Parent Support

 

HARTLEPOOL Information, Advice and Support Service (formerly Hartlepool Parent Partnership Services)

 

Telephone: 01429 284876

Contact Person: Tracy Liveras

Email: HARTLEPOOLIASS@hartlepool.gov.uk

Opening Times: Monday to Thursday 8:30am to 5:00pm. Friday 8:30am to 4:30pm (All year round)

Hartlepool Information, Advice and Support Service plays a key role in promoting positive relationships between parents, children, young people, schools, local authorities (LAs) and others. This is important in enabling children and young people with SEND to achieve their potential. Hartlepool Information, Advice and Support Service will provide support in order to ensure that parents of children and young people with SEND are fully informed and involved in their child's education. Although the Information, Advice and Support Service are part of the LA, it operates independently from The SEND Education Services offering impartial advice, support and information.

The following Information, advice and support is available for parents, carers’ children and young people through Hartlepool’s Information, Advice and Support Service:

  • Local policy and practice
  • Help to request a Education, Health and Care Plan (In Hartlepool known as the One Plan)
  • Independent Support to support parents’, carers, children and young people though the statutory assessment process and transfer of Statements/LDA’s to a Education, Health and Care Plan
  • Someone to talk to in complete confidence
  • An explanation of matters concerning SEND
  • Help with filling in forms and expressing views
  • Someone to attend meetings with
  • Information on the Local Offer of Services
  • Information Leaflets about special educational needs and or Disability
  • Information around personalisation and Personal Budgets
  • Law on SEN and disability, health and social care through suitably trained staff
  • Advice for children, young people and parents on gathering, understanding and interpreting information and applying it to their own situation
  • Information on the local authority’s processes for resolving disagreements, mediation, it’s complaints procedure and means of address

Special Educational Needs and Disability

Independent Supporters

Available to assist Parents, Carers, Children and Young People

 

HARTLEPOOL Information, Advice and Support Services

 

  Between September 2014 and March 2016 the Government has made funding available to provide specialist individual support to parents, carers, children and young people who are involved in an Education, Health, and Care (EHC) Needs Assessment

Trained Independent Supporters will work with you throughout the assessment period. They can explain each stage, help you to get your views across and ensure you take an active lead role in this process

Independent Support in Hartlepool will be jointly provided by Hartlepool Information, Advice and Support Services (formerly Parent Partnership Services) and in partnership with Core Assets Children’s Service

Hartlepool IASS will work with families of pupils up to the age of 25 years who are new to the EHC needs assessment process, Statement transfers, Post 16 transfers, Complex requests and for families requiring ongoing support.

For further information please contact us on: 01429 284876 or email: HARTLEPOOLIASS@hartlepool.gov.uk

 

Core Assets Children’s Service will work with families who are transferring from a Statement or LDA to an EHC Plan and who are new to the EHC process

For further information please contact us on: 0800 028 8455 or email ISreferrals@coreassets.com Alternatively visit our website: www.coreassets.com/what-we-do/independent-support-services/

What does an Independent Supporter do?

Independent Supporters will provide parents and young people with time limited help to support the parent or young person during the EHC needs assessment and planning process.

The role of the Independent Supporter is to:

 

  • Help the parent or young person to understand the local EHC assessment process and local offer
  •  Act as an independent and impartial contact person for the parent or young person throughout the EHC assessment and planning process
  •  Focus on the task of helping parents and young people to be fully involved in the transfer of a statement of SEN to an EHC plan (transfer reviews)
  •  Work with parents of children who are new EHC requests and/or young people (and their parents) who are coming up to school leaving age
  •  Liaise across a range of local services with the parent or young person to help gather information required for the EHC plan
  •  Provide information to parents and young people on personal budgets
  •  Signpost parents and young people to Hartlepool Information, Advice and Support Service when the issue is outside the remit of the Independent Supporter role

 

Hartlepool Borough Council Parent Partnership Service

www.hartlepool.gov.uk/info/200071/parental_support/1621/parent_partnership

www.partnership.org.uk

Hartlepool Families First aims to ensure that all residents in Hartlepool and its surrounding area, regardless of age or ability, enjoy a healthy and fulsome life and achieve to the very best of their capabilities.

www.hartlepoolfamilies first.org.uk/get-involved.html

 

 

The First Contact and Support Hub (FCSH)  provides information, advice and guidance on services and support for children, young people and families. Contact Details: Tel - 01429 284284

  • Advice on family issues and concerns
  • Access to specialist services and support
  • Family finance and budgeting
  • Benefit and entitlement checks
  • Training and employment advice
  • Becoming a childminder / childcare provider
  • Help with finding and paying for childcare
  • 2, 3, 4 year old Free Nursery Entitlement
  • Sure Start Children's Centres
  • Activities for children and young people. 

