech and language programs (such as Talking Partners), short term specific interventions (for example Rapid Reading and phonics interventions) and movement programs (e.g Jimbo Fun Box).
How does the school know?
Children are identified as having SEND when their progress has slowed or stopped and the interventions, resources etc. put in place do not enable improvement. This can be identified through a variety of ways including:
- concerns raised by parents/carers, teachers or the child
- liaison with previous school or setting
- limited progress being made and performance below age expected levels
- health diagnosis
- liaison with external agencies and professionals
- termly progress meetings and progress tracking by staff and SENDCo
Hollymount School’s SEND School Information Report
Hollymount School is a mainstream primary school that is committed to providing an appropriate and high quality education to all the children living in our local area. We believe that all children, including those identified as having Special Educational Needs have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life. We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.
What should I do if I think my child may have special educational needs?
There are 4 broad areas of SEND:
- Communication and Interaction
A child may have a delay or disorder in one or more of the following:
- Attention/Interaction Skills
- Understanding/Receptive Language
- Speech/Expressive Language
- Autistic Spectrum Disorders
- Cognition and Learning
A child may have a significant difficulty, delay or disorder affecting the skills needed for effective learning. This can include:
- Moderate Learning Difficulties
- Specific Learning Difficulties
- Memory and Reasoning
- Problem Solving and Concept Development Skills
- Social, mental and emotional health
A child may have difficulties with their social and emotional development which may include:
- Attachment disorders
- Sensory and/or physical
A child may have a medical or genetic condition that could impair their access to the curriculum without adaptation or consideration, which may include:
If you think your child may have a special educational need and requires additional support please discuss your concerns with the class teacher or contact Laura Weston (SENDCo). Appointments can be arranged via the school office to discuss any concerns you may have. The school nurse Lucy Horne is also available by appointment.
See our School SEND policy for further information
Pupil progress meetings are held termly between Deputy Head teachers, class teachers and the SENDCo to review children’s progress and determine key priority groups for intervention in the next half term.
We have an
model for supporting SEN.
If a child has Special Educational Needs they will be recorded in one of two categories:
If a child is identified as having Special Educational Needs, you will be advised by the class teacher and invited to a meeting with the class teacher and SENDCo to agree targets. These targets will form part of an IPM (Individual Provision Maps) and may include details of the intervention and arrangements needed to support participation and progress. IPMs are reviewed regularly and decisions made on how much progress has been made, what new targets are needed and if the child needs to remain on the SEND Support list.
Education Health Care Plan (EHCP)/Statements
Some children are supported in mainstream schools with a statement of SEN or from September 2014 an EHCP. These give details of specific individual provision which may include a high level of support and/or specialist intervention, which cannot reasonably be provided from resources already within school. EHCP/Statements are reviewed annually with parents.
The level of support your child receives will depend on their needs. The SEND Coordinators (Miss Laura Weston and Mrs Sarah Turner) offer meetings to all parents of children receiving additional support. At this meeting we will discuss the support your child has received in the current term and whether they will need continued support in the following terms. At Hollymount Primary we have teaching assistants working within the class to support children.
How will I know how my child is doing and how I can support my child’s learning at home?
At Hollymount School we believe it is vital that parents work closely with the school in order for their child to achieve their learning potential.
Parents will be invited to attend meetings to discuss their child’s progress. These meetings will give you the chance to contribute about the current provision in place to make sure that it is still appropriate.
If we feel that a referral to an outside agency is required to support your child’s needs, we will discuss this with you before making a referral. Outside agencies will observe and work alongside your child in school and then report on any additional strategies and support that can be implemented. A copy of this report will be sent home and discussed with you.
Copies of your child’s IEP (Individual Education Plan) will be sent home regularly detailing their targets and the support and strategies being used within school to enable them to achieve their next steps. You can also find advice of how you can help and support your child at home, and the opportunity to discuss the IEP with your child’s class teacher.
