We assess and monitor our children carefully in line with Government guidance. We have an Early Intervention approach and work closely with parents to achieve the best possible outcomes for pupils.

We follow the statutory guidance contained in the SEN Code of Practise 0-25 years, January 2015.  The Code of Practise explains that;

 “A child has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for them.

 A child has a learning difficulty or disability if they have significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders them from making use of the educational facilities provided for children of the same age in schools.”

At Hillside Community First School children are identified as having SEND (Special Educational Needs and Disabilities) using information gathered from a variety of sources.  A combination of the following examples  are considered:

• Liaison with previous school or pre-school setting
• Concerns raised by a parent
• Concerns raised by a teacher
• Reception staff and the SENDCO arrange ‘Early Intervention’ meetings with parents of children where there are concerns about the child’s progress or development
• Child performing below ‘age related expectations’ as identified in half termly tracking reviews by class teachers
• Liaison with external agencies e.g. for a physical/ sensory issue, speech and language
• Use of tools for standardised assessment such as: Salford Reading Test and Star Reader

Children with an EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority, the School’s Academy Committee and the parents.

Current parents are encouraged to discuss their concerns with their child’s class teacher in the first instance.  These concerns will then be raised with the school’s Special Educational Needs Coordinator (SENDCO) and Inclusion Leader.  However, you can always arrange a meeting with the SENDCO directly by contacting the school office either by phone or email.

Prospective parents should make an appointment to meet with the SENDCO or Head teacher.  Please see the school contact details at the top of this report.

If the school has a concern regarding your child and SEN, the Class Teacher will arrange an informal meeting with you to discuss these concerns.  It may be necessary to arrange a further meeting to include the SENDCO, Head teacher or an external agency.

• Mrs Corrie is our school’s SENDCO

Mrs Harris is our Inclusion Leader and Family Liaison Officer and SEN Governor.

Our staff work hard to build excellent relationships with all children so that they feel safe and secure, which we believe is the foundation to all learning.

• The class teacher will oversee, plan and work with each child with SEND to monitor that appropriate progress is made.

• Our SENDCO works in partnership with the Class Teachers to oversee the progress of any child identified as having SEND.
• There may be a Teaching Assistant or HLTA (Higher Level Teaching Assistant) working with your child either individually or as part of a group.

According to the needs of your child, we offer a variety of possible interventions and support. This support can take the form of a referral to an outside agency: Speech and Language Service, Paediatrician, Occupational Therapist or individual additional support within the class or an intervention group. Working as a team we will identify which intervention/type of support will be best for each individual child.

If it is agreed with parents and school staff that your child will be placed on our SEND Register, we will work together to create an ‘Individual Support Plan (ISP)’ to help them make steps of progress. Whilst we always take into account where each child is starting from, our expectations are high for all our children and the plans have a clear set of expected outcomes which would be reviewed termly.

• The class teacher will meet with you formally at parent evenings or at other times throughout the year as required in order to discuss your child’s progress and their ‘Individual Support Plan’ (ISP).
• Class teachers are always happy to discuss your child’s needs if you have questions or concerns between more formal meetings. Please speak to them directly to arrange this.
• An appointment can be made with the SENDCO or Inclusion Leader to discuss support in more detail if required.

Our class teachers are highly skilled at differentiating work to suit the needs/ability of our children. Our class Curriculum Maps are available to view on our website. All learning activities within class are planned with “ways in” to support children who may need further support, so that all children are able to access learning according to their specific needs and learning styles.

Children with SEND will have access to the appropriate resources or “ways in” needed in order to help them to make progress e.g. phonic mats, coloured overlays, pencil grips, writing slopes etc.

We will arrange regular meetings/ consultations (at least termly) in line with the SEND Code of Practice.  In these consultations we will discuss the progress your child has made and how all of us can continue to support your child. We will ask for your advice and guidance on what suits your child best and we will share our knowledge and expectations.

The SENDCO reports to the Head teacher and Academy Committee members regularly to inform them about the progress of children with SEND and how resources are being used. Information provided to the Academy Committee will never name individual children, in order to maintain confidentiality at all times

We actively encourage parents to take a team approach to our children’s learning. We may be able to signpost you to outside agencies or support networks in order to further support you and your child.

• We have 2 trained and highly skilled ELSAs (Emotional Literacy Support Assistants) who work on a 1 to 1 basis or in small groups according to your child’s emotional needs.
• We follow the “Heart Smart” whole school programme, which is underpinned by “mindfulness and encompasses PHSE, emotional literacy, social skills and spiritual development. A key part of the programme is promoting children’s understanding of diversity and respect. 
• We have won the Healthy Schools award and actively promote good health and wellbeing.

Our Family Liaison Officer will work closely with you and your child’s teachin order to support your child’s emotional health and wellbeing

We have a qualified Reading Recovery Teacher who works closely with parents and members of staff to support children with identified needs.

