SEND & Inclusion

Haberdashers’ Abraham Darby is an inclusive school, committed to ensuring all our pupils embody our school values of Aspiration, Respect and Excellence.  We embed a culture that recognises all teachers are teachers of Special Educational Needs and Disabilities (SEND) and an ethos of ‘every pupil is an individual’.  All pupils in our school access our broad and balanced curriculum offer.

Supporting pupils with SEND is seen as a whole school commitment involving every member of our school community.  We are proud of the high-quality teaching embedded in every classroom; a curriculum designed with careful consideration to our learners with SEND.  Our comprehensive approach ensures every learner can access engaging and challenging experiences across the curriculum, extra-curricular and pastoral support, with increasing independence. All our pupils engage in a full curriculum, with targeted interventions running during and school.

The SEND department at Haberdashers’ Abraham Darby is there to support our pupils, parents, and staff.  We may give advice about how best to meet any additional learning needs, provide targeted intervention, reassurance or sometime a listening ear is all that is required.

For more details of the provision available within Telford & Wrekin for pupils with SEND please follow this link:

https://www.telfordsend.org.uk

Quality First Teaching Strategies Used At HAD For:

• Spelling
• Reading
• Writing
• Concentration
• Memory
• Autism Spectrum Condition
• Visual Impairment and/or Visual Stress
• Hearing Impairment
• Speech, Language and Communication Needs.
• Physical and Medical  Needs

Support Your Child

Supporting your child with ADHD

Supporting your child with anxiety

Supporting your child with Austism Spectrum Condition

Supporting your child with Dyslexia

Supporting your child with Dyspraxia

Supporting your child with moderate learning difficulties

Supporting your child with pathological demand avoidance

Supporting your child with sensory processing disorder

Jargon Buster

Age Weighted Pupil Unit (AWPU): This refers to the amount schools are given for each pupil on their school roll, irrespective whether they have a SEND.

Annual Review: Local authorities must carry out a review of each EHC Plan at least once in every 12 months. (Also called Transfer Review?)

Children and Families Act 2014: Part 3 of this Act highlights the law around SEND. The Act is supported by other documentation: SEND Regulations 2014 and the SEND Code of Practice: 0-25 Years.

Clinical Commissioning Group (CCG): Across the country numerous individuals and organisations are working together to purchase health services to meet the needs of local people.

Direct Payment: This is a payment which goes directly to a parent/carer to buy specific services they need, for example, those listed within an EHC Plan.

Disagreement Resolution: Local authorities have to offer independent support to parents/carers and young people to resolve any disputes they have with local authorities, schools and other settings about SEND support.

EHC Needs Assessment: Local authorities must carry this statutory assessment out if a child/young person may need an EHC Plan. It involves looking at the SEND of the child and the support they need in order to achieve their educational potential.

Education Health and Care (EHC) Plan: This legal document describes the child’s SEND needs, and the variety of support that different agencies will provide to help meet their educational, health and care needs.

First Tier Tribunal (SEN and disability): The Tribunal hears appeals from parents/carers of children with SEND, and young people with SEN, about EHC needs assessments/plans.

Graduated Approach: Schools are expected to follow a ‘graduated approach when providing SEND support. It involves four key phases: access, plan, do, review.

Independent Supporter: A person independent of the local authority (eg volunteer) who will help families going through an EHC needs assessment and the process of developing an EHC plan.

Keyworker: A person who gives parents/carers and young people one single point of contact to deal with and help ensure they receive the support agreed.

Local Offer: This is information published by each local authority which explains the support available for young people with SEND in the area (eg education, health and care provision, training, employment).

Mediation: Local authorities have to provide independent to help parents and young people resolve any disputes with local authorities (eg around EHC Plans and assessments).

Outcome: This refers to any positive difference to the young person’s education or training that has happened because of the support they have received (eg a programme, one-to-one work, resource).

Parent Carer Forum: A local group of parents/carers and young people who work together with local authorities and other organisations to ensure local services meet the needs of children with SEND and their families.

Personal Budget: This money funds support listed within an EHC Plan. Parents of children who have an EHC plan can choose whether or not they wish to have a Personal Budget.

Reasonable Adjustments: These are the changes that schools etc are expected to make to help meet a child’s needs (eg one-to-one support from a teacher).

SEND Code of Practice: This is the legal document which explains what schools, local authorities etc must do to support children with SEND.

SEN Information Report: All schools must put detailed information on their website about their SEND policies and how they support children with SEND.

SEN Support: SEN support includes help for children/young people with SEND that is additional to (or different from) the support generally made for other children of the same age. (SEN support replaces Early Years Action/Action Plus and School Action/Action Plus.)

Special Educational Needs Co-ordinator (SENCO): This person within a mainstream school/nursery is responsible for co-ordinating SEND provision. At HAD this is Lynne Mettem.