SPECIAL EDUCATIONAL NEEDS
SEN Information Report
|Name of policy
|SEN Information Report
|Staff member responsible
|SEN Management Committee member
|Date ratified by Governors
|21 October 2022
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).
SEND Policy and Information Report
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 four schools and five 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.
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
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.
Haringey Learning Partnership launched a post-16 transition year in September 2021. This allows the Partnership to address a need for supported transition to help young people who have missed out significantly on schooling to become socially and emotionally ready for next steps. A small group of students are provided with support to improve and achieve the skills needed for accessing new settings and further qualifications
Sixth Day Provision
Haringey Learning Partnership provides sixth day provision for children and young people suspended from school for over five days. Children and young people attend Commerce House, where they receive additional support and complete work provided by their mainstream school. Haringey Learning Partnership liaises with the mainstream school if the young person does not attend and also provides feedback and recommendations at the end of the placement.
Training and Advice
Haringey Learning Partnership's skilled Outreach Leads offer training and advice to mainstream schools. This can include delivering whole staff training or facilitating training for small groups of staff, ECTs or individual class teachers. Our staff can also offer support to schools around developing their behaviour and inclusion policies. Our staff are experienced teachers and leaders who have worked in both mainstream and alternative provision schools and their areas of expertise include trauma-informed practice, meeting the needs of learners with autism and/or ADHD, working with parents and carers, restorative practice and strategies to develop positive behaviour.
Haringey Learning Partnership also offers bespoke advice to schools to support individual students and prevent exclusion
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.
· 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.
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.
· 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.firstname.lastname@example.org
The SENCO of Haringey Learning Partnership is: Hannah Gadsden email@example.com
The Simmons House Lead is: Lorraine Coady Lorraine.firstname.lastname@example.org
The Outreach Team Lead is: Rebecca Blaber Rebecca.email@example.com
The Tuition in the Community & Philip House Lead is: Donna Lockett firstname.lastname@example.org
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?
Q. Who is keeping an eye on my child’s progress at Haringey Learning Partnership?
Q. What funding and resources does the school have for my child with SEN/D?
Q. How are the school’s resources allocated and matched to students’ special educational needs?
Q. If a child has a very high level of need; can the school apply for additional funding?
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.
Q. What are the skills and experience of new staff and what training do they receive?
Q. What’s an EHC plan?
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?
Q. Will I be able to meet the specialist who is working with my child?
Q. If my child is going to be seen by a specialist how long will I have to wait?
Q. If my child is referred to a specialist service, how will I know what’s going on?
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?
Q. How does the school decide that a student has a special educational need and goes on the SEN List? Is there criteria?
Q. Will my child have an individual plan?
5. How we review students’ progress
Q. How often do we talk to you
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?
Q. How can I help my child with learning at home?
Q. What happens if my child is not making progress in reading, for example? Is there any extra support?
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?
Q. Are there any activities offered at lunch times or after school?
8. How we make sure that our school and classrooms are safe, accessible and stimulating curriculum
Q. Will my child be safe in school?
Q. What if my child needs special resources or equipment?
Q. Is the school safe and secure?
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?
Q. How do we make sure that your views are heard?
Q. How else does HLP work with parents and carers?
Q. How can you help me to help my child at home?
Q. Is there a special service in Haringey that supports and advises parents about issues such as statutory assessment and provision?
Q. What if I am unhappy about my child’s progress in school?
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?
Q. What should I do if my child says that they do not want to come to school?
Q. What will happen if my child says that they are being bullied?
Q. How do you listen to my child’s views about their learning?
11. How we support students joining our school, leaving our school and making transitions
Q How does my child get a place at HLP?
Q. What happens when my child leaves HLP?
Q. What if my child’s place at HLP is not successful?
Q. What happens to my child after 16?
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?
Q. My child has specific medical needs, what will the school do to support them?
Q. I have a question or concern about my child’s emotional well-being or mental health. What can you offer?
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