 

CaMhS service

 

CAMHS Link

Hartlepool child and adolescent mental health service (CAMHS) provides assessment and appropriate treatment or intervention for children and young people up to their 18th birthday who are experiencing mental health problems, with the aim of positive mental health promotion.

The team has three main functions

  • Assessment and treatment of children and young people up to 18 years old with mental health disorders
  • Advice, support and consultation for family, carers and workers from health, social services, educational and voluntary agencies
  • Promotion of positive mental health in children and young people.

Treatments/interventions offered are evidence based and vary from individual, group and family approaches.

 

 

Special Educational Needs

 

 

 Q1       Who are the best people to talk to in this school about my child’s difficulties with learning/SEND?

Q2       What are the different types of support available for children with SEND in our school?

Q3       How can I let the school know I am concerned about my child’s progress in school?

Q4       How will the school let me know if they have any concerns about my child’s learning in school?

Q5       How is extra support allocated to children and how do they progress in their learning?

Q6     Who are the other people providing services to children with SEND in this school?

Q7       How are the teachers in school helped to work with children with SEND and what training do they have?

Q8       How will the teaching be adapted for my child with SEND?

Q9       How will we measure the progress of your child in school?

Q10    What support do we have for you as a parent of a child with a SEND?

Q11    How is Rift House Primary School accessible to children with SEND?

Q12    How will we support your child when they are moving to another class or leaving this school?

 

 

 

Q1       Who are the best people to talk to in this school about my child’s difficulties with learning/SEND?The Class Teacher is responsible for:

  • checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the Special Educational Needs Co-ordinator (SENCO) know as necessary.
  • personalised teaching and learning for your child as identified in their SEN Support Plan.
  • sharing and reviewing your child’s SEN Support Plan at least once per term and planning for the next term.
  • ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

The SENCO (Mrs. Carroll) is responsible for:

  • developing and reviewing the school’s SEND Policy.
  • co-ordinating all the support for children with special educational needs or disabilities (SEND).
  • ensuring that you are fully involved in supporting your child’s learning; kept informed about the support your child is getting; and involved in the review of how your child is progressing.
  • liaising with all the other people who may be coming into school to help support your child e.g Speech and Language Therapy, Educational Psychology etc.
  • updating the school’s SEND register (a system for ensuring that all SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
  • providing specialist support for teachers and support staff in the school so that they can help children with SEND in the school to achieve the best possible progress.

The Headteacher (Mr. Turner) is responsible for:

  • the day to day management of all aspects of the school; this includes the support for children with SEND.
  • the Headteacher will give responsibility to the SENCO and class teachers, but is still responsible for ensuring that your child’s needs are met.
  • the Headteacher must make sure that the Governing Body is kept up to date about issues relating to SEND.

The SEND Designated Governor (Mrs. Chapman) is responsible for:

  • making sure that the necessary support is given for any child who attends the school who has SEND.

 

School contact telephone number 01429 275239

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Q2       What are the different types of support available for children with SEND in our school? 

Support for children with SEND can be provided on a non statutory or statutory basis, depending on the severity and complexity of need.

 

a) Class teacher via excellent targeted classroom teaching (Quality First Teaching)

 

For your child this would mean that:

 

  • the teacher has the highest possible expectations for your child and all pupils in their class
  • all teaching is built on what your child already knows, can do and can understand
  • specific strategies (which may be suggested by the SENCO) are in place to support your child to learn
  • different ways of teaching are in place so that your child is fully involved in learning in class – this may involve things like using more practical learning
  • your child’s teacher will have carefully checked on your child’s progress and may decide that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress, outlined in a school SEN Support Plan

 

Specific group work – there may be times when it is appropriate to provide intervention which may be delivered:

  • in the classroom or in a designated area outside the classroom
  • by a teacher or teaching assistant

 b) Specialist intervention by outside agencies

What could happen:

If your child has been identified by the SENCO as needing more specialist support, you may be asked to give your permission for the school to refer to a specialist professional e.g. a speech and language therapist or educational psychologist.

 This will help the school and yourself understand your child’s particular needs better and be able to support them better in school. The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.

Details of the support provided will be included in your child’s school SEN Support Plan which will be shared and regularly reviewed with you.

b) Specified individual support

This type of support is available for children whose learning needs are severe, complex and lifelong. This is usually provided via an Education, Health and Care Plan, known in Hartlepool as a ONE Plan. This means that your child will have been identified by professionals as needing particularly high level of individual or small group teaching.

