Hazeldene Primary School
Hazeldene School every child truly matters,. The staff seek to ensure that every child achieves his or her true potential in a safe, secure and enabling environment. We want each child to develop positive attitudes, acquire a sense of achievement, self-confidence and self-discipline.
Hazeldene School is situated in a very pleasant residential area of Bedford. The school grounds are spacious and include a conservation/pond area and a heated outdoor swimming pool .
Hazeldene is committed to providing an appropriate and high quality education to all children. We believe that all children, including those identified as having special educational needs, have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and have the right to be fully included in all aspects of school life. We believe that all children should be equally valued in school, by all who attend and work there. We strive to eliminate prejudice, direct or indirect discrimination and harassment (in accordance with the Equality Act 2010), and to develop an environment where we will foster good relations so that all children can flourish and feel safe. We aim to engender a sense of community and belonging.
Who to contact
Where to go
- MK41 9AT
- Get directions
Time / Date Details
- When is it on
- School Day Nursery: 8.45am to 11.45am, lunch 11.45am-12.15pm, 12.15pm-3.15pm Years 1 and 2: 8.40am to 12pm (lunch 12-1pm) , 1pm-3.15pm Years 3 and 4: 8.40am-12.30pm, (lunch 12.30pm-1.30pm), 1.30pm-3.30pm Years 5 and 6: 8.30am-12.30pm, (lunch 12.30pm-1.30pm), 1.30pm-3.30pm
- Time of day
- Breakfast and After School Club Opening Available? Cost? Yes Cost Description Term-time Morning 8.00-8.45 £4.50 Afternoon 3.20-6.00 £4.50 p/h
- Age Bands
11-14 years old
0-4 years old
5-10 years old
Schools Extended Local Offer Response
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
How we identify that a child may need help
Hazeldene aims for early identification of special educational needs and disabilities, so our assessment process begins even before a child starts our school and then on their entry to the Nursery/Reception/ year group and throughout their school life.
Early intervention takes place by:
• Visiting your child at their current preschool / school setting wherever possible and reading information from these settings, liaising with parents and carers and visiting the children in their home.
• Assessing Reception children’s on-entry data in the Early Years Foundation Stage and identifying any areas of concerns,
• Initial baseline observations and assessments when a child transfers to our school and discussions with their previous school,
• On-going formative assessments both during day to day activities and at key points throughout the school year
• Ongoing careful formative assessment takes place by each class teacher, in close conjunction and collaboration with the Senior Leadership Team which includes the Assessment Leader, Victoria Kilroy and the SENDCo, Vicky Norman. This follows the school’s approach of assessing the child, planning for their needs, implementing the plan and reviewing its impact in terms of the progress made by the child and the impact of that provision. There is a structured cycle across the school year to support this process and in accordance with the Assessment, Teaching and Learning and SEND policies.
What Should I do if I think my child has a special educational need or disability?
If as a parent or carer you believe your child has special educational needs or you are concerned in any way about their learning, please speak to their class teacher in the first instance or please do get in touch with the SENDCo: Vicky Norman on 01234 300100 email@example.com
- How will early years setting/school/college staff support my child/young person?
How will Hazeldene School support my child?
