SEND Information Report
Haydon School’s Special Needs and Disability (SEND) Offer.
Haydon School’s SEND information report is designed to be easy to access and provide all the information you may require. If you cannot find the information contact us directly on 0208 429 0005 or directly firstname.lastname@example.org where we will be happy to answer your questions.
Haydon School is a fully inclusive school and is committed to ensuring that all students, irrespective of any disability and/or special need are able to thrive by accessing an appropriate, engaging and aspirational curriculum. The aim is always to raise achievement through meeting the academic, social and emotional needs of all students, including those with special educational needs and disabilities (SEND).
Our approach is in-line and has regard to the Special Educational Needs and Disability Code of Practice: 0 – 25 years (June 2014).
Students have special educational needs if they have a difficulty accessing the curriculum, temporary or more long-term, which calls for special educational provision to be made for them.
Students have difficulty accessing the curriculum if they:
- Have significant difficulties in learning in comparison with the majority of children of the same age.
- Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age.
Who can you speak to about SEND?
- Subject teacher – responsible for planning the curriculum, differentiation and assessing your child’s progress.
- Heads of Year – responsible for personal social development and health education
- Judith Evans, Special Educational Needs Coordinator (SENCO), supported by Alison Casey, Administration Assistant and Katie Stark, second in charge of Learning Support. We coordinate all the support and intervention in the school, including keeping families informed, holding SEND reviews and liaising with all agencies involved with your child. We have a large SEND team at Haydon School who work closely with the SENCO on SEND provision.
- Jayne Guest, Deputy Head teacher – responsible for Inclusion
- Robert Jones, Head teacher – responsible for the day to day aspects of the school and all the arrangements for students with SEN. The Head teacher has to report to the Governing Body on all aspects of SEN in the school.
- Angela Dennie, SEN Governor – responsible for making sure the necessary support is made for every student with SEND, who attends school.
How will the school help my child get ready to start at Haydon?
In the term leading up to transferring to Haydon Learning Support staff will accompany pastoral staff in visiting the primary schools of our new students. We will share information to make the transfer as smooth as possible. Most students will need just the one taster at Haydon day but others may need an extra visit. Parents are welcome to speak with the SENCO before their child starts to discuss any individual concerns.
How does the school know if my child might need extra help and what should I do if I think my child may have SEN?
On entry to Haydon School all students undertake a series of screening tests for literacy and reasoning. We use this information to identify those who we feel will benefit from additional support. This is done through a variety of ways (Link to Haydon's Provision List)
Additionally, special educational provision may be triggered when students fail to achieve adequate progress, despite having had access to a differentiated programme. Appropriate provision to meet the student’s individual need(s) will then be made. If we have identified a special educational need your child will be placed on our SEND list where we will monitor the support.
Haydon School’s Categorisation of Need in Line with SEND Reforms 2014
K2 - Learning Plus
In addition to ‘Quality First Teaching’ the student is in receipt of a short-term intervention to support an identified learning need. Internal specialist advice may have been sought or provided from a previous setting.
K – Complex/Severe (this will come up on SIMS as SEND Support)
In addition to ‘Quality First Teaching’ the student has been in receipt of a number of cycles of intervention and more than one agency has been involved.
E – In receipt of an Education and Health Care Plan (EHCP)
S – Has a statement of Special Educational Needs
Local Authorities are in the process of transferring statements to EHC Plans.
9.2 Statements of Special Educational Needs/Educational, Health and Care Plan
A STATEMENT/EHC Plan is a document which details a child’s special educational needs. In essence, it outlines the provision which the LA considers necessary to meet the special educational needs of the child, the objectives which the special educational provision should aim to meet, and the arrangements to be made for monitoring progress in meeting those objectives in order to achieve the student’s and parent/carers desired outcomes.
- Cognition and Learning
- Communication and Interaction
- Physical and Sensory needs
- Emotional, social and mental health needs
Educational Health Plans are mainly issued for students with complex and multiple needs or severe medical conditions.
