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Part of the Learning Alliance Academy Trust
CEO: Mrs G Coffey OBE

01753 524170

office_[at]_lhspa.org.uk

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Special Educational Needs

“Every Child Matters”

Every child has individual needs.  At Lynch Hill School we recognise this and do everything available to us to ensure that every child is safe, happy and achieves to the best of their ability at school. However, sometimes children need extra support for their individual needs, such as their behaviour, their social and emotional development or their learning.Many children require additional support at school.  This is a perfectly normal part of a child’s development, and we are here to support you and your child.

Our Local Offer

1. Special Educational Needs Policy

At Lynch Hill School we aim to ensure all children make progress and fulfil their potential. We do this through an exciting, motivating and personalised curriculum, ensuring that every child is effectively supported and challenged to be the best they can be. We embrace the fact that every child is different and therefore the educational needs of every child are different. Equality of opportunity is central to the work of our school and we believe we are successful in removing barriers to learning so that all pupils can achieve. Through regular and rigorous assessments children who need additional support are quickly identified and supported through personalised learning interventions. These interventions are reviewed frequently to ensure their effectiveness and secure progress. At Lynch Hill School, achievement is for everyone and our rigorous systems ensure every child succeeds; no one falls through the net. 

2. Teaching and Learning

High quality teaching and learning is a priority to ensure that children make good and sustained progress. Quality teaching in the classroom is crucial. Children are given all the steps that they need to ensure learning is taking place in each lesson. They are given regular feedback from each other and their teachers to help them with their next steps.  A key to successful learning is to provide opportunities for children to develop their skills in overcoming challenges and building resilience. We provide learning experiences for children that will build on their knowledge and give them time to apply their skills in a variety of ways. Children are often taught in ability groups to offer a personalised and differentiated curriculum. Opportunities are given for personal feedback from the teacher and children are regularly given time to review and consolidate learning.

Our regular and ongoing assessments highlight quickly and efficiently when a more targeted and differentiated approach might be necessary. We use: teachers and Teaching Assistants, Learning Mentors, communication support assistants, therapists and other specialists creatively to meet the needs of our learners. 

Our SEN team meet regularly with staff and parents to discuss the teaching and learning plans we offer to our pupils. We ensure that the most effective, thorough and holistic approach is being applied to most effectively and efficiently meet our pupils’ needs.

3. Identifying and Assessing Special Educational Needs

We have a number of routes by which a child may be identified as having a special educational need.  Teachers, parents and children can raise a concern with the SEN team who will then identify the most appropriate path.

At Lynch Hill School we assess a child’s needs and agree on an Individual Education Plan (IEP) or Pastoral Support Programme in which we set targets and identify actions. We may also plan and set targets for children with a Statement or an Education Health and Care plan and review them annually. Occasionally we have children who may be Looked After by the local authority, these children are also assessed regularly and a plan with targets and actions.

These plans are regularly evaluated for their effectiveness. In the case where our assessments and interventions are not providing the success that we would expect, we would look to specialist professionals such as the Educational Psychologist to provide us with more detailed assessments and to contribute to the plan.

4. Involving Parents and CYP in Planning and Reviewing Progress

Parents work closely with the school to support their child’s special needs. We encourage parents to communicate regularly with their child’s class teacher to ensure a good relationship. The usual forms of communication used regularly in the school are: face to face meetings at the beginning or end of day, phone, text, email and parent–teacher interviews. In addition we hold regular Individual Education Plan meetings, Pastoral Support meetings and Annual Reviews for children with a special educational need.

As part of our school values, we regularly hear what our pupils have to say and receive very positive feedback about their learning experiences. In addition as part of our annual SEN review, we request the views of the children with a special educational need, disability or who are Looked After by the local authority.  We also ensure that we gather the views of our pupils for their Annual Reviews, usually through photographs or a personal interview. Children can represent their views in whatever way they wish.

Lynch Hill has specialist staff who provide additional support in maths and who support children with Autism Spectrum Disorder and also social and emotional needs. Wherever appropriate and possible, the school engages the services of an Educational Psychologist, health professionals, speech and language therapist, CAMHS and social care.

5. Additional Support

The school offers many different forms of additional provision. This can include: additional in-class support; additional out-of-class support; one-to-one support; flexible groupings (including small group work); access to specific resources; mentoring; therapy; and access to a wide range of outside agencies*. Additional provision is overseen by the school's highly-qualified SENCo team and is designed and implemented by an excellent team of teachers, ably supported by a fantastic group of teaching assistants. Like with individual targets, the most important point is this: additional provision depends on the needs of the child.

Furthermore, all Lynch Hill pupils benefit from a range of teaching and learning styles; a differentiated curriculum; a range of differentiated learning materials (both for reinforcement and extension); assessment procedures that emphasise pupils’ strengths and achievements; access to ICT; differentiated booster classes in Year 6 and Year 2; and a broad range of extra-curricular activities

6. Extra Curricular Activities

In addition to the curriculum the school has a variety of afterschool clubs which are open to all children in the school. There is a broad range of activities that children can sign up to do including art and crafts, sport, games, cookery, drama and other exciting activities that our children enjoy. The school arranges two residential trips a year to outdoor adventure sites which are hugely popular and open to all pupils in KS2. 

