1. How does the school know if children need extra help and what should I do if I think my child may have special educational needs?
How do you identify children with special educational needs?
Students with Special Educational Needs (SEN) are those who experience significantly greater difficulty in learning than the majority of their peers and whose educational progress is thus hindered and may be limited. These students require special consideration in terms of curriculum and teaching provision and above that which might normally be expected to be available.
Many students are aware of their difficulties and are anxious for support. Others are referred by staff or parents. Students are encouraged to discuss their learning and/or behaviour difficulties with Support Staff. They are helped to understand their needs; how they can improve their skills; develop coping strategies and recognise progress.
Identification, Assessment, Testing and Recording
From the start of Year 7 a continuum of support is provided at all levels, based on the following information:
- Knowledge and information received by the SENCO and the Pastoral Team, during transition meetings from KS2 to KS3
- KS2 SATS levels received August
- Accelerated Reader and Blackwell Spelling Test taken in early September
- NFER Cognitive Abilities Tests (CATS) taken mid September
How will I be able to raise any concerns I may have?
Parents who think that their son/daughter may have a learning difficulty should in the first instance raise it with the student’s form tutor who will seek advice from the learning support team.
The Head of SEN ( SENCO) is Ms Budworth and she can be contacted via email on email@example.com.
2. How will the school support my child?
Who oversees and plans the education programme?
The SENCO oversees the assessment of the learning needs of our students and plans appropriate support and interventions. In liaison with staff, the coordinator also identifies students who may be eligible for additional support throughout their education and in exams.
Who will be working with my child and how often?
Support may be given through one or a combination of the following strategies:
- One to one or small group withdrawal working on structured and targeted programmes:
- Interventions cover: Literacy, speech & language, social skills and working memory.
- Most sessions take place during registration time or during period 6 so that students do not miss their lessons.
- In Year 7, students who score below 95 in Literacy skills (Yr 6 SATS) study Achievement First instead of learning an additional Language, English, Geography and History. This is a skills-based, integrated curriculum which aims to maximise the progress of students, enabling them to catch up with their peers. Small group literacy interventions are incorporated into these lessons.
- In Year 7, students who score below 95 in Maths skills (Yr 6 SATS) study Score 100 instead of Technology and Maths. This is an intensive numeracy based curriculum designed to enable the students to master the numeracy skills that underpin secondary school maths and help the students catch up with their peers.
- In Year 8 a small number of students continue to study Achievement First instead of learning English and an additional language.
- In Year 9, some students study additional literacy and study skills and one language instead of learning two additional languages.
- At KS4 identified students have literacy, coursework and study support either instead of a GCSE option or during registration time.
- In-class support is provided for students with Statements or Education, Health and Care Plans (EHCPs) who are supported according to specific need in order to gain access to the curriculum. The support teacher does however lend support to all as required within the particular teaching group.
- Faculties provide suitably adapted curriculum. (eg. KS4 – BTech and Entry Level Courses).
- Adapted timetable, particularly at KS4, where a student may be disapplied from a particular subject, in order to give more attention to other subjects or work on Basic Skills or pursue vocational alternatives.
- Invited attendance at a lunch time support club taking part in a variety of activities to improve reading skills and or social skills in the widest possible definition.
- Support with homework is provided after school in homework club or at the Southside Youth Hub from 4pm to 5pm on Mondays and Thursdays.
What will be their roles? Who will explain this to me?
The Learning Support Team will contact you if your daughter has been identified for any of these interventions, giving details of when, where and who with. You will also be given information about the intended outcome and when progress will be reviewed. If you need further information you can contact either the named worker for the intervention or Ms Budworth, the SENCO.
How are the school governors involved and what are their responsibilities?
Phil Davies is the link governor for SEND. He meets with the SENCO (Ms S Budworth) to keep up to date with SEND developments and progress and then reports back to the Governing Body.
