Providing an attachment friendly community which fosters warmth with high boundaries so that all can achieve to their full potential.
Hello I am Miss Gee and I am the SENDCo at Hope School. If you feel you need additional support regarding your son/charges additional needs do not hesitate to contact me and we can arrange an appointment to discuss any issues. I am more than happy to provide help, support and guidance to parents and careers and I am looking forward to working with each of you again over this next year.
Please find below contact details
251 Hartsbourne Aveune
0151 363 3130
Headteacher- Mr R Naik
SENDCo- Ms H Gee
As a school we look at every child as an individual, creating a plan allowing each child to achieve the best outcomes. Each child will receive quality first teaching in their lessons alongside specific interventions to support overall development of each young person. We work closely with the team around each child to ensure we focus on these outcomes, breaking them into small manageable steps which often make up the targets on their One Page Profiles. All of our policies and procedures are always under review and this is why the voice of the team around the child is so important and we always encourage our parents to attend all meetings.
All teachers are responsible for every child in their care, including those with special educational needs. Teaching & Learning Policy September 2014
The primary needs of our pupils are:
We have 2 trained staff to deliver interventions to pupils with dyslexia or other literacy difficulties. We also provide children with specialist equipment and training on how to access the equipment successfully. Lessons are delivered via a creative curriculum selected by pupils including topics they have an interest in. Lessons are short and well structured including a range of multi-sensory approaches to engage all learners. We also have two new multi-sensory room for pupils to use during interventions, lessons and pupils free time e.g free choice CAP on a Friday.
2. Social, Emotional and Mental Health
Pupils work following a points system allowing them to self assess their own learning and
behaviour,staff use set terminology to support children in this. Two staff are trained to deliver
Talking and Drawing therapies to pupils who are referred by their key staff. Two more staff have
been trained to create social stories for pupils with ASD or have associated difficulties. Two
members of staff have complete bereavement therapy and we have staff also trained in delivering sand play healing.
We have worked closely with a range of outside agencies, including the ADHD foundation and ADDvanced Solutions. Parents and Carers have been invited to attend workshops delivered by ADDvanced Solutions and the ADHD Foundation giving support and guidance to these families. Parent feedback has been really positive this term and we are keen to continue a positive working relationship with these organisations.
We are committed to developing the ongoing expertise of our staff. We have current expertise in our school:
Ms Jones, Mrs Anderson- Talking and Drawing Therapy
Ms Woolley- Social Stories
Mr Growney, Mr Darkins, Miss Jones, Miss Woolley, Mrs O'Neill, Mr Gorman and Mrs Anderson- Sand Tray Healing
Mr Growney, Miss Gomes - Seasons for Growth bereavement intervention
Miss Gee - ASC
Mr Growney - Catch up Literacy intervention
As always we will continue to focus on quality first teaching working on the Kagan approach to co-operative learning and how this can improve attainment. All staff have complete the ASC level 2 training and are continuing their professional development with training showing the differences between attachment disorder and ASC. The school SENCDo attends the SEN briefings twice a year to ensure she is up to date with change. Our Safeguarding Officer also attends training throughout the year, then provides training to the staff team.
Support staff are deployed, based on their experience and qualifications, to meet the needs of individuals and groups of children. Support staff are based in a class and follow that classes' timetable, they then deliver the person centered intervention to those pupils.
Transition is a difficult time for our boys, we work hard to make key links with the named school for each pupil, transition is tailored to the needs of individual children. We also have a designated member of staff who works with pupils from September to make transition more smooth and effective for all pupils not just pupils who are leaving. Pupils who are new to the school will have a pre-placement interview, they will walk around the school and key information, policies and procedures are shared. After an integration program is created to best meet the needs of each individual pupil.
It has been a busy time with lots of changes for children with Special Educational Needs and Disabilities. To support our parents we have held workshops and consultations to ensure parental voice is heard not just by the school but also by Liverpool City Council.
Every school has been asked to complete a document called the 'SEN Report' and part of the creation of this included parents' views on what we offer as a school. The feedback was overwhelmingly positive and parents felt the document will support them in the future to make fact-based decisions for their son. Hope School’s 'Local Offer' is now available online on our school website and Liverpool City Council's website.
Hope School held its own consultation regarding the changes to the SEND Statementing process which allowed parents' views to feed back into how the new statement (Education Health and Care Plan) will look. There have also been changes in some terms we will use, Statements are now being called the Education, Health and Care Plan, (EHCP) the title has changed to show how all aspects of the child will be covered in one document reducing the amount of repetition for parents at appointments.
Parents are actively involved in the life of the school, including:
Family Learning Days- The last day of each half term
Family Works program- 10 weeks, 3 times a year
As of September 2017, we have 56 children or young people receiving some form of SEN Support.
We have internal processes for monitoring quality of provision and assessment of need. These include learning walks, work scrutiny and data analysis
Termly, we look at all the vulnerable groups of children and their progress in comparison to the whole school averages in both Mathematics and English, from the data collected we decide what children or groups of children require additional support and arrange this either in school or through an outside service.
What has worked well this year:
What do we still need to work on: