Inclusion & Special Educational Needs
What is Inclusion?
At Highfield we aim to ensure that all children reach their potential. Inclusion is a way of increasing the presence, participation and achievement of all children in our school. We believe that your child’s education is a partnership between home, school and pupils and we refer to this as 'the triangle of success' – each of us with particular roles, all united with one common goal – children’s success. We encourage you to be fully involved with your child’s learning.
Who is responsible for Inclusion and SEND at Highfield?
The Leader for Inclusion and SEND is Mrs D. Lewis - If you have any questions, please feel free to contact the school office to arrange a meeting with
Mrs Lewis or email SEN@highfield-primary.trafford.sch.uk to contact her directly.
Miss Edwards and Mrs Sidley provide one to one and small group support on a daily basis.
All class teachers ensure that the SEND Policy is followed in their classes.
The Governor with responsibility for SEND and Inclusion is Mrs H. Brady.
Trafford's Inclusion Charter
At Highfield we are part of Trafford's Inclusion Charter. In September 2019 Trafford held an Inclusion Visioning event with parents, carers, Headteachers, SENDCOs and a wide range of Local Authority Officers; sharing ambitions for inclusive practice in Trafford.
There are five principles that make up the charter:
- Local schools and educational settings in Trafford are committed
to meeting the needs of children and young people in their local
community. - Outcomes - are child-centred, measurable and achievable.
- Communication is regular, clear and appropriate.
- We are all Accountable and responsible for supporting inclusion in
Trafford. - We are mindful of how we use Language to include, describe and
involve all.
Commitment statement:
By signing up to Trafford’s Inclusion Charter we are committed to delivering on the 5 key principles in our work. We understand that to develop our inclusive practice it is essential to evaluate and reflect on how we work in school.
As part of our commitment to the Charter we will ensure that this reflection and evaluation is carried out on an annual basis by relevant staff in school. Our school will continue to be outward facing; working in partnership with members of our wider school community and collaborating with other schools in a school-school support system with guidance and support from Local Authority colleagues.
How do we help children to achieve and make progress?
At Highfield we provide Quality First Teaching to all learners. We make sure that all children are involved in high quality activities every day. We encourage children to become independent learners and thinkers. Children are given time to think and they are encouraged to question and discuss as they learn. Children learn in many different ways; we make sure that all learning styles are catered for. We do this through a process called differentiation. For example, some children are visual learners whilst others are kinaesthetic learners.
We provide additional support for children through a range of interventions and personalised provision.
Interventions at Highfield vary depending on the individual needs of children.
We have a range of small group interventions. Some examples include English, Maths, PSHE, Lego Therapy, working memory and Speech & Language groups. In addition, all teachers and support staff run small intervention groups. We have one to one programmes, led by Miss Edwards, Mrs Sidley, Mrs Hughes & Mrs Lewis; and we work closely with a range of external agencies to ensure that opportunities for children are maximised and barriers are reduced.
Children who are experiencing difficulties with their behaviour are monitored and supported, primarily by their class teacher, with the support of Mrs Lewis, the Headteacher, Deputy Headteacher and Pastoral Support Lead. They may have a Pupil Record Log, individual chart/plan and/or a Pastoral Support Programme. If difficulties continue then external agencies, such as the Educational Psychology Service/SENAS may work alongside school to support the child.
All additional provision is recorded on Pupil Passports and the school's provision mapping system. Parents/carers are involved with all steps of this process.
What happens if a child does not make good progress at school?
If a child does not make the progress we expect, or if their behaviour/emotional needs are a barrier to learning, with the consent and support of parents they may be entered on the Special Educational Needs Register. Further information on SEND support can be found on the Highfield's SEN Information Report 2022/23 , also on the SEN tab on the website.
A Pupil Passport with SEND outcomes will be written in collaboration with both the child and the parent. This will include SMART targets. After one term, there will be a review. Parents/carers are always invited into school to attend review meetings - parental opinion and contribution to such meetings is extremely important and valued at Highfield.
Targets and provision are set using Trafford's Graduated Approach (please see link below) and the 'assess, plan, do and review' cycle. This ensures that additional provision is monitored and reviewed to drive positive outcomes.
If you would like to discuss any of the above, or if you feel that we have missed anything, please contact Mrs D. Lewis.
