Below are some supportive resources and links to help promote positive mental health with your children at home during this difficult time. Should you be concerned and require some targeted support please do contact firstname.lastname@example.org where more advice can be sought for you.
The Use of Social Stories
Social Stories present information about coronavirus visually and so are easier to process for autistic children and young people. Choose the Social Story best suited to the child or young person you are working with, you may need to edit it so it is personalised to them.
The symbols provided can be used to create a home Visual Timetable to provide some structure to your child or young person's day.
It may be valuable to use a Talking Mat; a visual scaffold designed to enable children and young people to express their views and concerns.
Try using Worry Plans to address specific worries the child or young person might have. Work together to list personalised strategies to address the worry, record them on the plan and keep it to refer to again.
Special and Additional Educational Needs at Hever Primary School
Hever Primary School is an inclusive school and we welcome children from a wide range of abilities and backgrounds to our community. We aim to ensure all children at our school have access to learning within and beyond the curriculum, and we are committed to an individualised approach to teaching and learning.
Planning for learning is aimed at identifying and supporting each pupil’s individual learning needs through a Quality First Teaching approach, where ongoing assessment of pupils’ learning forms the basis of further instruction and practice. Differentiated approaches are planned and implemented by the class teacher, sometimes with the support of additional adults who may work with small groups or individuals to ensure all pupils are able to make progress.
Staff work across the ability range, but there are a number of staff who have special responsibility for identifying, monitoring or providing support to, children with specific learning or social needs.
Sometimes, pupils require additional support to help them make progress in different areas of the curriculum and general school life. We offer this in a range of ways:
Group work with a supporting adult: Where a number of pupils require additional support in a specific area, this may be delivered in class by either the class teacher or another adult. This support is aimed at giving pupils the tools they need within a specific subject or with a given concept to be able to work independently.
Intervention activities: Where specific learning needs are identified by the class teacher, the pupil may be placed in a group to undertake additional work which is aimed at closing gaps in knowledge or skills, or supporting specific curriculum areas beyond the classroom lessons. Such activities could include additional phonics learning, work on number bonds, work on fine motor skills or handwriting practice, for example. These interventions are usually short term (maximum of 6 weeks) and are designed to give the pupils the support they need to access the learning in class independently.
Specific Learning and Support Programmes: These are run by experienced Teaching Assistants. Specific programmes run on an “as-needed” basis, and change according to the identified needs of pupils.
1:1support: This is usually undertaken with pupils with significant learning needs, who would be unable to access the curriculum without the full support of an adult. In most cases, a statutory assessment of the pupil’s needs will be undertaken and this may result in a statement of educational needs which specifies the support to be given in school. From September 2014, statements were replaced by education healthcare plans (EHCPs).
Behaviour Management: Sometimes a pupil’s behaviour can limit their learning or that of others. We engage a range of techniques including behaviour management plans, in class support, access to external anger and behaviour management agencies and, in extreme cases, fixed term exclusions. To date, we have not had to administer any exclusions. Our Behaviour Policy sets out the expected behaviour of all our learners, and the ways in which we enforce these expectations. Where pupils, either due to developmental stage, learning delay or other circumstances, are unable to understand or relate to the expectations, we work with them individually to ensure they fully understand what is expected of them.
Pupils come with many, and varied, educational needs, including those who are identified as gifted and talented. We identify pupils who are working at levels significantly above age relate expectations and give these pupils learning experiences in line with their ability, with a strong focus on challenge. We are always happy to talk to parents and to signpost support networks and additional provision beyond school.
Some pupils enter school with English as an Additional Language. For children who have English as an additional language we carefully monitor their progress to ensure that language and learning needs are met. Where additional support is required, this has taken the form of individual or small group provision, aimed at improving language and communication skills as well as ensuring pupils have the academic tools they require to make good progress.
Support for families
We pride ourselves on being an open, friendly school, and we recognise the fundamental importance of parents in the learning process. Where parents and families require additional short or long term support, perhaps in times of crisis, or where family members are experiencing difficulties, we are able to help with access to support networks, advice and guidance, or sometimes just to be that listening ear. Social, emotional and physical wellbeing are at the centre of our provision in school, and this extends beyond the pupils to their immediate family too. We have a truly open door policy, and welcome family members as an integral part of our learning community. We can’t always solve problems ourselves, but we can often find others to help.
According to need, we work with a range of external agencies. Sometimes, we request their support; sometimes external agencies are involved with a pupil because of their EHCP, medical needs or other route. External agencies include the School Health Team, Speech and Language therapists, Occupational therapists, Educational Psychologists and Counsellors.
What to do if you think your child needs additional support?
In the first instance, it is important to speak to your child’s class teacher if you have any concerns about your child’s learning or development. They will be able to talk to you about in class support or to raise the issues with the SENCo. Where there are concerns about a child’s development, we may advise you to see your medical practitioner, or put you in touch with the school health team.
We will regularly update you on your child’s progress through teacher meetings and end of year report, and we are always happy to talk with you after school if you have any concerns.
For information about our Local Offer, please click here:
Please come and see our fantastic den in the newly developed nature reserve!
Our team of dedicated den builders have worked with care to plan, design and produce a wooden den structure for us all to enjoy located behind Elm class.
The nature reserve area will undergo further development in the coming terms, with the next project identified as making bird tables and seating/working furniture.
The children have worked come rain or shine to give purpose to this once unused space. Please enjoy it when you visit.
"Thank you!" from all of the staff and learners at Hever, to our fantastic Den Builders.