SEN Information Report

At Hailsham Community College we are a growing all through school. Currently this includes pre-school, reception, year 1, secondary and sixth form. We aim to be inclusive by working towards an ethos of quality first teaching. Our mission is to inspire a passion for learning that will form the foundations for successful futures. With learners who believe they can achieve the very best they can and aspire to secure pathways to higher education or employment; developing as well-rounded individuals who are positive ambassadors for the college.

The Children and Families Act 2014 says that all maintained schools must publish a SEN Information Report every year. The report explains how our school meets the needs of children with SEN. In the report we explain how we meet our duties towards learners with SEN and disabilities. This report is written alongside our SEN policy and is also the information we provide to the East Sussex local offer which shows the support that is available for children and young people with SEN and disabilities in East Sussex www.eastsussex.gov.uk/localoffer

This report is reviewed annually and will involve consultation with parents and young people, largely through the annual review process. If you wish to give us your views about the report, please contact the school office on 01323 841468.

Who can I contact for further information?

Applications for admission to HCC for new Education Health and Care Plan (EHCP) learners should go via the Assessment and Planning Officer at East Sussex County Council.

General admissions enquiries, including those for students with identified SEN but without an EHCP should be made as normal to the school/college office. These applications will be considered in the same way as applications from learners without any SEN.

school admissions policy
school admissions – East Sussex.gov.uk
• Contact Information for Families for admissions advice 0345 60 80 192

If your child is already at HCC, you should talk to the child’s teacher/mentor in the first instance. This may then lead to discussions with their Pastoral Support Assistant, Head of House and/or SENCo.

There is a clear procedure for investigating a special educational need which includes historical information, observation, gathering evidence and data from teaching staff and information from parents/carers.

Key Staff

SENCo, LAC Lead & Acting Assistant PrincipalMrs Carol Maxwell
SENCo AssistantMiss Teresa Wright
Hub Lead TAMr Stephen Leahy
ASD LeadMiss Carole Gorman
ASD Lead TAMiss Ellie Cavalier
SEN specialist teacherMrs Geraldine Briggs
Head of primaryMr Tom Redman
Early Years Lead primaryMrs Lisa Miller
SEND link GovernorMrs Sue Weiner

The SENCo, ASD lead and SENCo Assistant are responsible for managing and co-ordinating the support for learners with SEN, including those who have EHCP’s.  In addition, they are responsible for providing professional guidance to school/college staff, working closely with parents/carers and other services that provide for learners.

Which children does the school/college provide for?

We are a growing all through school. Currently this includes pre-school, reception, year 1, secondary and sixth form.

The SEND code of practice 2014 is at the centre of our inclusive ethos. Learners on our SEN register are designated as “facility”, EHCP, and/or SEN support.

The term “facility” refers to a learner being allocated a place in the secondary’s specialist provision for students diagnosed on the Autistic Spectrum. The “facility” can only take learners where the local authority has named the school in the EHCP. Consultations for placement requests for the “facility” are received via the Assessment and Planning Officer at East Sussex County Council.

Learners with an EHCP and/or SEN support receive school based additional support and/or provision depending on their individual needs. This designation is allocated by the SENCo and ASD lead.

The school/college has learners with a wide range of needs and diagnosis to include:

  • Dyslexia
  • ADHD
  • Autism
  • Communication and interaction difficulties
  • Speech and language difficulties
  • Difficulties with cognition
  • Visual impairments
  • Social Emotional and Mental Health issues
  • Physical disabilities and impairments
  • Medical/hereditary conditions

How will the school/college aim to meet the needs of children with SEND?

We aim to be an inclusive school/college by working towards an ethos of quality first teaching.  We are committed to meeting the needs of all our learners with or without SEN and continually work to remove barriers to learning.  All learners are valued, given a sense of worth and helped to develop confidence in their abilities and strengths, throughout the full range of their school/college experience.  Teaching and learning is of a high standard and our mission is to enable all learners to access a broad and balanced curriculum, to foster independent learning and to develop lifelong skills.  We believe that learners achieve and learn best when they feel safe, healthy, confident and happy.  Therefore, self-esteem and personal fulfilment are key factors in success.

For learners who need extra support, work is differentiated by teachers (adapted to individual learning needs), with advice and support from the Learning Hub and ASD facility.  The Learning Hub and facility staff are trained to meet the needs of learners within the mainstream classroom and oversee the provision for learners identified as having a SEN.  Some learners receive additional to, and different from, provision in order to aid academic progress.

The provision for students with SEN is based on an assess, plan, do, review model.
House leaders and specialist support staff work with teachers to assess and plan provision that is built from a range of baseline assessments or professional advice. Provision is reviewed at various points to monitor progress and assess where outcomes have been met. Further provision is then designed based on this assessment and reviewed. Parents/carers and learners are involved in the assess, plan, do, review model and in setting and reviewing outcomes alongside school/college staff.

