SEN Information Report and Local Offer

What is this SEN Information Report?

 

The SEND Code of Practice: 0 to 25 years; July 2014, sets out a requirement that all schools publish information on their website about the implementation of the Governing Body’s policy for pupils with SEN (see section 6.79 – 6.83 Publishing information: SEN Information report).

 

The requirement is that the information published should be updated annually and any changes to the information occurring during the year must be updated as soon as possible.

 

The information required is set out in the SEND Regulations 2014 and must include information about:

  • the kinds of special educational needs that are provided for

  • policies for identifying children and young people with SEN and assessing their needs.

  • arrangements for consulting parents of children with SEN and involving them in their child’s education

  • arrangements for consulting young people with SEN and involving them in their education

  • arrangements for assessing and reviewing children and young people’s progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review

  • arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society

  • the approach to teaching children and young people with SEN

  • how adaptations are made to the curriculum and the learning environment of children and young people with SEN

  • the expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured

  • evaluating the effectiveness of the provision made for children and young people with SEN

  • how children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN

  • support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying

  • how the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families

  • arrangements for handling complaints from parents of children with SEN about the provision made at the school

 

It should also include arrangements for supporting children and young people who are looked after by the LA and have SEN.

 

Schools should also ensure that the information is easily accessible by young people and parents and is set out in clear, straightforward language.

 

It should include information on the school’s SEN policy and named contacts within the school for situations where young people or parents have concerns.

 

It should also give details of the school’s contribution to the Local Offer and must include information on where the local authority’s Local Offer is published.

 

In setting out details of the broad and balanced curriculum provided in each year, schools should include details of how the curriculum is adapted or made accessible for pupils with SEN.

 

This report document sets out the information required.

What kinds of special educational needs are provided for at Hardwick House School?

  • All children and young people have a diagnosis of Autism and associated difficulties with social communication, learning and sensory needs.

  • All children and young people demonstrate ‘behaviours that challenge’ their learning or participation in their communities.

  • Provision for pupils’ individual medical and health needs (e.g. epilepsy, diabetes) is agreed on an individual basis and is supported within their Education Health Care Plan.

 

Arrangements for consulting parents of children with SEN and involving them in their child’s education include:

  • Termly Progress Meetings scheduled for each child and their family (also attended by the child or young person wherever relevant and meaningful to do so) in which progress is reviewed.

  • Daily home-school book communication describing learning focus, progress and any challenges faced during the day.

  • An individual positive behaviour support plan using the Boxall Profile for each child agreed with families, including behaviour support strategies that can be applied in the home as well as school setting.

  • The offer of home-visits or community visits with the family and their child in order to support learning across settings.

  • Termly curriculum progress report.

  • Frequent phone calls and ‘ad hoc’ opportunities for families to meet with members of the school team.

Arrangements for consulting young people with SEN and involving them in their education include:

  • A child-specific transition is planned to support each child or young person to have the best possible start at Hardwick House School. This includes an admissions assessment at Hardwick House and, where relevant, in the child’s current school or home. The admissions process includes seeking the views of the young person about their admission to Hardwick House School.

  • An emphasis on teaching choice-making and communication skills runs through the entire school curriculum.

  • All behaviour is understood to be a form of communication. The Boxall Profile is used in understanding the ‘function’ or purpose of a child’s behaviour and informs the teaching and behaviour support strategies included within a child’s individual Learner Profile and presonalised curriculum.

  • Learners complete a ‘One Page Profile’ submission at their Annual Review. This includes their views on what they enjoy, their strengths, what support they need, who their friends are, and any future hopes and aspirations.

  • Patterns in behaviour data are analysed to support learners who may still be developing the communication tools they need in order to make themselves understood in a socially appropriate manner e.g. where high instances of behaviours that challenge are found in one lesson but not others, staff analyse the data to understand the function (purpose) of the behaviour in that lesson and to adjust the environment accordingly so that the pupil can access learning and have their views understood and needs met.