How does the school know how effective its arrangements and provision for children with special educational needs are?
Monitoring the effectiveness of provision:
The Faculty involves parents at all stages of provision. Regular review meetings are held to discuss needs and identify suitable action. Parents are encouraged to support their children and work with them at home as part of the “Individual Education Plan”.
Provision is identified on Student Information sheets (SIS) which are reviewed twice a year to monitor effectiveness.
Students with more complex needs, Statements and EHCPs: Students will normally have an education plan which is reviewed at least three times a year with the student and parents. Some plans are reviewed more frequently according to need and provision identified.
The school works with a variety of outside specialists to provide the most appropriate support for each individual student’s needs. A teacher from the Hearing Impairment Service is in school on three days of the week, supporting students and advising staff. Advice is sought from the Visual Impairment service on a termly basis. Speech and Language therapists meet students and advise staff twice a term. Advice and support is regularly sought from Fosseway ASD outreach service. The school works closely with The Hospital Education and Reintegration service for identified students. The school contacts and works with other services when identified, these include: Educational Psychologists; Child and family Support officers; Social Services; The Disability Children’s team; SHIPS.
The outside specialists assist the learning Support team in monitoring the effectiveness of its support and make recommendations about any further provision or support needed.
3. How will the school curriculum be matched to my child’s needs?
What are the school’s approaches to differentiation? How will that help my child?
Students with SEND are given the opportunity to experience the curriculum range of their peers. At KS3 the schools’ setting policy leads to the formation of some teaching groups, in which it is likely the majority of members may be low attainers. The subject teachers will provide a suitable curriculum to ensure that such students make the best possible progress, guided and supported by the learning support team.
In Year 7, students who score below 95 in their English SATs study Achievement First instead of learning an additional Language, English, Geography and History. This is a skills-based, integrated curriculum which aims to maximise the progress of students, enabling them to catch up with their peers. Small group literacy interventions are incorporated into these lessons.
In Year 7, students who score below 95 in Maths skills (Yr 6 SATS) study Score 100 instead of Technology and Maths. This is an intensive numeracy based curriculum designed to enable the students to master the numeracy skills that underpin secondary school maths and help the students catch up with their peers.
In Year 8 identified students are selected to study Achievement First instead of learning English and an additional language.
In Year 9, some students study additional literacy and study skills and one language instead of learning two additional languages.
It is recognised that there are many students who underachieve as a result of Specific Learning Difficulties, which may affect their achievement wholly or in part. Such students are identified across the ability range. Account is taken of these difficulties when teaching sets are organised. Such students receive support for their needs through Individualised Learning Programmes or intervention programmes delivered to students with similar needs in small groups. These programmes take place during morning registration and period 6 after school so that students do not miss their lessons.
At KS4 every effort is made to ensure that those with SEND continue to access a full curriculum and to obtain recognised qualifications. Such provision is constantly monitored and reviewed in order to meet Student, Community and National need. Some students opt to study one less GCSE to enable them to have time for support with their other subjects and work on meeting their additional needs. In order to maximise attainment in external examinations, we liaise regularly with examination boards to implement appropriate access arrangements. Students with literacy difficulties or specific learning difficulties are offered an assessment towards the end of year 9 to see if they meet the exam boards’ criteria for access arrangements in their exams.
At KS5, students can seek support at lunchtimes or other mutually convenient times.
4. How will both you and I know how my child is doing and how will you help me to support my child’s learning?
In addition to the normal reporting arrangements what opportunities will there be for me to discuss his or her progress with the staff? How does the school know how well my child is doing? How will I know what progress my child should be making?
A Student’s progress is tracked on an ongoing basis ( see Appendix 4 of the SEND Policy) and parents are contacted to discuss action when students are not making the expected progress. Other measures are used to gauge all round progress of individual students. This will include attendance data, analysis of reports and data checks, as well as the application of specific tools as recommended by other professionals.
