Horsendale Primary School

Horsendale Primary School

The school is an average-sized primary school. The large majority of pupils are White British. The proportion of pupils from other ethnic groups is in line with the national average. The proportion who speak English as an additional language is well below average. The proportion of pupils for whom the school receives the pupil premium is below average. This is additional government funding, which in this school applies only to pupils known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs supported through LACH (low achieving children) is below average. The proportion supported at SEN Support is also below average. There is currently one child on an Education Health and Care Plan. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

Last Updated

Record Last Updated On:

Contact Details

Contact Name
Mrs Amanda Smalley
Contact Position
Head Teacher
Telephone
0115 9132331 0115 9132331
E-mail
office@horsendale.notts.sch.uk
Website
www.horsendale.co.uk
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Where to go

Name
Horsendale Primary School
Address
Horsendale Primary School
Assarts Road
Nuthall
Nottingham
Nottinghamshire
Postcode
NG16 1AP
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Notes

There are parking restrictions outside of school.

Time, Costs and Availability

Time / Date Details

When is it on
Please see school website

Availability

Referral Required?
Referral not required
Referral Details

See school's admission policy

Additional Local Offer Information

Local Offer

Description

Please see Nottinghamshire's Local Offer and our school's Local Offer for more details.

Contact Name
Mrs Amanda Smalley
Contact Telephone
0115 9132331
Contact Email
office@horsendale.notts.sch.uk

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

As a mainstream school we strive to be as inclusive as possible. If any pupil in our school has a barrier to learning we will endeavour to ensure that we provide them with the best opportunities to take part in every aspect of school life. Our school ethos, 'dream, achieve, flourish' encompassesses all that we do.

We provide SEND provision to meet all four areas of need: cognition and learning (C+L), communication and interaction (C+I), social, emotional and mental health (SEMH) and sensory and/or physical needs (S+P).

2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

We acknowledge that all children are individuals and have different learning needs, some requiring additional support to help meet their needs or improve their learning.

Teaching staff all practice high quality teaching first and differentiate to ensure that individual children's needs are met and that all children achieve their academic potential.

Our SENCO co-ordinates the SEN provision throughout school liaising with parents, pupils, school staff and specialist advisers from the Local Authority and Health Service. When identifying children with SEN we follow the clear guidelines set out in the SEN Code of Practice 2014.

In order to assess if a child requires extra provision we gather a range of information from on-going teacher assessments, observations, end of year test results and liaise with parents, outside agencies and previous settings.

If you have concerns over your child's learning and/or development parents are encouraged to share these with their child's class teacher at a pre-arranged meeting and then the SENCO will be informed and become involved as needed.

We follow the graduated response to managing provision for pupils with SEND.

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

Our SENCO, supported by the SLT and SEN Governor regularly review the SEN support that is in place and monitor the progress of children within our school. Through monitoring, observing and assessing a child’s needs, the SENCO works together with the staff to put in place appropriate support and provision to meet identified barriers. We welcome parents' support at all stages. Targets are set when it is felt appropriate and provision is recorded on an action plan e.g. a SEND Support Plan, a Structured Conversation Proforma, or in a Behaviour Support Plan.

3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

At Horsendale Primary we have an ‘open door’ policy and encourage parents to discuss any concerns they have as and when they occur, preferably in person with their child’s class teacher first. 

Parents are also invited to contact our SENCO to discuss any concerns, by prior appointment. The SENCo hosts a termly coffee meeting where parents of children on the SEND or MAC registers are invited to join in an open forum to discuss their child.

We closely monitor the progress of all children.

In Autumn and Spring terms we hold Parents' Evenings to discuss children's progress. In the Summer term all parents will receive an end of year written report, detailing progress within all areas of learning and parents are invited to discuss this with their child’s class teacher. 

Where a child has individual targets or non-standard provision a SEND Support Plan will be reviewed half-termly with the parents and adults working with the child in school. Copies of relevant paperwork will be shared with parents and other professionals.

3.c) What is the school's approach to teaching pupils with special educational needs?

At Horsendale Primary, class-based learning is adapted for all children in our school; work is differentiated to meet the needs of the pupils.  Teachers work hard to ensure work is planned and delivered offering the amount of support and challenge needed for all pupils whilst addressing children’s preferred learning style. Some individual targets are supported within lessons by the class teacher or a Teaching Assistant; others may be supported outside the classroom through a specific intervention program.

3.d) How will the curriculum and learning be matched to my child/young person's needs?

We aim to deliver a creative, stimulating and exciting curriculum in a variety of ways to engage all pupils with a variety of learning styles and needs. We provide a stimulating learning environment throughout Horsendale Primary that supports and reflects the curriculum being covered from Foundation to Year 6. When specific curriculum adaptations and reasonable adjustments are needed for individuals, relevant staff will attend training sessions as necessary.

3.e) How are decisions made about the type and amount of support my child/young person will receive?

Not every child requires additional support. Some children require an additional agreed support program for set periods of time. Children are allocated additional support based on need and/or as a daily assessment from lessons. This support is highlighted on class provision maps each term. School, alongside other professionals, decide through their assessment procedures whether additional support is required and if so, what. We ensure parents are kept informed throughout the process.

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

When outdoor activities are undertaken, whether in school or as part of a school trip, we believe all children have the right to be included. If required, specific risk assessments are carried out and available. Additional support may be required as well as discussions with parents of children with SEN to ensure their views are considered and reasonable adjustments have been made.

