Special Educational Needs and Disabilities (SEND) at Hillside Primary School
At Hillside Primary School, we are committed to our motto of developing the individual, which includes ensuring equal opportunities for all children with Special Educational Needs and Disabilities (SEND). Our provision is led by Mrs J Rushton (SENCo). We provide an inclusive environment through high-quality first teaching, targeted support, expert external input, and strong parental partnerships.
To discuss your child’s needs, please contact the school office to arrange an appointment with your child’s Class Teacher or the SENCo.
Identification and Provision
What Kinds of SEND Do We Support?
In line with the Equality Act 2010 and the 2014 SEND Code of Practice, we support all four broad areas of need:
- Speech, Language and Communication Needs (SLCN)
- Cognition and Learning
- Social, Emotional and Mental Health Difficulties (SEMH)
- Physical and/or Sensory
How We Identify Needs
We know a pupil needs help when: concerns are raised by parents, teachers, or the child; limited progress is being made; or there is a change in the child’s behaviour or progress. Your child’s Class Teacher is the primary contact, and the SENCo supports staff, parents, and children as needs arise.
Matching the Curriculum to Needs
All class teachers deliver high-quality first teaching and hold high expectations. Teaching is built on what your child already knows, using a broad, balanced curriculum with varying styles and resources.
Types of Support Your Child May Receive
Partnership and Wellbeing
Working Together to Support Learning
We prioritise open and honest dialogue with parents:
- Open-door policy for daily contact and appointments.
- Termly Passport to Learning reviews to discuss progress towards targets.
- Parents’ Evenings and end-of-year reports.
- Parent workshops and signposting to specialist support services.
Wellbeing and External Services
We support wellbeing through positive relationships and our PSHE curriculum. We utilize the School Counselling Service and School Nursing Team as needed. Care Plans are put in place for medical needs, supported by the School Nurse and trained staff. We access specialist services including ILS, CAMHS, SALT, OT, and the Autism Outreach Team.
Staff Training
Staff receive ongoing training based on the specific needs of our children, covering topics like ASD support, awareness of DCD, SALT implementation, and supporting neurodivergent children.
Inclusion and Transition
Inclusion in School Activities and Trips
All children are fully included in out-of-school activities and educational visits. Risk Assessments are always completed, and consideration is given to SEND and medical conditions to ensure clear safety procedures.
Accessibility
Hillside Primary School is accessible for all, including those with mobility needs. We have a disabled toilet with a changing table, clear signage, and utilize aids like laptops and attention building tools as recommended.
Transition Support
Transition is carefully planned:
- Internal Transition: Transition weeks and intensive handovers ensure new staff are fully aware of needs. Specific arrangements are made for children requiring extra support.
- Joining/Leaving Hillside: We liaise with the previous/next school and SENCo to ensure a smooth handover and prompt transfer of records.
- Year 6: The SENCo liaises with secondary settings to arrange enhanced transition visits and provision, particularly for children with an EHCP.
Decision Making and Complaints
How Decisions on Support are Made
Decisions follow a collaborative process: in-house support is provided first with regular SMART target review. If needs persist, referrals to specialists are sought after consultation. Outcomes from specialist reports are implemented immediately. If necessary, a request for Statutory Assessment / EHCP is made.
How Parents and Pupils are Involved
- Pupils are involved through regular discussion of learning, target reviews (Passport to Learning), and consultation in the Annual Review process (for EHCPs).
- Parents are encouraged to contribute through termly reviews, parents’ evenings, and meetings with staff/professionals.
Making a Complaint
Any complaint is dealt with sensitively and promptly:
- Initial Contact: Your child’s Class Teacher.
- Further Concerns: The SENCo or the Headteacher.
- Formal Complaint: The named Governor for SEND, Mrs Kerry Howle.
- External Support: Contact the Local Education Authority’s disagreement resolution service or Parent Partnership Service (SENDIASS).
Further Information & Glossary
Parent Support
The LA provides the Parent Partnership Service (SENDIASS):
- Telephone: 01782 234701
- E-mail: iass@stoke.gov.uk
Glossary of Common SEND Terms
- ADHD: Attention Deficit & Hyperactivity Disorder
- ASD: Autistic Spectrum Disorder
- EHCP: Education, Health and Care Plan
- ILS: Inclusive Learning Support Team
- MLD: Moderate Learning Difficulty
- SALT: Speech, Language, Communication Needs
- SENCo: Special Educational Needs Co-ordinator
- SLCN: Speech, Language, Communication Needs
- SpLD: Specific Learning Difficulty (e.g., Dyslexia)
- VI: Visual Impairment
