Special Educational Needs

SEND Information Report 2023

 The Hive

Our specialist provision is specifically designed to meet the complex needs of individuals in a small group setting, where their social interaction, communication skills, and specific learning needs can be effectively addressed. The provision caters to children from Early Years to Year 6 who require targeted support in these areas, including but not limited to those with specific learning difficulties, autism spectrum disorders, speech and language needs, and social-emotional challenges.

The primary goal of our specialist provision is to provide a short-term, intensive intervention that enables children to successfully reintegrate into their mainstream classes with enhanced abilities to manage complex social situations, develop resilience, fully participate in academic activities, and regulate their emotions effectively. This approach aligns with best practices for inclusive education, ensuring that every pupil has an equal opportunity to thrive in their learning environment.

The specialist provision comprises various areas, each serving a specific purpose. This includes shared spaces where collaborative activities and group learning can take place, a sensory room to support sensory regulation and exploration, individual quiet intervention rooms for focused learning and one-on-one support, and plans to develop a separate kitchen to promote life skills and independence. Additionally, children have access to an outdoor garden area, providing opportunities for sensory experiences and outdoor learning.

The SENDCO plays a pivotal role in the specialist provision. She leads the coordination and management of the provision, ensuring that the support provided is tailored to individual pupil needs and aligned with best practices in special education. The SENDCO collaborates closely with the specialist provision staff, offering guidance, support, and expertise in designing and implementing targeted interventions. She acts as a bridge between the specialist provision and mainstream classrooms, facilitating effective communication and collaboration with classroom teachers to ensure continuity of support.

The team of dedicated Learning Support Assistants (LSAs) within the specialist provision plays a crucial role in the day-to-day support of the children. The LSAs work closely with the children, building strong relationships and providing individualized support based on their specific needs. They employ evidence-based strategies and interventions, such as multisensory approaches, visual supports etc. to enhance the children's learning experiences. The LSAs also contribute to the assessment and evaluation process, providing valuable insights and feedback to inform individualized learning plans.

A wide range of resources and activities are available within the specialist provision to address the diverse needs of the children. These include programs, such as phonics, reading interventions, targeted math teaching, development of fine and gross motor skills through physical activities, social and communication skills, attention and listening exercises, fostering independence and self-regulation. The provision provides a holistic approach to the children’s development.

Pupil progress is monitored consistently and systematically within the specialist provision. In addition to a baseline assessment conducted upon entry, individualized learning support plans (e.g., Learning Support Plans, One Plans, or Education, Health, and Care Plans) are developed with specific, measurable, achievable, relevant, and time-bound (SMART) targets. Regular assessments and ongoing formative assessments are used to track progress and inform next steps. This approach ensures targeted interventions, adjustments, and personalized support to be provided to each child.

Collaboration and communication among stakeholders are fundamental aspects of our specialist provision. The SENDCO ensures regular meetings are held, involving the specialist provision staff, classroom teachers, and parents/guardians. These meetings serve as a platform to discuss pupil progress, share insights and strategies, and establish collaborative partnerships to support children both within and outside the specialist provision.