Inclusion

 

 

I am a Promise by The Bill Gaither Trio.

You are part of our Heyes Lane family – a very warm welcome from everyone.

Our class teachers have planned a wonderful, exciting year to help you learn, grow, play and have fun.  You will read new stories, learn new words, new skills, explore the world, make new friends, try new experiences and feel proud of all you have achieved.  Have a look at your year group page for more details about the exciting topics you will cover and information about your class.

Sometimes learning and playing is easy, sometimes it takes more time and practice.  Stick with it, keep trying and you can do anything you set your mind on.  We are here to help you.

Believe in yourself, your friends, your teachers and your school – together we can achieve more.  So get ready, the journey has only just begun…

Inclusion at Heyes Lane

At Heyes Lane, we strive to be a fully inclusive school, where all members of our school community feel supported, respected, valued and seen for who they are as individuals. We believe every child is unique and brings with them their own strengths, qualities and experiences that should be recognised, celebrated and supported.

We intentionally plan for the achievement and personal growth of all our children so that they progress and achieve their best possible outcomes. Through our high-quality first teaching and inclusive approach, all children access our immersive, creative and collaborative curriculum. This enables them to grow into resilient, caring, active citizens who are confident and secure in themselves and ready for the next stage in their education journey.

Parent/Carer Partnership

At Heyes Lane we believe a positive partnership between parents/carers and school is essential for our pupils to achieve their full potential.  We value your views and input in your child’s education and development.  Parents/Carers are always welcome and are actively encouraged to arrange meetings with class teachers, the SENCo and the SEN team to discuss their child’s support and progress at any point throughout the year.

Please see our Parent Partnership pages within the SEND Info section for further information.

Welcome to The Hub!

The happiness, security and emotional well-being of all our students is of great importance to us. We wanted to create a calm, quiet and welcoming space to show our children that there is always someone available to listen, whether it be for a short 5 minute chat, or a longer session about a bigger worry or problem.

Run by Mrs Buckley our Pastoral Support Officer, The Hub is peaceful and comfortable, a resting space for anyone to drop by and have a friendly chat, talk through an anxiety or ask for support and guidance.

Throughout the year, Mrs Buckley also uses The Hub as a place from which to run a number of targeted emotional health programmes, focusing around:

  • Anxiety and Worries
  • Anger Management
  • Self-Esteem
  • Friendship
  • Drawing and Talking

Whilst all students in school access our universal core offer through our bespoke Be The Best Me  PSHE curriculum, we offer these programmes as additional support to those students who need it.

We were selected to be part of Trafford’s Mental Health Support Team programme this year, giving us access more specialist support for individual pupils through a block of counselling sessions from a Place 2 Be Mental Health Practitioner.

Building our pupils’ emotional resilience is vital and something that lasts a lifetime. We want to equip our pupils with all the tools and resources necessary to complete their Primary school journey happily, and with confidence in both themselves and us.

The Sunshine Room

After the infinite number of changes and upheavals experienced during the pandemic, it was no surprise to us upon returning to school that a number of our pupils had been affected significantly, either emotionally, or academically.

The Sunshine Room was created in September 2021, as a designated space for our younger pupils who were finding the transition back to school particularly difficult. It was clear that a quieter, more relaxed space was needed for certain children to step out of the classroom if they felt overwhelmed. With the help of our pupils, we gathered ideas about what such a room would look like and decided on the following:

“A big space to work at so that I don’t get as distracted.”
“Comfy chairs and beanbags so I can lie down if I am a bit tired and need rest.”
“A snack station. If I am hungry, my brain doesn’t work as well.”
“Lots and lots of books to read!”
“A calm down corner just for me if I need to be alone for a bit.”

The impact of this room has been significant. Children who have previously found coming into school tricky, are now enthusiastic and positive with the reassurance that they can start their day in The Sunshine Room if they need to, before joining back with their classmates once they feel better. If something happens during the day and someone needs to have a break, or a quiet time to rest or read a book, they can visit The Sunshine Room. The children voted to call it ‘The Sunshine Room’  because it is a “bright, happy place.”

The Room is also timetabled out during certain afternoon sessions for academic support too. As a quiet, welcoming nurture classroom, some of our less confident pupils have really blossomed with the support of a higher adult to pupil ratio, and have been able to benefit from opportunities to revisit and consolidate their earlier learning.

We believe in intentionally planning for the success of all our pupils, and taking all the steps needed to ensure the well-being or our children. Offering them a designated nurture space is part of our promise to look after and help them in any way we can to achieve their full potential.

SEND (Special Educational Needs and Disability)

We believe every child is unique and brings their own strengths, experiences and qualities with them to our school community.  We believe these should be recognised, celebrated and supported. 

At Heyes Lane, we strive to be a fully inclusive school.  Our school community shares a belief in equality for all pupils and staff in line with the Equalities Act 2010.  We believe inclusion is a sense of belonging, feeling respected, valued and seen for who we are as individuals.  We aim to create a level of supportive energy and commitment from everyone for everyone and where we intentionally plan for the success of all our pupils.  Our staff are fully committed to enabling all our pupils to reach their full potential irrespective of their gender, age, ethnicity, religion, ability and social background through our creative, engaging and immersive curriculum, with regard to the National Curriculum guidelines 2014. 

Click on the links below to find out more information about a specific area of SEND and the provision we have on offer for our pupils.  Our SEN Information Report gives an overview of our approach to SEND at Heyes Lane while our SEND and Inclusion policy provides more detailed information. 

I look forward to working in partnership with you to ensure your child is happy, engaged and fully supported during their time at Heyes Lane and invite you to make an appointment with me, via the school office, if you have any questions about our SEND provision or how we can best support your child.

Mrs Sharon Meacock
SENCo

SEN Info Report & SEND Policy

SEN Information Report

Our SEN Information Report gives you a summary of our policy and practice in meeting the needs of our pupils with SEND. Click on the link below to read the report.
SEN Info Report 2021-22

SEND and Inclusion Policy

Our SEND and Inclusion policy has been updated for the new academic year.  A consultation period will be held with staff, parents/carers and governors (draft policy to be added asap and deadline to be confirmed).

Cognition & Learning

My child needs support with Cognition and Learning

Your child may need support with:

  • Reading and spelling
  • Learning new vocabulary and concepts
  • Memory
  • Number and calculations
  • General learning

 Your child may have conditions such as:

  • Moderate Learning Difficulties (MLD)
  • Downs Syndrome
  • Specific Learning Difficulties (SpLD): Dyslexia, Dyspraxia, Dyscalculia

IQFT @ Heyes Lane:

All pupils at Heyes Lane are entitled to, and receive Inclusive Quality-First Teaching (IQFT) though our creative, engaging and immersive curriculum, which is appropriately adapted to meet individual learner needs.  This is achieved through:

  • Highly skilled, creative teachers and well-trained support staff who are dedicated to your child’s academic, personal and social potential
  • Appropriate learning challenges, matched the National Curriculum guidelines
    • Extending or reducing challenges
    • Varying the amount of adult or peer support given to complete the challenge
    • The way a learning challenge is delivered, completed and achieved.  E.g. visually (looking), practically (doing), orally (speaking), aurally (listening).
    • Different resources to complete learning challenges
    • Different outcome of the challenge

    Adapted learning challenges through:

  • Multi-sensory approach to learning challenges
  • Visual aids to support attention and listening skills, classroom organisation and language and concept development
  • Reward charts
  • Modelled language through repetition, emphasis and expansion
  • More thinking time
  • Writing slope boards, pencil grips and coloured overlays for reading
  • Appropriate seating position
  • Talk partners & peer support
  • Whole school approach to meta-cognition through our Learning Goals: Positive, Active and Creative
  • Early identification of needs through a graduated approach to teaching and learning and meeting pupil needs
  • Effective Accessibility, Anti-bullying, Relationships & Behaviour, Equalities, SEND & Inclusion, Safeguarding and Teaching & Learning Policies

Additional Support

Your child may benefit from:

  • Small group work with adult support
  • Keep-up work in class with TA
  • Lexia Reading intervention
  • Dynamo Maths intervention
  • Visual support for learning new words
  • Support for sequencing skills
  • Recordable devices to support memory for writing
  • Daily reading
  • Phonics intervention Early Years, KS1 and for some KS2 pupils
  • Black Sheep Press Narrative and Speaking & Listening intervention
  • Elklan’s Blank Level Questioning approach
  • Technologies to support class work, such as Clicker 8 

SEN Support

You child may access:

  • Catch-up learning sessions with TA
  • Precision Teaching
  • Lexia Reading intervention
  • Dynamo Maths intervention
  • 1-1 or small group TA support
  • Phonics intervention Early Years, KS1 and  some KS2 pupils
  • 1-1 support using Black Sheep Press therapy packs for Narrative and Speaking  & Listening
  • Reading for Meaning Pack
  • Picture Questions Pack
  • 1-1 narrative support using Colourful Semantics
  • Handwriting intervention
  • Toe by Toe Programme
  • Clicker 8 word, sentence and grammar support
  • In class adult support
  • 1-1 Pastoral Support
  • Exam Access arrangements
  • Advice and training for staff from specialists
Communication & Interaction

My child needs support with Communication and Interaction 

Your child may need support with:

  • Attention and listening skills
  • Understanding language
  • Using language
  • Speech sounds
  • Interacting with others
  • Speaking fluently

Your child may have a diagnosis of speech delay, Developmental Language Disorder (DLD), Autistic Spectrum Disorders (ASD) and/or Sensory Processing Difficulties. 

IQFT @ Heyes Lane:

All pupils at Heyes Lane are entitled to, and receive Inclusive Quality-First Teaching (IQFT) though our creative, engaging and immersive curriculum, which is appropriately adapted to meet individual learner needs.  This is achieved through:

  • Highly skilled, creative teachers and well-trained support staff who are dedicated to your child’s academic, personal and social potential
  • Appropriate learning challenges, matched the National Curriculum guidelines
  • Adapted learning challenges through:
    • Extending or reducing challenges
    • Varying the amount of adult or peer support given to complete the challenge
    • The way a learning challenge is delivered, completed and achieved.  E.g. visually (looking), practically (doing), orally (speaking), aurally (listening).
    • Different resources to complete learning challenges
    • Different outcome of the challenge
  • Multi-sensory approach to learning challenges
  • Visual aids to support attention and listening skills, classroom organisation and language and concept development
  • Reward charts
  • Modelled language through repetition, emphasis and expansion
  • More thinking time
  • Writing slope boards, pencil grips and coloured overlays for reading
  • Appropriate seating position
  • Talk partners & peer support
  • Whole school approach to meta-cognition through our Learning Goals: Positive, Active and Creative
  • Early identification of needs through a graduated approach to teaching and learning and meeting pupil needs
  • Effective Accessibility, Anti-bullying, Relationships & Behaviour, Equalities, SEND & Inclusion, Safeguarding and Teaching & Learning Policies

Additional Support

Your child may benefit from:

  • Information Carrying Word tasks to support receptive language
  • Speech sound support
  • Signalong
  • BLAST (Boosting Language Auditory Skills and Talking) intervention for Early Years
  • Support for developing understanding and use of new vocabulary
  • Pre-teaching vocab/key facts support
  • Recordable devices for sequencing and memory
  • Organisation and independence support
  • Access to SALT programmes: Attention & Listening, Comprehension, Narrative, Vocab, Thinking Skills, Lego Therapy, Social Communication
  • Visual prompts for facial expressions and emotions
  • Access to quiet spaces
  • Technologies to support class work inc Clicker 8 for writing support
  • ‘Toolkits’ for self-help strategies
  • Use of Social Stories
  • Small group support using Black Sheep Press therapy packs
  • In class adult support
  • Elklan’s Blank Level Questioning approach
  • Supervision from Elklan trained specialist SLCN support assistant
  • Movement breaks
  • SALT support and advice

SEN Support

  • Personalised BLAST (Boosting Language Auditory Skills and Talking) intervention for Early Years
  • 1-1 speech sounds support
  • 1-1 sessions with Elklan trained SLCN specialist support assistant
  • Small group or 1-1 support using Black Sheep Press therapy packs
  • Vocabulary programme
  • Narrative programme
  • Listening Skills and Memory programme
  • Social Communication programme
  • Thinking Skills programme
  • Reading for Meaning Pack
  • Think it, Say it Pack
  • Picture questions Pack
  • Practical Pragmatics Pack
  • Inferencing & Reasoning Packs
  • Talkabout Programme
  • Emotional Literacy Programme
  • Circle of Friends
  • Workstation
  • Longford Park Outreach Support
  • Pastoral Support
  • Lego Therapy
  • In class adult support
  • Technologies to support class work
  • Social Stories, Comic Strip Conversations and Contingency Maps
  • Circle of Friends
  • De-escalation sessions
  • Sensory Diet and Movement breaks
  • Social communication & interaction skills support 
  • SPELL Approach planning
  • Review, advice and support from specialists
Social, Emotional and Mental Health

My child needs support with Social, Emotional and Mental Health Difficulties

Your child may need support with:

  • Attendance
  • Attention and listening skills
  • Anxiety
  • Impulsivity and/or hyperactivity
  • Low self-esteem
  • Managing anger
  • Forming and maintaining relationships
  • Depression
  • Self-harm
  • Bereavement
  • Life outside school

Your child may have a diagnosis of ADD/ADHD, Attachment Disorder Anxiety Disorder or Autistic Spectrum Disorders (ASD) – please see our section for ASD within Communication and Interaction.

