Inclusion & SEND

 

At Hill Top Primary School we pride ourselves in being an inclusive school. All children are afforded equal opportunities to access all areas of the curriculum.

SEND Local Offer

(Available to download on side bar)

Frequently asked questions from parents and carers:

Click on a question below to see answers. A more detailed set of answers to these questions can be found by clicking on the SEND Local Offer link to the right.

In the first instance you should make an appointment to speak to the class teacher. The class teacher will be able to advise whether your child is working at the level expected for their age or whether they agree that further investigation is required. They may feel at this point that the SENCo needs to be made aware of your concerns and may arrange a further appointment for you to consult the SENCo to discuss ‘next steps’. The SENCo will be able to advise on which other Professionals need to be consulted at this stage. This may include a Speech and Language Therapist; a member of the SENIT team or they may wish to carry out further tests themselves to ascertain the specific area of need.

The class teacher is responsible for overseeing and planning the education programme for your child. Should your child be showing less than significant progress then teachers would refer children to our school SENCo. The SENCo is responsible for co-ordinating provision for children with SEN and liaising with a range of agencies outside of school who can offer advice and support to help students overcome difficulties.

Children will continually be assessed so that their learning is progressive. Teachers will compare achievement half-termly and results compared with non-SEN children to ensure progress is comparative.

We have a wide range of provisions that may be offered to meet the individual needs of your child where appropriate, including:

Social Skills programmes including strategies to enhance self-esteem.
Access to a supportive environment (including alternative resources in classroom)
Strategies to support speech and language
Mentoring Activities
Access to strategies to support Occupational Therapy and Physiotherapy needs
Strategies to reduce anxiety/promote emotional wellbeing
Strategies to support/develop literacy inc. reading

Strategies to support behaviour
Strategies to support/develop numeracy
Provision to facilitate/support access to the curriculum
Strategies/support to develop independent learning
Support/supervision at unstructured times of the day including personal care
Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports
Access to Medical Interventions

The school is built on one level and is accessible to all – both able bodied and to wheel chair users. There is the provision of a disabled toilet in the main corridor that has a shower; this toilet is wheelchair accessible and is the only toilet in school with this capacity.

All doorways are wide enough to take a wheelchair pushed by another individual.

Manoeuvring around the classroom in a wheelchair is limited due to actual classroom sizes.

The outside field and Key Stage 1 playground can be accessed by means of an inclined pathway as an alternative to the steps.

Access to the wildlife area would have to be carefully managed by two adults.

Where a child has a Graduated Response Plan the SENCo will liase with parents at least termly to discuss and share progress. Each term the SENCo, sometimes with the class teacher or the child’s designated TA will go through the GRP with the Parent and child explaining the achievements to date and the next steps. Advise will be given as to how the Parent can help the child at home with their learning.

School has a designated Learning Mentor – Mrs Wade – who is trained in well being and emotional needs, who may work alongside your child in the classroom or may offer you and your child a specific intervention. This may be on a 1:1 basis or as part of a small group.

The Head Teacher, an Assistant Head and the Learning Mentor are trained in issues related to Child Protection and the Head and Learning Mentor are trained in initiating CAF’s.

The school works in partnership with the local cluster CATTS, as well as with the Morley Family of Schools (MFoS) with the TSL’s (Targetted Services Leaders), AIP (Area Inclusion Partnerships), and Family Outreach Workers.

The School Nurse is available, at our request, to give advice within her remit.

Targeted Services that school can draw upon for those who need additional support are the school improvement team, the educational psychology team and SEN and inclusion team, and attendance officers.

School works in partnership with other agencies including speech and language therapy services, school nurses, Child and Adolescent Mental Health Services (CAMHS) and the Parent Partnership Service.

School has the ability to call upon the STARS team for support to develop practice with those with autism spectrum conditions.

All staff have basic awareness of inclusion issues.

Teaching and non-teaching staff working directly with children and young people with SEND will have, or be supported to develop, enhanced skills to meet particular types of need.

Staff who wish to gain specialist level skills and knowledge will be supported and encouraged to do so.

The Head Teacher has gained the necessary Masters Degree in SEN and will use her knowledge and skills to train staff.

All children have the chance to access all school trips and residentials. All of this is organized through consultation with the Parents/Carers and child where applicable. On residentials and some trips, it may be necessary for the Parent/Carer to accompany the child on the visit.

Transition arrangements are in place between each of the year groups within school and then from Year 6 to Year 7. We have forged very close links with our local high school and there are several meetings held between staff from both schools, where all relevant information is passed on, as well as additional visits put into place for any child who requires extra to that afforded as routine. At all times Parents/Carers can be involved in these hand over meetings between staff.

The Head teacher along with the Senior Management Team will analyse all assessment data submitted by class teachers each half term. Any child who is not making the expected progress or not closing the gap on their peers will be flagged up for discussion with the class teacher. A decision will then be made as to the best course of action to be taken and where necessary, if any interventions/specialized TA time is allocated.

There are two Parents Evenings held in the school year – the first in the Autumn Term and the second in the Spring Term. This is followed by a report on the child in the Summer Term.

We also hold a ‘Meet the Teacher’ session in the second week of the school term. Parents/Carers are all invited to all these sessions. If Parents/Carers are unable to meet with staff on these occasions, staff will make a further appointment for Parents/Carers.

School Office: 0113 3074750 or email: Julie.parkinson@hilltopprimary.org.uk

Iain Tolmie (SENCO)

Karen Hyams (Head Teacher)

To make enquiries about your own child in school you should first speak to/make an appointment to speak to the class teacher.