At Hazeldene we celebrate the fact that every child is an individual. We understand that children learn and develop in different ways, and have different strengths and areas for improvement. Teachers and learning support assistants recognise this and use different teaching styles, approaches, adapt resources and plan different levels of work in the classroom to cater for the various ways children learn. Many children, at some time in their school life, need extra help. We offer the following support for children with Special Educational Needs and Disabilities through a graduated response: We aim for early identification of any Special Educational Needs and Disabilities, and this process starts even before their first day children enter our school. If a child is attaining lower than age related expectations or progress is slower than expected/usual for the child, but it is felt that the child doesn’t have a SEND, then appropriate intervention is planned for and specific objectives are set and monitored as the intervention is implemented. If we suspect a child might have SEND, then we talk with parents and carers and the child themselves. We consider what helps the child, what possible barriers to their learning they may be experiencing, how the parents and child feels they learn best and what their hopes and aspirations for the future might be. This forms the starting point for future support planning. At Hazeldene we adopt the graduated approach detailed in the Special Educational Needs and Disability Code of Practice 2014. Where possible, with reasonable adjustments, it is hoped that the needs of the child can be met by the High Quality Teaching (HQT) provided by the class teacher. If the child’s needs cannot be met through HQT alone, and if it is agreed appropriate, a pupil passport for learning will be co written with parents, the child and the class teacher and SENDCo to identify further strategies to support . These are outcome focused, supported by specific, measurable, achievable and realistic (SMART) targets. The PPFL outlines appropriate support or intervention programmes and will be reviewed with the child, their parents or carers at least termly or sooner if required. Sometimes the support required might involve the class teacher further adapting the way activities are planned and delivered through careful differentiation and reasonable adjustments which have been carefully planned in consultation with the SENDCo. Specific interventions may be planned which will be regularly reviewed. Class teachers and the SENDCo will also discuss and work with families to identifyhow you can be supporting your child at home.
- How will the curriculum be matched to my child's/young person's needs?
or every child in our school high quality teaching is the most important tool in ensuring that your child makes good progress. In class, each child’s teacher, in conjunctions with the SENDCo will use strategies to promote your child’s enjoyment of learning so that they achieve. This might be through changing the way activities are planned and delivered, matching activities to the ability/need of each child (differentiation), adapting learning materials such as equipment and activities to suit each child’s needs. In addition to High Quality Teaching of an exciting and creative curriculum, specific interventions may be used alongside to ensure your child’s key outcomes are met. These will be planned in discussion between school staff, your child and you as parents/carers. If you require more information on the interventions carried out please speak to your child’s Class Teacher or Vicky Norman, SENDCo.
Such Interventions may include:
- · Numeracy Interventions
- · Sounds Write Phonics Intervention
- Rapid Read Programme
- · Sensory Circuits
- · Learning Mentor sessions
- Snack n Chat/ Build n Chat language sessions
- Forest Schools
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
How is the decision made about what type and how much support my child will receive?
At Hazeldene School we use a graduated approach, in line with the SEND Code of Practice 2014, to identify challenging yet supportive outcomes for our children. Our ‘assess, plan, do, review’ model of working means that assessment of educational needs directly involves the learner, their parents/carer and of course their teacher. At all stages of your child’s education we will ensure you are kept fully informed about their progress both academically and socially. However should any member of staff notice a difficulty with learning we will discuss your child’s strengths and areas of difficulties together, and agree upon the outcomes we would all like to see as a result of any interventions. From this we will then agree which interventions are best suited and what role we can all play in the intervention. We will agree the next steps together and set a review date so that we can be sure of the timescale in which we expect to make a difference as a result of the intervention. For all children it is about ensuring high quality teaching is then reinforced by personal, appropriate interventions and support, which enables the agreed outcomes to be met. Interventions are closely monitored by Class Teachers, the Senior Leadership Team (which includes the SENDCo) to ensure they are matching pupils’ needs and making a positive impact.
How will I know how my child is progressing and how will I know how to support my child’s learning?
At Hazeldene we have an open door policy so parents can come and see their child’s teacher at the end of the school day or Vicky Norman, SENDCo at any time for a brief discussion or to request a meeting. Parents of children on the SEND register are kept informed about their child’s targets and progress through their annual report and both formal and informal meetings with the class teacher. As a minimum, Class Teachers will meet termly with parents and carers to review progress against the agreed outcomes. The SENDCo is also available for ‘drop ins’ during parents’ evenings. Parents can request to meet with the SENDCo at any time via the school office or through their child’s teacher. Parents of children with an EHCP are invited to attend annual review meetings and are formally asked for their views. Every year group provides a termly overview of the curriculum to support parents with home learning opportunities. In addition to this, home learning tasks and weekly challenges provide structured opportunities to support the current learning focus at home. Talk cards, reading and spelling homework are practised both in school and at home. All children receive a Reading Diary to facilitate communication between home and school to record reading and other brief communications. Additional home/ school books are another useful way in which we develop communication for children who perhaps need more support. Additionally all staff at Hazeldene are very happy to meet to discuss specific concerns or ideas for supporting your child’s learning at home. We believe that education is a partnership between families and schools, and that children thrive when an open, constructive and honest relationship exists between home and school.
