Hope School Intervention Centre Referral Procedure 

• Initial referrals are made by the current maintained mainstream school to the SEN Casework Officer for Hope School of Excellence, in the Liverpool City Council SEN Assessment and Placement Service
• No direct referrals should be made to Hope School of Excellence
• All referrals must be detailed in a new Early Help Assessment Tool (EHAT) or by review of an existing EHAT
• The referral is considered by the Education, Health and Care Needs Assessment Panel (known locally as the Moderating Panel) for suitability for an Intervention Centre placement
• Suitable referrals are forwarded by the Placement and Monitoring Officer to Hope School for consideration by the Intervention Centre staff
• The Intervention Centre staff contacts the current school to arrange an observation
• If a placement is offered, the child remains on roll at their current maintained mainstream school but attends Hope School of Excellence for the intervention

Hope school has an Intervention Centre with a primary focus of Inclusion.  The aim of Centre is to support children and their families in accessing a mainstream education through structured support and highly specialized staff.

Any questions regarding the Intervention Centre should be asked via Maxine O'Neill (Deputy Headteacher) at m.o'neill@hope-school.co.uk or Andrew Growney on a.growney@hope-school.co.uk, alternatively contact 01513633130.

Unique Child - Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

Positive Relationships - Children learn to be strong and independent through positive relationships.

Enabling Environments - Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.

Learning and Development - Children develop and learn in different ways.  The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.

The Curriculum

There are 3 prime areas and 4 specific areas of learning in the Foundation Stage framework curriculum.

Prime Areas

Personal, Social and Emotional Development

Communication and Language

Physical Development

Specific Areas

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

 What sort of things will children learn during the Foundation Stage?

In the Prime Areas children will learn to:-

Share, take turns and develop respect for each other.

Make friends and become confident, independent learners.

Behave appropriately when playing with others.

Listen to others and understand spoken language.

Learn new words rapidly and use them in conversations.

Join in conversations with adults and children.

Develop control of their bodies using both large scale movements such as running and jumping and small scale movements such as holding pencils and using scissors.

In the Specific Areas:-

Enjoy sharing books and stories with adults and friends.

Read words and simple sentences (Reception children).

Draw, make marks and write letters and words.

Count accurately groups of objects and recognise numerals.

Add, subtract and problem solve during practical activities.

Use everyday language to talk about size, weight, capacity, distance, time and money.

Look closely at how things work, why things happen, living things and the natural world.

Use ICT equipment, e.g. programmable toys and computers.

Be imaginative, sing songs, dance and create fantastic models, drawings and paintings.

What will children do during a class session?

Your child will take part in a wide range of activities, both indoors and outdoors.  Your child will learn through activities he has chosen, or from those that are led by an adult.  Children in the Foundation Stage learn through play based activities that are fun and enjoyable.  These activities are supported by caring adults who will work closely with you to ensure your child makes progress.  We keep careful progress records for each child which are linked to the Early Years Outcomes in the Foundation Stage Guidance.  Parents are actively encouraged to contribute to their child's learning journals by talking to staff.

Children 5+ will access a full national curriculum which will be differentiated in order to meet the childs individual needs. While attending the Intervention Centre pupils will also complete a range of specific interventions aimed at improving their social, emotional and mental health needs. 

How you can help your child

Encourage and praise them because they need to feel successful

Look at their work and help them with their homework where necessary

Come into school whenever you can - such as assemblies and Family Learning Days. Children really love to see you in school.

Always encourage your child to take pride in their work

Take time to share a book with them - take them to the library regularly.  Talk about what they are reading at school.

Encourage good manners and respect at all times to everyone in and out of school

How you can help your school

Ensure that all contact information is up to date

Make sure that we are aware of any medical problems

Let us know immediately if your child is absent

Let us know if you have a change in home circumstances - this information will be kept confidential

Make sure your child is in school on time every day

Send your child into school in the correct school uniform

Ensure that home reading books are returned to school

Make sure that everything is named clearly

Check your child's hair regularly

Article 1: Everyone under the age of 18 has all the rights in the Convention.

Article 2: The Convention applies to every child without discrimination, whatever their ethnicity, gender, religion, language, abilities or other status, whatever they think or say, whatever their family background.

Article 3: The best interests of the child must be a top priority in all decisions and actions that affect children.

Article 4: Governments must do all they can to make sure every child can enjoy their rights by creating systems and passing laws that promote and protect children’s rights.

Article 6: Every child has the right to life. Governments must do all they can to ensure that children survive and develop to their full potential.

Article 15: Every child has the right to meet with other children and to join groups and organisations, as long as this does not stop other people from enjoying their rights.

Article 42: Governments must actively work to make sure children and adults know about the Convention.