IQFT @ Heyes Lane:

All pupils at Heyes Lane are entitled to, and receive Inclusive Quality-First Teaching (IQFT) though our creative, engaging and immersive curriculum, which is appropriately adapted to meet individual learner needs.  This is achieved through:

  • Highly skilled, creative teachers and well-trained support staff who are dedicated to your child’s academic, personal and social potential
  • Appropriate learning challenges, matched the National Curriculum guidelines
  • Adapted learning challenges through:
    • Extending or reducing challenges
    • Varying the amount of adult or peer support given to complete the challenge
    • The way a learning challenge is delivered, completed and achieved.  E.g. visually (looking), practically (doing), orally (speaking), aurally (listening).
    • Different resources to complete learning challenges
    • Different outcome of the challenge
  • Multi-sensory approach to learning challenges
  • Visual aids to support attention and listening skills, classroom organisation and language and concept development
  • Reward charts
  • Modelled language through repetition, emphasis and expansion
  • More thinking time
  • Writing slope boards, pencil grips and coloured overlays for reading
  • Appropriate seating position
  • Talk partners & peer support
  • Whole school approach to meta-cognition through our Learning Goals: Positive, Active and Creative
  • Early identification of needs through a graduated approach to teaching and learning and meeting pupil needs
  • Effective Accessibility, Anti-bullying, Relationships & Behaviour, Equalities, SEND & Inclusion, Safeguarding and Teaching & Learning Policies

Additional Support

Your child may benefit from:

  • Behaviour support
  • Health Care Plan
  • Buddy System
  • Reflection Boards
  • Playground support
  • Access to quiet areas
  • Family Support
  • Pastoral support and guidance
  • Completing an Anxiety, Self-Esteem, Anger or Friendship programme

SEN Support

You child may access:

  • Circle of Friends intervention
  • Health Care Plan
  • Playground support
  • Access to quiet space at break times
  • Individual Reflection Boards
  • Personalised visual prompts and resources
  • Social Stories, Comic Strips Conversations and Contingency Maps
  • Technologies to support listening & attention and anger
  • Pastoral support during lessons
  • Pastoral Support programmes: Anxiety, Anger Management, Self-Esteem, Draw and Talk, Friendship
  • Lego Therapy
  • Workstation area
  • Sensory Diet and Movement breaks
  • Small group Talkabout Self-Esteem, Social Skills and Friendship programmes
  • Small group Emotional Literacy programme
  • Longford Park Outreach Support
  • Support from the School Nurse
  • School-based Counselling sessions
  • Behaviour & Emotional support using Risk & Resilience and RAMP Models
  • Support, advice & training from specialists
    Physical, Sensory & Medical

    My child needs support with Sensory and/or Physical Needs (including medical needs) 

    Your child may need support with:

    • Vision
    • Hearing
    • Mobility
    • Gross-motor co-ordination
    • Fine-motor co-ordination
    • Medical needs

    Your child may have conditions such as diabetes, epilepsy, cerebral palsy, dyspraxia, visual impairment, hearing impairment or Autistic Spectrum Disorders (ASD)  (please see our section for Communication and Interaction)

    IQFT @ Heyes Lane:

    All pupils at Heyes Lane are entitled to, and receive Inclusive Quality-First Teaching (IQFT) though our creative, engaging and immersive curriculum, which is appropriately adapted to meet individual learner needs.  This is achieved through:

    • Highly skilled, creative teachers and well-trained support staff who are dedicated to your child’s academic, personal and social potential
    • Appropriate learning challenges, matched the National Curriculum guidelines
    • Adapted learning challenges through:
      • Extending or reducing challenges
      • Varying the amount of adult or peer support given to complete the challenge
      • The way a learning challenge is delivered, completed and achieved.  E.g. visually (looking), practically (doing), orally (speaking), aurally (listening).
      • Different resources to complete learning challenges
      • Different outcome of the challenge
    • Multi-sensory approach to learning challenges
    • Visual aids to support attention and listening skills, classroom organisation and language and concept development
    • Reward charts
    • Modelled language through repetition, emphasis and expansion
    • More thinking time
    • Writing slope boards, pencil grips and coloured overlays for reading
    • Appropriate seating position
    • Talk partners & peer support
    • Whole school approach to meta-cognition through our Learning Goals: Positive, Active and Creative
    • Early identification of needs through a graduated approach to teaching and learning and meeting pupil needs
    • Effective Accessibility, Anti-bullying, Relationships & Behaviour, Equalities, SEND & Inclusion, Safeguarding and Teaching & Learning Policies

