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Haringey Learning Partnership

SPECIAL EDUCATIONAL NEEDS

SEN Information Report

Name of policy SEN Information Report
Date reviewed Autumn 2020
Staff member responsible  Gerry Robinson 
Governor Responsible SEN Management Committee member 
Date ratified by Governors 21 October 2020

 WHAT IS THE SEN/D INFORMATION REPORT?


The Haringey Learning Partnership Special Educational Needs and Disabilities (SEN/D) Information Report is the school’s offer for children with SEN/D.  It sets out what we provide for children and young people with special educational needs and/or disabilities (SEN/D) throughout their time with us. It explains how we support students with SEN/D and their families to best prepare them for the next stage of their education, training or employment.
Please note that our SEN/D Policy gives more detail about our day to day procedures. 
(The SEN/D Policy is a clear set of simple statements of how the school intends to carry out its services and actions to support students with SEN/D).
 
SEN Policy
 
Haringey Local Authority (local government) also publishes on its website at Haringey Local Offer
 
(A Local Offer gives children and young people with special educational needs or disabilities and their families’ information about what support services the local authority think will be available in their local area.)


This sets out a wide range of information about the specialist services, schools, colleges and organisations that can provide support and information for families of children and young people with SEN/D. 


The local offer also explains the procedures for requesting an assessment for an Education Health and Care Plan (EHCP).  An EHCP is a legal document which sets out a description of your child's needs (what he or she can and cannot do) and sets out a plan of what needs to be done to meet those needs by education, health and social care.  The EHCP replaced the SEN/D statement. 

 

THE PURPOSE OF SEN/D INFORMATION REPORT


The purpose of HLP’s SEN/D Information Report is to inform parents and carers about:
·       how we support young people with special educational needs and/or disabilities in all aspects of school life
·       what we do to ensure that the young people’s needs are identified
·       what support we provide to ensure young people achieve
·       how we work closely with parents/carers and young people.
 

HOW WE KEEP IT UNDER REVIEW

 

We will keep our SEN/D Information Report under review annually using feedback from parents/carers when they are invited to student review days. (This is when students and parents/carers meet with teachers to discuss the students’ progress). We will ask parents/carers what’s working well and what we need to further put in place to support their child. We review students’ programmes regularly following feedback from parents/carers.
 
 

WHAT KIND OF SCHOOL IS HARINGEY LEARNING PARTNERSHIP?


Haringey Learning Partnership is Haringey’s alternative educational provision. It comprises of five schools and three services, catering to a range of needs.

 

PRIMARY AND SECONDARY OUTREACH SERVICES


A specialist team works with mainstream schools to support students at risk of exclusion and prevent escalation wherever possible. The programme lasts approximately six to eight weeks depending on the level of need.
The service will have a particularly strong relationship with the nurture hubs. Additional support for primary to secondary transition is offered for all students who have been referred during Year 6 due to attend Haringey schools.

RESPITE AND REINTEGRATION PROVISION


Respite & Reintegration is for students who may benefit from a short period of time away from mainstream provision in order for them to reflect and to be equipped with support and strategies prior to return.
It is a placement with fixed start and end dates. Placements may be for a maximum of six weeks. The only exception to this is for students with a fixed term exclusion of longer than 5 days. Students stay on their school roll and return at the end.

PULFORD HOUSE (SOCIAL, EMOTIONAL AND MEDICAL NEEDS)


Pulford House is for students who require highly specialist support in managing their physical or mental health including issues such as anxiety, self-harm and suicidal ideation. This is usually for a fixed period of time before a return to mainstream provision.
 
All students undergo a full range of assessments on entry in order to evaluate attitudes to school and ascertain if there are any undiagnosed learning needs.
  

COMMERCE HOUSE (SOCIAL AND EMOTIONAL NEEDS)


For students who require specialist support in developing their social skills and in managing their emotions and mental health. Issues include low self-esteem, low confidence and
challenging behaviour.
 