Our SENDCO and Inclusion Leader meet termly with our School Link Specialist Teacher and Educational Psychologist.  The purpose of these planning meetings is to discuss and plan the support for individual children.

A member of our SEND team is trained and qualified to work with children with Specific Learning Difficulties and works in partnership with our Specialist Teacher.

We work closely with other agencies and specialist support services to support our children’s learning and emotional wellbeing, these include:

• Dorset Specialist Teachers
• Speech and Language Therapy Service (S&LT)
• Educational Psychologist
• Community Paediatrician
• CAMHS (Mental Health Service)
• Occupational Therapist
• Early Help
• Care and Protection
• Outreach (Teaching Alliance of Dorset Special Schools, TADSS)
• School nurse

Hearing/Vision Support Teacher Service (HVSS)

• Our SENDCO has achieved the National Award for SEN Coordination
• We have a qualified Reading Recovery Teacher 
• Staff receive ongoing guidance directly from the Speech and Language Service
• TAs are trained in delivering Phonic interventions in line with our Phonics programme “Unlocking Letters and Sounds”
• Teachers and TAs have been trained to deliver Precision Teaching (a structured teaching method that is designed to improve the accuracy and fluency of reading, spelling and maths)
• Some members of staff are trained in Peic’d and given ongoing support by the Speech and Language Service and Portage
• Two of our teachers and four TAs have completed the EarlyBirds Plus training from the National Autistic Society (NAS).  Our SENDCO has led training for staff on this approach in supporting children with an Autistic Spectrum Disorder (ASD)
• A member of the SEN team is qualified and receives ongoing guidance in writing programmes and delivering teaching for children with Specific Learning difficulties – such as Dyslexia
• We have 2 trained and experienced Emotional Literacy Support Assistants (ELSAs)
• Our staff have attended training on Attachment and associated difficulties
• A senior member of the SEN team has achieved the Dorset Programme in Behaviour and Attendance qualification
• Our SENDCO and Inclusion Leader have received ADHD training from Dr Samuele Cortese, M.D., Ph.D. (Professor & Consultant Child and Adolescent Psychiatrist)
• Our SENDCO and Inclusion Leader have received ‘Lego Therapy’ and ‘Social Story’ training

Our SENDCO is trained in the ‘Dorset Steps’ therapeutic approach to behaviour management and has led whole school training on this approach.

We plan our school trips very carefully in order to support and extend the learning that goes on within the class. Staff visit venues in advance and check for suitability, while identifying potential risks. A risk assessment is then written by teaching staff and approved by the head teacher prior to any trip taking place.

We seek to include all children on our school trips, following risk assessments and through discussion with the child and parents/carers.  On rare occasions it might be mutually agreed that participation should be modified – for example, parents might feel more comfortable if they accompany their child on the trip or the child remains on the school site and follows a similar programme of activities.

We create ‘Social Scripts/Stories’ for children who need extra preparation before going on a trip, these are shared with the child in school and at home with their parents. ‘Social Scripts’ prepare children for what is going to happen and help to reduce their anxieties relating to changes in routine.

• Our classrooms have easy access for wheelchairs with wide doors and ramps around the school.
• The main building is single level and Key Stage 2 building is single level.
• We have toilets adapted for children with additional mobility needs.
• Outside steps, gateways and pillars have been painted in contrasting colours to support children with visual needs.
• Where a visual need has been identified, staff wear High Visibility jackets during playtimes to enable them to be quickly identified by children.

Staff have had accessibility and disability awareness training.

We operate a comprehensive transition process, including extended transition for more vulnerable children. The SENDCO and class teachers liaise closely with the next teacher and support staff to ensure the children are well supported socially and emotionally. Children are encouraged to be active participants in their future transition by working with staff to complete transition passports and making short ‘visits’ their next class.

We work closely with our feeder schools to ensure a happy and successful transition to and from other settings and will speak directly to the previous or future School’s SENDCO to share information about your child.

Our Early Years Leader and SENDCO meet with pre-schools in the Autumn term (prior to children starting school) to identify children who may need additional support with the transition to school.  Our Reception classes provide ‘Stay and Play’ sessions throughout the year prior to children starting school so that children and parents can ‘get a feel’ for our setting, staff and provision we have on offer. The EY Leader provides transition passports for children who might find the transition into school difficult. In the summer term, the Reception teachers regularly visit our feeder Pre-School to meet the children who are joining Hillside and offer transition visits for children in our Reception base.

To prepare our more vulnerable children for joining Middle Schools we meet with the future school’s SENDCO to provide an extensive ‘handover’.  We arrange additional small group visits for some children transferring to middle school prior to the main Transition Day. Staff from our feeder schools visit our children in the Summer term, they also provide a range of activities at their own schools for the children due to transfer in September.