Lack of adequate progress may be indicated by:
- Little or no progress despite the use of targeted teaching approaches and a differentiated curriculum.
- Working at levels significantly below age expectations, particularly in Literacy or Numeracy.
- Presenting persistent emotional and/or behavioural difficulties, which have not been managed by appropriate strategies usually employed.
- Sensory or physical impairments that result in little progress despite the provision of appropriate aids or equipment.
- Poor communication or interaction, requiring specific interactions and adaptations to access learning.
If you have concerns regarding your child’s progress and feel they have a special educational need that hasn’t been picked up then contact us and we will be happy to discuss and share information.
What support is offered for students with SEND?
Support may be offered to students through a variety of ways. We are constantly monitoring the impact of our interventions so these groups may change. See here for our current programme of support.
- In-class support
- Small group literacy lessons
- 1-1 literacy support
- Form time literacy lessons
- Small social skills lessons
- 1-1 support for communication skills difficulties
- Auxiliary aids recommended by sensory and OT specialists
In line with current research our Teaching Assistants provide support to the class teacher so that the teacher provides their expertise to the student. Our aim is for all students to develop the skills to progress independently and learn for life.
How will the school let parents/ carers know about students’ identified needs and support?
Any concerns regarding progress or a new identification of need is relayed to parents in writing explaining the support that is being put in place. Haydon School has an open door policy and parents and careers are always welcome to contact us to arrange a meeting.
How will the school consult with students with SEND and involve them in their education?
Students in receipt of SEND support or who have additional specific needs will take part in the production of a Student Passport. The passport is drawn up collaboratively between the student, a member of the Learning Support Team, parents and using specialist recommended strategies. This information is reviewed termly with the student and targets are set to aid progress.
How will I know how well my child is doing and how will you help me to support my child's learning?
All students’ progress is routinely tracked by subject staff, curriculum staff and the Learning Support Department. Reports are sent out to parents/carers three times a year. Children have varying degrees of need which may change over time. At times some students will require an additional level of monitoring and students may have a student passport created which details their need and manages targets to promote progress. Meetings are held with parents/carers to share ways of supporting your child’s needs. When additional support is put in place it is reviewed following the graduated approach: assess, plan, do, review. (Link to Model of Support)
How and who do I talk to if my child is not getting the support they need?
Haydon School has an open door policy and parents and carers are always welcome to contact us to arrange a meeting.
How will the curriculum be matched to my child's needs?
All staff at Haydon School are responsible for the education, development and support of young people with SEN/D through delivery of an appropriately differentiated curriculum. Staff training and specialist strategy information sharing supports this. Student Passports are shared with staff in order for adaptations to the curriculum to be made.
Additionally, using screening test data and ongoing information from staff we can closely monitor your child’s needs. With both parents/carers and the child at the heart of the discussion some students may be offered a modified curriculum to further support their needs. (Link to Local Offer Provision List)
What support is there for parents and carers?
Year staff and Learning Support staff are happy to answer queries regarding individual support. We are also proud to say that our recently set up Communication Difficulties Parents Support Group is now a termly occurrence. We have close links with the Centre for ADHD and Autism Support (CAAS) in Eastcote as well as Hillingdon Autistic Care and Support (HACS). We regularly display parent support group information on our website advising of courses and places to go for advice. (See Left hand column)
Allocation of Resources
Delegated funding is allocated to support SEND students’ needs, this may include: specialist staffing, in-class support and additional materials such as targeted on-line programmes.
How will my child be included in activities outside of the classroom including school trips?
Along with our inclusive ethos we aim to provide equal opportunities for all students regardless of their SEND. We will always use our best endeavours to ensure there are no barriers to being able to attend external trips.
How accessible is the setting environment?
Haydon School is made up of 6 buildings, interconnected, on a large multi-levelled site. There is wheelchair access to and around the site and there are lifts to access all floors. (Link to Site Map - To Follow)
What specialist services and expertise are available or accessed by the setting?
Learning Support staff will liaise with a wide range of specialists to seek advice and support whenever needed. These are a few that we regularly work with but we welcome collaboration with other specialists as and when the need arises.