Parents receive reports twice a year and each year group has a yearly parents’ evening to discuss each student’s progress. Learning Support staff are available to meet parents at each of these meetings. Parents are encouraged to make direct contact with Tutors and subject teachers either through the planner or by contacting the school.
Additional interventions are arranged for students with specific learning difficulties. Parents are informed about interventions by letter and it is expected that students attend these interventions. Parents and carers will also be informed when a student is discharged or any new intervention is put in place.
What opportunities will there be for regular contact about things that have happened at school e.g. a home school book?
All students are provided with a student planner for home and school communication. Identified students may be further supported by the use of targeted resources such as individualised log books or learning target cards.
How will you explain to me how her learning is planned and how I can help support this outside of school? How and when will I be involved in planning my child’s education?
Additional meetings are available by request (email or telephone) and for students with a high level of need, regular contact is arranged.
Students with a statement of SEN and/or EHCP have termly meetings with their parents and key worker to set and review progress targets. They will also have an Annual Review meeting with the SENCO, parents and outside agencies to review the statement/plan and discuss arrangements and progress.
Do you offer any parent training or learning events?
Parents of students who study Achievement First are invited to join family literacy sessions on a fortnightly basis. These take place during the school day and parents are asked to find someone to represent them if they are unable to attend
The Learning Support team also run workshops for parents on supporting with reading, homework and working memory.
5. What support will there be for my child’s overall wellbeing?
What is the pastoral, medical and social support available in the school for children with SEND?
Hayesfield is committed to ensuring all students stay safe and healthy and enjoy their time at school. Hayesfield aims to help students to grow into mature and caring young people who make a positive contribution to the school and the wider community.
The form tutor is generally the student’s most consistent and stable point of contact. Each year group is led by a Director of Achievement and a Pastoral Head. Attendance is monitored by our attendance officer and our education welfare officer will work with families who need additional support. Where necessary or by request, support can be co-ordinated via a Common Assessment Framework (CAF).
How does the school manage the administration of medicines and providing personal care?
The policy on the Administration of Medicines and the accompanying Request to Administer medicines form can be found on the school website. Hayesfield also works closely with the School Nurse who is responsible for creating a Medical Care Plan for students with specific medical needs.
What support is there for behaviour, avoiding exclusions and increasing attendance?
Hayesfield has a system of interventions to avoid exclusions and increase attendance for students. These include the services of a Pastoral Manager, Education Welfare Officer, School Nurse, Youth Worker and Counsellor. We meet regularly with the parents of students in danger of exclusion or with attendance concerns. Plans are put in place to support them and are reviewed regularly. For most students, unwanted behaviours are checked through outstanding teaching and lessons. The school has a Behaviour Policy, which outlines its systems for managing behaviour and, more importantly, encouraging through rewards.
How will my child be able to contribute his or her views?
Students are encouraged to contribute their views on school life. All students can give their views to School Council via their mentor representatives. Students are expected to attend and contribute to review meetings with their parents.
How will the school support my child to do this?
A pupil centred planning approach is used at annual reviews of Statements and EHCPs and students submit their own one page profile to these meetings. The student will have a key worker to help plan and prepare for this.
Students who have SIS (Student Information Sheets) sheets are entitled to have their own copy of this information and can suggest changes to the sheet.
6. What specialist services and expertise are available at or accessed by the school?
Are there specialist staff working at the school and what are their qualifications?
The Learning Support team consists of:
- the SENCO who in addition to Qualified Teacher Status, has a certificate for SEN In Ordinary Schools (SENIOS)
- A Specialist Teacher who is qualified to test for exam arrangements and other learning difficulties
- 2 HLTAs qualified to level 3
- A TA who can communicate through BSL at level 2.
- A TA who is qualified to teach students with English as a Foreign Language
- All TAs have a range of training to cover a wide variety of educational needs. Training is ongoing and adjusts to fit the identified needs of students in the school and joining the school.