If your child already has an EHCP, a transition planning meeting will be held to which we will invite staff from both schools.

All interventions and resources are needs led. The purchase of resources specifically for children with SEND is in line with the budgetary policy of the school. Resources range from sloping writing boards, coloured overlays, reading schemes to ICT equipment and software. Staff regularly review a child’s progress and allocate resources accordingly.

The Academy Committee agree priorities for spending within the SEN budget, with the overall aim that all children receive the support that they need in order to make progress. This will include resourcing appropriate equipment and facilities.

Our Reception classes have two full time Teaching Assistants. Key Stage 1 and 2 classes have a team of Teaching Assistants who work across the classes where needs have been identified. This may be to support individual children or small groups within a class, or it may be to provide 1:1 or small group provision or Interventions addressing desired outcomes identified between teacher, parents/carers and the child him/herself.  For children with an Education, Health and Care Plan, additional adult support is provided as set out in the ‘Provision’ section of their EHCP.  Dorset EHCPs no longer specify the number of hours of 1:1 TA support the child will receive, but state the provision they are entitled to.

Class teachers meet with the SENDCO and/or the Inclusion Leader to discuss what interventions (if any) or additional support your child may need. These discussions can be both formal and/or informal and will involve the parent/carer and where possible the child.

In some cases, the decisions are made with the support of the Educational Psychologist, SEN Provision Lead in the Local Authority or other outside agencies.  Before a referral is made to an outside agency, you will be asked to come to a meeting to discuss your child’s progress and help plan the next steps in their support.   

At Hillside we believe that listening to your child’s views is extremely important in ensuring that school is a safe and happy place for children to learn and thrive.

Many children are able to talk to trusted adults about what is important to them, but for those who find this more difficult we have a range of strategies to help them contribute their views. This may be through pictorial systems, signs or more physical ways of communicating.

For children with Individual Support Plans, class teachers discuss individual targets and involve them in this process.

Children with EHCPs are supported to complete a “One Page Profile” as part of the Annual Review process. This helps us to gain a holistic picture of them and supports staff to understand their individual needs and the best ways to support them to make good progress. The profile includes likes/dislikes, what people like and admire about them and what they feel they may need help with.

If you are concerned about anything regarding your child, we encourage you to see your child’s class teacher in the first instance.

Should you wish to discuss your concerns further, you should make an appointment to see the SENDCO and/or Head teacher. If this still does not resolve the issue, a formal complaint can be made to the Chair of the Academy Committee (Mr Eddie Moule). Please click on the link below to find out about the process for complaints.

 Complaints Policy and Procedures document

Children and young people, who are looked after by the Local Authority and have Special Educational Needs, are closely monitored using an Individual Support Plan. Termly discussions take place to review these. We have close links with Dorset Virtual Schools who support us and work closely with the children and families.

All children who are in Foster Care have termly PEP (Personal Educational Plan) meetings with their Foster Carers, school staff and their Social Worker. All children are treated as individuals with their unique talents and strengths celebrated.

If your child is in care or is adopted, please do talk to us to see if there is further support needed. We will always work with you and your child to make sure that we respond to your child’s needs. Mrs Corrie is the designated teacher that oversees the support for these children

We actively encourage parents to take a team approach to our children’s learning and understand that children make better progress where there is a high level of parental engagement and support. 

During termly parent consultations with your child’s class teacher, we will discuss your child’s individual learning targets and progress. We will share details of any plans or programmes provided by external specialists and discuss ways that you can support your child’s learning at home.

If your child is receiving SEN support in school or has an EHCP, your child will have an Individual Support Plan (ISP), this sets out the current targets/outcomes your child is working on, who provides this and when.  Teachers write and review ISPs every term, these are then shared with pupils and parents/carers.  Additional meetings are held with you and the SENDCO and/or Inclusion Leader to discuss your child’s needs, any new assessments and ideas suggested by outside agencies for your child or for you to share information with us. Often a programme of activities (e.g. from a speech therapist) will be provided for you to use at home.

Home Learning projects may need to be adjusted to ensure that they are manageable for your child and it is always helpful to have feedback from parents and carers about any difficulties that they may have with Home Learning tasks.

We use Google Classroom, a web-based learning environment that offers a digital safe space for students to view class tasks, access learning materials, view posted assignments, and hand in completed work. 

A home/school log may be used to support communication with you, if this has been identified as beneficial for you and your child.

We actively welcome parents’ help and support within the school. We welcome parents/carers (and that includes Grandparents too!) to come into school and read or work with our children. We offer regular contact times and drop in sessions to discuss parental concerns and where necessary signpost them to other agencies. We run workshops to support parents/carers to work with their children at home.

We are able to signpost you to outside agencies or support networks in order to further support you and your child.  Please speak to Mrs Corrie or Mrs Harris for more information.