SEN & Disabilities

Harris Academy Beulah Hill is a fully inclusive mainstream school, working towards an ethos of high quality teaching and inclusion for all.  At Harris Academy Beulah Hill, all pupils are valued equally, regardless of where their abilities lie, with the academy being committed to developing ‘the best in everyone’.

We adhere to the principles outlined in the Equality Act (2010) and The SEND Code of Practice, which place strong emphasis on reasonable adjustments and Early Intervention.

At Harris Academy Beulah Hill, students are encouraged to achieve their full potential, whatever their academic or physical ability, through the provision of a curriculum that is balanced and challenging in both content and styles of learning, in order to foster independent learning and develop life-long skills. Work is differentiated for students with SEND to ensure that teaching and learning is at the appropriate level for their individual needs. 

To enable the child and young person to participate, learn and make progress, we aim to:

• remove barriers from learning
• ensure that high-quality adaptive teaching (including differentiation) should be the first reaction to any possible special education need;
• put effective special education provision in place.

We believe that students achieve at their best if they feel safe, healthy, confident and happy and therefore we do our best to support all our students to develop good self-esteem and personal fulfilment.

Details can be downloaded here of our local SEN provision offer. This comprises part of the Croydon offer of provision overall. To see the SEN provision in Croydon, click here: http://www.croydon.gov.uk/education/special-educational-needs

 

At our school we have a Special Educational Needs Coordinator (SENDCo) who manages a team consisting of an assistant SENDCo, and five Teaching assistants.  Our SENDCo oversees the assessment of the needs of our students and plans appropriate support and interventions.  The SENDCo coordinates liaison through our internal Inclusion Team with a range of external professionals and ensures that recommendations and advice from all professionals is implemented and reviewed.  The SENDCo, in liaison with staff, also identifies students who may be eligible for additional support throughout their education and in public exams. 

The SENDCo is Salome Houghton

Contact details:

Telephone: 020 8653 1661                                                 email: houghtons@harrissouthnorwood.org.uk

As required by the Equality Act 2010, our school makes reasonable adjustments to ensure equal opportunity all our students.  This includes provision of auxiliary aids and services.

The information in this School’s Offer is correct at the time of publication and will be subject to change.

 

SUPPORT & INTERVENTIONS TO SUPPORT STUDENTS WITH SEND

Provision to facilitate/support access to the curriculum/independent learning:

• Contact with Primary schools and previous schools to share information
• Sharing information at Secondary Transfer day
• Setting aspirational targets and continuous review of progress through for example – Pastoral meetings/Progress Meetings
• Regular reviews of progress which feed into Parents Evenings
• Engaging in LA transition process of Year 6 into 7

Access to a supportive environment:

Based on the students’ individual needs we can offer a range of resources including access to:

• Information Communication Technology
• Time out cards
• Visual aids
• Safe space

 

Strategies to support/develop Literacy (reading, writing, spelling):

We offer a range of targeted interventions that are additional to and different from our High-Quality Teaching, based on our assessment of the individual needs of our students:

• In class, small group and individual support
• Writing frames; Key word lists, word banks and personalised dictionaries
• Visual aids
• Spelling and Reading Comprehensions
• Smaller groups in lower sets
• Phonics based programmes
• Literacy programmes
• Vocabulary programmes
• Social Skills programmes

 

Strategies to support/develop Numeracy

We offer a range of targeted interventions that are additional to and different from our Quality First Teaching, based on assessment of the individual needs of our students:

• Specific maths programmes e.g. Hegarty Maths
• Smaller groups in lower sets
• Maths Homework Club run by staff
• Additional adult support when required

Strategies to support positive behaviours/social skills/emotional development:

Consistent whole school implementation of our school’s behaviour policy

• Pastoral Support Plans
• Individual support from our Pastoral Support Team
• Reconciliation approaches
• Referral to external professionals e.g. Educational Psychologists, Child and Adolescent Mental Health Service (CAMHS)

Support/Supervision at unstructured times of the day including personal care:

We have a range of resources and facilities to support students at unstructured times of the day including:

• Sports clubs
• Library activities
• Lunchtime Club
• SEN games club

Access to medical interventions:

• Liaison with the medical professionals who draw up care plans for students with medical issues
• Liaison with medical professionals e.g. GPs, hospital consultants and mental health practitioners, providing on-going advice or treatment to students in the school
• Training for staff based on the specific medical needs of students as these arise
• Individual protocols for students with significant medical needs
• Implementation of risk assessments
• Key staff through the school trained in First Aid

Engagement with Parents/Carers:

Parents are welcome any time to make an appointment to meet with either the subject/form teacher or SENCo to discuss their child’s progress.  We believe that a student’s education should be a partnership between parents, teachers, and the student themselves. 

We therefore

• Share professional reports with parents/carers
• Identify students with a high level of need who will be provided with a personalised student profile identifying their strengths, needs and recommendations for teachers
• Communicate with parents/carers of students with EHCPs on a termly basis to discuss provision, support and progress
• Hold annual reviews of EHCPs to discuss provision, support and progress

Identify students through various means to provide early intervention

Arrangements for specialist expertise from outside the school:

Our school has access to support from a range of external professionals and may source that support based on the individual needs of our students.

 

The school follows the graduated response: Assess, Plan, Do, Review.

Students receive support on different levels:

The SEND Code of Practice sets out four headings under which a student might be considered to have special and additional needs:

Communication and Interaction:

Communication needs cover a range of difficulties such as: producing speech sounds accurately, stammering, voice problems, such as hoarseness and loss of voice, understanding language (i.e., making sense of what people say), using language including words and sentences and interacting with others (e.g., difficulties understanding and using the non-verbal rules of good communication, using language in different ways to question, clarify or describe things, or taking into account other people’s perspectives)