If a child is looked after by the local authority they will have a Care Plan including a Personal Education Plan (PEP) and Health plan if applicable. We will co-ordinate these plans with any SEN support plan and will involve parents/carers where applicable including foster carers or social workers in discussions.

How does the school/college identify learner’s special educational needs?

We aim to identify learner’s special educational needs (SEN) as early as possible, so that the child achieves the best possible outcomes. A learner has SEN where their learning difficulty or disability calls for special educational provision. That is provision which is different from or additional to that normally available to learners of the same age. Learners may have one or more broad areas of special educational need:

  • Communication and interaction – including speech and language difficulties and autism.
  • Cognition and learning – including developmental delay and specific learning difficulties such as dyslexia and dyspraxia.
  • Social, emotional and mental health difficulties – including difficulties with behaviour, attention deficit hyperactive disorder, an attachment disorder or anxiety.
  • Sensory and/or physical needs – including visual and hearing impairment, dyspraxia, cerebral palsy and other physical disabilities or medical conditions which affect a child’s learning.

We use a number of indicators and methods to identify SEN across the school/college from when a learner starts at the school/college and throughout their learning experience;

  • Analysis of information, including entry profiles, early years, primary assessments, SAT’s, CAT’s, reading ages, speech and language link screening and student assessments.
  • Primary reception staff complete home visits and discuss every child’s needs with their early years setting.
  • Secondary staff visit feeder primary schools
  • Sixth form staff complete learner interviews
  • SENCo will discuss with feeder schools/colleges
  • Information is shared with teaching and non-teaching staff
  • Students with an EHCP often benefit from an enhanced transition package to support familiarity with key school/college staff.
  • Information regarding students with SEND is shared with staff to inform planning and future provision
  • Parental concerns and experience
  • Tracking individual student progress over time. Any concerns will be passed to the relevant House Leader or SENCo
  • Communication with feeder nurseries/schools/colleges on transfer
  • Information from other services including specialist assessment and professional advice
  • The student’s own views
  • Monitoring of attendance and behaviour points
  • Regular meetings between key members of staff

Learners whose first language is not English needs to be considered carefully to ensure any difficulties are not related solely to limitations in English. We work closely with the English as an Additional Language Service (EALS) to look carefully at all aspects of a learner’s performance to identify if any concerns with progress are due to their command of English or potential SEN or disability.

Persistent disruptive or withdrawn behaviours do not necessarily mean that a child or young person has SEN. The SENCo works closely with the Assistant Principal for learning culture and Aspire team to discuss any concerns.

How does the school teach and support learners with SEN?

The school/college aims to provide quality first teaching in the classroom and there is an expectation that the needs of SEN students will be met by their class teacher through targeted planning and intervention. Teachers receive training and advice on meeting the needs of students provided by the Learning Hub/ASD staff through the SENCo and specialist teachers. The quality of teaching is evaluated regularly through staff appraisal and quality assurance activities when lessons are observed, and feedback is given.

Some students with SEN will require additional interventions for example in literacy, numeracy and social communication skills. These sessions will be provided by the specialist SEN staff using the assess, plan, do and review model. Interventions are regularly evaluated for impact through SEN department meetings and reviews with parents/carers and learners.

How will the curriculum and learning environment be matched to the child’s needs?

We aim to provide an inclusive broad and balanced curriculum which is accessible to all learners, with quality first teaching at the forefront. We set high expectations for all. All teaching and support staff are provided with a range of information to support them to achieve this, for example:

  • Individual pupil passports designed with learners
  • Strategy planning
  • Staff training
  • Being provided with visual resources
  • Specialist SEN staff supporting alongside teaching staff

Learners with SEN have a full curriculum offer delivered alongside their peers. Teachers are expected to ensure that work is delivered at a level which can be accessed by learners of all abilities. Consideration is given to class groupings, seating plans. In addition, some teaching groups are set according to ability.

Learners who are not making the expected progress are identified through teacher assessment. We will look at the child’s level of achievement and see what support they need to make good progress and reach their potential. Depending on the areas of need, provision could include:

  • Small group literacy, numeracy or social skills
  • Computer based literacy interventions
  • Champions hour – to support home learning
  • Exam/revision skills
  • Sensory circuits
  • Zones of Regulation
  • Speed up (handwriting support)
  • Touch typing
  • Additional adult support in lessons via a Teaching Assistant

Learners with social, emotional and mental health needs can be supported with the following support:

  • Peer mentors
  • Emotional Literacy Support 1-1 sessions
  • Chill room access
  • Referrals to Child and Adolescent Mental Health Service (CAMHS)
  • Signposting to external support providers for example IRock
  • Referrals to our mental health practitioners
  • Referrals to early keyworker support
  • Referrals to East Sussex school health service
  • Pastoral Support Assistants assigned to each house

We will talk with children and parents/carers as part of the SEN support model of assess, plan, do and review.  Further information about the curriculum for each year group is available on our website.

