Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

SEN & Disabilities

School Local Offer

Harris Primary Academy Kent House

Meeting the Needs of Pupils with Additional Educational Needs and Disabilities

The School Offer

HPAKH is an inclusive school and may offer the following range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory or physical needs.

The range of support deployed will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote pupils working towards becoming independent and resilient learners and should not be seen in isolation.

Information and Guidance:

Who should I contact to discuss the concerns or needs of my child?

Class teacher

 

 

 

 

 

 

 

 

Inclusion Manager

(SENCO)

Mrs Elizabeth Minas Email:

senco@harrisprimarykenthouse.org.uk

 

 

 

 

 

 

 

 

 

 

 

Head of Academy

Mrs Katie Day

 

 

 

AEN Governors:

Mrs Lynn Marston and

Ms Rachel Adaah

Email: info@hpakh.hfed.net

He / she 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 provision maps to prioritise and focus on the next steps required for your child to improve learning.

Applying the school’s AEN policy.

If you have concerns about your child you should speak to your child’s class teacher first. You may then be directed to the Inclusion Manager.

She is responsible for

  • Coordinating provision for children with AEN and developing the school’s AEN 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.

She is responsible for:

  • The day to day management of all aspects of the school, including the provision made for pupils with AEN

 

 

They are responsible for:

  • Supporting the school to evaluate and develop quality and impact of provision for pupils with AEN across the school.

Assessment, Planning and Review

How can I find out about how well my child is doing?

Ongoing monitoring takes place by class teachers to identify pupils who are not making progress or who have behaviour needs which are affecting their ability to engage in learning activities.

After discussions with key staff at half termly review meetings additional support will be put into place to provide enhanced resources and targeted small group and / or individual support to help overcome any difficulties. The views of the pupil or young person about their support will be given consideration at this stage. 

This additional support is documented in a class personalised provision map / pupil support Agreement or behaviour support plan. Short term targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties. Impact is measured half termly and shared with parents at parents evening/s.

In some cases teaching assistant support may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.

Formal review meetings are held as required. Parents, relevant external agencies and when appropriate, pupils are invited to this review and their contribution is valued.  The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded.

If your child is continuing to have significant difficulties, further external expertise may be requested. Additional funding is available for children who meet the criteria.  This can be accessed using the Local Authority process and the guidance in the Banded Funding Criteria. Where this is agreed, a Pupil Resource Agreement will be drawn up and implemented with the school’s Educational Psychologist and other professionals where appropriate.  Further details about this process will be explained in the LA Local Offer.

Tests and Examinations: Access Arrangements

For some pupils additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. The Inclusion Manager will inform you about eligibility and applications for these arrangements. Only tests and assessors authorised by the school and recognised  by JCQ can be accepted for access arrangements for public examinations.

Curriculum and Teaching Methods (including groupings and interventions)

How will teaching be adapted to meet the needs of my child?

Teachers are expected to adapt 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.

Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.

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

 

Intervention

 
 

Access to learning and the curriculum

 

Access to  learning support staff

  • In class support focus group in Literacy/Numeracy-as identified via Pupil Progress Review Meetings
  • Small group support in reading/writing/numeracy-as identified via Pupil Progress Review Meetings
  • Individual support for currently statemented pupils or those requiring access to higher level funding (EHCP/PRA’s)

 

Strategies/programmes to support speech and language

  • Speech Therapist input directly into school fortnightly
  • Teaching Assistants working alongside speech therapist to deliver follow up sessions
  • Narrative Therapy-Nursery and Reception
  • Use of visual cues
  • Makaton used as required by trained member of staff for individual pupil
  • Repetitive teaching of new concepts and chance to practice new skills
  • Use of a variety of different ways for pupils to respond in class other than oral responses to show their thinking
  • Give cues/gesture/re phrase if instruction or concept is not understood
  • Extend vocabulary through categorising
  • Key words explained and clarified, use of pre teaching of vocabulary may be used
  • Use mind mapping to show how vocabulary links together
  • Speech, Language and Communication checklists and screeners used to monitor development of skills

 

Strategies to support/develop literacy

  • Writing frames
  • Key vocabulary lists
  • Visual cues and stimulus
  • Speaking and listening activities used across the curriculum
  • Build on and consolidate understanding of basic concepts
  • Short achievable tasks using a small steps approach
  • 1:1 Reading
  • Phonics Interventions
  • Tinted exercise books
  • Reading rulers
  • Electronic thesaurus

 

Strategies to support/develop numeracy

  • Access to a range of concrete apparatus
  • Use of equipment such as Base 10
  • Build on and consolidate understanding of concepts
  • Short achievable tasks using a small steps approach
  • Basic skills groups
  • Clear strategies for the 4 operations across the school
  • Use of practical and real life examples

 

Provision to facilitate/support access to the curriculum

  • Multi-sensory approaches
  • Talk frames
  • Variety of recording methods
  • Develop Memory skills-visualising, oral rehearsal and chunking
  • Use of short simple instructions and chunking information
  • Use of ICT

 

Strategies/support to develop independent learning

  • Use of visual timetables in every class (individual as required)
  • Oral rehearsal of instructions
  • Use of task organisers/tasks broken down
  • Talk partners
  • Visually given choices
  • Use of simple language and being clear and consistent
  • Clear expectations
  • Repeat instructions back to themselves/partner
  • Classrooms are set up and organised to facilitate pupils independence
  • Clear classroom routines in place
  • Group work/Team work to support a collaborative ethos

 


Pastoral Support

 

Strategies to support the development of pupils’ social skills and enhance self-esteem

  • Social Skills groups
  • Rainbow Club facility at break and lunchtimes-staffed by a T.A., structured games within a small group environment
  • Use of social stories
  • Access to specialist advice from the Social Eyes outreach service (Social, Communication Difficulties) as required  
  • Playground Pals

 

Mentoring activities

  • Access to mentor support from family worker for identified pupils
  • Learning mentor support

 

Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)

  • Play Therapist employed 1.5 day per week to work with identified pupils
  • Use of now and next board-EYFS/KS1 as required
  • Small step approach to learning new transitions e.g. assembly
  • Individual work station to be used/accessed (as applicable)
  • Phased entry/reduced timetable to full time education as required
  • Pre warnings for finishing activities
  • Established routines (as far as possible)
  • Awareness of heightened sensory sensitivity
  • Comic strip conversations (as required)
  • Use of sensory box may be deployed
  • Use of weighted objects/equipment
  • Safe Zones-tent

 

Strategies to support / modify behaviour

  • Individual behaviour programmes in place as required
  • Whole school approach- Simple rewards and sanctions visually supported
  • Home-School contact book (as required)
  • Use of visual timers and prompts
  • Short release breaks (as applicable and feasible)
  • Keep instructions simple and positive
  • Use of positive language; ‘Catch them being good’
  • Role model expected behaviour
  • Use of wondering aloud-‘ I can see you are… I am wondering if….’
  • Comic strip conversations (as required)
  • Behaviour rules and expectations taught and consistently acknowledged and rewarded
  • Gain pupils attention before speaking

 

Support/supervision at unstructured times of the day including personal care

  • T.A.’s trained to support individual medical needs
  • Rainbow Club
  • Rota of activities for break time: tennis courts for ball games, outdoor adventure equipment, field (when not too wet) and playground

 

Planning, assessment, evaluation and next steps

  • Pupil Progress Review Meetings held half termly between teachers, Inclusion Manager and Principal to review progress and determine key priority groups for intervention in the next half term

 

Increasing accessibility  - getting about

 

Access to strategies/programmes to support occupational /physiotherapy needs

  • Referrals to physiotherapy/occupational therapy as required, with suggested strategies built into class provision maps and utilised
  • Funky fingers activities

 

Access to modified equipment and ICT

  • Access to particular equipment such as easi-grip scissors, fidget aids, pencil grips, move n sit cushions, posture packs,  sound field hearing system as recommended by specialists
  • Adaptations to school site as required to increase accessibility such as lift, chair lift and fluorescent edging on edge of steps
  • Modified equipment as recommended by specialists

 

Partnerships  with External Agencies

What support from outside does the school use to support my child?

