Support for Students with SEND
Admissions and Transitions
Initial Admission to Hampton High
- As with all admissions, please refer to the school and borough policies www.richmond.gov.uk
- We would encourage all parents of children with additional needs to refer to this link (https://www.afclocaloffer.org.uk/) and visit the school to discuss the child’s needs with the Special Educational Needs Coordinator (SENCo) in order to inform your choice of school for your child.
- It is important that all information regarding your child’s needs is included in the school application. The SENCo will use this information to support a smooth transition.
- Once your child has been allocated a place, SENCo will contact you to plan your child’s transition into our school. Where possible your child’s previous school will be contacted.
When moving classes in school
Information will be passed on to the new teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher. All records will be shared with the new teacher.
Moving on to Sixth Form/College
Your child’s transition will be carefully planned and managed by staff from both settings. You and your child will be involved in this process.
Staff – roles and responsibilities
Class teachers input via excellent targeted classroom teaching also known as Quality First Teaching.â¨
For your child this would mean that:
- The teacher has the highest possible expectations for your child and all pupils in their class.
- Class Teachers plan lessons taking into account the needs of all groups of children in their class, starting with what they already know, can do and can understand.
- Teaching is adapted so that your child is fully involved in learning in class. This may involve things like using more practical learning strategies.
- Additional strategies may be put in place to support your child to learn.
- Class teachers may work with support staff to meet the needs of your child.
- Specific resources and strategies may be used to support your child individually and in groups.
The Director of Inclusion (DoI)/SENCo are responsible for:
- Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
- Ensuring that you are:
- involved in supporting your child’s learning
- kept informed about the support your child is getting
- involved in reviewing how they are doing
- Ensuring that your child is involved in setting and reviewing targets.
- Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc...
- Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known)
- Keeping up to date records of your child’s progress, needs and personalised support.
- Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
The Principal is responsible for:
- The day to day management of all aspects of the school, this includes the support for children with SEND.
- She will give responsibility to the DoI/SENCo and class teachers but is still responsible for ensuring that your child’s needs are met.
- She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
The SEN Link Academy Council Member makes sure that the necessary support is made for any child who attends the school with SEND.
Teaching and Learning Assistants (TLAs)
TLAs will support your child, either by supporting in classes or by working with individuals or small groups outside the classroom.
Identification – progression of support
If you or staff have any concerns about your child’s progress or age appropriate development a meeting will be arranged. Additional strategies will be implemented.
- Your child’s progress is continually monitored by his/her teachers.
- His/her progress is reviewed formally regularly and a National Curriculum level given.
- In a small number of cases, advice and support from outside agencies may be requested.
- Following advice from outside agencies a request to the Local Authority for an Education Health Care Plan may be made.
- The progress of children with an EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
Support within school
- The DoI/SENCo support class teachers in planning for children with SEND.
- The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues.
- Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
- The Academy Multi-agency Team (MAT) provide additional support to students. The team includes a social worker, a family and community support worker and targeted youth support worker.
Families and Schools are able to access the following additional external professionals through a referral process:
- Educational Psychologist
- Speech and Language Therapists
- Occupational Therapists
- School Nurse
- Multi-Sensory Support Services
- Educational Welfare Services
- Social Services
- Family Support Services
- Children’s Counsellors
- Primary Mental Health Services
- Child and Adolescent Mental Health Services
- Education Inclusion Team
- The school budget, received from Richmond LA, includes money for supporting children with SEND.
- The Principal decides on the budget for Special Educational Needs and Disabilities in consultation with the Academy Council, on the basis of needs in the school.
- The Principal and the DoI / SENCo discuss all the information they have about SEND in the school, and decide what resources/training and support is needed.
- All resources/training and support are reviewed regularly and changes made as needed.
- Additional funding and resources may be available for children with more complex needs.