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Holtsmere End Junior School Special Educational Needs and Disability (SEND) Information Report (To be reviewed July 2015)

 

Welcome to our SEN Information Report which is part of the Hertfordshire Local Offer for learners with Special Educational Needs (SEN). Holtsmere End Junior School is an inclusive school where every child is valued and respected. We are committed to the inclusion, progress and independence of all of our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development, and their independence. We are committed to working together with all members of our school community. We would welcome your feedback and future involvement in the review of our offer, so please do contact us.

The best people to contact this year are:

Mrs Judy Bayliss: Inclusion Governor– 01442 253189

Mrs Louisa Hawker: Inclusion Co-ordinator/Assistant Head

Tel:01442 253189

Email: lhawker@holtsmerejm.herts.sch.uk

Mrs Emma Mcguigan: Head Teacher

Tel: 01442 253189

email: head@holtsmerejm.herts.sch.uk

Mrs Julie Phin: Learning Mentor

Tel: 01442 253189

Email: jphin@holtsmerejm.herts.sch.uk

 

Learning for all at Holtsmere End Junior School

 

How we identify SEN At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEN as: “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) (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.” If a learner is identified as having SEN, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning. Learners can fall behind in school for lots of reasons. They may have been absent from school, they may have attended lots of different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, they may be worried about different things that distracts them from learning. At HEJS we are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN. 

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