 

3.g) What support will there be for my child/young person's overall well-being?

The social and emotional wellbeing of our pupils is a priority and we strive to develop and maintain a strong community ethos. Social and emotional aspects of learning are taught through our SMSC and British Values lessons as well as through delivering our 1 Decision PSHE scheme of work. These provide opportunities for children to discuss issues such as positive relationships, self-esteem and teamwork within the curriculum. Our senior TA is trained within ELSA and works with children 1:1 who require additional emotional literacy support and well-being. Where appropriate, plans are put in place to support a child’s well-being following consultation with pupils and their parents/carers. We follow guidance from appropriate trained health professionals to meet additional health, medical and personal care needs of individual children. School staff are trained as appropriate to meet these needs.

4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

Our school SENCO is Helen Whiley.

She can be contacted in writing at:
Horsendale Primary School, Assarts Road, Nuthall, Nottingham, NG16 1AP
By phone: 0115 9132331
By e-mail: office@horsendale.notts.sch.uk

 

 

5.a) What training have staff supporting special educational needs had and what is planned?

A variety of training is undertaken on rolling plan of school CPD. This can either be in house or through external sources, as well as through the Flying High Trust. Examples include: annual teacher assistant training conferences, training packages provided from Notts County Council (which include a wide variety of learning and cognition needs, physical and medical updates, safe handling, communication and interaction) and SENCO training networks.

Our school SENCO has achieved the National Award for SEN Co-ordination.

5.b) What specialist services and expertise are available or accessed by the setting/school?
  • Schools and Family Support Services (SFSS)
  • Educational Psychology Service
  • School Nurse
  • Family Support
  • Primary Social and Emotional Development team (PSED)
  • Social services
  • Targeted support
  • Children’s centres
  • Supporting Families
  • Educational Health and Wellbeing team (EHWB)
  • Complex Case resolution
  • Speech and Language Therapy (SALT)
  • Community Adolescent Mental Health Services (CAMHS)
  • Multi Agency Support Hub (MASH)
  • Voluntary Organisations 

 These can be found on the Notts Local Offer website.

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

Horsendale Primary has an Access Policy to enable all students to overcome barriers to learning. Where possible we provide equipment or complete necessary funding applications to provide any equipment that is deemed necessary in order to support children in school. We aim to ensure that all activities and equipment are accessible to all children, parents/carers and visitors to our school. Reasonable adjustments will be made as necessary to improve accessibility for all. There are disabled toilet facilities including space to accommodate changing. Risk assessments and safe systems of work are in place to ensure the safety of all staff and children. We use symbols and visual timetables where appropriate.

7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

In September 2014, a new code of practice for Special Educational Needs was enforced. The underlying message was involving parents and the child/young person. We have an open door policy here at Horsendale and hold regular parent meetings for all children. A child with SEN will receive additional review meetings with appropriate staff. These are held each term or more regular if needed.

8. What are the arrangements for consulting young people with SEN and involving them in their education?

At Horsendale we encourage a child-centred approach and our pupils are involved in the setting of targets. These targets are reviewed at least termly and help to inform a child's SEND Support Plan or EHC Plan.

Where appropriate the child will be invited to attend the whole or part of a review meeting. We actively encourage all children to participate fully in all aspects of school life.

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

If parents are unsure about any of the support or provision being made for their child, they are encouraged to make an appointment with their child's class teacher in the first instance. They are then able to contact the school office to make an appointment with our school SENCO or Head teacher if further enquiries are to be made. If parents feel their concern is not resolved through this process, they should refer to our Complaints Procedure which can be found on our school website.

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

The governing body delegates the day to day organisation and liaison to the SENCO and head teacher.

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

If parents are unsure about any of the support or provision being made for their child, they should not hesitate to contact their child's class teacher in the first instance. They are then able to contact our school office to request an appointment with our SENCO or Head teacher. School will encourage parents to use the Local Offer site.

Parents can also gain support and advice from the Local Authority SEND Local Offer, (www.nottinghamsire.sendlocaloffer.org.uk)

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

The transfer to a new school can be an anxious time for both child and parent and we encourage visits to our school before applying. Careful planning is made for all children but for children with SEN, an additional transition plan may be put in place. This will generally include early discussions with the school they are coming from or going to and any external agencies that are providing existing support. Parents are involved in transition discussions so that the needs of the child and any particular concerns are shared. A transition book or social story maybe written for the child to use at home, this may include photographs of the building, adults working with the child and key times of the school day.

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

In addition to the transition arrangements made for all pupils in Year 6, plans for pupils with SEN will be formulated with their allocated secondary school on an individual basis. Parents will be kept informed and involved in this planning.

iii) Prepare for adulthood and independent living?

In school we aim to prepare all children for adulthood and develop independence to take a full and active part in society.

13. Where can I access further information?

This information report/Local offer has been written as required by Section 65(3)(a) of the SEN (info) Regulations and links to the Local Authority local offer.

Further information can be accessed by:

  • Reading the schools full SEN policy - available on our website.
  • Reading 'A visual representation of our SEN Policy' - available on our website
  • Nottinghamshire County Council website - SEND Local Offer www.nottinghamshire.sendlocaloffer.org.uk
SEN Information Last Updated On: 06/05/2020
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