All students undergo a full range of assessments on entry in order to evaluate attitudes to school and ascertain if there are any undiagnosed learning needs.
 
The aim is to enable a permanent return to mainstream education before key stage 4 examinations.  Those who stay undertake a range of academic and vocational courses. There is a strong emphasis on English, mathematics and developing independent learning and work-related skills.

SIMMONS HOUSE (PSYCHIATRIC NEEDS)


Simmons House provides a high-quality, multi-disciplinary mental health service for young people with emotional and mental health problems. It is an in-patient psychiatric unit for young people aged between13 and 17.
 
Students are taught in mixed age and ability classes for 12.5 hours per week.
 

TUITION IN THE COMMUNITY


 Tuition in the Community is for students whose physical/mental health or other complex circumstances mean they are unable to attend any school location for a period of time. This is usually for a fixed period of time before a return to mainstream provision.
 
Depending on the severity of the young person's condition, education may take place in their mainstream school, local libraries, their home or the classroom at Alexandra Palace.

THE ALTERNATIVE PROVISION ROLL


Full time education for key stage 4 students in a narrow range of defined circumstances.

NURTURE HUBS (PRIMARY AND SECONDARY)


We have a small number of on-site placements for young people with SEMH as their primary need. We provide a small specialised environment where developmental gaps are addressed using the principles of nurture. We also provide advice and training to schools on best practice in supporting young people with SEMH in their setting.
 
Nurture Principles:
·       Children's learning is understood developmentally
·       The classroom offers a safe base
·       The importance of nurture for the development of wellbeing
·       Language is a vital means of communication
·       All behaviour is communication
·       The importance of transition in children's lives

 

WHAT OUR STAKEHOLDERS TELL US:


 “We are grateful for all of the support our son received at Haringey Learning Partnership and want to thank the staff for getting him back into a mainstream school quickly and successfully.” - Parent
“Thank you for supporting me. I am really thankful – it means a lot.” - Student
“We were really worried about our child going into alternative provision but we were reassured by the kindness and care that they received from their very first day. We have seen them grow in confidence, attend school more regularly and take pride in their work in a way that they never did before.” - Parent
“Before I started at Haringey Learning Partnership, I didn’t think I was good at anything. The staff here have shown me that I can do better and achieve things.” - Student
“The young people were amazing and the whole place felt like a safe and supportive community.” - Visitor
“I feel proud of where I work and incredibly happy.” – Member of staff
 “Seeing the progress of our students in the [sometimes very short] time they are with us always makes me incredibly proud. They often come back to visit us after they are reintegrated into mainstream, which I think is a real testament to the strong community we have here.” – Member of staff
 “The support we receive from the Outreach Team has made such a difference to our approach with regards to inclusion. There is a clear link between the work of the Outreach Team and reducing fixed-term exclusions and we welcome their support.” – Local mainstream school leader
 “When our daughter became unwell, we were really worried that she would fall behind at school, especially as she has always been very academic. The staff at Haringey Learning Partnership liaised with her school and made sure that she kept up to date with her education, which was a huge relief for us and her.” - Parent

OUR VISION & VALUES


The Management Committee and staff are committed to the inclusion of pupils with Special Educational Needs and disabilities, so every student can access a balanced curriculum during their time at Haringey Learning Partnership.
OUR VISION:
We work with children, families and our wider community, to ensure that each young person is supported and empowered to achieve a safe, happy and independent future. This means:
·       We work in an environment of high expectations
·       We collaborate with young people, families, schools and external agencies
·       We understand each young person's individual needs
·       We offer bespoke support to ensure each young person succeeds
·       We take pride in contributing to our local community
·       We engender a sense of belonging and encourage each young person to be proud of who they are.
 
OUR VALUES:
·       We aim high and strive to do the best we possibly can.
·       We celebrate diversity, value kindness and challenge prejudice.
·       We take pride in ourselves and in our community.

 WHAT IS IMPORTANT AT HARINGEY LEARNING PARTNERSHIP?