Hollymount School offers a variety of ‘Family Learning’ programmes that run throughout the year. This provides a chance for you to work alongside your child and develop your knowledge of the National Curriculum/Early Years Foundation Stage. For further information about the courses that are happening this year please contact Mrs Chrissie Greenaway (Nursery teacher).
Throughout the year every class at Hollymount run ‘Inspire workshops’ based on the theme/topic of that term. This is a practical and fun opportunity to discover what your child has been learning about.
How do you involve my child in their learning?
At Hollymount we believe that it is important to involve children in their learning and value their views and ideas.
Children who require additional support will have an IEP. These are child friendly IEPs that children use to identify and work towards their targets. Children are able to identify their achievements and discuss their next steps in learning. We are currently working towards including children’s views of their strengths and areas for improvement within these IEPs.
Following Pupil Progress meetings, children have the opportunity to discuss their views on their learning. Children are encouraged to identify what they are good at, and any areas where they feel they still need support. During annual reviews, children are asked to contribute about their learning and school experiences.
Hollymount employs a number of Pastoral assistants that work 1:1 with children and also support children during lunchtimes. Children are encouraged to talk to their Pastoral workers and mentors within school.
What support is available to my child?
At Hollymount School we ensure that our teaching and learning for all pupils reflects the Local Authority’s ‘Ordinarily Available’ document that describes the entitlement of all pupils no matter what school they attend across Worcestershire.
Communication and interaction
Wave 1(Quality inclusive teaching for all children) Wave 2(Specific, additional interventions for some children) Wave 3(Targeted support) Differentiated curriculum planning, activities, delivery and outcome. E.g. simplified language, short simple instructionsClear success criteria and learning outcomes displayedIncreased visual aids/modelling inc WidgetVisual timetablesSignalongCommunicating Print symbols for specific topic based vocabulary.Structured school and class routines.Opportunities for talk (partnered/group)Language Link – Receptive screening programme (Reception children only)Access to talking tins, postcards, easi-speakUse of a variety of different ways for pupils to respond in class other than oral responses to show their thinkingGive cues/gesture/re phrase if instruction or concept is not understoodExtend vocabulary through categorising
Use of ICT to record including podcasts and films.
Emotions boards/ key rings, fans
Learning walls – Literacy, Numeracy and phonics.
Child friendly IEPs to allow children to word towards their targetsSLCN pathwayClicker 5Speech and Language intervention groups (seeking guidance and support from Speech and Language therapist)Talking Partners‘Listening skills’ interventions delivered by specialist speech and language TA.Pre –teaching of specific topic vocabularyIndividual timetable/ now and next boardTask management boardsPastoral workers to support reading/phonics/communication skills 1:1 speech and language supportIndividualised work stationsEHCP if required
Cognition and Learning
Wave 1(Quality inclusive teaching for all children) Wave 2(Specific, additional interventions for some children) Wave 3(Targeted support) Differentiated curriculum planning, activities, delivery and outcome.Increased visual aids/modellingIncluding WidgetMulti-sensory approachesUse of practical and real life examplesVisual timetablesUse of writing framesUse of ICT programmes – Bug club, Education cityWorking wallsRead Write Inc programme
Access to a range of concrete apparatus (eg Numicom, Base 10)
Use of equipment such as number squares/number lines
Build on and consolidate understanding of basic concepts
Whole class/small group teaching
Literacy Intervention including:Phonics interventionsYes I can ReadRapid readingBetter readersKey vocabulary listsWord and Number SharkPrecision TeachingColour overlaysPastoral workers to support reading/phonics/communication skillsNumeracy interventions including:
Every Child Counts
1st class Number
Highly adapted curriculum for children who have an EHCPEducational PsychologistSocial StoriesLST support and guidanceNurture support1:1 support
Social, Mental and Emotional Health
Wave 1 (Quality inclusive teaching for all children) Wave 2(Specific, additional interventions for some children) Wave 3 (Targeted support) Whole school behaviour policyWhole school/class rules including zone boards, stickersClass/School reward systems including house pointsMassagePraise assemblyTime out/thinking areas within the classroomPSHE – Circle times – SEALBehaviour reward tripsEmotions boards/ key rings, fans (depending on age of child)
Different activities/ areas available during lunchtimes supported by Pastoral assistants
