Hayes Primary School is committed to creating and maintaining a happy and rigorous working and learning environment where everybody tries to become the best that they can be in everything that they do.

Nursery : Yes
DfEE No : 5200

Type of School : Academy

Headteacher : Mr Mark Hanbury

Who to contact

Contact Name : Mr Mark Hanbury

Contact Position : Headteacher

Telephone : 01803 557336
Fax: 01803 664829

E-mail : admin@hayes.torbay.sch.uk

Website : www.hayes.torbay.sch.uk

Notes : Head Teacher: headteacher@hayes.torbay.sch.uk

Business Manager Sean Hindle: shindle@hayes.torbay.sch.uk

Where to go

Name : Hayes School

Address : Hayes Road
PAIGNTON
DEVON

Postcode : TQ4 5PJ

Other Details

Availability

Age Ranges : From 3 years to 11 years

Age Ranges : From 3 years to 11 years

Related link : Hayes Primary Breakfast Club

Local Offer

Local Offer Age Bands : Primary (4-10 years)
Early Years (0-4 years)
SEN Provision Type : Universal

SEN Information

A printable version of this form is available in the downloads section.

What special education provision is available at our setting?

At Hayes, we have high expectations for all of our children. We believe in the importance of ‘quality first teaching’, which is provided for your child in order that they develop and progress as far as they are able.

All of our teachers and learning support assistants support inclusion for all children. Where children are identified as needing additional support, extra provision is planned. The following interventions may be used to provide targeted support:

• 1:1 or small group work
• SENDCo support (Our SENDCo has the National Award for Special Educational Needs – coordinates the provision for SEND at Hayes and liaises with external agencies)
• SEAL and Baby SEAL (Social and Emotional Aspects of Learning) small group work
• THRIVE (reparative play therapy) individual/small group work to support social/emotional development
• Counselling (Our THRIVE Manager holds a Diploma in Counselling)
• Pastoral/family support (We have a full time Pupil/Family Pastoral Support Worker)
• Forest School (We have a teacher who is a qualified Forest School Leader Level 3)
• School nurse advice available
• Speech and Language programmes
• Specific learning plans devised by the class teacher/SENDCo
• Specific Learning Difficulties (SpLD) interventions
• A range of literacy/numeracy interventions
• Tablets/other ICT access technology
• Access to Outreach Support

What criteria must be satisfied before children and young people can access this provision/service?

At Hayes Primary we follow the guidance as laid out in the Equalities Act 2010. All children are welcome regardless of any special educational needs. We discuss with parents how we will meet a child’s special educational needs or disability, working in partnership with other agencies. If there is a waiting list, we follow procedures as outlined in our admissions policy. Please see our admissions policy for further information. https://www.hayes.torbay.sch.uk/

How do we identify the particular special educational needs of a child or young person?

At Hayes, we follow the guidance set out in the SEN Code of Practice 2014.

We know when pupils need help if:

• Concerns are raised by parents/carers, teachers or the child
• There is a change in the pupil’s behaviour or progress
• We receive information on transfer from another school or from another agency identifying a particular need

Hayes School provides all children with a broad and balanced curriculum with ‘quality first teaching’ expected from all class teachers.

• Each pupil’s learning programme will be planned by the class teacher so that it best meets the pupil’s individual needs, with academic, social, emotional, and behavioural needs of the child being taken into account.
• Pupil Progress Meetings are held each half term. This is a meeting where the class teacher meets with members of the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential issues, in order for further support to be planned.
• When progress and attainment is lower than expected there will be a discussion with the SENDCo and extra support will be offered. This could be: small group interventions, 1:1 support, additional adult support from Teaching and/or Pastoral Assistants or the use of additional equipment. We adopt a continuous cycle of Assess, Plan, Do and Review.
• Occasionally a pupil may need more expert support from Outreach Services, Health Professionals or an assessment from an Educational Psychologist. A referral will be made, with Parental consent, and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school.

How do we consult with parents and/or children and young people about their needs?

Parents/carers who wish their child to come to our school will be invited to view the school so that they can see for themselves the provision in action. We will discuss the child’s needs with parents/carers and gather appropriate information to help the transition process to go as smoothly as possible.

• If the child is already receiving support from other agencies, a multi-agency meeting will be convened so that information sharing takes place.
• Parents/carers will receive regular feedback on the progress of their child from both the class teacher and the SENCo, and have the opportunity to discuss their child’s progress and the provision
• they are receiving. Where a child has an Individual Support Plan, these will be shared with parents/carers each term.
• The ways in which parents/carers can make a contribution to the delivery of the agreed targets will be discussed and agreed at these meetings.
• The school has high expectations that parents/carers will be actively involved in the education of their child. Interventions/additional support must be fully understood by parents/carers, in order that they can fulfil their commitment to supporting their child.
• Targets will be discussed with the child and they will be encouraged to give their opinion on what help they think they need to achieve their full potential. Parents/carers and pupils’ views are also sought through questionnaires.
• Parents of children with an EHCP are invited to contribute to the annual review which will, wherever possible, also include other agencies involved with the pupil.