A Hearing Impairment Teacher works at the school on a weekly basis, supporting students with hearing impairment and advising TAs who support students with hearing impairment in their lessons.
What other services does the school access, including health, therapy and social care services?
Hayesfield has access to the full range of Local Authority specialist services in education, health and social care [see the LA local offer]. Support, advice and guidance is regularly sought from:
- Speech & Language Therapy service
- Educational Psychology Service
- Fosseway Outreach Service for ASD
- Visual Impairment Team
- Hearing Impairment Team
- School Nurse and other Health professionals
- The child & family support officer
- Bath Area Play Project
7. What training are the staff supporting children with SEND had or are having?
Two Learning Support teachers have the Certificate of Competence in Educational Testing with Access Arrangements. The Learning Support Faculty also has two TAs with BSL and one TA is qualified to teach English as a Foreign Language. Staff are trained regularly in aspects of SEND/Inclusion either via the Learning Support Team or other partners e.g.: Hearing Impairment Service, Speech & Language Therapy Service and Bath Education Trust Partners. Planning for the progress and support of SEND students is also a focus of staff induction and our NQT programme. All students identified with a learning need have a personalised student information sheet which is given to all staff and outlines strategies and techniques that the teacher can use in the classroom to help the students achieve their full potential.
8. How will my child be included in activities outside the classroom including school trips?
Will he or she be able to access all of the activities of the school and how will you assist him or her to do so?
We actively seek to ensure that ALL students are included in all activities including trips. All activities outside the classroom are individually risk assessed and where necessary resourced and supported to maximise the engagement in and the impact of the activity on all the young people who are participating.
How do you involve parent carers in planning activities and trips?
For students with specific needs parents are consulted as well as support agencies to ensure that any support needs are identified and provided for.
9. How accessible is the school environment?
Is the building fully wheelchair accessible?
Hayesfield is spread across two sites and although the newer parts of the sites have lifts, access to some of the older parts of the sites are challenging and not all rooms are accessible for wheelchair users.
Have there been improvements in the auditory and visual environment?
Advice has been taken from the hearing impairment service to improve the auditory environment of some parts of the school.
Technology is used to enhance the visual and auditory environment where possible and bespoke arrangements can be implemented where appropriate.
Are there disabled changing and toilet facilities?
There are accessible toilets on all sites and our Upper Oldfield Park site has showers and accessible changing facilities.
How does the school communicate with parents whose first language is not English?
Hayesfield is very proud of its International Ambassadors who have been trained to interpret in a variety of situations. These Ambassadors help to facilitate good communication with parents whose first language is not English. More information can be found on our website.
How will equipment and facilities to support children with SEND be secured?
Hayesfield liaises with a range of services including Speech & Language, Occupational Therapists, Physiotherapists, Fosseway Outreach, Technology and Sensory support to identify the equipment and resources necessary to enable our students with Special Educational Needs or disabilities to fully access the curriculum.
If, in exceptional circumstances, the school considers that a pupil needs further additional resources then it may be agreed that the school will seek support from the local authority or apply for a statutory assessment.
10. How will the school prepare and support my child to join the school or transfer to a new school?
What preparation will there be for both the school and my child before he or she joins the school?
Transition support offered by Learning Support
Students with Statements or EHCPs:
Either the SENCO or Senior TA will attend the Yr 5 & Yr 6 (transition review), so they can assess whether there are any specific issues that would need to be addressed to ensure a successful transition to Hayesfield, and what strategies would need to be implemented, (specialist equipment, health and safety concerns, specific training courses for TAs, etc). One of these strategies include the Senior TA visiting the student at her primary school and observing her in a variety of lessons, chatting with both the class teacher and TA about the kind of support that works best for the student. The statemented student would also have some visits to Hayesfield prior to Induction Day. The number of visits will depend on the needs of the student. The visits usually follow the protocol of visiting us with their class TA and do a tour of the school with the Senior TA who can then go through a ‘typical school day at Hayesfield’, rules, protocols and expectations. If the student has quite complex needs a second (or even third) visit may be arranged and the student will be placed with one of the Buddies so they can attend a couple of lessons. The Senior TA may accompany the student into lessons as well on these visits but each case is judged on its own merits.