Pastoral assistants‘calm boxes’Friendship groups‘Catch me charts’Comic strip conversations (as required)Additional ‘Transition’ for Yr 6 pupils moving to high school Behaviour support TeamPlay therapyPSPsSocial stories‘Calming area’ outside the classroom1:1 support
Sensory and Physical needs
Wave 1(Quality inclusive teaching for all children) Wave 2(Specific, additional interventions for some children) Wave 3(Targeted support) Adaptations to school site as required to increase accessibility such as lift, chair lift and fluorescent edging on edge of stepsICT is used to increase access to the curriculum where appropriate.Finger gym activitiesPen Pals – handwriting programmeAlternative ways of recording – including flow charts, mind mapping, use of ICTVariety of writing equipment in each classroom e.g. rulers, pencils, scissors, pens, pencil grips, writing slope/A4 fileUse of Sassoon Infant or comic sans text.Use of coloured background especially when using the whiteboard (making sure it is not white to prevent glare) Smart movesJimbo Fun BoxPegboard ProgrammeChildren have access to writing slopesA variety of different types of pencil grips are providedMove and sit cushionsPindora’s boxAccess to particular equipment such as easi-grip scissors, fidget aids, pencil grips, move n sit cushions, sound field hearing system as recommended by specialists Physiotherapy programmes followed when recommendedOccupational Therapist support and recommendations implemented and support provided within schoolIndividual support in class during PEIndividual support for toileting (as appropriate)Modified equipment as recommended by specialists
Who will support my child’s progress?
Class teachers Each class teacher is responsible for:Adapting and refining the curriculum to respond to strengths and needs of all pupils.Checking on the progress of your child and identifying, planning and delivery of any additional support.Contributing to devising personalised learning plans to prioritise and focus on the next steps required for your child to improve learning.Applying the school’s SEND policy. SENDco: Sarah Turner/ Laura Weston The school’s SENDCo is responsible for:Coordinating provision for children with SEND and developing the school’s SEND policy.Ensuring that parents are:Involved in supporting their child’s learning and access.Kept informed about the range and level of support offered to their child.Included in reviewing how their child is doing.Consulted about planning successful movement (transition) to a new class or school.Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties.Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs. Principal: Mrs V Cranton She is responsible for:The day to day management of all aspects of the school, including the provision made for pupils with SEND. SEN Governor: Mr Phil Clayton He is responsible for:Supporting school to evaluate and develop quality and impact of provision for pupils with SEND across the school.
*Further information about roles and responsibilities can be found in the School’s SEND policy
How will the teaching be adapted for my child with SEND?
Teachers are well skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual pupil’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning with increasing independence. Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all and to provide good role models.
Additional adults are used flexibly to help groups and individual pupils with a long term goal of developing independent learning skills. Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support.
Holly mount Primary school has a full time Speech and language Teaching Assistant (Mrs Stokes) who works with children who require additional support.
An on-going programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of children with SEND. Hollymount School has embarked on the ‘Communication Commitment’ to improve outcomes for all children’s communication and interactions, ensuring an inclusive teaching and learning environment.
Our SENDCo actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with SEND.
How will I know my child is making progress?
Your child’s progress will be continually monitored by his/her class teacher. Their progress will be reviewed formally with the Deputy Head teachers and SENDCo every term in reading, writing and numeracy during pupil progress meetings.
In EYFS children’s progress is tracked using the ‘Learning outcomes’ and then assessed at the end of Reception against the Early Learning Goals. Children who require additional support are monitored using the ‘Worcestershire Early Support’ document. Children are assessed using Language Link as they enter Reception class and then retested at the end of the year, and their progress measured.
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).
The progress of children with a statement of SEND/EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.
Regular book scrutinies, lesson observations and learning walks will be carried out by the SENDCo and other members of the Senior Management Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.
How is extra support allocated to children?
