Hillside High School has a clear approach to identifying and responding to SEND.
In identifying a pupil as needing SEND support, the teacher, working with the SENDCo, will carry out a clear analysis of the pupil’s needs. This is largely drawn from the teacher’s assessment and experience of the pupil, their previous progress and attainment, as well as information from our core approach to pupil progress, attainment, and behaviour. It should also draw on other subject teachers’ assessments where relevant, the individual’s development in comparison to their peers and national data, the views and experience of parents/carers, the pupil’s own views and, if relevant, advice from external support services. We always take seriously any concerns raised by a parent. These are recorded and compared to our own assessment and information on how the pupil is developing.
Through our clearly defined assessment programme, we are able to identify any additional needs at the earliest possible stage and promptly implement effective provision to improve the long-term outcomes for all our pupils. This assessment is reviewed regularly. This helps ensure that support and intervention are matched to need, barriers to learning are identified and overcome, and that a clear picture of the interventions put in place and their effect is developed. For some types of SEND, the way in which a pupil responds to an intervention can be the most reliable method of developing a more accurate picture of need.
In some cases, outside professionals from health or social services may already be involved with the pupil. These professionals should liaise with us to help inform the assessments. Where professionals are not already working with school staff, the SENDCo will contact them if the parents/carers agree.
SEND is assessed through a range of methods including:
Information from primary schools including previous assessment data and reports from any external professionals
Analysis of academic data to identify pupils making less than expected progress given their age and individual circumstances
Diagnostic assessments conducted both in school by the SENDCo and from outside professionals including Educational Psychologists, Sefton SEN & Inclusion Service (SENIS) and Speech & Language Therapists.
Those pupils whose special educational need then calls for provision to be made for him or her, namely provision different from or additional to that which is normally available to pupils of the same age, will be placed on the SEND register. Other pupils who may have a special educational need and require reasonable adjustments to be made for them to be able to access the curriculum but who are making at least expected progress, will be placed on the school's Reasonable Adjustments Register (RAR). Both the SEND register and the RAR are regularly reviewed by the SENDCo.
Where it is decided to provide a pupil with SEND support, the parents/carers are formally notified, although parents/carers should have already been involved in forming the assessment of needs as outlined above. The teacher and the SENDCo agree, in consultation with the parent and the pupil, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.
All teachers and support staff who work with the pupil are made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. All of this information is contained within a SEND Support Plan which is then regularly reviewed throughout the year with parents/carers.
Adaptive teaching is the standard practice which is planned for by all teaching staff at Hillside to provide high Quality First Teaching. This adaptation could include adapted resources and/or the use of a TA where applicable, to ensure that pupils with SEND are able to engage in all activities.
Every class teacher completes individual class reviews for all of the classes that they teach after each round of P2S. Within this process, teachers review the current progress for all pupils in their class against their targets in order to plan for these pupils going forward. Using the class review as a tool, it is the expectation that all teachers will adapt the curriculum and learning environment to ensure all pupils can access learning and make progress. Through careful planning, teachers should adapt the work and make considered decisions about their learning environment and resources used, including TAs, to ensure that all pupils, including those with SEND, are able to fulfil their potential.
The teacher remains responsible for working with the pupil on a daily basis. Where the interventions involve group or one-to-one teaching away from the teacher, they still retain responsibility for the pupil. They should work closely with any TAs or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENDCo should support the teacher in the further assessment of the pupil’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.
At Hillside we are wholly inclusive to all pupils and we endeavour to ensure that all pupils are given the appropriate support to achieve their full potential. It is the collective responsibility of all teachers to deliver Quality First Teaching (QFT) and adapt their teaching accordingly to support pupils both with and without SEND. Where a teaching assistant (TA) is supporting a pupil or groups of pupils, the teacher should include this in their planning and ensure that the TA is actively deployed at all times. It is the responsibility of the TA to look for opportunities within the lesson to enhance learning and maximise progress. When a pupil has been identified as having a special educational need, it is essential that as a school we adopt a family centred approach to create a robust plan of support focused on achieving personal outcomes for the pupil.
The impact and quality of the support and interventions is evaluated, along with the views of the pupil and their parents/carers and these both feed back into the analysis of the pupil’s needs. The teacher, working with the SENDCo, will revise the support in light of the pupil’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and pupil. Parents/carers will have clear information about the impact of the support and interventions provided, enabling them to be involved in planning next steps. Where a pupil has an EHCP (Education Health Care Plan), the local authority must review that plan as a minimum every twelve months and school fully co-operate with the relevant LA in the review process.
We evaluate the effectiveness of our SEND provision through our whole school monitoring system and by assessing the impact of support for individual pupils with SEND following each round of P2S. This includes analysis of assessment data, ascertaining the views of parents/carers, class teachers, TAs and other adults working with the pupil and most importantly, the views of the pupils themselves. This review takes place routinely following each round of P2S and if necessary in between where difficulties may arise.