Lobley Hill Primary School
Welcome to our Special Educational Needs and Disabilities (SEND) information page. By scrolling below, you can find the particular areas of the SEND Report that you would like to read.
At Lobley Hill Primary School, we recognise that all pupils are entitled to a quality of provision that will enable them to achieve their potential. Our inclusive ideals are grounded in the following principles:
Early and positive intervention.
Clear and consistent communication with children and parents/carers.
Removing and/or challenging barriers to learning.
Raising expectations and levels of achievement.
Creating ambitious, yet realistic, targets for all learners.
Working with external agencies to provide an improved curriculum for pupils.
We believe that in sticking to these beliefs, all pupils (including those with a special educational need or disability) will have suitable opportunities to be the best they can be.
Our school recognises there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their special educational need and/or disability.
To ensure all staff are aware of the importance of creating a personalised curriculum for learners who have additional educational needs, Lobley Hill Primary School have appointed Mr Wynn as an Additional Needs Co-Ordinator (AENCo). Mr Wynn is an active part of the Senior Leadership Team at school.
All staff at Lobley Hill Primary School ensure that all pupils, regardless of their specific needs/barriers to learning, make the best possible progress.
Types of SEND
As of the SEND Code of Practice (2014), Special Educational Needs and Disabilities can be divided in four broad areas.
Communication and Interaction
This area of need includes children with Austism Spectrum Disorder (ASD), and those with Speech, Language and Communication Needs.
Cognition and Learning
This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties, and Profound and Multiple Learning Difficulties.
Social, Emotional and Mental Health Needs
This includes any pupils who have an emotional, social or mental health need that is impacting their ability to learn.
Sensory and/or Physical Needs
This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.
The following people are the main contacts for Special Educational Needs and Disabilities at Lobley Hill Primary School:
Mr Michael Wynn is the Additional Educational Needs Coordinator.
Mrs Johanna James is the Head Teacher.
Dr Baylis is our designated SEND/Safeguarding Governor.
If you would like to contact any of the above, please call the school office on 0191 433 4080.
Gateshead’s Local Offer
From September 2014, Local Authorities (LA) and schools are required to publish, and keep under review, information about services they expect to be available for children and young people with special educational needs and disabilities (SEND) aged 20 – 25. This is called the ‘Local Offer’.
In partnership with parents and carers, Gateshead Council and the Health Service have coproduced a booklet. Included in the document, is a variety of information designed to inform those looking after and working with children whom have an identified SEND about support strategies and services available, in addition to legal requirements of such facilities. This document was published following the September 2014 document entitled, ‘The Special Educational Needs and Disability Code of Practice’. Gateshead Council accept that this is a working document and will seek to review it every 12 months.
You can view the local offer here.
Promoting Equality: Statement of Intent
At Lobley Hill Primary School, we are committed to equality. We aim for each and every pupil to fulfil their potential – no matter their needs/barriers to learning. Our school is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.
We aim to:
Provide a secure and accessible environment in which all children can flourish and where all contributions are considered and valued.
Include and value the contribution of all families to our understanding of equality and diversity.
Provide positive, non-stereotyping, information about gender roles, diverse ethnic and cultural groups and disabled people.
Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
Make inclusion a thread that runs through all of the activities of the school.
Lobley Hill Primary School prides itself on being an inclusive school and will endeavour to support every child, regardless of their level of need. All pupils follow the National Curriculum at a level and pace deemed appropriate to their abilities. At times and when deemed appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum, there are some actions we make take to achieve this. These include but are not limited to:
Ensuring that all pupils have access to the school curriculum and all activities.
Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
Ensure that all teaching staff are aware and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
Pupils to gain confidence and improve their self-esteem.
To work in partnership with parents/carers, pupils and relevant external agencies in order to provide for childrens’ special educational needs and disabilities.
To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional).
To ensure children with SEND are represented within after-school clubs.
To promote self-esteem, self-worth and enthusiasm by encouraging independence at all age and ability levels.
To give every child the entitlement to a sense of achievement.
To regularly review the policy and practice in order to achieve best practice.
At Lobley Hill Primary School, we are committed to meeting the needs of all children - including those with SEND. When possible, we ask that parents/carers discuss the identified needs/barriers to learning with school prior to starting. This ensures that appropriate interventions and support can be planned and implemented in advance, as well as a higher chance of a positive and smooth transition into our school. Advice from the Local Authority or other agencies may be requested to ensure the school can meet any needs appropriately.
Full details of the admission arrangements can be found in the Gateshead Council document, ‘Admission to Primary School Booklet’.
Applying for a school place if your child has an Education, Health and Care Plan or a Statement of SEN.
Children and young people with an Education, Health and Care Plan (or Statement of SEN) follow a different admission and transfer process for a new school.
Parents/carers continue to have the right to request a particular school and this will be considered alongside all information provided in relation to a child’s SEND. The information would have been provided as part of the Education, Health and Care assessment following the review meeting.
