At Holly Park Primary School we recognise that all pupils are entitled to a quality of provision that will enable them to achieve their potential. We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all our pupils including those with a special educational need or disability. We believe that it is vital that our pupils are equipped with the tools needed to become independent, inquisitive learners both in and out of the classroom.
Our school recognises there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their SEND.
We aim to:
- Ensure that all children have access to a broad and balanced curriculum which is differentiated to enable children to understand the relevance and purpose of learning.
- Provide a secure and accessible environment in which all our children can flourish in and which all contributions are considered and valued.
- Provide an accessible learning environment which is tailored to the individual needs of all pupils.
- Help all pupils achieve to the best of their abilities, despite any difficulties or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Provide good quality and relevant training for all staff members supporting children with SEND.
- To work in partnership with parents/carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interest and aptitudes and gain maximum access to the curriculum.
- To regularly review the policy and practice in order to achieve the best practice, using a child centred approach.
Holly Park School aims to ensure the best possible provision for all pupils who have Special Educational Needs (SEND). The school encourages parent partnership and co-operation for the benefit of its pupils, striving to give every pupil the opportunity to maximise their life chances by experiencing a positive learning environment.
- This is the Holly Park SEND inclusion-policy
- Here is the SEND Information Report 2023 – 2024
- Here is the SEND-intervention-menu-2023 – 2024
- Here is our ACCESS Policy, Audit & Plan
- This is what Barnet is offering pupils with SEND (the Local Offer)
The team at Holly Park responsible for looking after children with Special Needs are:
Diana Kelly – Children’s Co-ordinator. Diana has completed a Masters in Special and Inclusive Education and has the National SENDCO award.
Kathy Puzey – Learning Mentor. Kathy has been trained in Specialist teaching assistant Level 4, Bereavement awareness for Professionals, Solution focus interventions, Anti- Bullying, Counselling.
Plus a large group of teaching assistants with a variety of experience, training and expertise.
The Special Educational Needs, Code of Practice 2014, states:
‘A child has Special Educational Needs (SEND) if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child of compulsory school age or a young person has a learning difficulty or disability if they:
a) have a significantly greater difficulty in learning than the majority of other of the same age; or
b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.’
The identification procedure at Holly Park occurs in a variety of ways:
- Through parent information
- Concern raised by staff at termly Pupil Progress Meetings
- Staff expressing concern at any other times
- Information from external services
Pupils causing concern are observed, assessed, tracked and monitored. Support takes the form of planned differentiated activities, specific strategies, a variety of resources and additional support given by teaching assistants working in small groups.
Pupils experiencing a higher degree of difficulty are often referred. This means that external services will become involved, referrals are made to relevant agencies: this could be the educational psychologist, the speech and language service, the consultant paediatricians, and services which deal with emotional, behavioural issues and the High Incidence Support Team. Consultation with parents will take place before referrals are made.
Occasionally, if the child’s needs are severe, complex and lifelong, a referral for an Education Healthcare Plan might be necessary, and permission from parents is sought. This could lead to further advice or a EHCP might be thought necessary. Children with an EHCP are allocated specific teaching assistants who are changed over time. Children with severe needs are supported by the SEN Team either individually or in a very small group.
The intervention groups at Holly Park not only focus on learning in English and Maths, for children whose progress is causing concern, but also for children who have social, emotional and behavioural needs. These difficulties can have a huge impact and can be a barrier to learning.
The school’s Learning Mentor works throughout the school and runs small group circle time activities and is on hand to deal with children whose learning is being affected by a range of emotional, social and behavioural incidents and issues. There is an instant response for any child who might have an emergency at home or school.
Holly Park is a warm and vibrant school, where everyone is welcome, it strives to be as inclusive as possible within its constraints of finance and the building, there is an open door policy for parents to voice their concerns and to come to a solution with staff for the benefit of their child.