How will school help me support my child’s learning?

The collaborative planning and target setting systems that are in place across the school for SEND pupils, mean that parents/carers are consistently involved and supported in order to help children reach their targets. Parents/carers are commonly supported in school for needs that arise due to target setting or multi agency planning meetings. The school supports the family with a focus on meeting the child and family centered objectives that are set within those meetings. This might mean that the family is referred to an additional support network.

Your child's class teacher can offer practical ways that you can support your child at home based on the topics being studied as requested. 

If your child is receiving SEN Support they will have MET targets which include a range of strategies to ensure progress against identified areas of need. These will be discussed with you and your child on termly basis in consultation with your child’s class teacher. 

School offers a variety of other ways to help you support your child which may include;  

• Parent consultations 

• Opportunities to meet with external professionals for a consultation 

• Parent workshops  

• Home Learning

• Reading books sent home  

• Specific target work/resources where appropriate

• Informal discussions with school staff

The Hackney Learning Trust offer support for parents through SENDIAGS. Please see the website for more information:

https://www.hackneylocaloffer.co.uk/kb5/hackney/localoffer/service.page?id=VjthH04BZoM&localofferchanne

How will the school communicate how my child is doing?

Home-school communication may be done through;  

• Informal handover conversations  

• Home-school communication books  

• Parents consultations with class teachers or meetings with the SENCo 

• Reports from professionals or Multi-Agency meetings

• MET documents  

• Formal review meetings for children with Educational Health Care

Plans from the local authority

How are the school’s curriculum and resources used to support children’s special educational needs and disabilities, including accessibility/access arrangements?

All pupils have the entitlement to a broad, balanced and relevant curriculum. The school has high expectations for all children and for most children, quality first teaching has been sufficient to fully include them in class. This include differentiated work and resources so that all children can access their learning in the class. All pupils have individual national curriculum targets set in line with national outcomes to ensure ambition.