- Speech and Language Therapy Service
- Educational Psychologist
- Visual Impairment Team
- Hearing Impairment Team
- Language Advisory Team
- Autism Advisory Team
What training have the staff supporting children with SEND had or are having?
Training on many aspects of SEND is delivered to staff on a yearly rolling programme. This is delivered by external specialists e.g. our educational psychologist and speech and language therapists and also internal specialist staff on specific needs such as autism, dyslexia and dyspraxia. In addition to this many staff will attend external training to ensure current best practice is followed.
How will the school help my child get ready to start college / work?
Support for the next stages after school take place early on. Students receive support and guidance during Year 9 when the options process takes place. Some students with SEND will require more support making choices and finding a curriculum to meet their needs. The Learning Support team work closely with the Year teams and careers advisor at this point. More discussions take place in Year 11. We have a close relationship with Uxbridge College and arrange taster sessions and visits for those students who need it.
What are Access Arrangements and how will I find out if my child needs them?
Access Arrangements are adjustments made in public examinations and control conditions course work for students with a specific need. Access Arrangements are to ensure that students with particular requirements can demonstrate their skills, knowledge and understanding in examinations, for example, by providing large print papers for students with visual impairments. Students may have certain requirements for a number of reasons, including:
- a permanent (long-term) disability or medical condition
- a temporary (short-term) disability or medical condition
There are numerous Access Arrangements and students may be given one or more of these according to need. The process for granting an access arrangement and the evidence required may vary according to the examination. The criteria for granting Access Arrangements in examinations are rigorous. Access Arrangements are only given to students with verifiable, provable evidence gathered from a variety of sources including:
- a history of need and provision
- Haydon assessment data
- teacher and support assistant observations
- assessments and diagnostic report from an educational psychologist employed by the school or a student’s LA
- assessments and diagnostic report from a specialist assessment teacher employed by the school
- a Statement of Special Educational Needs
- a diagnostic report from medics such as a student’s hospital consultant, occupational therapist, GP or other registered medical professional.
- a combination of the above; depending on the access arrangement and the reason for applying for it; as a multidisciplinary approach can be needed for a diversity of needs.
For further guidance read the Access Arrangements policy (Link)
A Link to the London Borough of Hillingdon Local Offer Page (Link)
Hillingdon Autistic Care and Support - Introduction to Autism (Link)
Haydon SchooL Year 7 Catch Up Fund 2015-16
Money Received £13500
- Lexia UK English £2306
- Lexia UK Maths £2008
- Renaissance Learning £4046
- Staffing £1135.58
- Carried forward to next year £4004.42
Impact Report 2015/16
This is a multi-levelled reading kit to develop skills in literal, interpretive, inferential and critical levels of reading comprehension. 3 box levels have been bought predominantly providing intervention for Key stage 3.
Students in Year 7 who received a high frequency of delivery (initially 3 lessons a week reducing to 2 lessons a week) over the period of 9 months made significant gains with their reading age which brought the majority of them up to their chronological age. It has equipped them with the skills needed to gain a fuller meaning of the text being read and should transfer to all areas of the curriculum. Students made average gains with their reading comprehension of 1 year 6 months over a period of 8 months.
This new resource has proved to be highly successful and will be used with many other intervention groups next year.
LEXIA – Computer based programme focussing on fundamental literacy skills covering basic phonological awareness, decoding skills, spelling, vocabulary development and comprehension activities (all years)
Delivered during: Extra English lessons, form-time intervention lessons.
Working through the five Lexia levels, students have now increased their phonological awareness and mastered techniques needed to decode and encode at word level. Mastering these word level skills has improved sentence level ability and has moved students towards an improvement of text level competence.
Students made average gains with spelling of 1 year 5 months over a period of 8 months.
This new resource has again proved successful and will be delivered and monitored on a rolling programme across all year groups.
This year we are trailing a new programme Achieve 3000 which develops all aspects of reading development using non-fiction texts.