 

Arrangements for assessing and reviewing children and young people’s progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review include:

  • Daily updates in the home-school communication book

  • Termly reports showing progress

  • Baseline assessment on entry to the school includes: academic assessments, parental views, The Boxall Profile, The Children’s Communication Checklist and the Autism Education Trust’s Progression Framework.

  • ‘Formal’ termly meetings and ‘ad hoc’ meetings between families and school staff are scheduled – these include the Annual Review in which longer term outcomes and shorter term goals are agreed between the young person, school and family.

As young people prepare for adulthood, outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society.

Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood include:

  • A personalised curriculum offer that includes the opportunity to work towards recognised qualifications.

  • Careful handovers and preparation for transition between classes each year.

  • Life skills and PSHEE curriculum included within each child’s curriculum in the

  • A rich, broad, balanced and relevant curriculum offer that includes a variety of community-based sport and leisure opportunities including team sports, horse-riding, climbing, and golf,  that ensure that learners have regular opportunities to develop their community living skills and interests.

  • Person-centred transition planning in all years.

  • One-page Profiles completed with each learner to support their transition to their next setting.

  • Teaching and behaviour support strategies that place an emphasis on increased independence.

 

The approach to teaching children and young people with SEN is:

  • Person-centred. Each child or young person is at the heart of decision making about the approach/es taken to support their learning and to meet their diverse needs

  • A partnership between home and school, with an important focus on a child or young person being able to learn and generalise their learning across home, school and in the community. 

  • Informed by the knowledge and expertise of an on-site multi-disciplinary team including Qualified Teachers, Behaviour and Intervention Leads, Speech and Language Therapist and Counsellor who assess and plan together.

  • Underpinned by a whole-school behavioural approach that informs all teaching and behaviour support strategies

  • Guided by research evidence of strategies that are known to be effective. Day-to-day planning is always informed by analytical reflection of whether a teaching strategy or behavioural intervention is making a positive difference to a child’s progress

How are adaptations made to the curriculum and the learning environment of children and young people with SEN?

  • Our Curriculum Policy describes in detail how the curriculum and learning environment is adapted to meet the needs of each learner.

  • The curriculum is personalised to the needs of each child or young person using the following principles:

    • varying the frequency of parts of the curriculum, for example, a higher proportion of time each day is allocated to English Basic Skills (with an emphasis on expressive and receptive Communication); Mathematics Basic Skills;

    • weekly time is allocated to other important areas of the curriculum such as PSHE, PE, Social Communication and Science and vocational learning.

    • teaching some Wider Curriculum subjects in rotating blocks, for example, in our primary section, history may be a lead focus in topic work in one term and geography in the following term, teaching some parts of a subject in depth and treating other material with a lighter touch.

    • recognising out-of-class time as contributing to aspects of learning that are important for learners with learning difficulties, for example, planning, recording and monitoring learners’ progress with behavioural issues.

    • linking parts of some subjects in themes, for example, ‘topic’ units of work that bring together a range of different subjects so that learning is contextual

    • an emphasis on teaching and promoting choice-making by learners throughout their school career, from choice of enrichment activity to making an informed choice about life beyond Hardwick House School.

    • Individual choice about which qualifications to pursue in Key Stages

 

Hardwick House School is a small and friendly school set within large grounds.  Facilities include:  

  • spacious and naturally well-lit and ventilated classrooms;

  • a counselling and therapy room;

  • a well resourced teaching kitchen;

  • a vocational centre;

  • written and visual aids including individual learner laptops.

 

What is the expertise and training of staff to support children and young people with SEN, including how specialist expertise is secured?

  • The staffing structure includes Qualified Teachers, Behaviour and Intervention Leads, Speech and Language Therapist and Counsellor. We work closely with CAMHS and Social Services.

  • All staff are trained using the Autism Education Trust’s programmes.

  • We offer a comprehensive induction programme, including Safeguarding training with a specific focus understanding the signs and indicators of safeguarding and child protection concerns for children and adults with autism and associated communication difficulties.

