Holden Lane Primary School
Holden Lane Primary offers education for 4 to 11 year olds.
It also has Well Being Provision that supports pupils with social and emotional issues when required.
Who to contact
Where to go
Stoke on Trent
- ST1 6JS
- Local Offer Age Bands
- Needs Level
- What kinds of SEND does the school provide for?
Holden lane Primary School accommodates all SEND in line with the Equality Act 2010 and provision is available for all four areas of need outlined in the 2014 SEND code of practice. We will make the necessary provision for any pupil who has special educational needs by providing a broad, balanced and relevant curriculum. The school will use its best endeavours to ensure that teaching staff are able to identify as early as possible and provide individual intervention strategies on a graduated response for those pupils who display special educational needs.
Special Educational Needs provided for are described in four broad areas;
- Communication and Interaction;
Speech, Language and Communication Need
Autistic Spectrum Disorder
- Cognition and Learning;
Moderate Learning Difficulty
Specific Learning Difficulty including dyslexia, dyspraxia, dyscalculia
- Social, Emotional and Mental Health Difficulties
- Sensory and Physical Needs
Children who require support with social, emotional and mental health needs are supported through a nurture provision which is available each morning. This provision provides targets that enable the child to use their social skills in the main classroom.
- Communication and Interaction;
- How does this setting know if their children/young person needs extra help and what should I do if I think my child/young person may have special educational needs?
At Holden Lane we identify where children need extra support through:
- Analysing the progress of pupils
- Teacher’s discussions with the SENCo
- Pupil Progress meetings
- Parental concerns
- The child asking for help
- Little progress despite targeted teaching.
- Persistent emotional or behavioural difficulties.
- Sensory/physical problems where there is limited progress, despite specialist equipment.
- Continuing communication problems.
'Quality First Teaching' is the first step in responding to children who have SEN. This includes differentiating teaching to the needs of the children. The quality of teaching is regularly reviewed. Interventions are then put in place to support pupils who are not making progress. It is following these interventions that a child may be assessed as having special educational needs and an assessment would take place to monitor whether a child has met the School'scriteria for SEN Support. The class teacher would then provide interventions additional to those provided as part of the school’s differentiated curriculum. Targets will be Additional to and Different from the normal classroom curriculum.
In some cases outside professionals from health or social services may already be working with the child. Where these professionals have not already been working with the school staff the SENCO may contact them if the parents agree. The class teacher will remain responsible for working with the child on a daily basis and for planning and delivering an individualised education programme.
Procedure to be followed:
- Parent/carer is informed of their child’s progress.
- Permission for intervention and use of outside agencies if required is gained. The information about the agency required will be shared and any necessary forms will be completed with the parent, class teacher and SENCo.
- A Pupil Passport will be produced along with the parent’s views and the parent and child will be asked to share what they would like the school to know about them.
- Arrangements are set in place for the child to be assessed by SEND or Educational Psychology Service as required.
- The class teacher writes or updates the Pupil Passport with the help and advice of the testing agent (Special Educational Needs and Disability or the Educational Psychologist) and the SENCO if needed.
- The class teacher reports back to the parent/carer.
- The Child’s progress is monitored at regular intervals by the class teacher and SENCO. The Pupil Passport is reviewed termly.
- Outside agencies will review individual pupils and feedback to SENCO and class teacher at regular intervals until they feel the child is progressing well. The school will feedback to the parents.
We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.
- How will the setting support my child/young person?
Through a range and variety of ways:
The SENCO oversees support of any child requiring additional help across the school.
- The class teacher will oversee, plan and work with each child with special educational needs or disabilities in their class to ensure that progress in every area is made.
- The class teacher will use a provision map to set out the support your child is receiving and evaluate the success of any interventions.
There may be a teaching assistant working with your child either individually or as part of a group, if the class teacher sees this as necessary. The regularity of these sessions will be explained to parents when the support starts.
Some children use specific programmes to support their learning.
The school will be offering a Well Being Room for pupils with Social, Emotional and Mental Health Needs. This approach involves nurturing pupils to take part in learning so that they are equipped with skills to use during the day when they return to the mainstream classroom.
In response to the Covid-19 pandemic, pupils will be monitored on their return to school for social, emotional and mental health needs.
- How will teaching approaches and the curriculum be matched to my child or young person's needs?
Holden Lane has high expectations of all pupils.We aim to provide an inclusive, creative, child led curriculum that will equip children to be successful in life.
Class work is pitched at an appropriate level so that all children are able to access it according to their specific needs.
Through appropriate differentiation all children can access a lesson and learn at their level.
- How will both you and I know how my child/young person is doing and how will you help me to support their learning?
- We believe that your child’s education should be a partnership between parents and teachers therefore we aim to communicate with you regularly.
- Holden Lane holds termly pupil progress meetings to monitor the progress of all pupils.