 
·       To provide high quality local education for students who are unable to access mainstream provision.
·       To provide a flexible/bespoke programmes of learning to meet the full potential of all students.
·       To provide personalised learning opportunities, including vocational studies.
·       To offer a wide range of support to meet the behaviour, emotional, social, medical and  mental health needs of all our students.
·       To involve parents/carers in every aspect of their child’s education.
·       To identify early on, any learning needs of the student during the induction programme.
 


HOW WE WORK WITH OTHER SCHOOLS


We believe that it is important to work with other schools to make sure that our knowledge, expertise and skills on SEN/D issues are up to date. We also share our best practice with other schools.  We undertake visits to local schools to look at aspects of their practice such as lesson planning for children with SEND and making best use of Teaching Assistants.
Our SENCOs attend the Haringey SENCO Forum, which keeps all schools up to date with national developments and local projects on inclusion.
 

COMMUNICATING THE LOCAL OFFER AND SEN POLICY


 
·       We have placed this information on our website. We have tried to make sure everything is clear and helpful.
·       You will also find our SEN policy on the website together with all our policies.
·       You can collect a summary of our SEN Policy from our office or request that a copy is posted or emailed to you.
·       If you want to talk to member of staff we will arrange for a member of staff to meet you and answer your questions.
·       Let us know if you need an interpreter or British Sign Language interpreter – we will do our best to provide this support.
 

WHO TO CONTACT FOR MORE INFORMATION


 
·       The Executive Head is: Gerry Robinson Gerry.robinson@haringey.gov.uk
·       The SENCO and Head of Pulford House is: Patricia Davies patricia.davies@haringey.gov.uk
·       The SENCO and Deputy Head of Commerce House is: Patricia Wright patricia.wright@haringey.gov.uk
·       The Lead at Simmons House is: Lorraine Coady Lorraine.coady@nhs.net
·       The Outreach Team Lead is: Rebecca Blaber Rebecca.blaber@haringey.gov.uk
 ·       The Tuition in the Community Lead is: Donna Lockett donna.lockett@haringey.gov.uk
·       The AP Roll Lead is: Karen Skerritt karen.skerritt@haringey.gov.uk

 

What we offer 

 

 

We present information about our SEN offer in order to inform parents/carers about twelve important aspects of our SEN/D provision. You will find the 12 aspects and what we do to respond to these in the table below.

 

 

 

FREQUENTLY ASKED QUESTIONS

 

1.  What school leaders and governors do to make sure that all students feel welcome, included and achieve their potential

 

 

 

Q. Who are the key people involved in making decisions about students with SEN/D?

·       The Executive Head and the SENCOs have joint responsibility for SEN policy and procedures.

·       Our SENCOs manage the day-to-day provision and planning and work closely with the SEN specialist teachers and the targeted intervention co-ordinators.

 

Q. Who is keeping an eye on my child’s progress at Haringey Learning Partnership?

·       Teaching students with SEN is everybody’s responsibility. The Code of Practice highlights that all teachers are teachers of SEN. This is a statutory requirement.

·       All members of staff who teach and support your child – including their Form Tutor - will be checking students’ progress every 6 weeks.

·       The Deputy Heads for Teaching and Learning bring all the academic attainment information together to get a clear picture of each child’s academic progress.

·       Those students who are under-performing will be targeted for support. Support can range from 1:1 literacy and numeracy interventions to specialist intervention from speech and language therapists, clinical psychologists, educational psychologists or occupational therapists.

·        

Q. What funding and resources does the school have for my child with SEN/D?

·       We receive funding at the start of the financial year from Haringey Local Authority for supporting students with SEN/D. 

 

Q. How are the school’s resources allocated and matched to students’ special educational needs?

·       Our SENCOs consult parents/carers, the students, teachers and HLP’s multi-agency team before making decisions about the support programme. We review with parents/carers and look at how well each student is doing and agree changes if they are needed.

