- Please state the number of pupils on your roll and your average class size
We currently have 332 pupils on roll and the current average class size is 28.
- How does the setting identify learners with SEN?
- We identify learners with SEND through careful monitoring of progress and attainment, assessment of wellbeing and social skills and through discussion with parents/carers.
- When learners are identified as having SEND, a course of action is decided by the Assistant Principal for Inclusion SENCO, parents/carers, pupil, class teachers and support staff.
- The Inclusion Team (including Assistant Learning Mentors) identifies behavioural, emotional and social needs in liaison with the class teacher and the Assistant Principal for Inclusion.
- Parents / carers can raise concerns about their child with the class teacher/SENCO.
We seek advice through external agencies such as Early Years Inclusion Team, Educational Psychology Service, Speech and Language Service and the Hearing Impaired service and, when appropriate, assessments from these services will be requested.
- Is your setting physically accessible to all learners?
Hatfield school is currently set over 3 buildings. The EYFS children and Y1 children are based in mobile classrooms which has ramp access. Year groups 2 – 6 are within the main building and the school canteen is a separate building. Most classrooms can be accessed via a wheelchair. However there are steps to some rooms within the main building. There is ramp access to the mobile classroom and the main building. However, ramp access to the canteen is via the side entrance which is not currently used.
The mobile classrooms have 1 disabled toilet within the unit as does the main school building and the canteen.
Class teachers use whole class visual timetables. However, in addition to this, individual children who need individual timetables are also catered for.
The school works in liaison with external agencies and so therefore, if specialist equipment is needed, i.e. Sloping boards or foot stools then the school provides resources such as these.
The school playground is secured by a high fence and locked gates. Gates are locked in the morning and then reopened at the end of the school day. Access in and out of school is monitored and supervised via the school office.
Pupils are able to access calm intervention rooms which have sensory equipment and resources for children to continue their learning wherever possible with support.
- How does your setting adapt the curriculum for learners with SEND?
Children with SEND currently have Individual Support Plans focused on their specific needs. Plans are co-produced by the class teacher, pupil, parents and SENCO. Additional interventions are also provided when it is deemed appropriate either through discussions within the school setting or when seeking advice from external agencies.
All levels of ability are planned for regardless of SEND need. Children with additional needs have work that is differentiated to ensure that their learning is moved on and challenged but also has an element of success to ensure that all children have a sense of achievement. Teachers plan in year groups to support each other and planning is monitored by the Senior Leadership Team.
At Hatfield, we have 4 full-time Assistant Learning Mentors, a Maths Fellow and a Language & Communication Fellow. These members of staff ensure that children with additional needs have opportunities for 1:1 / small group or whole class learning and support.
At Hatfield we are committed to looking at a child’s individual needs and, wherever possible, will adapt the routines to help learners with SEND. This is often in liaison with external agencies.
- What training have your staff received to support learners with SEND?
Foundation Staff are trained to use basic Makaton to support children's communication development and understanding.
The following training has also been completed by staff in school:
- Supporting children with Dyslexia/Dyspraxia
- Supporting children with ASD
- Delivery of Interventions such as First Class at Number / Toe by Toe / 1:1 reading / phonics / Fine motor skills
- Specific Language based interventions such as LEAP, NIP and VIP
- Development of language as part of the school curriculum
- Lego Therapy
- Benefits and principles of Art Therapy and Theraplay
- Child and Youth Mental Health First Aid
- Supporting the behaviour of children with communication difficulties
- Understanding and supporting Attachment Disorder
- Team Teach
Hatfield School acknowledges that at times specialist expertise is required and therefore purchases additional support from external agencies such as the Sheffield Speech and Language Service. In addition to this, we work alongside agencies such as the MAST team, Hearing Impaired Service, Autism Service and Ryegate Children’s Hospital. Regular updates of children’s SEND and medical needs are shared with key staff in school.
We update training for staff on the administration of specific medicines, when needed or annually. If training is required for other specific medical needs, Hatfield school endeavours to gain advice from medical professionals and gain appropriate training to meet the needs of the child.
- How do you communicate with and involve families?
One Page Profiles are shared with parents / carers each term. Some children need additional review meetings at school level or with the involvement of external agencies; these are organised in liaison with the SENCO.
Hatfield School is committed to building strong working relationships with parents / carers. Communication is provided through a range of ways such as;
- Half-termly SEND newsletter
- Attendance newsletter
- Texts about key events
- SEND Parent Drop Ins
- Family Learning
- Home school books are used for children that need this support
- Parent’s evenings
- Support for transition
- Rewards Evening
- Parent Forums
For other languages, interpreters are booked for key meetings and on parent request. Telephone interpreters are also used when required.
- How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this?
The effectiveness of provision is monitored by the Senior Leadership Team. Reports to Governors are produced termly. Inclusion meetings and Senior Leadership Team meetings occur weekly. Trends and patterns for SEND pupils are identified and discussed.
Progress Meetings will be held regularly to discuss the progress and attainment of individual children. Interventions will be identified as a result of this and the impact of these interventions will be monitored by the Assistant Principal/SENCO.
- What support do you provide for the learners' overall wellbeing?
Hatfield School has 4 full time Assistant Learning Mentors,a Designated Safeguarding Lead and an Educational Welfare Officer within the inclusion team to support pupils and families.
During lunchtime, children have the opportunity to be actively involved in sports activities and small group activities. We have lunchtime groups that provide a quieter space and opportunity with an Assistant Learning Mentor to support children. In addition to this, the Assistant Learning Mentors work alongside children either to offer 1:1 support, small group support or whole class support.
Target charts specifically aimed at unstructured times are used by some pupils and monitored by the inclusion team. The Inclusion Team works closely with outside agencies to provide structure for those children and to work closely with parents / carers and the child.
- What kind of behavioural interventions do you use?
We celebrate positive behaviour at Hatfield using the Dojo and Marvellous Me systems which inform parents about positive behaviours in school.
Children who find it difficult to manage their behaviour are given individual targets as part of their Individual Support Plan. Incentives and rewards are built into the plan to motivate the learner.
Children who are at risk of exclusion will be placed on a Behaviour Contract This aims to provide clear structure, strategies, targets as well as external support from outside agencies. Parents / carers are closely involved at all stages.
At times, with parental permission, school seeks advice from external agencies such as the Educational Psychologist, MAST and Ryegate etc to help to support with strategies that are suitable for the child’s individual needs. Staff at Hatfield School are trained to use Team Teach strategies with a primary focus on de-escalation. Lunchtime small group activities are used to provide different environments for children in unstructured times. Clear links between home and school provides support for behaviour. Provision is provided based on the child’s needs, (following professional advice) this helps to limit exclusions.
A clear and consistent behaviour policy is in place based on rewarding good choices. The Rocket Rooms offer space for time out in a quiet and distraction free environment with sensory resources. An increasing number of interventions are in place to support behaviour, social and emotional needs within school.
- How do you ensure learners with SEND are included in non-classroom based activities?
All learners are encouraged to access all activities. At times some children may need the activities changing or for some children additional adult or peer support is put in place. Individual cases are planned for when completing risk assessments.
If necessary, arrangements are made with the provider (if external) e.g. Transport, suitability of activity, eating arrangements etc. Parents / carers with children with specific needs are invited to attend educational visits.
- Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify.
We have a breakfast club from 8am which is supported by members of the Inclusion Team.
- How do you consult with and involve learners in their education?
Children lead review meetings alongside their parents / carers. The school council enables pupils to have a voice about their learning and their school.
- Do you have an online prospectus? Are there open days for families and learners?
The School Website includes relevant information.