  • We offer all staff a rich programme of weekly Continuing Professional Development and additionally regular line management meetings and regular individual coaching.

  • We support a number of staff each year to complete training programmse through which they can gain Qualified Teacher Status.

  • A number of support staff are working towards the Level 3 Specialist Support Teacher qualification.

  • We offer year-long training placements to psychology students from Loughborough University.

 

How are children and young people with SEN enabled to engage in activities available with children and young people in the school who do not have SEN?

  • All learners at Hardwick House School have SEN.

  • We support families through home-visits and skills workshops, to enable Hardwick House learners to engage with their siblings and the family to enjoy their time together.

  • In all years, children have opportunities to learn beyond the classroom, for example through regular community trips and community-based leisure activities. These are activities which many children also then enjoy with their families.

 

How are children supported to improve their emotional and social development?

  • Children with autism may find it more difficult than others to understand and self-manage their emotions and associated behaviours. Like all children, they first need to learn how to recognise and label the emotions they are experiencing before going on to learn how to manage these, and they may need more support than some to learn effective strategies. Before children develop these strategies, they may use behaviours that challenge (e.g. task avoidance, aggression, property destruction, self-injurious behaviour) to express themselves. Therefore each child at Hardwick House has their own Learner Profile. Each profile includes suggested techniques to be used with the individual.

  • Social Communication sessions, led by the Speech and Language Therapist are included in the Key Stage 2 and 3 curriculum for all learners.

  • Learners enjoy their break and lunch times together as a whole school. They are encouraged to communicate with each other during these important parts of the school day.

  • Morning and afternoon registration times include opportunities for learners to interact with each other, plan ahead for the day together and reflect on how a day has gone.

  • Hardwick House School has an anti-bullying policy.

  • The school PSHE curriculum includes a focus on bullying, including cyber-bullying.

  • Hardwick House School has a School Council aimed at increasing the voice of young people in the school so that issues such as bullying and school routines are addressed in the most supportive way to learners.

  • All children are encouraged to speak with their teacher or a trusted adult about any matter that concerns them.

 

How does the school involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

  • All adults working in the team around each child are invited to attend each child’s Annual Review each year.

  • As and when required, we co-ordinate overlaps and joint observations with other professionals either at school or in the child’s home or other setting.

  • We work closely with CAMHS and other Health Professionals to ensure that a robust Health Care Plan is designed and carried out for any child requiring one.

  • We provide placements for university students. These increase the trainees’ knowledge and understanding of autism.

  • Where applicable, we maintain close relationships with social workers.

  • Arrangements for supporting children and young people who are looked after by the LA and have SEN take the same personalised approach and include liaison with staff at the child or young person’s residential settings as well as with the Virtual Head.

What are the school’s arrangements for handling complaints from parents of children with SEN about the provision made at the school?

  • If a child or young person has a concern about the SEN provision, they are encouraged to first speak with their form teacher or Behaviour and Intervention Lead to express their concerns. Our commitment is always to working with young people and their families and in most cases, when highlighted early, it is possible to address the problem informally. Where the young person or carer remains dissatisfied with the provision they are receiving, they are encouraged to make an appointment to speak with the Head of School who will make every effort to listen to the concern and to work with the family and colleagues to resolve the issue.

  • Should the informal approached to resolving a concern not result in a satisfactory conclusion, details of our school’s Complaints procedure can be found on our website.

 

How does the school contribute to the Local Offer? Where is the Local Offer published?

  • Hardwick House School is an Independent Specialist Provision located in the county of Leicestershire.

  • Children are placed at Hardwick House School by a number of Local Authorities. Hardwick House School is working to be included in the Local Offer of each of those Local Authorities. 

© Hardwick House School 2014-2019

Hardwick House School, 190, Forest Road, Loughborough, LE11 3HU

Hardwick House School is part of the Cavendish Education Group

Founder and Chairman: Aatif Hassan

Registered office: 5th Floor South, 14 Waterloo Place, London, SW1Y 4AR

Tel: 0203 305 9095          www. cavendisheducation.com