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email us: enquiries@hindehouse.net

find us: Shiregreen Lane, Sheffield, S5 6AG

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Inclusion, Special Educational Needs and Disabilities (SEND)

Hinde House 3-16 School aims to be an educationally inclusive school in which the teaching, learning, achievements, attitudes and well-being of every young person matters.

The Inclusion Team has a vital role within the school. In the Primary School, the Team includes a Senior Learning Mentor, Manager of the Learning House, Senior Teaching Assistant, Head of SEN, Home-School Worker, Attendance Worker and Teaching Assistants based in year groups and leading interventions.

In the Secondary School, the Team includes a Senior Learning Mentor, four Mentors, Manager of the Learning Centre, Higher Level Teaching Assistant, Head of SEN/Interventions, Attendance Workers and Teaching Assistants who work primarily with core subjects and lead interventions.

Effective support for pupils develops from parents/carers and staff in school working in partnership through structured conversations, meetings, regular contact by phone and home visits. Children/young people and their parents/carers need to be involved in planning and making decisions about their education. Regular meetings are held with parents/carers of children/young people with SEND and Looked-After Children - with external agencies as appropriate - and including Annual Reviews for pupils with SEND.

Links with outside agencies such as Learning Support, Health Visitor, Speech and Language Therapy, Hearing Service, Visual Service, MAST, CAMHS and Educational Psychologist are strong. There is partnership working with other schools – both mainstream and special schools. The Inclusion Team in the Primary School works closely with the Team in the Secondary School and one Deputy Head leads the whole team.

The Team is valued by pupils, staff and parents/carers. It is a strong, reflective Team which benefits from the links between the Primary and Secondary School.

External views of the Team and its work have always been very positive. The most recent Ofsted Report stated:

“The care, guidance and support for pupils across the school are good and the overwhelming majority of pupils say that they feel safe in school.”

The effectiveness of the school's systems and procedures to safeguard pupils are outstanding.

Pupils with special educational needs and/ or disabilities in both phases make similar progress to their peers because all staff knows them well and provide very effective support for their learning and their well-being.

The school knows its pupils and their families well, enabling staff to form an early and accurate view of individuals who may require additional support. Partnership with outside agencies is strong and used effectively to complement in-house provision. Consequently, pupils most vulnerable to underachievement due to their circumstances, including those with very complex needs, receive well-targeted support which has a positive impact on their achievement and other personal development outcomes.

Learning Mentors and the Family Advocacy Worker are proactive in signposting and acquiring support for pupils' families.

Work to support pupils at key points of transition is carefully tailored to meet the needs of individuals and groups ensuring pupils settle quickly and feel safe. Students also receive effective guidance as they near end of Key Stage 4 and the overwhelming majority progress into education, employment and training.

Cross-phase senior leadership roles combine effectively with phase-specific leadership responsibilities to provide a wealth of expertise in the senior team.

Pupil diversity is celebrated and positively promoted through the curriculum and the school's caring, inclusive ethos. The school has also taken effective action to promote community cohesion.

The cross-phase approach to safeguarding is excellently co-ordinated, with meticulous recording of information, prompt referral and very strong partnership working with outside agencies and families. Mechanisms for pupils to report concerns, including an on-line facility are well understood. Staff and governors are well trained and have a detailed awareness of their responsibilities with regard to safeguarding.

Parents and carers have an overwhelmingly positive view about the school, particularly in relation to their child's enjoyment and their confidence that school keeps their child safe.”

Support offered by the Team includes:

  • In-class support from the Teaching Assistant Team.
  • Withdrawal support for interventions to improve speaking, reading, writing, spelling, handwriting, thinking and memory skills, Maths or to address physical or medical needs.
  • Catch-up sessions before and after school.
  • Teaching Assistant/Key Workers for all students with statements/ Education, Health Care Plans – each pupil seen every two weeks to discuss problems/liaise with subject teachers.
  • Support from the Learning House/Learning Centre for specific sessions, small group work or full-time provision for a limited period.
  • Support for children/young people experiencing emotional, social, and behavioural or health difficulties.
  • Support for re-integration of students into lessons.
  • Lunchtime provision and support.
  • Support for GCSE preparation
  • Very occasionally, short-term arrangement of a part-time timetable.
  • Support for staff on behaviour management including individual advice, group discussion and Inset, working alongside the school's On-Call system.
  • Support for individuals from the Learning Mentor Team either 1:1 or in small groups, often using solution-focused approaches and working to maximise the potential of each child/young person and break down barriers to their learning.
  • Support for groups with specific difficulties e.g. anger management.
  • Early identification of children/young people requiring additional support from agencies outside school, working alongside parents/carers using the CAF process.
  • Work with outside agencies for advice and to organise further support.
  • Support for vocational programmes for targeted young people
  • Managing the Safeguarding system including Child Protection, using CAFs, acting as the Lead Professionals and attending multi-agency meetings – core group, Child in Need meetings and Case Conferences.
  • Regular meetings with Health Visitors and Nurse.
  • Leading anti-bullying sessions with form groups or targeted groups/individuals.
  • Supporting Looked-After children/young people in school, liaison with Social Workers around Personal Education Plans.
  • Supporting New Arrivals into school – providing tuition in basic English and targeted sessions to support the subjects of the curriculum.
  • Development of strategies to improve attendance including group work with targeted students.
  • First day phone calls re non-attendance.
  • Home visits and telephone contact with families by dedicated Attendance Workers to ensure attendance at school and arrange support for families where needed.
  • Half-termly meetings with pupils whose attendance is 95% or less.
  • Regular contact with parents/carers in meetings, by letter, text or phone.

For further information, please refer to our SEND and Disabilities Policy or contact school:

School Local Offer see document below

SEND Report see document below

 

Sheffield Local Offer

Supporting children and young people with special educational needs and disabilities