The school budget, includes money for supporting children with SEND. The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school. The Head Teacher and the SENDCo discuss all the information they have about SEND in the school, including:
- the children getting extra support already,
- the children needing extra support,
- the children who have been identified as not making as much progress as would be expected.
From this information, they decide what resources/training and support is needed.
- The school identifies the needs of SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.
What support will there be for my child’s overall wellbeing?
All staff at Hollymount appreciate the importance of young people having high self-esteem and other appropriate social and emotional skills. Children need to achieve positive wellbeing to be in a position to maximize learning opportunities. A child’s wellbeing is supported at different levels and in a variety of ways:
- Behaviour reward trips
- Whole school house point system
- Daily massage
- School council – each member of the school council is an ambassador and responsible for different areas including communication, e-safety, and friendship.
- Zone boards – Each class has a zone board which children ‘move’ between the different areas
- Praise assemblies
- Friendship groups
- Pastoral assistants to support a variety of lunchtime activities
All classes follow a structured PSHE (Personal, Social, Health end Economic education) curriculum to support this development. However, for those children who find aspects of this difficult we offer:
- Play therapy
- Nurture provision run by an experienced Nurture teacher and 2 full time teaching assistants
- Lunchtime and playtime support through planned activities and groups.
- Interventions promoting self-esteem (through the Behaviour support team)
For pupils with medical needs:
- A detailed Care Plan, compiled with support from the school nurse in consultation with parents/guardians may be written. These are discussed with all staff who are involved with the child.
- Staff may receive specialist training delivered by the school nurse.
How will my child be included in activities outside the classroom including school trips?
All school trips require a Risk assessment. For children with significant needs they may require an individual Risk assessment involving parents to ensure that they are able to take part in the trip successfully.
- During lunch times, children can choose different areas and activities for example quiet areas in the library, games in the hall to games outside on the playground and field. Pastoral assistants are present at each activity to provide additional support and guidance.
- All children can access a range of after school clubs that can be found on the school’s newsletter.
What happens when my child changes class/leaves Hollymount Primary?
Children and young people with SEND can become particularly anxious about “moving on” so we seek to support successful transition by:
When entering EYFS
- Parents are offered home visits from EYFS staff
- Parents and children are invited to ‘Stay and play’ mornings before entering EYFS
- Learning journeys are shared between settings to build on children’s prior learning.
- Extra transition can be arranged in required.
When Transferring from KS1 to KS2:
- During the Summer term a timetable of visits and class swaps allows all children to meet their new teacher and spend time in their new classroom.
- Class teachers meet regularly and swap classes to enhance their knowledge of the children.
- When required children create ‘passports’ and ‘photo books’ take home over the summer to remind them of their new classroom and teacher.
When moving to another school:
- We will contact the School SENDco and share information about special arrangements and support that has been made to help your child achieve their learning goals
- We will ensure that all records are passed on as soon as possible
- Children create their own passports for their new teacher telling them about themselves.
- Transition groups such as ‘Moving on up’ are arranged and run by the Behaviour Support team for children who have additional concerns about moving to high school.
On some cases additional multi-agency meetings may be arranged to create a more detailed “transition” plan which may include more visits to the new school and/or additional visits from the new school.
Working with outside agencies
Hollymount Primary works in a collaborative partnership with many different agencies.
This means that your child may receive specialist and targeted support to meet their needs both in and out of school. The SENDco will discuss this with you and will gain your consent before any referrals are made.
We hold regular (on a termly basis) meetings with Outside agencies to monitor the support put in place, review the progress that has been made and make any changes to the provision already in place.
Listed below are some of the outside agencies with whom we work collaboratively:
- Worcester Special Educational Needs Team
- Child and Adolescent Mental Health Service (CAMHS)
- Visual Impairment Service
- Educational Psychologists (EPs)
- Hearing Impairment Service
- Speech and Language Team (SALT)
- Behaviour Support Team (BST)
- Learning Support Team (LST)
- CCD Team/Autism Outreach
- Occupational Therapist (OT)
- School Nurse – Lucy Horne