    Additional Support

    Your child may benefit from:-

    • Personalised resources to support vision or hearing within class
    • Amplification of sound for pupils with hearing aids
    • Signalong
    • Access to specific technologies to enhance individual learner needs
    • Health Care Plan
    • Intimate care plans
    • Handwriting support
    • Fine and gross motor skills intervention
    • Keyboard skills support
    • In class adult support
    • Small group support
    • Advice from specialists such as doctors, paediatrician, school nurse, Trafford’s SENAS or Sensory Support teams

      SEN Support

      • Health Care plans
      • Intimate care plans
      • 1-1 support in class
      • Amplification of sound for pupils with hearing aids
      • Signalong
      • Handwriting intervention
      • Fine and gross motor skills intervention
      • Specialist resources/equipment for visual and hearing impairments and physical disabilities
      • Individualised keyboard skill training & resources
      • Exam Access arrangements
      • Regular support from and reviews with other specialists
      • Advice, support and training for staff from audiology specialists, occupational therapists, physiotherapists, Trafford SENAS or Sensory Support teams
      Parent Partnership SEND Forum

      Parent Partnership SEND Forum

      Working in partnership with our parents and carers is important to us at Heyes Lane and we hope that you find our Parent Partnership SEND Forums informative, friendly and supportive.  The SENCo, along with a core group of parents and carers of pupils with SEND, will run the Forum once a term and anyone interested in special educational needs and disability is welcome to come along and join us for coffee, cake and a chat. 

      The aims of the Forum are:

      • To provide a network of support for parents and carers of pupils with SEND.
      • To share information about our school SEND policy and practice with parents and carers.
      • To provide opportunities to share information, advice and resources on specific areas of SEND.
      • To seek parent and carer views.
      • To work in partnership with parents and carers to enhance our SEND policy and practice.

      Each term, the Forum will take a specific focus on an area of SEND and share information on this theme.  There will also be access to Trafford’s Local Offer for information about local services.

      We will be holding our Autumn forum later in the term- date to be confirmed.

      Please keep checking this page for updated information.

      We look forward to seeing you soon.

      Mrs Meacock and the Forum Team

      Trafford Parent SEND Forum

      Parent Carers Presentation Jan 2020

      Trafford Family Information Service (FIS)

      Resources
      Communication Chain

      Acronyms and Terminology

      Following discussions with parents/carers, a list of SEND and Education acronyms and terminology has been compiled. Please let us know if you come across any others that are missing from this list and we’ll add them in!

      HLPS Acronyms and Terminology

      Additional Offer

      Click on the link below to view the flow chart of our Graduated Approach for Additional Needs.

      Trafford’s Graduated Approach to SEND

      Traford have updated their Graduated Approach document for meeting the needs of pupils with SEND in school.  Please see the information booklet for parents/carer below more more detailed information.  Information can also be found on the Local Offer – see link below.

      Trafford’s Link Newsletter

      The Link Newsletter is Trafford’s termly source of information for parents and carers of children with SEND.  You can find out about local information and services, advice and guidance, along with a list of leisure activities and events.

      Trafford’s Parent SEND Forum

      Trafford have a local Parent SEND Forum that provides information about local services and support for parents and carers of children with special educational needs and disabilities.  They hold regular meetings within the local area and also offer an online service for parents and carers who cannot attend meetings.

      Weekly drop-in sessions are being held for parents and carers on Tuesdays between 10:00 and 12:00 at The Life Centre in Sale.  There are also monthly drop-in surgeries with Trafford’s new Independent Advice Service SENDIASS, formerly (PYPPS).  See below link for further info on this service.  You can also email them on sendiass@trafford.gov.uk.  They are currently running a survey to seek views from service users so please take the opportunity to share your views -see link below.

      Please see their website for more information.

      http://www.traffordparentsforum.org/

      Click on the link below to find out about Trafford’s STEP parent support group.

      Emotionally-Based School Non-Attendance (EBSNA)

      Trafford’s Educational Psychology service have teamed up with MMU and launched the EBSNA pilot project.  This aims to identify children who are at risk of school avoidance early and ensure early support for the pupil and their families.  School staff will work closely with families and pupils to identify areas of difficulty and agree a plan of support.

      You can find out more about this project on the Trafford Local Offer (see link below).

      If you are concerned about your child’s school avoidance please contact Mrs Meacock, SENCo or Mrs Buckley, Pastoral Support, for further information.

      Training Courses, Events and Further Info

      See the links below for:

      • What’s on in Trafford 
      • School Nursing poster for info on local services.
      • Inclusive Activity Tooklkit for info to help prepare for events and activities
      • Info on the Local Offer about Trafford’s TASC Pathway for assessment of ASC.

       What’s on in Trafford