We are committed to providing an appropriate and high quality education to all the children within our school. We believe that all children, including those identified as having special educational needs have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.
We equally value all pupils in the school and strive to eliminate prejudice and discrimination developing in an environment where all children flourish and feel safe.
Within our school, we have a set procedure for identifying and assessing the special needs of individual children which involves, at various stages, teaching staff, parents, external agencies and of course the children themselves.
A message from Mrs. White (SENCO)
At Hinguar Primary School we really want to work in partnership with parents and carers to help us do our very best for you child.
I joined Hinguar Primary School in the Summer Term 2014; I’m an experienced SENCO, who has a wide knowledge and expertise in Special Educational Needs. I have already experienced many Government changes, but the greatest government change came our way in September 2015. The main changes are outlined for you in the table below:
|Old Code of Practice||
Code Of Practice (2015)
SEN Code of Practice categories;
School Action, School Action Plus and Statement.
SEN Support - A single early years and school based SEN category, for children whose needs exceed what is normally available in schools.
Special Educational Needs:
A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she
common assessment framework form
Early Help, Family Support and Youth Offending Service (EHFSYOS)
Professionals and services to access early targeted intervention and support.
Early Help Family Support is about providing children and families, regardless of age, with the assistance they require as soon as needs present themselves, to prevent escalation and more intensive support later on.
We can help to raise young people’s aspirations and achievement, ensure they have the opportunities they need for inclusion, facilitate their participation in decision making that affects their lives and strive for excellence in the services we provide for them.
¨ A ‘Single Front Door’ to access Early Help Family Support services. You can complete this through; Health or our Pastoral Team in school.
Statement of Educational Needs
A single assessment process, which is intended to be quicker, more holistic and easier for parents. From this the individual will receive an ‘Education, Health and Care Plan’, agreed by the family and all agencies involved, including education, health and social care. This will apply to children and young people from birth to age 25. For existing children with a statement, these will be transferred to an EHCP during transition years, e.g. KS2 to KS3. Parents can be responsible for their own personal budgets.
‘Assessments’ take place. This takes place using the EHCP hub that everyone can access.
Didn’t exist before:
School Website will display their ‘Local Offer’, which outlines what resources and services are available for children with SEN. Southend's Local Offer can be found at Livewell Southend.
As Special Educational Needs Coordinator (SENCo) at your child`s school, I will be aimed to:-
- Ensure that I am as accessible to parents and carers as possible – details of how to contact me on the school number 01702 292721, email email@example.com (please be aware that I may not always be available immediately).
- Ensure that your child's individual needs are met with appropriate support - regardless of whether they have a diagnosis of a particular condition
- Give parents and carers the opportunity to be aware of what you can do at home with your child to echo the support and strategies in school and help to be consistent
- Try to organise meetings at a time to suit everyone who is coming, especially parents/carers, and I will carry out the actions agreed at the meeting (or let you know why I cannot)
- Read any reports about your child sent to the school by professionals or other services, share them with other staff as appropriate, and act on them as soon as possible after I receive them
- Give parents and carers the opportunity to be involved in planning support and in reviewing their child`s progress towards the targets in the plan
- Inform teaching staff, and others working with your child (for example office, lunch staff), of your child`s general special needs, any special support needed, and what works for them
- Work with parents and others involved to carefully plan your child`s move into our school (or from our school) according to their individual needs; including key transition times.