- The SENCo also tracks the progress of SEND pupils.
- You will be able to discuss your child’s progress at parent’s evenings.
- You are also welcome to make an appointment at any time to meet with either the class teacher or SENCO and discuss how your child is progressing. The class teacher or the SENCO can offer advice and practical ways that you can help your child at home.
- The class teacher can provide a home / school communication book which your child will bring home daily so that comments from parents and teacher can be shared.
- If your child is on the special needs register they will have a Pupil Passport which will have individual targets. These will be discussed with you on at least a termly basis where you will be asked to contribute to previous targets and what your view is of the next targets. The targets set are SMART (specific, measurable, achievable, realistic, time scaled) targets, with the expectation that the child will achieve the target by the time it is reviewed. If a child achieves the targets before the next review they are ammended and you will be informed.
- If your child has complex special educational needs or a disability they may have a Statement of Special Educational Needs or an Education, Health Care Plan (EHCP), which means that a formal meeting will take place annually to review your child’s progress.
- What support will there be for my child's/young person's overall wellbeing?
We have a caring, understanding ethos and are an inclusive school; we welcome and celebrate diversity, and believe that high self-esteem is crucial to children’s well-being.
As a nurturing school, all our vulnerable pupils are known to staff.
The school entrances are staffed with adults who greet and welcome pupils and their families each morning. This ensures a smooth transition between home and school each day.
The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this should be your first point of contact. If further support is required the class teacher liaises with the SENCO and other key members of staff for further advice and support.
This may involve working alongside outside agencies such as Health and Social Services.
- What specialist services and expertise are available at or accessed by the setting?
The SENCO, Mrs Condliffe, has the Special Educational Needs Certificate and a qualification to teach and assess for Dyslexia.
We also work closely with any external agencies that we feel are relevant to individual children’s needs within our school. These may include: GP, School Nurse, Clinical Psychologist, Paediatrician, Speech & Language Therapist, Occupational Therapist, Educational Psychologist, the Child and Adolescent Mental Health Service (CAMHS) and Social Services.
- What training are the staff supporting children and young people with SEND have had or are having?
All of our teaching assistants have had training in delivering reading, spelling, phonics and multi-sensory programmes.
A small number of teaching assistants are trained to support children to remain safe through the use of MAPPA which is a safe way to manage pupils when there are problems with a child's actions.
The school has achieved Dyslexia Friendly Level 1 status.
- How will my child/young person be included in activities outside this classroom including school trips?
We provide equal opportunities and parents, children, teachers and the SENCo work together to ensure equal access and enjoyment. Risk assessments are carried out to ensure the safety of pupils during trips and appropriate staffing ratios are used to meet identified barriers.
At Holden Lane all children are encouraged to take part in clubs that take place at lunch times or after school. These clubs include a range of activities including sport, crafts and reading. There is also a breakfast club where children can take part in games and enjoy breakfast with their friends.
Assemblies are performed to parents and a celebration assembly takes place every Friday in front of the whole school. Children have an opportunity to be elected as head boy or head girl during their time in Year Six.
- How accessible is the environment?
Holden Lane has ramps that allow access to the main school entrance and nurture provision, when required, in the mobile classroom. There is also access to disabled toilets.
Reasonable adjustments are made during teaching to ensure that all pupil's needs are provided for. This is in addition to the differentiation in the classroom. This can take place through different success criteria, outcome of the lesson or ways of recording for pupils.
Information about the school is sent by weekly newsletters, information letters, texts and the school website at-http://www.holdenlane-pri.stoke.sch.uk
- How will the setting prepare and support my child/young person to join the next stage of education and life?
We encourage all new children to visit the school prior to starting with us.
- When children are preparing to leave us for special or secondary schools, we arrange visits for them and where necessary support phased transitions.
- We liaise closely with staff when receiving and transferring children to different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood. We also ensure that the child's independence is considered during the transition to secondary school.
- If your child has a Statement or an Education, Health Care Plan and is changing to a new school we will, whenever possible, arrange a review meeting with relevant staff from the receiving school. We also offer supported visits with the child and parent.
- How are the setting's resources allocated and matched to children's/young people's special educational needs?
We ensure that all children with special educational needs are provided for to the best of the school’s ability with the funds available.
Resources can be in the form of:
- teaching arrangements
- additional adults
- resources and equipment
- IT resources
- The budget is allocated on a needs basis.
- We have a team of teaching assistants and part of their responsibility is to deliver programmes designed to meet individual or groups of children’s needs.
- How is the decision made about what type and how much support my child/young person will receive?
The class teacher and the SENCO identify and assess children's needs and what support would be appropriate. Where necessary support is requested from external agencies such as the Educational Psychologist. Consultations with parents and the child would take place when any decisions are considered so that the parent's views can be taken into consideration. This is also an opportunity to discuss the desired outcomes of the interventions.
