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.
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; tips of the day, week or term 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 such as, 'circle of friends'. 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. She 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.
School SENDCo contact details: Mr Nathan Lyons
0207 652 email@example.com
How does the school know if children need extra help and what should I do if I think my
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.Hoare the school’s resources allocated and matched to children’s special educational
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).
How will the school support my child?
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