Special Educational Needs and Disability Information
Welcome to Hoyland Springwood Primary School’s Special Educational Needs and Disability (SEND) information pages.
Hoyland Springwood Primary School is committed to ensuring that it values the abilities and achievements of all children and adults who access it and is committed to providing, for each individual, the best possible environment for development and learning.
Our school SEND Governor is: Mrs Barbara Arnold
Our school SENCO is: Miss Lindsey Waugh
Please click on each of the bubbles for more information.
What are special educational needs?
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
(a) have a significantly greater difficulty in learning than the majority of others of the same age; or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post -16 institutions.
What is a disability?
The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.
A physical or mental impairment includes: learning difficulties including specific learning difficulties; medical conditions including epilepsy, diabetes, more severe forms of asthma and eczema; autism; speech, language and communication impairments.
If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities it may amount to a disability.
Staff with responsibility for Send
- Class Teacher – if you have any queries or concerns regarding provision for your child, your child’s class teacher these should be addressed with your child’s class teacher in the first instance.
- Special Educational Needs Co-ordinator – Miss Lindsey Waugh is our Special Educational Needs Co-ordinator (SENCO). Miss Waugh leads SEN provision within our school and manages the school’s resourced provision for children with complex communication & interaction needs. She works closely with class teachers, teaching assistants and parents to ensure that the needs of all children are met as fully as possible.
- Resourced Provision HLTA– Mrs Carla Nowell is our resourced provision HLTA. Carla oversees the day to day running of the resourced provision and specialises in speech and language support for children across school.
- SEND Governor – Mrs Barbara Arnold is our governor with specific responsibility for children with Special Educational Needs and Disabilities. Mrs Arnold will work closely with Miss Waugh to review SEN provision and monitor its effectiveness.
Provision for children with send at Hoyland Springwood
Provision for children with additional needs is provided at three levels (waves). These are:
- Wave 1 – this refers to high quality differentiated teaching provided by teachers in class. The needs of most children can be met in this way with small group focus teaching provided by the teacher and other adults in class.
- Wave 2 – some children require additional support, usually in small groups. This may be used to pre-teach learning, support children in consolidating or identify gaps in a child’s learning. This provision is provided through a graduated approach which is carefully targeted to the needs of the children.
- Wave 3 – a small proportion of children require support over and above that provided at waves 1&2. This support is usually provided on a 1:1 basis; it is highly targeted and is usually based on advice from other professionals e.g. the school’s educational psychologist.
What interventions and support are available at Hoyland Springwood?
The school has access to a wide range of interventions and resources to support children with varying needs. Staff are trained to deliver these within school.
These resources and interventions include, but are not limited to: Jump Ahead, WellComm, Special Time, Catch Up, Reading Recovery, Phonological Awareness Training, 1st Class@Writing, social skills groups, additional reading, writing or maths sessions with teachers, Lego Therapy, Art Therapy.
Children may access one or more of these interventions at different points in their school lives. Staff members also design and run a range of programmes specifically targeted to the needs of pupils.
Additional advice from outside professionals
In some situations, school staff may feel that additional support and advice is required from outside professionals; this is always done in consultation with parents.
The school has access to advice and support from a wide range of professionals including: Speech & Language Therapy, Educational Psychology Service, BESST (specialist teachers and support staff for a range of needs), School Nurse & Health Visitors, Paediatric Therapy – Physiotherapy & Occupational Therapy.
What happens if my child needs a higher level of support?
Only in a very small number of cases will a child’s needs be such that a greater level of support is required. In these circumstances schools can, with the support of parents, request that the local authority undertake a statutory assessment of the child’s needs.
The school gathers together information relating to the child’s needs, strategies that have already been implemented and resources used, the impact of strategies & resources, the views of parents, pupil, school staff and professionals relating to the above. This information is then submitted to the local authority.
Further information relating to the process and the local authority’s SEND Offer can be found at:
Who can I contact for further information?
School has an open door policy and any member of staff will be willing to discuss your child. If you have any concerns or questions please feel free to contact your child’s class teacher, the school SENCO, Miss Lindsey Waugh, or Headteacher, Mrs Katherine Clark.
Further information on SEND can be found at
Barnsley’s Local Offer for SEND can be found at:
How does the school environment meet the needs of children with SEND?
The school was built in the 1970s and is all on one level. The main classroom areas are based around a shared, central area which allows for ease of movement around the school. This area allows children to be withdrawn from classes, as needed, for additional support. There are disabled toilet facilities in the school entrance area and a changing station available. Access to all parts of the school is flat, with no more than one step between different areas.