The school works with  a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include: Educational Psychologist, Social and Communication difficulties outreach, Behaviour outreach service, Sensory support team, Speech and Language, CAMHS, School Nursing Team. Referrals to: Community Paediatrician, Occupational Therapy, Physiotherapy for assessment and advice/support as applicable.

 

Access to Medical Interventions

  • T.A.’s trained in Paediatric first aid
  • Teachers have up to date Epipen training
  • Relevant year groups have annual input from diabetic nurse support and specialist nurse training r.e. individual medical conditions and management needs in school
  • Staffed first aid room at break and lunch times
  • Dedicated Diabetic Trained T.A. allocated to named pupils
  • Physiotherapist comes in to work with ISA’s and pupil as required

 

Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports

  • Parents are invited into school for multi-agency or multi-professional meetings as required
  • Half termly progress reports are sent home for all pupils
  • Pupils on AEN (Additional Educational Needs) register have a copy of their class provision map sent home regularly (at least termly) detailing the support they are getting, the strategies used to support them and associated targets
 

Agency

Description of Support

 

Inclusion Support Service

  • Educational Psychology Service

Our attached Educational Psychologist is: Tom Richardson

  • Social Communication Team

Our Specialist Teacher/Advisor is: Paul Cabb

  • SEN Team

 

  • Sensory Support Service
  • Involvement in a multi professional planning meeting in the Autumn Term to discuss which pupils are a priority for assessment that academic year
  • Referrals and advice given
  • Report written by E.P
  • Referral to Social eyes outreach: Observation of pupils and follow up meeting with parents and teaching staff to discuss strategies and support
  • Access to SEN Team for advice
  • Referral to Sensory support: Observation and testing of identified pupils, recommendations and advice given.

 

Speech and Language Therapy

School may refer as required and can implement recommendations following specialist assessment

 

School Nurse

 

Occupational / physiotherapy

 

Paediatric Services

 

CAMHS (Child and Adolescent Mental Health Service)

 

The Information, Advice and Support Service (IASS - formerly Parent Partnership) :

Tel: 01689 881024

 

The Information, Advice and Support Service (IASS - formerly Parent Partnership)  offers information, advice and support, for parents and carers of

  • children with special educational needs (SEN) or disabilities from birth to 25.
  • young people with SEN or disabilities aged 16-25. 
  • all children (regardless of SEN) on their child's transition from primary school to secondary school.

Contact us for information and advice on:

  • your child's transition from pre-school to primary school and on to secondary school.
  • the secondary schools in your area.
  • how to get your child's special educational needs assessed.
  • statements of Special Educational Needs and Education, Health and Care plans.
  • the Special Educational Needs Code of Practice.
  • your rights, responsibilities, and who you can talk to.
  • how to achieve positive outcomes at meetings and reviews about your child.
  • what you can do if you are not happy with a decision about your child's education and the options available, including your right of appeal

http://www.bromley.gov.uk/info/14/secondary_school_admissions/64/parent_partnership_and_choice_service

 

 

Educational Professional responsible  for children who are looked after:

Principal: Sam French and Family Worker: Rachel Fogden

They oversees and monitors provision for children who are in the care of the Local Authority

 

Voluntary agencies

  • Bromley Parent Voice

Tel:  0208 315 4749 Mon/Tues and

0208 776 3170 Wed-Fri

 

 

 

 

  • Burgess Autistic Trust

Tel: 020 8464 2897

e-mail: info@burgessautistictrust.org.uk

 

  • Independent Supporters:

From the1st of September 2014untilMarch 2016 theGovernmenthasfundedanIndependent Support program to provide additional support to parents and youngpeoplein relation to thenew Education and Health Care (EHC) Plan. InBromley,thisserviceisdeliveredthrougha ConsortiummadeupofBromleyMencap,

BurgessAutisticTrust,BromleyParentVoiceand Experts by Experience. Please contact Funke Adeloye on 02084660790 or email at

is@bromleymencap.org or visit

http://www.bromleyparentvoice.org.ukfor further information

 

  • Burgess Autistic Trust is a specialist independent charity who support families with children, young people and adults with a diagnosis of ASD up to the age of 18.

