SEND at Hayes Park School 

At Hayes Park School we uphold the highest commitment to supporting, challenging and nurturing all children to enable them to achieve in all areas of life, prioritising their well-being.

We believe all children deserve access to a broad, balanced and inclusive curriculum that enables them to reach their full potential.

Primarily this is achieved through quality first teaching and a high standard of ordinarily available provision in every classroom, by our teaching and support staff. It is through a commitment to early identification, working together in school and with external agencies, that we ensure that our children receive the best provision to be able to successfully participate fully in all aspects of school life.

The Deputy Head Teacher for Inclusion is:  Mrs Janna Murphy

The Assistant Head Teacher for Inclusion is: Mrs Christine Spring

The SENDCo is: Mrs Christine Spring (020 8573 6117)

Please click HERE  (our policies page) to see our Special Educational Needs Policy, our School Special Needs Information Report and our Accessibility Plan.

Hayes Park School is an inclusive school that welcomes all. We have experience in supporting children with a range of needs including: 

• Specific Learning Difficulties
• Autism Spectrum Condition
• Attention Deficit Hyperactive Disorder
• Dyspraxia
• Speech, Language and Communication difficulties
• Social difficulties
• Physical and medical needs
• Social, Emotional and Mental Health concerns

We support all pupils with undiagnosed but identified difficulties and work alongside families in order to gain external support and a diagnosis where appropriate. 

All children have access to quality first teaching and a high standard of ordinarily available provision in every classroom.

A number of factors are considered when identifying and assessing a pupil with potential SEND. Pupils would likely be considered for SEND support if they:

• Are working at a level significantly below those expected for their age
• Are making little or no progress despite receiving a differentiated curriculum and levels of support
• Display different communication skills, and may have been identified through our Language Link assessment process
• Require specialist equipment or support for sensory/ physical difficulties
• Score below expected on assessments 
• Show a specific difficulty in an area of the curriculum
• Transfer from a different school with a previous identified SEND
• Have a diagnosis that requires different to or more than their peers
• Have concerns that a parent/carer, teacher or other professional alerts us to

All lessons are adapted to support the needs of all pupils. However, despite an adapted curriculum, some pupils struggle to make sufficient progress. In some cases it may benefit our children to access further help and support in a specific way. If there is a need for a child to have access to specific styles of learning and support, to remove a barrier to learning, this will be done through a graduated approach. This will be initiated by the class teacher and supported by the trained inclusion team. We will endeavour to work in close partnership with parents at every juncture and strive towards achieving an excellent team around the child.

Pupils identified as having a SEND need are included on the school SEND register. Any pupil on the SEND register has been identified as having a special educational need and/or disability.  Extra help will be given to these pupils to help them to make progress.  This list makes it easier for the SENDCo and staff to monitor those pupils who need extra help.

The SEND team welcome meetings with families at any point throughout the school year to discuss SEND needs. Parent/Carer teacher meetings are further opportunities to reflect on progress and feedback to pupils, parents and carers.

In order to evaluate the effectiveness of the provision for all pupils with SEND, all interventions and support offered to pupils are regularly monitored and evaluated by the SENDCo along with class teachers and members of the Pastoral Team.

In addition, if a child has an Education Health & Care Plan, the provision is implemented and monitored termly through Learning Plans and annually through Annual Review Meetings.

Hayes Park School recognises the pupil's individual strengths and differences and strives to ensure we take action to ensure each child has equal and inclusive access to all the educational opportunities offered by the school.

The school promotes a mainstream inclusive education for all pupils. Teachers are encouraged to use adapted activities for all lessons to promote a positive learning environment for all pupils through quality first teaching. Teachers have access to all information and files for SEND pupils in their classes and are involved in the termly creation and update of individual learning plans. Pupils can be taught in both mixed attainment groups and attainment sets where appropriate e.g. phonics, using a ‘stage not age’ approach. Where groups are set this is reviewed regularly by senior leaders and changes made when appropriate.

Pupils with an EHCP may require (dependant on their needs as stipulated on their EHCP):

• Support from a range of dedicated SEN specialist LSAs
• Specific interventions
• Adapted provision 
• Recommendations and support from external agencies, such as the Speech & Language therapist or Occupational therapist

For a small group of children requiring an enhanced specialised approach, learning may be accessed in The NOOK inclusion base, which uses a bespoke, multi-sensory, pre-formal or semi-formal curriculum focusing on objectives from the early years National Curriculum. Learning opportunities are also provided to support children in developing their independence, developing their social interaction and improving their speech, language and communication skills. Children accessing this provision still have access to their mainstream classes and enrichment activities such as trips.

 Hayes Park School also has a specialist resource provision for children with Autistic Spectrum Disorder (ASD). 

More information about our SRP can be found here Acorns Admissions (Acorns menu tab)

The school is fortunate to have a wealth of SEND experience and training.

- The SENDCo and Assistant Headteacher for inclusion is an experienced SEND teacher, qualified SENDCo and holds a PG Diploma in SEND. 

- The deputy head for inclusion also is a qualified SENDCo

- We have 2 specialist SEND teachers

Hayes Park is part of Hillingdon’s Inclusion Commitment which provides specialist training on supporting children with Autism (ASD).

Teachers and new staff are regularly trained  on:

• SEN information
• Inclusive teaching for all pupils
• Strategies to support SEND students
• News and changes to SEND nationally

Training is delivered by:

• The SENDCo 
• Wider inclusion team
• External agencies

Staff at Hayes Park School work closely with the following agencies:

• Hillingdon Inclusion Team
• SEND advisory service
• Speech and Language Therapists
• Occupational Therapist
• Educational Psychologist
• Social Care
• Child and Mental Health Service (CAMHS)
• CDC

Hillingdon SEND Local offer

Further information regarding support services for SEND which are available in Hillingdon can be found in the SEND Local Offer. The link to access this is included below. 

Coffee mornings are held regularly and are a great way for parents to come together informally.  Please click HERE to see the school calendar where they are advertised.

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