 Q. If a child has a very high level of need; can the school apply for additional funding?

·       If the level of needs is high on entry or significantly increases, parents/carers can request an assessment for an Education Health Care Plan. This will probably involve Health and Social Care teams. You can find more details about this assessment on the Haringey Local Offer website.

 

2.  How we develop the skills, knowledge and expertise of school staff 

 

 

 

Q. How will you tell staff about my child?

·       The SEN team provides teachers and Learning Support Professionals (LSPs) with information that describes the strengths and needs of all students with SEN/D and how best to support them.

·       Members of the Multi Agency team discuss various needs and strategies with school staff routinely.

·       The SEN team attend meetings each week with professionals to discuss interventions related to the three following types of interventions:

·       Vocational, learning and multi-agency. During these meetings students are referred in for support, progress is discussed and possible closure of intervention, if needed, due to disengagement, meeting targets or making required progress.

 

Q. What are the skills and experience of new staff and what training do they receive?

·       All staff new to the school have an induction programme, which includes a meeting with the SENCO/SEN team.

·       All staff have relevant experience and are recruited carefully.

·       There is a programme of regular training sessions throughout the school year to inform and develop staff skills.

·       Staff receive support and training from specialist services to make sure that our expertise is up to date.

·       If a child is coming to our school with needs requiring new expertise, we make a plan to develop that expertise and provide relevant on-going training.

 

Q. What’s an EHC plan?

·       An EHC plan is a legal document, which describes a young person’s special educational needs, the support they require and the outcomes they would like to achieve.  EHC plans have replaced statements of SEN.

 

 

3.  The contribution that specialist services and teams make to the progress and well-being of students with SEN/D

 

 

Q. Who else works with my child?

·       We have a team of on-site specialists who can provide assessment, advice and interventions.

·       These include: educational psychologists, speech and language therapists, social workers, school nurse, Safer Schools Officers, Youth Justice Service, mentors and creative therapists.

 

 

Q. Will I be able to meet the specialist who is working with my child?

·       Yes. If your child is receiving support from any specialist in HLP, you will be able to meet them to discuss your child’s progress.

 

Q. If my child is going to be seen by a specialist how long will I have to wait?

·       As our specialists work on site we can easily respond to requests very quickly.

·       Our new referral meeting process supports us to identify need and immediately refer to appropriate team members.

 

 

Q. If my child is referred to a specialist service, how will I know what’s going on?

·       We will always involve you in any decisions about whether your child needs specialist support.

 

4.  How we identify, assess and plan for students with SEN/D – working closely with parents/carers

 

 

We follow Haringey’s guidance for identification of SEN/D.

You can see more details on how we identify students with SEN/D in our SEN/D policy.

 

 

Q. If I feel that my child’s needs have changed who do I speak to?

·       Contact the SENCO who will always listen to your concerns and agree the plan of support.

 

Q. How does the school decide that a student has a special educational need and goes on the SEN List? Is there criteria?

·       HLP follow the guidance in the SEN Code of Practice - additionally, the school has a rigorous battery of assessments in our induction programme where students’ strengths and difficulties are highlighted; we use the results of these initial assessments along with information from previous placement and parent/carer input to determine which students have special educational needs.

·       A key sign of possible SEN is a lack of progress; taking into account the pupil’s age and individual circumstances. You can talk to the SENCO about this and get more information in our SEN Policy

 

Q. Will my child have an individual plan?

·       All students with SEN/D have a personal plan. When we have assessed your child’s needs we will meet with you and agree a plan and targets for progress. The objectives will focus on the most important areas of need. If a pupil’s needs become more complex we will involve specialist teams and services to create a Multi-Agency Plan (MAP).

 

5.  How we review students’ progress

 

 

Q. How often do we talk to you

·       We try to talk to you every week on the phone to tell you how the week has gone.

·       We will invite you in every six weeks to talk to you about your child’s progress.

