Special Educational Needs
SEN Information 2020/2021
Here is some information about our provision for children and young people with special educational needs (SEN).
About our school
Hill Farm Primary School is a mainstream school which provides for children and young people with a wide range of special educational needs including those with:
- Communication and interaction needs; this includes children who have speech language and communication difficulties including autistic spectrum conditions.
- Cognition and Learning needs; this includes children who have learning difficulties and specific learning difficulties like dyslexia, dyspraxia and dyscalculia.
- Social, Emotional and Mental Health needs.
- Sensory and/or Physical needs; this includes children who have visual or hearing needs, or a physical disability that affects their learning.
Our Special Educational Needs Co-ordinator (SENCO) is Miss Katie Roper. Miss Roper works closely with the Educational Psychology Service, CCT and Speech and Language therapists weekly and attends termly Inclusion meetings so that she is up to date with any new initiatives and can share these with relevant members of staff.She can be contacted on 02476595455 or by email firstname.lastname@example.org
Our governor with responsibility for SEN is Mrs Ruth Winters.
Our SEN policy can be found here:
How do we work with parents and children/young people?
We will always contact parents if we have a concern that a child or young person may have a special educational need.
We work closely with children with SEN and their parents to agree outcomes and how we will all work towards these, and then to review progress. We do this in a variety of ways: by termly meetings, in line with parent evening meetings, using home/school diary, scheduled phone calls etc.
Adapting the curriculum
We offer a broad and balanced curriculum for all children and young people including those with SEN.
We are committed to encouraging all children to become independent learners and to have a growth mindset with an ‘I can’ attitude to learning. We use intervention programmes including Memory Magic to support the development of retaining information, Precision Teaching to support with spelling and reading site words, Check in/ Check out Intervention to embed social skills training; provide Frequent feedback and provide daily home-school communication. As well as these interventions we have many Speech and Language interventions provided by specialist speech and language therapist, specialised interventions delivered by an advisory Teacher who specialises in Autism, Boomerang anxiety intervention delivered by our Learning Mentor and we have counselling who deliver art therapy five afternoons a week to support children in a variety of ways.
What expertise can we offer?
Teaching staff are kept updated in curriculum developments and changes through SEN training meetings. Teaching Assistants are also invited to attend relevant SEN training.
There are also members of staff who have trained for First Aid, for specialist paediatric First Aid, Epipen use and diabetes understanding.
- Educational Psychologist – Sophie Pitt
- Pepper Therapy – Speech and Language therapists.
- Child and Adolescent Mental Health Services (CAMHS)
- CCT - Complex Communication Team
- Abacus Counselling services;
- SEND Early Years Coventry SEN Support Service Early
- Primary Mental Health team
We always discuss the involvement of specialist SEN services with parents first.
With the family’s permission, we also work with other services and organisations that are involved with a family.
How do we know if SEN provision is effective?
The progress of all children/young people is tracked throughout the school through our assessment system which is monitored by Team Leaders and the SENCO. The SENCO liaises with class teachers and interventions are put in place to support pupils with specific difficulties and consolidate knowledge and understanding.
In addition, for children/young people with SEN, we regularly review progress towards agreed outcomes assessing whether the support that’s been in place has made a difference and what we need to do next. We evaluate this progress against age-related expectations.
When we run special intervention programmes for groups of children we assess how successful they have been and use that information to decide on how best to run them in the future.How are children and young people with SEN helped to access activities outside of the classroom?
All children and young people are included in activities and trips, including residential, following risk assessments where needed. We talk to parents and young people when planning trips so that everyone is clear about what needs to be in place to support specific needs.
What do we do to support the wellbeing of children/young people with SEN?
All children have the opportunity to share their views through their school council representatives. We listen to the views of children with SEN by their participation in these groups and providing opportunities to voice opinions to these groups.
Joining the school and moving on
We encourage all new children to visit the school before starting. For children/young people with SEN we encourage extra transition visits and the SENCO works closely with the nursery/school from where the child is transferring.
We begin to prepare young people for transition into the next stage of their education or training by close liaison with feeder schools, extra transition visits for the most vulnerable pupils and excellent communication with the SENCO of the receiving school.
Who to contact
If you are concerned about your child, speak first to the class teacher.
If you’d like to feedback, including compliments and complaints about SEN provision, communicate with the SENCO in the first instance. We aim to respond to any complaints as soon as possible.
Special Educational Needs and Disability Local Offer - Coventry City Council
Special Educational Needs and Disability services