- What support will there be for my child's/young person's overall well being?
What support will there be for my child’s overall wellbeing and mental health?
We believe that children need to feel happy and secure in order to be able to learn and make progress. Class teachers and all adults in school aim to ‘safety net’ the children so they have a sense of self-worth, feel happy, have a good sense of well being/ mental health and feel secure. Any child may have a worry or concern which we will always listen to. We will work with the child and their parents/ carers to deal with their worries or difficulties, in order to help them make their next steps Our golden rules are at the heart of our school ethos. These are:
Do be kind and helpful
Do be gentle
Do keep safe
Do look after property
Do work hard
Do listen to people
Do be honest
Do be polite
British values and our 12 school values, alongside these golden rules underpin all our learning and behaviour.
We foster a culture of understanding and respect so that all children can enjoy learning and achieving together. We are also fortunate have a very experienced Learning Mentor who works very closely with children and their families. Such support could be on going and in collaboration with other professionals (for example following a bereavement or a family separation) or short term (for example to support with a change in friendship groups or settling into a new class). It could be to give key strategies to develop anger management skills, develop resilience or improve self-worth.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
What specialist services and expertise are available at or accessed by your setting?
Throughout the school year the following external agencies can be called upon to support SEND pupils in our school:
- · Occupational Therapy,
- · Early Help
- · Sensory circuits
- · Educational Psychologist (EP),
- · Speech and Language Therapist (SALT),
- · Child and Adolescent Mental Health Service (CAMHS),
- Wheelchair Services,
- · Behaviour Support Service (BSS),
- · Parent partnership support service
- · School nurses,
- · Hearing Impairment Team
- · Visually Impaired Support Service
- · Autism Advisory Teachers
- · Early Years Support
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
What training do staff supporting children with SEND have?
Our SENDCo has 20 years experience as a Primary Teacher and 5 years experience as SENDCo and member of the Senior Leadership Team. She has completed the National Award for SEND Coordination and has also completed Speech and Language Support Training for 5-11s Theory into Practice, is Sounds Write trained and trained in leading a mentally healthy school. There is a regular programme of training and support for all staff and LSAs. Recent examples include whole staff Mental Health and Wellbeing training delivered by Clinical psychologist from CHUMS, Makaton , Anxiety awareness, Autism awareness, Sensory processing training, Numicon, Sounds Write, Blanks Model Speech and language training and Polish Culture and Awareness training. Training and continuing professional development needs of staff are regularly reviewed and according to the needs of the children and school developments.
- How will my child/young person be included in activities outside this classroom including school trips?
