SEND

SEND at Belmore Primary Academy

At Belmore Primary Academy we believe that children with Special Educational Needs and/or a Disability should be identified and appropriately supported in order for them to thrive in all aspects of their lives, prioritising the well-being of the child being at the ‘heart’ of our practice. We believe that children should be offered full access to a broad, balanced and inclusive curriculum to enable them to become valuable citizens and reach their full potential. We also ensure that all staff are aware of the needs of individual children and receive up-to-date information and training wherever necessary.

It is through a commitment to work together with those within our school community, and other relevant external agencies, that we ensure that our children receive the best provision to be able to successfully participate fully in all aspects of school life.

The Children and Families Bill 2014 required local authorities to publish and keep under review information about services that they expect to be available for children with disabilities and special educational needs. This is called the Local Offer.

Information about the Local Offer for Hillingdon can be found online at:

https://www.hillingdon.gov.uk/article/4654/SEND-local-offer

Schools are also required to publish a SEND Information Report which reflects the ethos and provision for children with SEND across the whole school.

1. School SEND provision

Belmore Primary Academy is an inclusive school which will consider all pupils regardless of their Special Educational Needs. Admissions for SEND pupils follows the same route as all pupils’ admissions in agreement with the Academy policy, based on the principles of equality of opportunity and access for all. We are able to support pupils with a range of needs including:

• Specific Learning Difficulties
• Autism Spectrum Condition
• Attention Deficit Hyperactive Disorder
• Dyspraxia
• Speech, Language and Communication difficulties
• Social difficulties
• Physical and medical needs
• Social, Emotional and Mental Health concerns

We also support pupils with undiagnosed but apparent difficulties and advise parents/carers in order to gain a diagnosis when appropriate.  

2. School SEND Policy

A variety of factors are considered when identifying and assessing a pupil with SEND. Pupils would likely be assessed for SEND if they:

• Are working at National Curriculum levels significantly below those designated for their age;
• Make little or no progress despite receiving a differentiated curriculum;
• Display poor communication skills, expressive and/or receptive skills;
• Require greater attention than most in the class;
• Require specialist equipment or support for sensory/ physical difficulties;
• Score poorly on group tests or individually administered standardised tests of attainment and/or ability;
• Display a specific difficulty in an area of the curriculum;
• Transfer from a different school with a previous SEND status;
• Have concerns that a parent/carer, teacher or other professional alerts us to.

All lessons are adapted to support the needs of all pupils. However, despite an adapted curriculum, some pupils struggle to make sufficient progress. Identification of these pupils and their area of need is initially done by the class teacher. The pupil’s progress is then monitored and supported by the SENDCo using relevant assessments such as Language Link assessments. Additional information may also be collated from teachers’ feedback, liaison from outside agencies, parents/carers, observations etc. All staff follow a reflective cycle called the Assess-Plan-Do-Review graduated approach, whereby each child’s provision and progress are reviewed termly.

Pupils identified as having a SEND need are included, with parents’ consent, on the school SEND register as SEN support (SEN K) and are provided with a one-page profile and provision map which documents the additional support the pupil will receive. If a successful application of an Education Health & Care Plan is obtained, EHCP provision is implemented and monitored termly through Learning Plans and annually through Annual Review Meetings.

Parents Evenings are further opportunities to reflect on progress and feedback to pupils, parents and carers. In order to evaluate the effectiveness of the provision for all pupils with SEND, all interventions and support offered to pupils is regularly monitored and evaluated by the SENDCo along with class teachers and members of the SENDTeam.

3. School approach to teaching pupils with SEND

Belmore’s approach to teaching pupils with SEND is to recognise the students’ individual strengths and difficulties, meet their individual needs and take positive actions to ensure that they have equal and inclusive access to the educational opportunities offered by the school. It is recognised that the needs of pupils are best met alongside their peers and the school encourages all pupils to take a full and active part in the life of the school, following the curriculum and also extracurricular activities before school, at break or lunch times and after school. Pupils with a Statement/EHCP may also benefit from the following depending on their needs:

• Specific, non-classroom-based interventions;
• Recommendations and support from relevant external agencies, such as the Speech & Language therapist

The school promotes a mainstream inclusive education for all pupils. Teachers are encouraged to use adaptations and extension activities for all lessons to promote a positive learning environment for all pupils through quality first teaching. Teachers have access to all information and files for SEND pupils in their classes and are involved in the termly creation and update of One Page Profiles or Learning Plans. Pupils are taught in both mixed attainment groups and attainment sets where appropriate, using a ‘stage not age’ approach. Where groups are set this is reviewed regularly by Year Group Leaders and SENDCo and changes made when appropriate.