This type of support is available for children with specific barriers to learning that cannot be overcome through quality first teaching and additional support provided by school SEN Support.

For your child this would mean:

  • the school (or you) can request that the Local Authority Services carry out a statutory assessment of your child’s needs – this is a legal process which sets out the amount of support that will be provided for your child
  • after the request has been made to the LA SEND Panel (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs.
  • after the reports have been sent in, the SEND Panel will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write a ONE Plan (an Education, Health and Care Plan). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting I school to ensure that an appropriate SEN Support Plan is in place to ensure your child makes as much progress as possible.
  • The ONE Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have short and long term goals for your child.
  • An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

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Q3       How can I let the school know I am concerned about my child’s progress in school?

If you have concerns about your child’s progress, you should speak to your child’s class teacher initially. If you continue to be concerned that your child is not making progress, you may:

  • speak to the SENCO (Mrs. Carroll)
  • contact the SEND Governor (Mrs. Chapman)

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Q4       How will the school let me know if they have any concerns about my child’s learning in school?If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail to:

  • listen to any concerns you may have
  • plan any additional support your child may need
  • discuss with you any referrals to outside professionals to support your child’s learning

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Q5       How is extra support allocated to children and how do they progress in their learning?

The school budget, received from Hartlepool LA, includes money for supporting children with SEND. The Headteacher decides on the deployment of resources for SEND in consultation with school governors, on the basis of needs in the school. The Headteacher and SENCO then consider:

  • the children getting extra support already
  • the children needing extra support
  • the children who have been identified as not making as much progress as would be expected
  • the views of parents and children

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Q6     Who are the other people providing services to children with SEND in this school Provision?

  • Teaching Assistants
  • Specialist Support Staff
  • School Clubs

Local Authority Provision

  • Parenting Support Service
  • Educational Psychology Service
  • Disability Team
  • Action for Children – parenting support
  • Family Information and Support Hub (FISH)

Health Provision

  • Speech and Language Therapy Service
  • School Nurse
  • Occupational Therapy Service
  • CAMHS

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Q7       How are the teachers in school helped to work with children with SEND and what training do they have?

 

The SENCO’s job is to support the class teacher in planning for children with SEND

  • The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEND issues such as Autistic Spectrum Disorder (ASD) and speech and language difficulties.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.

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Q8       How will the teaching be adapted for my child with SEND?

 

Class teachers plan lessons according to specific needs of all groups of children in their class and will ensure that your child’s needs are met. In addition:

  • Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary
  • Specific resources and strategies will be used to support your child individually and in groups
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.

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Q9       How will we measure the progress of your child in school?

 

Your child’s progress is continually monitored by the class teacher. In addition:

  • Progress is reviewed formally every term in reading, writing and numeracy
  • At the end of each key stage (i.e. at the end of Year 2 and Year 6) all children are required to be formally assessed using Standard Assessment Tests (SATs) – this is something the government requires all schools to do and the results are published nationally.
  • Children with SEND have a school SEN Support Plan which includes personal targets which are reviewed on a termly basis with parents
  • The progress of children with a statutory ONE Plan is reviewed at an annual review with parents and all adults involved with the child’s education.

The SENCO will also check on your child’s progress within any individual or group intervention programme that they take part in.

 

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Q10    What support do we have for you as a parent of a child with a SEND?

 

The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used. In addition:

  • The SENCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report
  • Personal progress targets in the SEN Support Plan will be reviewed with you
  • Homework will be adjusted as needed to your child’s individual needs
  • A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child

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Q11    How is Rift House Primary School accessible to children with SEND?

 

The school is fully compliant with DDA requirements for disabled access to learning

  • The school is comprised of 3 single storey buildings, all with easy access via double doors and ramps
  • The school has disabled parking and toilet facilities
  • Breakfast and After School Club provision is accessible to all children including those with SEND
  • Extra curricular activities are accessible for children with SEND

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Q12    How will we support your child when they are moving to another class or leaving this school?

 

When moving classes in school:

  • All children move to their new classes and teacher during a ‘transition week’ prior to the end of the summer term
  • Detailed information is passed on to the new class teacher in the form of a Transition Report together with the child’s full SEN records – directed time is made available for staff to have transition discussions about all pupils to ensure that information is disseminated fully

If your child is moving to another school:

  • We will contact the school SENCO of the receiving school to ensure that they know about any special arrangements or support that need to be made for your child
  • We will make sure that all records and a transition report are passed on as soon as possible
  • Where appropriate, additional transition visits are arranged for individuals or groups
  • Where appropriate, staff from the new school will visit your child in school

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