Herrick Primary School
Herrick Primary School
Herrick Primary School

SEND Policy
Herrick Primary School
Herrick Primary School
SEND Policy
SEND Statement
Herrick Primary School
Herrick Primary School
SEND Statement
SEND Information Report
Herrick Primary School
Herrick Primary School
SEND Information Report
LCC Local Offer
Herrick Primary School
Herrick Primary School
LCC Local Offer

Local Authority SEND Offer

The Local Authority have a duty to provide a variety of expertise and services.
Please click here to view the Local Authority Offer.

Other Useful Links:
National Autistic Society
Diabetes UK
Downs Syndrome Society
ADHD Foundation
Rainbow Trust

School Information
Special Educational Needs (SEND) Information
Herrick Primary Schoo
SENDCo - Mrs Arzu Aydin - Assistant Head Teacher
(0116) 266 5656

At Herrick Primary School, our ethos is “to give each and everyone a chance”. To achieve this, our SENDCo works with children, families and the Local Authority to give exceptional support for children who need it most.

The changes in the Children and Families Bill affect the way children with special educational needs (SEND) are supported in schools. The new approach began in September 2014 and places pupils at the centre of planning.

The key principles of the new legislation are:
  1. Young people and their families should be involved in discussions about the support they need, so they can share their knowledge and feed back to the school on the young person's progress.

  2. Education, health and care plans (EHC) will replace statements of special educational needs. New assessments for additional educational needs will follow the EHC guidelines from September 2014. (Existing statements will remain in force until all children and young people have completed the transition, which will be within three years).

  3. School Action and School Action Plus have been replaced by a single school-based category for children who need extra specialist support.