All children are fully included in all aspects of school life. Residential visits are planned well in advance and discussions between parents/carers, children, school staff and venue staff ensure that opportunities provided are as inclusive as possible for all children. All our extra-curricular activities and clubs are open to all children and activities are adapted and differentiated where possible to ensure they are fully inclusive for all including for those with disabilities. We meet with professionals, parents and children to plan “reasonable adjustments” which are put in place wherever possible to ensure that children with special needs and disabilities take part in clubs, trips and residentials to the fullest extent possible. We try to ensure that these steps are taken to prevent children with SEND being disadvantaged in any way.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
Trannsition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school, or (later on) training provider or moving in to employment. Hazeldene School is committed to working in partnership with children, families and other providers to ensure positive transitions occur. Planning for transition is a part of our provision for all learners with SEND. Moving classes will be discussed with you and your child at their summer term (or possibly sooner) review meeting. Transition preparation to secondary schools is managed very proactively to ensure time for planning and preparation. Personalised support will be put in place according to the needs of the child. Techniques such as new year group passports, working with their new 1:1 support; social skills groups; team building games can ease transition anxieties. All children spend a morning at least in the summer term with their new teacher doing transition activities, to make the September transition as smooth as possible. We believe that putting such actions into place – as early as possible – aids a smoother and happier transition. Becuase Hazeldene has a soft federation arrangement with Castle Newnham, should parents wish, their children will have an automatic place offered there. Hazeldene and Castle Newnham work closely together and different year groups access the teaching and facilities available at the Castle Newnham North site. Equally, the some Castle Newnham, teachers visit Hazelene on a regular basis, particularly in year 5 and 6. This all helps to aid a smooth transition. Liaison with other secondary school partners is also established so that each child feels secure about their next steps, regardless of where their next setting will be. Separate transition arrangements and induction visits are set up for pupils with SEND where required, including a very successful programme of visits in the summer term. Liaison between staff at both schools takes place through our graduated approach and our ‘assess, plan, do, review’ model. Similarly, we take very seriously the responsibility of ensuring our younger children make a smooth transition from their early years setting to Hazeldene. Personalised transition plans are created in conjunction with the other setting and the parents/ carers of those children with SEND to ensure they make a smooth, settled start at Hazeldene.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
l classes have access to daily support provided by year group LSAs, who support the High Quality Teaching provided by the class teacher. In addition to this, LSA individual support is allocated on a needs-led basis. This may also be to support small groups within a class, or it may be to provide 1:1 or small group provision outside of the curriculum for all, addressing desired outcomes identified between teacher, parents/carers and the child him/herself. 1:1 LSA support may be allocated for learning time or to support social and/or physical needs at play/lunchtimes. For those children with an Education, Health and Care Plan, any allocated LSA hours are provided in addition to the identified needs of others in the class. The purchase of resources specifically for children with SEND is needs led and in line with the budgetary policy of the school. Resources may include sloping writing boards, large text books and reading materials and sensory resources. This is in line with the Accessibility policy which focuses on the commitment to making reasonable adjustments so that the children have full access to their education and the school’s resources.
- How is the decision made about what type and how much support my child/young person will receive?
At Hazeldene School we use a graduated approach, in line with the SEND Code of Practice 2014, to identify challenging yet supportive outcomes for our children. Our ‘assess, plan, do, review’ model of working means that assessment of educational needs directly involves the learner, their parents/carer and of course their teacher. At all stages of your child’s education we will ensure you are kept fully informed about their progress both academically and socially. However should any member of notice a difficulty with learning we will discuss your child’s strengths and areas of difficulties together, and agree upon the outcomes we would all like to see as a result of any interventions. From this we will then agree which interventions are best suited and what role we can all play in the intervention. We will agree the next steps together and set a review date so that we can be sure of the timescale in which we expect to make a difference as a result of the intervention. For all children it is about ensuring high quality teaching is then reinforced by personal, appropriate interventions and support, which enables the agreed outcomes to be met. Interventions are closely monitored by Class Teachers, the Senior Leadership Team (which includes the SENDCo) to ensure they are matching pupils’ needs and making a positive impact.
- How are parents involved in the setting/school/college? How can I be involved?
On a day-to-day level, parents/carers are encouraged to be actively involved and engaged in their child’s learning, both through their child’s specific outcomes and interventions and through the curriculum. There are lots of opportunities to come in to school and share in their child’s learning and we actively encourage this. Class Dojo which is a home/school communication tool is used to provide parents and carers with frequent updates about how their child is getting on. Home learning activities are also a great way to support. At Hazeldene we also value the learning that children do whilst enjoying experiences at home and outside of school with their families. The class teacher will provide opportunities for children to continue their learning at home and will be pleased to discuss with parents/ carers how to be involved with their child’s learning. Class teachers are also happy to listen to ideas and suggestions from home.
Care Quality Commission Inspection
- CQC overall rating
- CQC report date
- See the report