The school has a commitment to ensuring that the classroom environments meet the needs of the children as fully as possible. Some aspects of display are standardised across the school, including colour coding, and this allows children to develop independence in their use of the environment. Visual timetables can be found in all classrooms and the school is developing provision in all classes for children who may have specific learning difficulties – these include access to a range of recording resources, coloured backgrounds on interactive whiteboards, ACE dictionaries etc. A number of school staff are trained in Makaton and this is used as appropriate to support the communication of children as required.
How does the school curriculum meet the needs of children with SEND?
The school has a creative curriculum underpinned by a strong commitment to the development of key skills. School staff foster a love of learning and children are supported to develop their independent learning skills.
Learning opportunities are designed to meet the needs of the children and activities are differentiated accordingly. A wide variety of learning styles are catered for and additional resources are available to all children to support their learning and consolidation of skills.
As a small school with five classes, some classes are mixed age and therefore the school has some flexibility around class placement for children, including those with SEND. In all classes use is made of flexible groupings based on assessment for learning.
how will my child’s needs be assessed and his/her progress monitored?
Children’s learning is assessed by class teachers on an ongoing basis using assessment for learning (AfL); this information is used by teachers to plan each child’s next steps in learning. Assessments of children’s learning are also made at set points through the year and recorded using the trust’s data systems; this enables each child’s progress to be tracked. All children are set aspirational targets.
In the Early Year’s Foundation Stage (EYFS) children’s progress is monitored against the EYFS assessment criteria. Information relating to your child’s progress will be shared with you at parents’ evenings and in your child’s end of year report.
All children with a statement or EHCP will have an SEND Support Plan (SSP). Some children at the School Support level will also have SSPs; other children’s targets and progress will be monitored within the school’s usual tracking and reporting systems. Parents of children with an SSP will be involved in setting small, achievable targets for their child, and reviewing these, in conjunction with their child’s class teacher on a termly basis.
What support is available for parents of children with send?
- Your child’s class teacher will work closely with you to ensure that you are clear about his/her needs and how they are being met in school. Your child’s class teacher will also be able to give you ideas as to how you can support your child at home.
- The school’s Parent Support Adviser, Miss Lynda Smith, is available to support parents with general parenting enquiries, behaviour management advice including setting boundaries and developing routines as well as queries regarding personal finance, employment etc.
- Miss Lee can answer any more in-depth queries that you may have regarding your child’s needs and can support parents in accessing more specialist advice as required.
- Appointments to see Miss Smith and Miss Lee can be made via the school office.
How does the school support children at transition points?
We understand that transition points e.g. moving to a new class, moving to a new school etc. can be difficult times for any child and particularly a child who may have additional needs. We also know that this can be a worrying time for parents. Wherever possible, we start to plan for transition early; this planning includes parents, children and school staff.
The needs of all children in relation to transition will be very different and a personalised plan will be developed to ensure that the transition will be as smooth as possible.
This may include: meetings between old and new staff, additional visits for the child to his/her new setting, new staff invited to meet the child in his/her current setting, opportunities for parents to meet with new staff, learning opportunities linked to the new setting/staff e.g. opportunities for children moving to high school to practise using timetables and preparing their own resources, multiagency meetings to ensure a joined-up transition plan is in place.
How effective is the school’s provision for SEND
The School has a robust policy for special educational needs. The policy is implemented by all members of staff and its effectiveness is monitored and evaluated by the Governing Body on an annual basis.
The SENCO meets with the SEN Governor on a regular basis, enabling up to date general information on the progress of children with SEN and the provision made for them to be shared with the whole governing body.
Information from parental questionnaires and children’s comments are reported to the Governing Body in relation to the support provided or feedback on the effectiveness of new resources.
what is the school’s resourced provision
Hoyland Springwood Primary School has a 10 place resourced provision for children with complex communication and interaction needs, led and managed by the school. Most children have a diagnosis of Autistic Spectrum Disorder (ASD) and all have a Range 5 statement or Education, Health & Care Plan.
The resourced provision is a part of the school but children are admitted by the local authority, via a provision panel, following consultation with the school. It is not possible for pupils at Hoyland Springwood who are in mainstream school to transfer to the resourced provision, except via this route.
The resourced provision is managed by Miss Christina Lee and the day to day organisation is led by Mrs Carla Nowell. The provision is staffed by trained teaching assistants who have expertise in working with children with ASD. Resourced provision staff work as part of a class team with teachers and teaching assistants.
The children are part of a mainstream class and generally spend approximately 80% of their time within their mainstream class, supported by specialist staff. Staffing for the provision is generally on the ratio of one staff member for every two children. the remaining 20% of time is spent working on a 1:1 basis or in small groups to address specific areas of need e.g. social skills, speech and language, therapeutic support.
Any queries in relation to provision for children with Special Educational Needs and/or disabilities should be directed to Miss Lindsey Waugh, SENCO in the first instance. Any complaints should follow the ECM Trust Complaints Policy.