SEND at Lobley Hill Primary School
Lobley Hill Primary School is a mainstream, state funded school in the heart of Gateshead. We enjoy educating all children. The school motto is, ‘Be the best you can be’. The fabric of our school is based on inclusion, fairness and providing opportunities for all children to learn, play and develop.
In our school, we educate children with a variety of additional needs. These include:
Those who present with Autistic Spectrum Disorder.
Those who present with Dyspraxia.
Those who present with Dyslexia.
Those with Speech, Language and Communication needs.
Those with Moderate Learning Difficulties.
Those with sensory needs.
Children with emotional, physical, behavioural and social needs.
Supporting Teaching and Learning at Lobley Hill Primary School
There are a variety of levels of support we offer at Lobley Hill Primary School. These are as follows:
Quality First teaching – personalised to the needs of your child.
Following tracking and assessment of your child’s learning, class teachers (along with Key Stage leaders and teaching assistants) can identify gaps in your child’s progress. Together with the AENCo (and occasionally outside agencies), strategies are developed to help and support your child’s learning. These blueprints ensure that class teachers are informed of how children with SEND learn and can thrive in a whole class environment – thus growing self-esteem. Finally, staff at Lobley Hill appreciate and understand fully that it is important that as adults, we have ambitious expectations for all of our learners.
Small group intervention with a teacher or teaching assistant.
When identified, children are afforded additional support either within or outside of the whole class environment. Variations of this type of support include: reading, maths, gross and fine motor skills, spelling, PSHE and writing. Children identified as requiring additional support will be given the opportunity to work with more targeted interventions with their peers, ensuring they are given the opportunity to close any gaps in their learning and succeed in a calmer environment.
It is also possible to provide one-to-one intervention if your child is finding a particular aspect of the curriculum particularly challenging, or if your child has a particular barrier to learning that requires addressing. These can include, Thrive, fine and gross motor interventions, reading interventions, high frequency word precision teaching, maths boosters/interventions, in addition to social and emotional work provided by external agencies (counselling, behaviour for learning intervention, etc).
Behaviour, social and emotional intervention.
As a school, we are caring and compassionate. Many different factors can influence a child’s behaviour and understanding of social and emotional conventions. In a society with technology and social media at its heart, it is paramount that we provide a safe environment for children to learn who they are and how to develop a sense of resilience. We recognise that children with additional behavioural, social and emotional needs may find school challenging. At Lobley Hill, we have developed a behaviour system in which children are encouraged to make informed choices for themselves. To ensure that children with Social, Emotional and Behavioural Difficulties (SEBD) achieve to the best of their ability, we run a Nurture Club on a lunch time. During this time, the children eat dinner in a calm manner and are taught conventions regarding life skills.
Additional support from external agencies.
We recognise that often school leaders and teachers do not have all of the answers. It is then our responsibility to involve external agencies with wider levels of expertise and experience. I anticipate that we will work with the following agencies over the next academic year:
HINT – High Incidence Needs Team
LINT – Low Incidence Needs Team
SALT – Speech and Language Therapy
OT – Occupational Therapists
CYPS – Children and Young People’s Service
EP – Educational Psychologists
The Early Years Intervention Team
CAHMS – Child and Adolescent Mental Health Services.
WEYES – Counselling Service
To access any of the support named above, it is essential that we communicate effectively with parents/carers and acquire a signed parental consent form. Through working with specialist services, our understanding of SEND as a school can improve and allow us to operate as an inclusive provision for all children and families. This in turn creates a climate in which children with SEND feel a greater level of self-esteem and self belief and helps inform primary care givers of strategies that can help challenge and remove certain barriers to learning.
Monitoring at Lobley Hill
Currently, Lobley Hill Primary School use 2Simple software to measure outcomes and progress within the Early Years Foundation Stage provision and Learning Ladders to assess children throughout Key Stage 1 and 2. Learning Ladders allows us to see if children are working at, below or above age-related expectations, in addition to affording us the opportunity to see if a child has made good levels of progress over a termly period. Assessment data can be shared with parents/carers during consultations, planning or feedback meetings.
If a child is making below acceptable progress, teachers would consult their Key Stage leader and the AENCo during a fortnightly standards meeting. In turn, a strategy will be created to help the child diminish the gaps between themselves and their peers and make accelerated progress. On occasion, this strategy may include involving external agencies, parents/carers and professionals with specialist qualifications.
To ensure intervention programs are having the desired impact on the children they serve, we monitor progress daily and seek to see if the intervention is both successful and cost effective.
Communicating with parents/carers
In order for the SEND department to be successful at Lobley Hill Primary School, communication between parents/carers and the provision must be clear, transparent and consistent. Mr Wynn (AENCo) is available at email@example.com during working school hours to discuss concerns and pertinent information.
If you have any concerns about the attainment, development or progress of your child, please do not hesitate to contact the child’s class teacher or Mr Wynn at your convenience.