What is our approach to teaching children and young people with special educational needs?

• We will provide a caring, stimulating environment where children gain confidence and self-esteem and consider themselves as valued members of the Hayes community.
• We identify children with Special Educational Needs as early as possible in order to ensure that extra intervention is put into place as early as possible.
• We support children with SEND in accessing the curriculum, particularly where they have difficulties with making progress in english and maths. We have intervention programmes for both these subjects and children are taught in both small groups or on a 1:1 basis.
• We will monitor your child’s progress and review it regularly.
• We will ensure that your child has equal access to a broad, balanced curriculum which is differentiated to meet individual needs and abilities. We will ensure you are informed of your child’s Special Needs, and promote effective partnership to involve outside agencies when appropriate.
• We will refer to the various outside agencies when necessary. We will liaise with you to ensure your understanding of the support your child is having.
• We will provide you with information so that you can continue to support your child at home.
• We will maximise the opportunities for students with SEND to join in with all the activities of the school.
• We keep a Special Educational Needs file with details of every child on the Special Needs Support Register. This Information is reviewed/updated regularly.

How can we adapt our curriculum for children and young people with special educational needs?

When a child has been identified with special needs:

• Their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
• Teaching Assistants (TAs) may be allocated to work with the pupil in small groups or 1:1 to support the child and to target more specific needs.
• They may be given an Individual Support Plan (ISP). Specific targets will be set according to their area of need, which will be regularly reviewed by school staff, including the SENDCo, and shared with parents each term.
• If appropriate, specialist equipment may be provided. For example, writing slopes, pencil grips, coloured overlays.

How will we ensure we get the services, provision and equipment that children and young people need?

The school calls on the support of a variety of outside agencies and professionals, including local authority advice, to gain access to expert guidance and specialist equipment. However, there may be times when the school does not have resources and facilities to meet a particular need. Where this occurs, although the school will make every reasonable effort to do so, there may be occasions when it is not possible and the school will not be able to meet a specific need.

How is this provision funded?

• The school’s budget includes money for supporting children with SEND. It is allocated each financial year and monitored by the Head Teacher, Governors and SENDCo.
• Pupil Premium funding will also be made available to support children who may be particularly vulnerable as a result of the financial status of their family. Please see information about how pupil premium is spent on our web site or ask at the school office.
• Additional provision for a child may be allocated after discussion with the class teacher at pupil progress meetings, or if they have raised a concern at another time during the year. It is used to provide additional support or resources
• Pupils with complex special educational needs and/or disability, who have an Education, Health and Care Plan (EHC plan), previously a Statement of Educational Needs, have a “top-up” budget monitored by the Local Authority for additional support to meet identified needs.

What additional learning support is available for children and young people with special educational needs and how do they access it?

At times, it may be necessary for us to consult with outside agencies

in order to access more specialised advice/expertise. If additional support is needed, the school will seek support from other professionals such as:

• Educational Psychology service (at present the school has a ‘buy back’ agreement with regular visits booked in throughout the school year for referred pupils to access)
• Speech and language therapy/outreach service (at present the school has a service level agreement with this service which provides regular in school reviews of referred pupils by a therapist and a programmes of work is provided for school staff to implement)
• School nurse 
• Paediatricians
• Outreach services
• CAMHS (Child and adolescent mental health service)

How do we support and improve the emotional and social development of children and young people with special educational needs?

At Hayes, as an inclusive school, we believe that:

• Every child needs to feel that they belong, that they matter and that they are valued for their unique qualities.
• Working in partnership with parents is vital, and that parental contributions are welcomed and valued.

We believe that the healthy emotional and social development of all our pupils is at the heart of them being successful at school  – making children ready and able to learn and make progress. As a result, many staff at Hayes are THRIVE trained (an approach to supporting healthy emotional and social development). We offer 1:1 and small group THRIVE interventions, as well as lunchtime THRIVE support. We also have a Parent/Pupil Family Support Worker who works with both pupils and parents in school, and can signpost parents to help and support available in the wider community.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

Many strategies are in place to ensure that transition is as smooth as possible. These include the following:

• Home visits from our Foundation Stage staff, as well as an induction meeting prior to starting Nursery.
• Liaison between the previous or receiving schools prior to the child leaving/joining.
• Discussions with the School Nurse, Health Visitor or Portage worker, as appropriate.
• Liaison between class teachers prior to children moving classes.
• All children have a transition session where they are able to meet their new teacher/spend time in the classroom.
• Enhanced provision arrangements in the form of extra visits are arranged for children who will benefit from additional time prior to moving to secondary school.
• Secondary school staff visit children here and liaise with our staff at Hayes prior to them joining their new school.
• Where a pupil has more specialised needs, a separate meeting may be arranged with our SENDCo and the SENDCo of the secondary school, including the parents/carers and the child where appropriate.
• Written information regarding the child is passed on to the next school.