On Induction Day a TA will be allocated to join the statemented student’s tutor group to ensure that she has a successful day and that she has been able to access all aspects of the day fully.
Students identified by their primary schools as needing extra support
These students often have extra transition support from agencies such as Brighter Futures (support from Aspire Academy) and the Senior TA will work alongside these agencies, who will have identified what kind of support is appropriate to try ensure a successful transition to Hayesfield. This often includes visits to the primary school by the Senior TA to meet the students and be able to answer any questions they might have and then extra visits into Hayesfield so they have the chance to familiarize themselves with the buildings and the routines in a senior school. Sometimes they will go to lessons with the future Yr 7 Buddies.
The Senior TA will also liaise with the outside agency providing them with specific information and copies of things such as timetables and planners so they can familiarize the students they are working with about what to expect when they transfer to Hayesfield.
The Senior TA also sometimes accompanies the Head of Yr 7 on the primary school visits when they have had prior information about a student possibly requiring extra support with the transition to Hayesfield but who are not getting support through an outside agency. Reasons for the extra support range from ADHD, ASD, anxiety issues, poor attendance or considered to be vulnerable. This may then lead to the Senior TA to visit the primary school to liaise with the class teacher about successful strategies/routines and also to meet the student and talk through any anxieties/concerns/questions they may have. The level of support given will depend on the need and follows any of the previously mentioned strategies.
On Induction Day the Senior TA aims to meet up with these students to ensure that everything is going well.
The Senior TA will liaise where necessary with parents to ensure they have all the relevant information to support their daughter’s successful transfer to Hayesfield.
Hayesfield also runs a Summer School during the School Summer holidays. This is specifically planned to support students who may need extra support with preparing to join year 7, including students with literacy difficulties and students in need of encouragement and emotional support.
How will students be prepared to move onto the next stage?
The SENCO liaises with a nominated worker from the 11-19 Youth Connect Service to identify students with SEND who may need extra support with planning to move on from Hayesfield and a plan is put in place to support them.
The Coordinator also liaises with Student Support Services at the City of Bath College to plan and prepare for transition to the College.
For students with EHCPs or Statements, support starts as early as year 7, when plans are put in place at the Annual Transition Review. The student’s key worker works through a document called “My Future, My Choice” with the student 1:1 and support needs are identified through this process. A Pupil Centred Plan is then put in place and becomes part of the annual review process from then on.
11. How are the school’s resources allocated and matched to children’s special educational needs?
How is the school’s special educational needs budget allocated?
Pupils are allocated resources based on their individual need.
- The Achievement First and Score 100 Curriculum are heavily resourced with extra staffing and resources to meet the needs of students with literacy/numeracy difficulties.
- Literacy intervention classes are provided during period 6 for students with specific learning difficulties.
- The school also buys a yearly licence for Cogmed to support students with slow processing.
- Extra teaching groups are funded for Science and Maths in Year 7 and at Key Stage 4. Maths staff provide interventions targeted at identified students. These take place at various times including tutor time, withdrawal from some lessons and after school during period 6. Additional resources are also in place to support identified students with science.
- At KS4 there is funding for alternatives to GCSE, including Applied Learning Courses and curriculum support classes.
If, in exceptional circumstances, the school considers that a pupil needs extra resources then it may be agreed that the school will apply for a statutory assessment.
12. How is the decision made about what type and how much support my child will receive?
Who will make the decision and on what basis?
The school’s budget is used to provide the wide range of support outlined above. Students will have access to this support according to their needs. A decision about how much support is allocated is dependent on the level of need and impact of interventions. If a young person has a statement or is the subject of an Education and Health Care Plan, we always ensure that statutory requirements are met (as a minimum).