For a small group of children with statements/EHCPs, core lessons are accessed in Warhol and Einstein class, which are located in our intervention space. Our SEN teacher uses a bespoke, multi-sensory curriculum focusing on objectives from the Hillingdon SCERTS framework and Year 1/2 National Curriculum. Learning opportunities are also provided to support children in developing their independence, developing their social interaction and improving their speech, language and communication skills. Children accessing this provision still have access to the breadth of the curriculum in their mainstream classes and enrichment activities such as trips.

4. School facilities and resources for supporting SEND

The SEND Department is led and managed by the SENDCo. Belmore Primary Academy is DDA compliant in terms of its building and service. Pupils with a physical disability are able to access all lessons.

5. School staff development and training related to SEND

The SENDCo is an experienced teacher/leader and will be completing a National Award for SEND Coordination.

Belmore Primary Academy are part of Hillingdon’s Inclusion Commitment which provides specialist training on supporting children with Autism (ASD).

Teachers and new staff are trained as part of their induction package on:

• SEN information
• Inclusive teaching for all pupils
• Strategies to support SEND students

Training is delivered by:

• The SENDCo 
• Year Group Leaders
• External agencies

6. School consultation arrangements for pupils with SEND

Each pupil who has been identified as having a special need will have a One Page Profile written and reviewed by the class teacher in collaboration with the SENDCo, the pupil and the parents/carers. Pupils will also have their provisions mapped out and these will be shared with parents termly.

All pupils and parents/carers have the opportunity to discuss progress or raise issues during the school year through:

• Parent evenings
• Informal ‘drop in’ sessions
• Pupil or parent/carer surveys
• Email or phone call to the SEND department
• Annual Review or SEND support meetings
• Half termly SEND coffee afternoons

7. School partnerships

Staff at Belmore Primary Academy work closely with the following agencies:

• Hillingdon Inclusion Team
• Speech and Language Therapists
• Occupational Therapist
• Educational Psychologist
• Social Care
• Child and Mental Health Service (CAMHS)

 8. Support for parents

Hillingdon SEND Local Offer

Further information regarding support services for SEND which are available in Hillingdon can be found in the SEND Local Offer. The link to access this is included below. 

https://www.hillingdon.gov.uk/article/4654/SEND-local-offer

Hillingdon SENDiass

Hillingdon SENDIASS is a free, confidential and impartial support service for parents and carers, children and young people up to 25 years where the child or young person has or may have special educational needs.
https://www.hillingdonsendiass.co.uk/
01895 277001

Hillingdon Parent Carers Forum

Hillingdon Parent Carers Forum exist to harvest the voice of parents/carers resident in the London Borough of Hillingdon, to help shape the services accessed by our SEND children and young people aged 0 to 25, by way of co-production with the Local Authority. They have links on their webpage to a range of useful resources for parents. 
https://hillingdonpcf.com/

Autism Support

Arts for Life Project
Activities for Children with Additional Needs
The Doodle Den, St Matthews Church Community Hall Annexe, Hallowell Road, Northwood, HA6 1DW
Telephone: 020 8064 0822
Email: enquiries@artsforlifeproject.org
Website: Doodle Den – Arts for Life Project

Triple P Positive Parenting Program
Parent and Carer Support
Telephone: 0207 987 2944
Email: nhsnwl.triplep-hillingdon@nhs.net
Website: https://www.triplep-parenting.uk.net/uk/triple-p/

Hillingdon Autistic Care and Support (HACS)
Parent and Carer Support
Dudley Place, Off Pinkwell Lane, Hayes, Middlesex, UB3 1PB
Telephone: 020 8606 6780
Email: enquiries@hacs.org.uk

Website: http://www.hacs.org.uk/

Centre for ADHD & Autism Support (CAAS)

CAAS aims to support, educate and empower individuals diagnosed with ADHD or who are autistic, their families and the community. Through raising awareness we change perceptions and break down barriers. CAAS provides support and understanding in a safe and non-judgemental environment.  As well as having relevant qualifications, the personal experience of staff along with empathy and understanding, allows our clients to feel a sense of belonging when they access the centre.  We provide a comprehensive service that acknowledges that clients need support pre- and post- diagnosis.  We believe in early support rather than crisis management and our holistic approach encompasses the whole family.
www.adhdandautism.org
02084291552

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