How are parents and carers involved in reviewing children’s progress and planning support?

The college is committed to working in partnership with parents/carers to ensure high quality provision. Parents/carers will receive academic reports which identifies the progress learners are making. The SENCo, ASD lead and Learning Hub department review these reports and use them to inform decisions about provision. In addition, there are regular parents evenings where parents/carers have an opportunity to speak to subject/class teachers and support staff if required.

Learners with an EHCP will have an annual review meeting led by the SENCo and ASD lead. At this meeting reports from class/subject teachers will be discussed in consultation with parents/carers.

Learners with an Additional Needs Plan (ANP) are reviewed by their House Leader and where appropriate SENCo. This happens three times a year in consultation with parents/carers.

The focus for review meetings is centred around support in order to help learners reach their agreed outcomes. Reviews will have a focus on the progress towards these outcomes. Learners are involved in reviewing the information given to teachers about them annually, including completing an individual “pupil passport” explaining which strategies support them to learn. In addition, the SEN department regularly carries out pupil voice to gather the views of young people.

How does the school prepare and support children to transfer to a new school/college or the next stage of education and life?

All students receive careers guidance through a number of methods, including the PSHE curriculum, careers fayre and mentor sessions. In addition, learners are able to access our careers lead, Mrs Jennie Cole for small group work or 1-1 support.

Students with an Education Health Care Plan will be able to discuss their careers options in their annual review meetings from year 9 onwards. In these meetings, staff, learners and parents work collaboratively to set and review outcomes which will support the learner in preparing for adulthood.

Students transitioning from a new school/college are carefully supported and prepared for their transition to primary, secondary, sixth form or beyond. Class teachers at primary will visit all reception aged learners at home to discuss any support that may be needed. In addition, the SENCo and assistant visit all primary feeder schools to gather as much information as possible to support the process. The Head of Sixth Form will meet with each learner to discuss any support required and liaise with the SENCo if needed.

What training do school staff have?

When we plan support for a child, we think about the knowledge and skills their teachers and support staff will need. If necessary, we plan training for the staff member or arrange an INSET training day.

The SENCo has achieved level 7 National Award in Special Educational Needs and Disability. In addition, the SENCo is also a deputy safeguarding lead and holds a mental health foundation certificate and person-centred counselling certificate.

The Assistant SENCo holds a Higher-Level Teaching Assistant qualification (HLTA) and is qualified to assess students for examination access arrangements.

Our SEN specialist teacher holds a post graduate certificate in dyslexia and has British Dyslexia approved teacher status.

Our ASD lead holds a Post Graduate Diploma in Autism (children) and Qualified Teacher Status.

All teaching assistants receive training in a wide range of areas related to SEND which include: Dyslexia, speech and language difficulties, Attention Deficit Hyperactivity Disorder (ADHD), Autistic Spectrum Condition (ASC/ASD), dealing with distressed behaviour and mental health difficulties.

In addition to this there are regular briefings and meetings regarding strategies for current students and reviews of their progress. Continued whole school training is provided through staff INSET days.

How does the school measure how well it teaches and supports children with SEND?

The college’s SEND provision is evaluated through the College Improvement Plan, Teaching and Learning action plan, Vulnerable Learners action plan and Achievement action plan. The College Improvement Plan is evaluated every year and action plans are reviewed at a minimum of three times a year. This also considers feedback collated and evaluated from surveys to parents/carers, coffee mornings/afternoons as well as informal monitoring of teaching and learning.

In addition, termly evaluation of the deployment of support staff and interventions for students with SEND happen, at Learning Hub departmental meetings. This includes analysis of progress and attitude to learning data.

The progress of SEND students is reviewed and monitored by the college assessment procedure in the same way as non-SEND students. Students with SEND also fall under the college’s Achievement For All strategy which provides additional monitoring and intervention to those students in identified vulnerable groups. The Learning Hub department along with the primary team undertake progress reviews of learners on the SEND register via departmental meetings following data capture points throughout the year.

How accessible is the school and how does the school arrange equipment or facilities children need?

Both the primary and secondary site is accessible to wheelchair users and to those with mobility difficulties via lifts and specially fitted ramps. In addition, we can adjust lesson timetables in the secondary site to ensure suitable classrooms for specialist subjects, such as ICT and food technology.

