All schools within the Haberdashers’ Academies Trust South, provide teaching and learning that enables all pupils to attain and achieve greatness through a broad, balanced and appropriately differentiated curriculum.
The aim is to ensure all pupils are appropriately supported in order that they may work confidently towards reaching their full potential.
All staff have high expectations for pupils in all subjects and we believe all children can access the learning which it is pitched to the correct level. We are aware of pupil’s starting points through ongoing formative and summative assessment. The inclusion team ensure the needs of all pupils are met
The first response to SEND is quality first teaching. We adhere to what is good for SEND pupils is good for all pupils. Inclusion is at the heart of what we do.
Where reports have been written for specific pupils following an assessment by an external professional, it is an expectation that teachers make best use of these recommendations and strategies so that reasonable adjustments ensure inclusion for all.
Policy and practice reflects the philosophy and fundamental principles within the Special Educational Needs Code of Practice 2015:
- Schools will, with best endeavour, meet the needs of special educational needs pupils
- The views of the child and family should be sought and taken into account
- Parents have a vital role to play in supporting their child’s education
- High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people (1.24)
All pupils have individual needs and it is our responsibility to ensure that teachers and support staff have the necessary skills to provide quality first teaching that meets these needs, enables progress and raises levels of achievement for all pupils including those with SEN.
The Inclusion team at each school works closely with parents as partners in the education of their children and will keep them informed at each stage.
Parents are encouraged to contact their child’s form tutor or class teacher in the first instance with any concerns in order for the matter to be directed to the most appropriate member of staff.
The emotional welfare of the pupils is very important to us and there are a number of people in post at each school who provide a valuable support network for some of our most vulnerable young people. Parents, carers and pupils themselves are encouraged to speak to a member of staff if any difficulties arise.
For any Looked After Children (LAC) or Child Protection issues please contact the following members of staff:
Miss E Gyimah | Headteacher
Mrs M Johonnett | Deputy Headteacher
Mrs M McDonald | Assistant Headteacher
Mr N Lyons | SENDCO
Ms L Frampton | Family Liaison Officer
THE FEDERATION'S GRADUATED APPROACH TO INCLUSION
Effective inclusion of all pupils is delivered by quality first teaching in all lessons. This includes Differentiation, VAK and support given by class teacher and learning support assistant.
All Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.(6.36)
Quality first teaching in class delivered by teacher and intervention put in place by teacher to Assess, Plan, Do and Review.
Despite quality first teaching no progress has been made in the intervention. A referral is made to the SENCO. The SENCO assesses pupil and sets specific targets and is placed on the SEN support list. This may result in a referral to the Educational Psychologist, Speech Therapy or an application for an Education Health Care Plan.
Support draws on more detailed approached, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people. (6.44)
Further information about Inclusion and SEND at Hatcham Temple Grove
- Communication Tips
- HTG SEND Information Report 2022
- Primary SEN Policy September 2021
- Reading Strategies
- Spelling strategies
- Top tips for parents supporting Dyslexia
Special Education Needs
At Hatcham Temple Grove, we are an inclusive school committed to giving all our pupils and staff every opportunity to achieve the highest of standards; irrelevant of whether they have additional needs or disabilities. We provide training and support for staff; and education for all pupils through a variety of strategies and the provision of resources and facilities as necessary. All pupils' and staff needs are considered and a range of flexible responses are available to accommodate and value their diversity.
How does the school know if children need extra help and what should I do if I think my
Inclusive practice underpins all that we do and it is everybody's business - children, parents/carers and staff. We believe that in order to support and provide effective SEND provision, the entire school community must continually work together to share ideas, emphathise and make necessary adjustments- which can only be done through everybody's determination. How do we do these things? We share ideas in our termly SEND meetings; SEND parent & carer forums; coffee mornings and workshops; staff meetings; and school newsletter.
We encourage everyone to emphathise by developing their own knowledge and understanding of SEND through SEND awareness weeks; SEND assemblies; PHSCE; circle time and interventions. In addition, our staff are open and honest and share their own additional needs and disabilities; in this way, children are truly inspired to aspire despite any challenge they may face. We make necessary adjustments in terms of our curriculum, physical environment and facilities.- and most importantly we have a continued determination to transition our children with SEND into the next phase of their lives seamlessly; ready and prepared- not only academically- but also socially and emotionally; determined to face the new challenges as they enter secondary school.
Our SENDCo is Nathan Lyons and he is responsible for children with additional needs and/or disabilities, for developing, implementing and monitoring the school's SEND policy and facilitating specialist staff. He also ensures that parents/carers are involved in and informed about their child's learning and support. We have an open-door policy, where parents/carers are encouraged to drop-in, email or phone if they want to discuss any concerns or have a query. When necessary we support learning through appropriate external specialists, tailored to individual need.
The school works hard to identify children who have a special educational need as early as possible. Information to support identification is collected in the following ways:
liaison with the child’s pre-school or school from which the child has transferred
through the assessment and monitoring arrangements that the school has in place for all children
through concerns raised by parents / carers via discussion with staff
through assessment or advice given by external agencies e.g. speech and language therapy, educational psychology
as a result of observations and discussions between staff and the Special Educational Needs Coordinator (SENDCo)
a medical diagnosis by a paediatrician
Parents are encouraged to speak to school staff if they are concerned that their child may have a special educational need. the school’s resources allocated and matched to children’s
We ensure that the needs of all children with Special Educational Needs and/or Disabilities (SEND) are met to the best of the school’s ability with the funds available. Our team of learning support assistants support children both in class and with specific programmes. The budget is allocated on a needs basis. The children who have the most complex needs are given the most support. All teachers and LSAs are involved in identifying, assessing and making provision for vulnerable pupils and those with SEND. The majority of pupils will have their needs met through normal classroom arrangements and appropriate differentiation (quality first teaching).
All Teachers are responsible and accountable for the progress and development of the children in their class, including where children access support from Teaching Assistants or specialist staff. In regard to the Code of Practice we expect all staff to:
- Ensure appropriate provision is made for any pupil with SEN
- Ensure regular and appropriate communication and discussion with parents of children who are on the SEN register regarding SEN matters
- Ensure that children with SEN are fully included in school activities
Where a member of staff at Hatcham Temple Grove has any concerns about the learning or progress of a pupil in any aspect of their development, they should speak to and e-mail the SENDCo Nathan Lyons. They will then be sent an automated online Graduated Approach Checklist (GAC) which specifies what their concerns are and what they have done to address these to date. This is then returned to the SENDCo who will work with the member of staff, parents and the Inclusion Team to act on a case by case basis.
The Inclusion Team
The role of the Inclusion Team is to ensure that pupils have equal access to the curriculum and other learning opportunities; to work with teachers in an advisory capacity that enables pupils’ needs to be met within the classroom (Quality First Teaching) wherever possible; to develop relationships with parents that ensure additional needs are identified as early as possible and to work collaboratively to ensure the well-being and progress of vulnerable pupils.
School SENDCo contact details:
Mr Nathan Lyons
0207 652 9560
Every teacher has responsibilities under the new SEN Code of Practice and does their best to make reasonable adjustments to meet individuals’ needs through first quality teaching.
SEND Policy and Information
Link to Lewisham Council Local Offer page
Communication and Interaction
Social, Emotional and Mental Health
Cognition and Learning
Sensory and/or physical