  • How will the school know if my child needs extra help?
    • Concerns regarding social, emotional, developmental and developmental difficulties are often noticed through scores in standardised tests, or children not meeting key milestones in their development. It is important to remember that slow progress and low attainment does not necessarily mean that a child has special educational needs. However, it may be an indicator of a range of learning difficulties or disabilities. Equally, attainment in line with age expected levels means does not always mean there is no learning difficulty or disability. Information passed from a child's previous school may indicate that a child has a difficulty and support will need to be continued. Reports received from health professionals, including doctors, educational psychologists, and special needs teaching service, speech and language therapists may recommend specific support. We always take into account information given by parents. We listen to concerns expressed by the child.
  • What should I do if I think my child may have special educational needs?
    • Talk to your child's class teacher about any initial concerns you have. Your concerns will be passed onto the SENDCo, who may contact you. You can also call the school to arrange for a meeting with our SENDCo.
  • What will happen if my child is identified as having special educational needs? How will my child be supported?
    • When it has been agreed that your child would benefit from SEND support, you will be informed and they will be placed on the Special Educational Needs Register. They may receive more support or interventions in school, or outside agencies, such as Speech and Language Therapists or Educational Psychologists, may meet with your child to conduct assessments to address or look for additional ways to support your child. You will always be notified if someone from an outside agency will meet with your child.
  • How will the curriculum be matched to my child's needs?
    • The school curriculum includes subjects and topics that your child will learn. Activities and learning will be adapted to ensure your child is able to progress and that their needs are being met.
  • What support will be available for my child's overall well-being?
    • At Herrick we pride ourselves on our nurturing environment. All staff are responsible for children's well – being. The SENDCo is also responsible for children's social and emotional well - being. The SENCo checks in regularly with individual pupils or groups of pupils in order to ensure pupils are happy and well cared for at school. If your child is felt to have long-term social, emotional or mental health needs - for example with anger management –the school offers SEMHT involvement, social skills interventions and a pastoral support as well as Early Help. SENDCo can support you with any issues at home, and health needs can be met by the Health Child Programme Nurse or your Health Visitor (if your child is under 5). An Educational Welfare Officer (EWO) will support you with your child's school attendance if required. Assemblies and PSHE lessons promote our inclusive ethos, encouraging pupils to respect and care for each other. All children's behaviour is responded to consistently in line with our Behaviour Policy, although reasonable adjustments are made to accommodate individual needs. The school has a zero-tolerance approach to bullying, especially towards children with SEND.
  • How will the school and I know how my child is progressing and how will you help me to support my child's learning?
    • Regular assessments of your child's progress will take place in accordance with the whole school assessment policy. You will be invited to review your child's review and progress meeting with the class teacher each term. At these meetings, we will share with you your child's work, current progress and future targets. We will also advise you on how to support your child at home. The SENDCo monitors whole school SEN provision, Interventions and SEN provision. The SENDCo monitors SEND pupils' data and progress at the 3 data entry points through the year which is in line with the whole school systems.
  • What specialist services and expertise are available at or accessed by the school?
    • Early Years Support Team
    • Learning, Communication and Interaction Team
    • Speech and Language Therapy Service
    • Social, Emotional and Mental Health Team
    • Educational Psychologist
    • Vision Support Team
    • Hearing Support Team
    • Health Child Programme Nurse
    • Medical support services including physiotherapy, occupational therapy etc.
    • Children's, Young People and Families Centres
    • Early Help & Health Visitor
    • Education Welfare Officer
    • children's previous settings or schools - in order to seek advice and training which enables us to meet the needs of pupils with SEND.
  • What expertise and training to staff have to cater to my child's needs?
    • Our SENDCO, Arzu Aydin , has over 10 years' experience in the field of leading SEND, and holds the National SENDCo Award. They are allocated 1 day a week to manage SEND provision. All of our teachers are trained to work with children with SEND and they all have access to advice, information, resources and training to enable them to teach all children effectively. We offer training and self-help opportunities through access to in house or LA courses, provision of books or guidance towards useful websites. Some of our TAs have expertise and training on other areas or specific interventions. All TAs work with children with SEND and disabilities. Early Years and KS1 TAs are trained to deliver the Fun Time, Letters & Sound, and The Big Move. KS1 and Lower KS2 TAs are trained to deliver Every Child Counts programme. KS1 TA has completed Level 1 British sign language qualification
  • What if my child needs specialised equipment or facilities to support their needs?
    • The school will seek advice and liaise with external agencies e.g. Occupational Therapy (OT) team if your children requires additional or specialised equipment in school. Class teachers have additional equipment in their classrooms, such as, writing slopes, pencil grips, talking tins and ICT equipment to support your child's needs. Specialist equipment is often loaned to the school from Ashfield Academy.
  • How are the school's resources allocated and matched to children's special educational need?
    • The school receives a designated budget for SEN. This budget funds staff, resources and intervention programmes to support the needs of pupils with SEND.
  • How will my child be included in activities outside the school including class trips?
    • All of our children have equal access to before school, lunchtime and after school clubs which develop engagement with the wider curriculum. Where necessary, we make amendments and adaptations to meet the physical and learning needs of our children. Class trips are part of our curriculum and we aim for all children to benefit from them. No child is excluded from a trip because of SEND, disability or medical needs. We will work with parents to do our utmost to facilitate the inclusion of children with special educational needs in trips or other activities outside of school.
  • How accessible is the school?
    • Our school is Disability Discrimination Act Compliant, with disabled access facilities. We are committed to providing an environment where disabled children receive learning support and personalised learning opportunities.
  • How will my child be supported with moving classes, year groups and to another school?
    • We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.
    • Transition into and within school - We understand how difficult it is for children and parents as they move into a new class or a new school and will do what we can, according to the individual needs of the child, to make transitions between classes - including from the nursery - as smoothly as possible.
    • Transition into Secondary School - The secondary school SENDCo is invited to the review meetings. Additional transition arrangements may be made at these reviews e.g., extra visits, travel training etc. We work closely with secondary schools in the local area to ensure a smooth transition for children and parents when a child identified as SEN is moving to secondary school.
  • How will I be involved in supporting my child?
    • You are always very welcome to talk about your child with school staff at any mutually convenient time. You will also be invited to attend regular parents' meetings (Parents' Evening) and other review meetings if appropriate. You can support your child's learning and development in other ways, including: attending assemblies, sports events, parent volunteers, whole school events and celebrations, become a parent governor, come to school information events, support your child regularly with their academic work and other home learning projects.
  • How is my child involved?
    • We encourage all pupils to be actively involved in their learning, and staff are committed to working in partnership with the child and their family to set appropriate learning goals. We seek to ascertain your child's strengths, difficulties, preferred learning styles and aspirations. Where appropriate, they may share these in pupil interviews, surveys and in our active School Council. In addition to this, their progress and attainment is carefully tracked and next steps are agreed and shared regularly with parents at formal and informal meeting times. If your child is identified as having SEND their views will be recorded on their Pupil Outcome Plan (POP) You and your child will also be involved in the assessment process in reviewing the progress towards their individual outcomes.
  • What can I do if I am worried, unhappy with something or I need to make a complaint?
    • The school works, wherever possible, in partnership with parents to ensure a collaborative approach to meeting your child's needs. If you have a concern, please bring this to the attention of SENDCo in the first instance. Should you wish to make a formal complaint, you must do this in writing. All complaints are taken seriously and are heard through the school's complaints policy and procedure. A copy of this document can found on the school website and is available at the School Office.

Herrick Primary School
Lockerbie Avenue
Telephone: 0116 2665656
Email: office@herrick.leicester.sch.uk
Headteacher: Mr U Patel
Herrick Primary School Herrick Primary School
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