What other support is available for children and young people with special educational needs and how can they access it?

School staff and the SENDCo can signpost parents and carers to other services available and we support and encourage parents to engage with these services. In addition, the Torbay Family Information service directory is a good online source for ideas on available support and services (http://fis.torbay.gov.uk/kb5/torbay/fsd/home.page)

SENDIASS Torbay provides free impartial advice, support and advice for parents and carers of children with SEND. They can be contacted on: 01803 212638 Website http://sendiasstorbay.org.uk

What extra-curricular activities are available for children and young people with special educational needs?

We have various different clubs running at different times throughout the school year. These are either run by internal school staff or outside visitors, subject to the necessary safe-guarding checks. As an inclusive school, all clubs are open to all pupils regardless of ability or specific needs.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

All pupils on the SEN Support Register have an Individual Support Plan which is reviewed termly and discussed with the class teacher, SENDCo, parents/carers and child. The provision is reviewed and new targets are set, based on the progress and attainment of the child. Termly data is collected from school target tracker, and school and parents can track pupil progress and review the effectiveness of the plan. When pupils are achieving in line with their peers, additional support may no longer be needed. For pupils with an EHC plan (Education and Health Care Plan), long term aims and specific objectives are reviewed each year at the Annual Review Meeting.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

All teaching and learning is regularly reviewed through monitoring of lessons by senior staff, using OFSTED guidance. The impact of specific interventions used in the school is monitored through analysis of pupil progress data at half termly meetings. Individual interventions are monitored through regular data review meetings, where staff are able to discuss the needs, progress and attainment of individual pupils, including those with SEND. Parents are encouraged to comment on provision through termly parent/teacher consultations or by making an appointment to see the teacher or SENCo.

Parents also have the opportunity, and are encouraged to complete a parent questionnaire at Parents Evenings.

Children with SEND are given regular opportunities to comment through: self assessment, pupil conferencing and contributing to the School Council.

What our parents say:

“My son struggles in most areas of the curriculum and has considerable issues with concentration. He has been fully supported by the TA who has worked with him on an individual, group and class basis. This has

given him confidence in tasks, and allowed him to reach his maximum potential.”

“My daughter has been really well supported through THRIVE and counselling. She has built up a great relationship with members of staff.”

“Since my daughter has been diagnosed with Meares Irlen Syndrome, the school have been really supportive and have made all the necessary changes to suit my daughter’s learning. I am overwhelmed by the change in her attitude towards reading and writing, and her confidence has flourished overnight.”

What our children say:

“I like school a lot, it’s fun! The teachers help me when I am stuck.”

“I get help with my sounds and reading. I really like maths and literacy.”

“Mr X helps me and it’s fun! I like school, I actually love school!”

“I like reading because it tells a story. I love school because I like being here and I like working.”

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

Training for all staff is regarded as an important part of school improvement at Hayes. All staff are encouraged to seek out or are signposted to relevant training to support and improve their role through our performance management/appraisal process.

Different members of staff have received training related to SEND, based on the needs of the children they are working with.

Examples of training include the following:

• Whole staff THRIVE training to support pupils with social and emotional development
• Speech and Language training to support pupils with speech, language and communication difficulties
• Whole school positive behaviour management training to support pupils with challenging behaviour

The SENCo attends to the local SEN Network meetings which informs us of relevant training/updates and allows schools attending to share examples of good practice.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

Hayes maintains a Special Needs Support register, and parents are informed of any identified needs or difficulties.

Parents are encouraged to comment on provision through termly parent/teacher consultations/review meetings, including information about Individual Support Plans, or by making an appointment to see the teacher or SENDCo.

Where more regular contact is considered appropriate, arrangements can be made for more regular contact. For example, a child may have a home/school book for daily contact, or there may be regular  review meetings with parents of children on a pastoral support programme or who may be on a part-time timetable.

How can parents, children and young people make a complaint about our provision?

At Hayes, we would always do our very best to work closely with parents and pupils to resolve concerns before it got to the stage of a complaint. If any parent has a concern they would be encouraged to meet with the class teacher initially, and then with the SENDCo or Head Teacher.

In the event of a dispute, the School Governors, Head Teacher and Local Authority will work closely with parents to come to an agreed resolution. Parents are able to download the school’s complaints procedure from the school website, or it can be requested from the school office.

How can parents, children and young people get more information about the setting?

If you would like more information about what Hayes can offer children with SEND, please contact us on 01803 557336 to arrange a visit, or visit our school website www.hayes.torbay.sch.uk or email us at admin@hayes.torbay.sch.uk