Whilst we have two ‘Parental Consultations’ across the academic year, we advise you to not wait for these appointments to communicate concerns with the class teacher. Likewise, we as teachers would not wait for these to communicate concerns with you. Early intervention (intervention close to the onset of a barrier to learning) of SEND has a much greater impact than an intervention that has not been implemented until later in a child’s school career. To ensure all children have a greater chance of having a rewarding school experience, the school AENCo operates an open-door policy for both parents/carers and teaching staff alike.
Termly reviews between class teachers and Key Stage leaders also monitor the progress of individual children. This gives professionals the opportunity to discuss progress and intervention strategies, ensuring children’s learning is kept at a constant and measurable pace. A variety of assessment tools ensure children with SEND are receiving a personalised curriculum that is appropriate to their needs and targets.
Finally, following involvement with outside agencies mentioned previously, parents/carers will have a final consultation with the class teacher and involved agency. This will give you the opportunity to discuss strategies going forward, advice for home learning and a plan as to how we will move forward with your child’s education.
At Lobley Hill Primary School, we recognise how important a successful transition is for all of our pupils, particularly those with special educational needs and/or disabilities.
Year Group Transition
One of the most challenging points of the year for children can be moving from one year group to the next. Where a special educational need has been identified, we will ensure to begin transitions early, ensuring the involved child feels part of the process. These include:
Introductions with the new teaching staff.
Informal meet and greets with both groups of teaching staff (current and next).
Organisation of seats and lockers/pegs.
Meetings with parents/carers where appropriate.
In addition to the above, teachers also attend transition meetings with Key Stage leaders to discuss children on an individual level, affording us the opportunity to pass on strategies, expectations and relevant information.
Starting Lobley Hill Primary School
When a child starts our Reception class, parents/carers are invited to attend a ‘Get to Know Us’ event, in which start times, transition arrangements, and the ethos behind our curriculum can be shared. We also welcome parents/carers to attend a ‘Stay and Play’ to see how their child manages within our provision and stay for lunch to experience what can be a joyous, yet challenging, time of the day for many children. From the following September, children are placed on a half-day transition program to help them get to know the environment they are working in, in which only half a class can attend at a given time.
If the school is aware of a child’s particular area of SEND/barrier to learning before they start, we will endeavour to make arrangements to observe your child in their current provision. In addition to observations, it is at this stage that we would attend any pertinent meetings with external agencies and become a part of any Team Around the Family processes that are in place.
Children are welcomed and encouraged to start our Nursery provision on, or shortly after, their third birthday. Prior to starting, our Nursery staff will come and visit your family at home to complete relevant paper work, meet the child and provide you with information to help make the process easier to understand.
Moving on to Secondary School
The final, and in many cases most challenging, part of a child’s academic journey through primary school can be leaving and moving on to secondary school. For our Year 6 children, we work in partnership with schools in the locality to make this a less traumatic time. Schools such as, Kingsmeadow, Whickham Comprehensive and Emmanuel College come to our school to meet children and talk about their provision, before affording the children the opportunity to go and visit for an extended period of time. These transition events mostly take place after the SATs.
When a child has an Education Health and Care Plan, it is important that we discuss next steps in education as close to the start of the academic year as possible. This allows us ample opportunity to visit specialist settings that may be more appropriate for your child to move onto. The schools available in Gateshead include:
Furrowfield School, Whitehill Drive, Gateshead, NE10 9RZ
Social, Emotional, Mental Health Difficulties (SEMH)
Key Stages 3 and 4 (11-16 years)
Dryden School, Shotley Gardens, Low Fell, Gateshead, NE9 6QD
Severe and Profound Learning Difficulties
Key Stages 3 and 4 and post-16 (11-19 years)
The Cedars Academy
Physical Disabilities and/or Communication Difficulties
Early Years and Key Stages 1-4 (2/3 – 16 years)
Hill Top School, Wealcroft, Leam Lane Estate, Gateshead NE10 8LT
Moderate Learning Difficulties, including Autism Spectrum Disorder
Key Stages 3 and 4 (11-16 years)
Finally, and if deemed appropriate, the AENCo is available to view schools with parents/carers whom have a child with SEND. This affords parents/carers the opportunity to ask questions in a supported environment, as well as encounter areas of conversation that would otherwise be missed. In turn, this helps parents/carers and pupils make informed decisions when moving onto the next stage of their education.
Gateshead Council has a funding formula that is applied to all schools across the locality to determine their specific SEND funding.
This funding is prioritised to ensure progress can be made by all SEND learners. SEND funding includes: funding intervention groups purchasing resources and ensuring all provisions are accessible for all learners.
SEND – Accessibility
Our school is fully compliant with DDA requirements. Breakfast Club, extra-curricular activities and after-school provisions are accessible to all children, including those with SEND.
Outside, our school have installed fully accessible ramps, allowing for those using a wheelchair.
Inside, we have access to a disabled toilet, situated directly opposite the school Reception