·        

6.  How we make sure that teaching and support help students to learn and make good progress

 

 

 

Q. What kind of support will you be able to offer my child?

·       We provide a range of specialist one to one and small group support linked to students’ learning strengths and needs.

·       Where necessary we arrange for professionals of specialist services to work directly with students or to train staff on specialist programmes.

 

 

Q. How can I help my child with learning at home?

·       We can talk at the six week review about appropriate targets and how these can be supported at home.

 

 

Q. What happens if my child is not making progress in reading, for example? Is there any extra support?

·       We provide additional support through effective one to one and small group teaching sessions

·        

7.  How we make sure that students with SEN/D enjoy a broad, accessible and balanced curriculum

 

 

Q. What will my child’s timetable look like?

·        

·       Within the timetable there is a mix of core curriculum, English, Maths and Science, plus non-core subjects like Numeracy and Literacy intervention, Humanities subjects, Food Preparation and Nutrition, Art, PE, Music and work-related learning. PSHE is on all student timetables.

·        

·       Q. Are there any activities offered at lunch times or after school?

·       There are sports activities daily with basketball, football and table tennis being very popular at break and lunchtimes.

·       We have also launched The Duke of Edinburgh Award Scheme.

8.  How we make sure that our school and classrooms are safe, accessible and stimulating curriculum

 

 

Q. Will my child be safe in school?

·       There is an initial risk assessment for all new students and safety plans are created for students who have high risk assessment outcomes to keep them safe and supported.

·       There are high staff ratios.

·       There are secure buildings.

·       All staff are trained in how to reduce and respond to different types of behaviours and receive regular training in de-escalation.

·       Students at Commerce House have a safety check each morning

 

Q. What if my child needs special resources or equipment?

·       We will discuss all requirements and requests with you and do our best to make sure your child’s needs are met.

 

Q. Is the school safe and secure?

·       The school sites have been designed to make sure that all students and staff are safe.

9.  How we work in partnership with parents and carers

 

 

 

Q. Who do I talk to in the school if I have questions about my child’s SEN?

·       In the first instance you would contact the SENCO.

·       The SENCO will listen carefully to your concerns, explain the different ways in which the school supports your child and when possible and appropriate come to an agreement about changes to provision and/or support.

·        

 

Q. How do we make sure that your views are heard?

·       We review every student’s progress every 6 weeks and we will invite you to come to the school to discuss your child’s progress.

·       We make every effort to make sure that communication between home and school is clear and helps to meet the needs of your child.

 

 

Q. How else does HLP work with parents and carers?

·       Our SEN Policy is on the HLP website.

·       We will ask you to fill out questionnaires to gain your views about how we are doing and how you think your child is doing.

·       We provide opportunities for parents/carers to meet together, to support each other and discuss important issues.

·       We have staff who specifically offer support for parents/carers and families.

·       You will also find lots of information about how different services in Haringey provide help and support to students with SEN/D and their parents - on the Haringey Council website.

  

Q. How can you help me to help my child at home?

·       We provide practical tips, support and advice to parents/carers around how to support children’s learning, behaviour, relationships, communication and other concerns that you might have.

 

 

Q. Is there a special service in Haringey that supports and advises parents about issues such as statutory assessment and provision?

·       Yes. It’s called the SENDIASS (Special Educational Needs and Disability Information Advice and Support Service) and is offered by The Markfield Project in Haringey.   It is funded by Haringey Council, but is totally independent in terms of giving advice.  You will find information on the Markfield website: https://markfield.org.uk/sendiass-2/

 

 

Q. What if I am unhappy about my child’s progress in school?

·       We always work hard to make sure that our parents/carers are happy with what we provide for their child. However, we will address worries, concerns and complaints as soon as possible through face to face meetings where we will listen carefully to your concerns and work together on a way forward.

·       If you feel that we have not been able to address your concerns satisfactorily, we have a Complaints Policy and Procedure that you will find on our website or from our office.

10.  How we listen  and respond to young people with SEN/D

 

 

Q. Who can my child talk to if s/he is worried about something?

·       Our work with our students depends on building good relationships as we know how important it is for our students to trust the adults working with them.