Who else will be involved?
We seek and follow guidance from other professionals working with the child/ family and take on board the wishes and feelings of the young person and parents/carers.
How will I be involved?
The student and his/her parents and carers are consulted and informed when planning interventions and are informed about the impact and outcomes of support and of next steps.
How does the school judge whether the support has had an impact?
Progress is tracked throughout the year and lack of progress is followed through. Where a student is not achieving national indicators, staff meet to discuss the provision in place and make recommendations on any changes needed, including additional support or interventions needed. Parents will be advised on any recommendations. A number of support interventions take place after school during period 6. Students identified as needing this support are expected to attend these sessions.
13. How are parents involved in the school? How can I be involved?
We aim to develop close and mutually supportive relationships with parent/carers from the point of transition. Where students have an identified need, transition is usually extended, enhanced and bespoke and we involve parents as a source of expertise around the needs of their child.
There are regular parents evenings to engage with subject and pastoral teams to review progress and set new targets. There will also be other opportunities to discuss and review a student’s learning at IEP or SIS reviews. Students with EHCPs have regular termly meetings or more frequent according to need. Parents are fully involved in Annual Reviews of EHCPs. Parents and carers are represented on the governing body.
Parents or other family members of students studying Achievement First are invited to a family literacy lessons once a fortnight. Students work alongside members of their family to edit and improve their work. If parents are unable to attend these sessions, we advise them to find a representative as students who are supported in this way have made rapid progress.
Parents can also get involved by attending a wide variety of activities and workshops run by different subject teams throughout the Year.
The Headteacher runs open house sessions to seek opinions from parents. There is an active Parent, Teacher and Friends Association group. Parents are invited to fill out a Parents in Partnership Information Form to help us set up a database of different offers of help.
Parents might also consider becoming a school governor.
14. Who can I contact for further information?
Who would be my first point of contact if I want to discuss something about my child?
The first point of contact for all parents is the student’s tutor. Parents can send brief messages via the student planner and for more detailed discussion can contact tutors by email or leave a message with reception for the tutor to phone them or make an appointment.
Students with EHCPs have a key worker that parents are able to liaise with on a regular basis.
Who else has a role in my child’s education?
Heads of Year and Directors of Achievement can also be contacted.
Who can I talk to if I am worried?
Parents who wish to discuss a specific subject issue, should contact the subject teacher or Head of Faculty.
For concerns around attendance or student welfare, parents should contact our education welfare officer, Mrs Skipper.
Who should I contact if I am considering whether my child should join the school?
Parents who are considering whether to send their child to Hayesfield should in the first instance contact Mrs Stubbs, the Headteacher’s PA. She will signpost the parents to the relevant people. If a student has an additional learning need, an appointment will be made for them to discuss this with the SENCO.
Who is the SEN Co-ordinator and how can I contact them?
To discuss specific additional educational needs, parents should contact the Learning Support Coordinator (SENCO).
The SENCO is Sue Budworth. Her email address is firstname.lastname@example.org.
What other support services are there who might help me and provide me with information and advice?
Other agencies who can support parents:
Parent Partnership Service telephone 01225 394382 or e-mail email@example.com
Educational Psychology Service 01225 394901, email firstname.lastname@example.org or write to us at Riverside, Temple Street, Keynsham, BS31 1DN
Sensory Support Service, Elmfield House, Greystoke Avenue, Westbury-on-Trym, Bristol BS10 6AY
Tel: 0117 9038443/1
Special Educational Needs Team 01225 394306, email Special_EducationalNeeds@bathnes.gov.uk or write to us at PO Box 25, Riverside, Keynsham, Bristol. BS31 1DN
Traveller Education Services can be accessed through South Gloucestershire Local Authority.
Where can I find the local authority’s Local Offer?