 

Transition

How will the school help my child move to a new class / year group or to a different school?

Children and young people with AEN can become particularly anxious about “moving on” so we seek to support successful transition by:

When moving to another school:

We will contact the School Inclusion Manager 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

When moving classes / forms in school:

Transition meeting for pupils starting in Reception the term before they start, organised by the Pre School with all relevant professionals and parents involved with the child invited.

Visit to new class and a taster lesson with their new teacher.

For identified pupils requiring additional support a social story may be made, with pictures of their new environment to reinforce what will stay the same and what will be different.

An information sharing meeting will take place between the teachers

In year 6-7 transition

The Inclusion Manager and/or class teacher will attend the primary/Secondary Transition day meeting to discuss specific need of your child and the nature and level of support which has had the most impact.

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.

Staffing Expertise

How skilled are staff in meeting the needs of my child?

An ongoing 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 AEN. Recent training has covered :

  • AEN Harris conference attended by T.A. staff Oct 2013, Oct 2014, Oct 2015, Oct 2016
  • Rolling programme completed years based on IDP materials: Dyslexia, ASD, SLCN, BESD By teaching and support staff run by Inclusion Manager  with T.A.’s and I.S.A’s 2013-2016
  • Training in Jan 2014 for teaching staff by SCD advisor
  • Support staff attended training r.e. Speech, Language, Communication and Challenging Behaviour September 2015
  • Training by Inclusion Manager to whole staff on SEMH Difficulties March 2015 and October 2016
  • O.T Training for support staff in sensory difficulties, fine motor and pencil skills 2015/16 and 2016/17
  • Training for Support Staff on ADHD with Fintan O’Regan May 2016
  • ISA Attended Primary Education – Meeting Needs of Children 4-11 Years for Downs Syndrome Pupils October 2014
  • HLTA Attended Lego Build to Express - supporting children with social, emotional and mental health needs June 2015 and
  • Whole Staff training Deaf Awareness December 2015

 

Our Inclusion Manager actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with AEN.

The school also seeks advice and guidance from local special schools to review, evaluate and develop provision for pupils who have the most complex needs.

 

We also have staff with specialised expertise and qualifications in school including:

  • Inclusion Manager: National Award of SEN Coordination (Postgraduate Qualification) Nurture Group Network Assessment and Certification-Merit June 2015
  • HLTA with 30 credits at L1 NVQ3 Managing the teaching of pupils with Severe and Complex Needs and 15 credits at L1 SENCO Assistant Course and Makaton L1.
  • Teacher  qualified in teaching severe SEN pupils aged 3-11
  • HLTA with a qualification for working with children with Visual Impairment accredited course.
  • HLTA Attended Learning Mentor Course 14/15
  • 2 x I.S.A’s completed Speech and Language accredited Course.
  • I.S.A. Trained in Makaton

Who do I talk to if I am unhappy with my child’s support or progress?

In the first instance a meeting should be requested with the pupil’s class teacher.

After that either a discussion with the Assistant Principal in charge of that Key Stage and/or the Inclusion Manager would be appropriate.

Finally a meeting with the Vice Principal or Principal could be arranged.

FURTHER INFORMATION about support and services for pupils and their families can be found in:

Web link to: The Local Authority Local Offer

https://bromley.mylifeportal.co.uk

                        The Information, Advice and Support Service

http://www.bromley.gov.uk/info/14/secondary_school_admissions/64/parent_partnership_and_choice_service

                        Special educational needs and disability code of practice: 0 to 25 years

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/342440/SEND_Code_of_Practice_approved_by_Parliament_29.07.14.pdf

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