·       Staff members (Form Tutors, Mentors, Learning Support Assistants and Heads of School) are always available to talk to your child at any point during the school day.

·       All staff members are trained in ways to help prevent and resolve conflicts within school.

·       Some students are also allocated mentors who work closely with young people to support their academic, social, emotional and mental health needs.

·       Some students are also supported by clinical psychologists. 

 

Q. What should I do if my child says that they do not want to come to school?

·        Let us know as soon as you can.

·       Talk to your child about any worries or concerns they may have.

·       We understand that there may be many reasons why a child may not want to come to school and we will work with you and your child to understand the reason and agree the next steps.  

 

 

Q. What will happen if my child says that they are being bullied?

·       We do our best to create a school atmosphere that reduces the risk of bullying.

·       When we are aware that a child is being bullied we will find out what is happening  and work to resolve the situation with everyone involved including parents/carers.

 

 

Q.  How do you listen to my child’s views about their learning?

·       We constantly encourage all students to give us their views of their learning, formerly through Student Questionnaires and informally in class every day. Your child’s views are very important to us and are used to help us agree the best plan for their learning. They might not always be able to verbalise their views on their learning, however, we track and monitor their progress daily.

·       Your child will be invited to attend their review meetings and think about what’s important to them and what we can do to support them.

 

11.  How we support students joining our school, leaving our school and making transitions

 

 

 

Q How does my child get a place at HLP?

·       Children come to HLP through a referral to our admissions panel. These referrals usually come from mainstream schools and can be made for a variety of reasons. There is more information about our admissions process on our website.

·       Some children receive a lot of support in preparation for their move to HLP that has been agreed in advance.

·       All children and parents/carers have an induction meeting at school to meet the Head Teachers and/or other staff.

 

Q. What happens when my child leaves HLP?

·       Some children return to mainstream school after a period of time at HLP. This happens with significant support and you will be involved in each stage of the process. This is explained fully at induction and/or transition meetings.

·       Other children leave HLP to take up places at college, training, apprenticeships, further education or employment.

·       Our careers advisor and other staff will support you to understand the range of options and choices available to you.

 

 

Q. What if my child’s place at HLP is not successful?

·       We will discuss all the options with you and your child.

·       HLP offers a range of programmes for students on the  roll and sometimes students will transfer between provisions.

·       In some cases HLP may not be the best place for your child. You will be involved in discussing other options.

 

Q. What happens to my child after 16?

·       Children leave HLP to take up places at college, training, apprenticeships, further education or employment.

·       Children with EHC plans are entitled to support from until they are 25 years old.

12.  How we support  students’ health and general well-being – including their safety, attendance  and  positive behaviour:

 

 

 

Q. How can I get hold of these policies?

·       All of our policies are on the school website.

·       You can also get paper copies from the school office.

·       Staff will always take the time to discuss these policies with you.

 

Q. My child has specific medical needs, what will the school do to support them?

·       Our school nurse provides training to all staff.

·       Our school nurse will work with you and school staff to agree a health care plan.

·       There will always be staff on site trained in first aid.

 

Q. I have a question or concern about my child’s emotional well-being or mental health. What can you offer?

·       All HLP staff are trained to understand the emotional needs of young people.

·       We also have mental health professionals on site as part of the HLP staff team.

·       If you have a question or concern we will arrange for you to see the most relevant member of staff as soon as possible to discuss this.

 

Haringey Local Authority also publishes on its website a Haringey Local Offer, setting out a wide range of information about the specialist services, schools, colleges and organisations that can provide support and information for families of children and young people with SEND. It explains the procedures for requesting an assessment for an Education Health and Care Plan (EHCP), which has replaced the SEN statement.

You will also find information there about:

• Where to go for advice and guidance on SEN and Disability matters

• Leisure activities for children with SEN/D

• Arrangements for resolving disagreements and mediation