SEND

Hazel Wood SEND Vision

Hazel Wood Infant School is an inclusive setting and all pupils are fully integrated in the life of the school. All staff and governors are committed to welcoming children of all abilities and believe that the school should be a happy, caring and secure place where all individuals are respected and valued equally. We believe that all children have the right to a broad, balanced, relevant and adapted curriculum that is appropriate to their levels of ability and reflects our four learning values; Team Work, Creativity, Independence and Resilience. The curriculum is flexible and will be adapted and differentiated where necessary to meet the needs of the individual child.

We adhere to three key principles for inclusion:

* setting suitable learning challenges

* responding to all pupils' diverse needs

* overcoming potential barriers to learning and assessment for individuals and groups of individuals

We recognise that all children are unique and learn at different rates. Many factors affect attainment, progress and overall achievement but a child with Special Educational Needs and Disabilities (SEND) will need support that is ‘in addition to or different from’ the other children in his / her year group. This additional support for children may require short or long term interventions recognising single or a combination of areas of needs.

Meet our SENDCO

I'm Abby Davey and I am proud to be the SENDCO at Hazel Wood Infant school. At Hazel Wood Infant school we are proud of our inclusive approach  and we work as a team to ensure that all children in our care have the provision and support to access our curriculum and develop a love for learning. A very important part of my role is working with parents and carers, providing support and making sure that we have an open door policy where communication is key to supporting our children.

As SENDCO I have the following responsibilities as set out by the SEND Code of Practise;

Overseeing the day-to-day operation of the school’s SEN policy

• Co-ordinating provision for children with SEN.

• Liaising with the relevant Designated Teacher where a looked after pupil has SEN.

• Advising on the graduated approach to providing SEN support.

• Advising on the deployment of the school’s delegated budget and other.

• Resources to meet pupils’ needs effectively.

• Liaising with parents of pupils with SEN.

• Liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies.

• Being a key point of contact with external agencies, especially the local authority and its support services.

• Liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned.

• Working with the headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements.

• Ensuring that the school keeps the records of all pupils with SEN up to date.