The secondary site is currently undergoing building works to expand. The new development is due to be completed in April 2022, will include a specialist suite of rooms on the ground floor for the Learning Hub department, including a disabled toilet. There are additional disabled toilets situated around the college site.

For learners who require additional equipment due to their SEND, the College will seek the advice of other professionals and arrange funding for any specialist equipment required on an individual case by case basis.

Please see our Disability and Equality policy for further details.

How are children included in activities with other children, including school trips?

Through careful planning and reasonable adjustments, learners with SEND engage in the activities of the college together with those who do not have SEND and are encouraged to participate fully in the life of the college and in any wider community activity.

We work with parents and learners to listen to their views, feelings and wishes to ensure learners with SEND engage fully in the life of the college and in any wider community activity.

How are children included in activities with other children, including school trips?
Through careful planning and reasonable adjustments, learners with SEND engage in the activities of the college together with those who do not have SEND and are encouraged to participate fully in the life of the college and in any wider community activity.

We work with parents and learners to listen to their views, feelings and wishes to ensure learners with SEND engage fully in the life of the college and in any wider community activity.

What support is there for children’s overall well-being and their emotional, mental and social development?

The College believes, learners achieve and learn best when they feel safe, healthy, confident and happy. Therefore, self-esteem and personal fulfilment are key factors in success. As a college we have a strong focus on student’s well-being and emotional, mental and social development. Our PHSE curriculum incorporates health and wellbeing as a core theme in the primary school as well as our secondary which is linked to the PHSE association recommendations. In addition, as a college we are working with Andrew Wright and Action your Potential. Activities and discussions are incorporated into mentor sessions, assemblies and provide a whole school topic each term. Information is also shared in the wider community where regular seminars are held to support parents/carers.

As a College we provide a range of support interventions for learners which are evaluated through the Assess, Plan, Do, Review model. Interventions include:

  • Emotional Literacy Support Assistants
  • Talkabout for teenagers
  • Peer Mentors
  • Pastoral Support Assistants
  • Mental Health Practitioners
  • Circle of friends
  • Forest schools
  • Zones of Regulation
  • Access your Potential

The college has a well-established pastoral system. Learners have their mentor as their first point of contact. Mentors liaise with Pastoral Support Assistants, Head of Houses, Designated Safeguarding Leads and/or senior staff over pastoral issues if required. For learners with SEN the Learning Hub and ASD facility are an additional point of contact and open during breaks and lunch for learners who find the main college difficult to manage at busy times.

The college may work with other services to support learners, e.g. School Health Service, Education Psychologists, Behaviour and Attendance Service (ESBAS), Child and Adolescent Mental Health Services (CAMHS), Early Help services etc.

Further information can be found on our website in relation to policies on behaviour and anti-bullying, safeguarding and supporting students with medical conditions.

What specialist services does the school use to support children and their families?

Staff in the Learning Hub and ASD facility liaise with a number of outside agencies in order to support in-school provision. These include the following:

  • School Health Service
  • Education Psychologist Service
  • Behaviour and Attendance Service (ESBAS)
  • Child and Adolescent Mental Health Services (CAMHS)
  • Early Help Keyworkers
  • Communication Learning & Autism Support Service (CLASS)
  • Social Services
  • Children’s services
  • Single Point of Advice (SPoA)
  • Mental Health Practitioner Service
  • Speech and Language therapists
  • Occupational Health Services
  • Sensory Needs Service
  • Teaching and Learning Provision
  • Virtual School for Looked After Children

The College welcomes the input and expertise of other professionals and outside agencies and makes every effort to engage in and facilitate collaborative working.

Where can I get further information, advice and support?

East Sussex County Council SEND – Local Offer
Special needs and disability – Local Offer – East Sussex County Council

The College works closely with the Local Authority to support learners with additional needs. East Sussex’s local offer, explaining what is available on a local authority bases, can be found using the link above.

In addition, you can contact any of the following at the College.

SENCo, LAC Lead & Acting Assistant PrincipalMrs Carol Maxwell
SENCo AssistantMiss Teresa Wright
Hub Lead TAMr Stephen Leahy
ASD LeadMiss Carole Gorman
ASD Lead TAMiss Ellie Cavalier
SEN specialist teacherMrs Geraldine Briggs
Head of primaryMr Tom Redman
Early Years Lead primaryMrs Lisa Miller

What do I do if I am not happy or if I want to complain?

If you wish to raise a concern regarding the SEND provision for your child, we would encourage you to contact the relevant House Leader for secondary or class teacher for your child. Most matters can be resolved at this stage. In some cases, or if a satisfactory conclusion cannot be reached this may be escalated to the college SENCo for secondary or Head of primary for primary concerns.

For further information on how to make a formal complaint please see our complaints policy