Support may be offered to students through a variety of ways. We are constantly monitoring the impact of our interventions so these groups may change.

• Targeted in-class support

• Small group literacy lessons
• 1-1 literacy support
• Form time literacy lessons
• Group social skills lessons
• 1-1 support for communication skills difficulties
• Auxiliary aids recommended by sensory and OT specialists

In line with current research our Teaching Assistants provide support to the class teacher so that the teacher provides their expertise to the student. Our aim is for all students to develop their skills to progress independently and learn for life.

Any concerns regarding progress or a new identification of need is relayed to parents in writing explaining the support that is being put in place. Haydon School has an open door policy and parents and careers are always welcome to contact us to arrange a meeting.

acasey@haydonschool.com Administration Assistant and Keyworker

jevans1@haydonschool.com SENCO

Students in receipt of SEND support or who have additional specific needs will take part in the production of a Student Passport.  The passport is drawn up collaboratively between the student, a member of the Link Team, parents and using specialist recommended strategies.  This information is reviewed termly with the student and targets are set to aid progress based on subject teacher assessment.

Our arrangements for reviewing the progress of pupils with SEND are as follows:

The progress of pupils with SEND is reviewed as part of our whole school quality assurance policy. Termly assessments are made in all subjects and the data is collated and reports sent home. Within school faculty leaders, Year leaders and the SENCO will analyse the data to monitor progress. Where concerns arise investigations take place to ascertain what form of intervention may be needed to support the student. This information, along with on-entry data and external reports, contributes to forming the SEND list. Students with an identified need, over and above first quality classroom provision, will be recorded on the SEND list. This is reviewed at each data drop. The Student Passports (1 page profiles detailing student needs, feelings and strategies) also form part of the review process and are updated termly encompassing target setting to promote progress.

Meetings are held with parents/carers to share ways of supporting your child’s needs. When additional support is put in place it is reviewed following the graduated approach: assess, plan, do, review. (Graduated Approach)

Haydon School has an open door policy and parents and carers are always welcome to contact us to arrange a meeting.

acasey@haydonschool.com Administration Assistant and Keyworker

jevans1@haydonschool.com SENCO

Click here for our Complaints Policy

Click here for the Formal Complaint Form

All staff at Haydon School are responsible for the education, development and support of young people with SEND through delivery of an appropriately differentiated curriculum. Staff training and specialist strategy information sharing supports this. Student Passports are shared with staff in order for adaptations to the curriculum to be made.

Additionally, using screening test data and ongoing information from staff we can closely monitor your child’s needs. With both parents/carers and the child at the heart of the discussion, some students may be offered a modified curriculum to further support their needs.

Pastoral staff and Haydon Hive staff are happy to answer queries regarding individual support. We are also proud to say that our Parents Support Group will now resume. We have close links with the Centre for ADHD and Autism Support (CAAS) in Eastcote as well as Hillingdon Autistic Care and Support (HACS) and the Parent Carers Forum. We regularly display parent support group information on our website advising of courses and places to go for advice. (See SEND Workshop and Event Page on Right Column)

Delegated funding is allocated to support SEND students’ needs, this may include: support staffing, in-class support and additional materials such as targeted on-line programmes.

Along with our inclusive ethos we aim to provide equal opportunities for all students regardless of their SEND.  We will always use our best endeavours to ensure there are no barriers to being able to attend external trips.

Haydon School is made up of 6 buildings, interconnected, on a large multi-levelled site. There is wheelchair access (internal and in some cases external only) to and around the site and there are lifts to access all floors.  (Link to Site Map )

Haydon Hive staff will liaise with a wide range of specialists to seek advice and support whenever needed. These are a few that we regularly work with but we welcome collaboration with other specialists as and when the need arises.

• Speech and Language Therapy Service
• Educational Psychologist
• Visual Impairment Team
• Hearing Impairment Team
• Language Advisory Team
• Autism Advisory Team

Training on many aspects of SEND is delivered to staff on a yearly rolling programme. This is delivered by external specialists e.g. our educational psychologist and speech and language therapists and also internal specialist staff on specific needs such as autism, dyslexia and dyspraxia. In addition to this many staff will attend external training to ensure current best practice is followed.  The Link Department works closely with Hillingdon’s Inclusion Team.

Support for the next stages after school take place early on. Students receive support and guidance during Year 9 when the options process takes place. Some students with SEND will require more support making choices and finding a curriculum to meet their needs. The Link team work closely with the Year teams and careers advisor at this point. More discussions take place in Year 11. We have a close relationship with Uxbridge College and arrange taster sessions and visits for those students who need it.

Access Arrangements and reasonable adjustments are made in public examinations and assessments for students with persistent and significant difficulties. Access Arrangements are to ensure that students are able to demonstrate their skills, knowledge and understanding in examinations, for example, by providing large print papers for students with visual impairments. Students may receive access arrangements and reasonable adjustments for a number of reasons, including:

• A permanent (long-term) disability or medical condition lasting more than a year
• A temporary (short-term) illness or injury

There are numerous Access Arrangements and students may be given one or more of these according to need. The process for granting an access arrangement and the evidence required may vary according to each subject examined. The criteria for granting Access Arrangements in examinations are rigorous. Access Arrangements are only given to students with verifiable, provable evidence gathered from a variety of sources including:

• A history of need and provision
• Haydon assessment data
• Teacher and support assistant observations
• Assessments and diagnostic report from an educational psychologist employed by the school or a student’s LA
• Assessments and diagnostic report from a specialist assessment teacher employed by the school
• An EHCP
• A diagnostic report from medical specialists such as a student’s hospital consultant, occupational therapist, GP or other registered medical professional (a GP report on its own is insufficient evidence).

For further guidance read the Access Arrangements policy (Link)

A Link to the London Borough of Hillingdon Local Offer Page (Link)

Accessibility Plan (Link)