Different children will require different levels of support in order to help them make progress.
- How will our child and young person be involved in the decisions about their learning?
We value and celebrate each child’s views on all aspects of school life and part of this is carried out through children’s contributions to the School Council. Every child has an opportunity to be elected and have their say on what happens in school.
Children who have Pupil Passports discuss their targets with their class teacher every term or earlier if necessary. They use this opportunity to explain what they feel they are working well at and what they find difficult. The discussion also includes what they would like adults to know about them in school to alleviate any concerns that they may have. The passports are presented in a child friendly format which includes their photograph.
If your child has an Education, Health and Care Plan their views will be sought and shared each year at a review meeting. The child is also able to attend the meeting if it is appropriate.
- How will we be involved in the decisions about the learning of our children and young people?
We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to communicate with you regularly through the following:
- During each term there will be a meeting to discuss the progress made towards the pupil passport’s targets. You will be asked to comment on the progress that you feel has been made and consider the next steps required.
- You will be able to discuss your child’s progress at parent’s evenings.
- You are also welcome to make an appointment at any time to meet with either the class teacher or SENCO and discuss how your child is progressing.
- How are parents involved in the setting? How can I be involved?
Parents are offered opportunities to take part in the learning and school life of their child through assemblies, stay for lunch activities, parents evening and homework which is sent home weekly. We also have curriculum evenings at the beginning of the year to explain what takes place in each year group.
Parents are also welcome to take part as volunteers in, for example, listening to children read.
- What do I I do if I want to make a complaint?
Information taken from Complaints Policy and Procedure:
Stage One - Parents should contact the class teacher at the earliest possible opportunity if they have concerns regarding:
- their child’s welfare or progress
- the curricular provision for their child.
Parents are reminded that approaches should be made in a courteous and respectful manner. Class teachers will note the nature of the concern and any action to be taken.
If the issue cannot be successfully resolved at this stage, parents should contact the phase leader.
Stage Two - Parents should contact the Headteacher when:
- discussions with the class teacher/phase leader have not resolved the issue
- they feel that a member of staff has behaved in an unacceptable manner.
The Headteacher will document the concern and investigate the matter raised, if necessary. Parents will then be contacted, as soon as possible, to be informed of any outcomes. If the issue cannot be resolved successfully in this informal way, parents may wish to make a formal complaint (Stage Three).
Stage Three – Official Complaint -Parents should use the official complaint form, available from the school office, to write to the Chair of Governors giving details of the complaint when:
- discussions with the Headteacher have not resolved the issue
- they feel that the Headteacher has behaved in an unacceptable manner.
Receipt of the complaint form will be acknowledged within five working days. The Chair will then investigate the complaint and decide whether to refer it to the Governing Body’s complaints panel. The complainant will be informed of the decision in writing within 10 working days of the acknowledgement.
The governors’ complaints panel hearing is the last school-based stage of the complaints process. Individual complaints are not heard by the whole Governing Body at any stage, as this could compromise the impartiality of any panel set up for a disciplinary hearing against a member of staff following a serious complaint.
The Remit of The Complaints Panel
The panel can:
- dismiss the complaint in whole or in part
- uphold the complaint in whole or in part
- decide on the appropriate action to be taken to resolve the complaint
- recommend changes to the school’s systems or procedures to ensure that problems of a similar nature do not recur.
The aim of the hearing, which will be held in private, will always be to resolve the complaint and achieve reconciliation between the school and the complainant. The panel will acknowledge that parents often feel emotional when discussing an issue that affects their child. The panel chair will ensure that the proceedings are as welcome and informal as possible.
- What other support Is available to parents and how can I contact them?
Stoke on Trent Parent Partnership is an organisation that provides independent advice and support for families. The contact details are:
Special Education Needs Information Advice and Support Service (SENDIASS)
(Previously the Parent Partnership) website - www.sendiass-stoke.co.uk.
Tel - 234701 Email - email@example.com
Local offer link: http://localoffer.stoke.gov.uk/kb5/stoke/directory/service.page?id=O3xbjkG2dxM&familychannel=5
Safguarding contacts can be found at:
The Safeguarding Children Board Virtual Team members are -
Carole Preston Safeguarding Board Manager Telephone (01782) 235863 Carole.Preston@stoke.gov.uk
Leonie Pepper Safeguarding Training Officer Telephone (01782) 233478
Dawn Casewell Safeguarding Education Development Officer Telephone (01782) 235897
Claire Myatt Safeguarding Training Administrator Telephone 01782 231615
Claire Roberts CYP Partnership Support Officer Telephone (01782) 231963
Robert Campbell Performance Officer Telephone (01782) 234289
Dyslexia support can be found at http://www.bdadyslexia.org.uk/
Scope also offers support and advice to disabled people and their families. Information can be found at scope.org.uk/face2face Tel - 07921 046511