Throughout the academic year children experience at least two trips with their class. One trip is educational and related to their learning and topic and one trip is a celebration of their achievements at the end of the year. 

Children in our Nurture or ASD unit visit a number of places throughout the year such as the park, shops, vets and other essential places for children to gain experiences of everyday life.

7. Meeting the Social and Emotional Needs of Children with SEN

The school offers children many provisions to support pupils with social and emotional needs. We offer children social groups and additional lunch time support if they are struggling with play times. All our staff are trained to notice and reward positive behaviours. Class teachers are encouraged to use a collaborative reward to encourage children to work towards goals together.

If a child needs further support with their behaviour we have individual reward charts to motivate and boost self esteem.

The school also offers play therapy, drama therapy and a counselling psychologist to support more significant social and emotional needs.  For children requiring more targeted and individualised emotional and social support the school has a highly praised Nurture group, Leo’s Pride.

The school has a robust Behaviou policy. Bullying is not tolerated and when an incident of bulling is identified the school acts quickly to resolve the issues.Download Anti-bullying information for parents here

8. Keeping Up to Date with Knowledge and Skills

The professional development of staff is maintained through regular staff training in relation to the teaching and learning. In addition to the extensive in house training staff are encouraged to seek training that will benefit and impact on the progress of our pupils. We also work closely with the local authority and have regular use of SEBDOS to train teachers, TAs and dinner staff in working with children with social and emotional needs. Our Educational Psychologist offers staff training on specific special educational needs to ensure that pupils with a SEN make progress.

In school we have staff who are trained Nurture practitioners and are able to support children with a range of social, emotional and behavioural needs. We also have a practitioner who is very experienced in working with children with Autism and runs a small ASD unit in school. Our speech and language team are available to support children with speech and language needs. We currently have 3 therapists working in the school.

As well as using the schools experts we often refer to specialists in the local authority such as the Educational Psychologist, SEBDOS and Services for Learning Difficulties and disabilities. The school works closely with Health visitors, School Nurses and Social Care.

One of the SENCO’s key roles is to support the class teacher and additional staff in planning for children with special educational needs and disabilities. The school has a training plan for all staff to improve the quality of teaching and learning of children including those with special educational needs and disabilities. This includes whole school training on issues such as ASD, dyslexia etc. All of our staff at Lynch Hill are trained in ‘Team Teach’ techniques for managing behavior and parents can feel confident that staff have the recommended strategies to deal effectively with challenges as they arise. 

Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.

9. Transitions

For children starting our Nursery, our staff conducts a home visit, this is an opportunity for both children and staff to begin to build a rapport and help the child feel more confident about coming to school. The visit is a very useful way of identifying with the parent if there are any concerns about the child starting school. It is a very effective means of initiating intervention at a very early stage in the child’s life if appropriate and necessary.

Transition is important in every year group at Lynch Hill School and as soon as the summer term begins, staff start to plan for their children’s move to the next year group in September.  We recognise that ‘moving on’ can be difficult for a child with special educational needs and disabilities and take steps to ensure that any transition is as smooth as possible.

When moving classes in school:

  • Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher. All IEPs will be shared with the new teacher.
  • Where a child would be helped by a personal book to support them and help them understand about moving on then it will be made for them.
  • Your child will attend a small group in school, to support their understanding of the changes ahead. This may include creating a ‘Personal Passport’ which includes information about themselves for their new class.
  • Where possible your child will visit their new class on several occasions and staff from the new class will visit your child in their current class environment to build up the relationship to ensure a smooth transition. 

When moving to another school:

  • We will contact the new school’s SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
  • We will make sure that all records about your child are passed on as soon as possible.
  • Where possible we will attempt to arrange visits.

10. Helpful Contacts

Executive Headteacher

Mrs. G. Coffey OBE

Head of School

Mrs. L. Tomlinson

Deputy Head Teacher and Inclusion Manager

Mrs. H. Gates

Assistant Head Teachers

Mrs. P. Seghal

Mrs S Das

Mis L Carlton

Miss A Okyere

Assistant SENCos

Miss C. Richardson

Miss L. Carlton

Mrs L Clarke

To download the complete Special Education Needs policy, click here

11. Slough Borough's Local Offer

To see details of the offer from Slough borough council, please click on the link below:

http://servicesguide.slough.gov.uk/kb5/slough/services/localoffer.page

 

12. Other Support

Parent Partnership Service provides parents, carers with impartial advice, support, help and information around special educational needs (SEN).

If you are worried that your child may be having difficulties at school, or have any questions around your child's education, they can support you in a number of ways.

http://www.parentpartnershipslough.org.uk/

Slough Borough can also provide help and support to parents.  Please click on the links below to find out more:

http://www.slough.gov.uk/schools-and-learning/educational-support-services.aspx

http://www.slough.gov.uk/schools-and-learning/slough-send-advice-and-support-service-sendass.aspx

Special voices is a carer led group offering support to familes of children with special needs.  Their latest newsletter can be downloaded below:

Special Voices newsletter

What happens if I can’t find what I’m looking for?

If you need help to find the information or service you want, you can contact Slough Family Information Service on 01753 476589