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Provision in The Learning Trust Hackney Learning Trust

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					Provision in The Learning Trust
                                                                        Provision in The Learning Trust



    Provision in
    The Learning Trust
    This section outlines the different educational provisions made by The Learning Trust for children with
    special educational needs who live in Hackney or attend a Hackney school.



    Children Under 5
    Provision for children in the 0-5 age-range is divided between reception and nursery classes in
    mainstream schools, nursery schools, nursery classes in special schools, Learning Trust nurseries,
    voluntary sector nurseries and private nurseries and other early years settings. These settings
    provide various combinations of education and childcare. The Early Years and Play and Supplier
    Relations teams provide a structure for planning provision across the different settings which gives
    particular attention to children with Special Educational Needs.

    The Learning Trust gives priority to developing services for children under 5 with Special Educational
    Needs and to securing an educational arrangement that meets the needs of those with severe or
    complex Special Educational Needs. The Learning Trust will seek to enhance joint working
    arrangements with the Hackney Child Development Team in the Teaching Primary Care Trust to
    ensure that services, including assessment, are provided promptly to those children with medical
    needs. Individual providers ensure that admissions policies and resources are geared to prioritising
    provision for children with Special Educational Needs.

    Health professionals notify The Learning Trust about individual children’s special needs through the
    Early Years Panel. This Panel seeks to find suitable placements and support for children with Special
    Educational Needs.

    Provision for pupils in mainstream schools
    Where pupils have Special Educational Needs but do not have Statements of SEN they are
    supported through School Action and School Action Plus. The downloadable document “Framework
    for the interpretation of the SEN Code of Practice in Hackney schools and settings” section shows
    the support that should be provided to pupils at the different stages.



    Provision for pupils with Statements in mainstream
    primary schools
    Schools have delegated resources to meet High Incidence needs.

    Where the process of Statutory Assessment results in a Statement of Special Educational
    Needs for low-incidence complex needs The Learning Trust will provide additional resources
    to those already provided by the school.




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                                                                       Provision in The Learning Trust

    Mainstream schools with resourced provision
    The Learning Trust maintains a number of Resource Bases attached to mainstream primary
    schools. The policy and practice of the Resource Bases is to include children into the
    mainstream as and when appropriate. Each of the schools organise the provision differently
    but the staffing allocation is similar. Each school employs teachers and assistants and each
    school has separate rooms within the school where small group and individual work takes
    place

    Language Resource Bases
    There are resource bases for supporting children with speech and language impairment at three
    mainstream primary schools:
    •   Sebright School (22 places at the Foundation stage),
    •   Sir Thomas Abney School (22 places at Key stages 1 and 2) and
    •   Thomas Fairchild School (16 places at Key Stages 1 and 2).
    This provision is delegated to the schools through the Local Management Scheme and is managed
    by the head teacher of each school. Consultation is in progress on the proposal that these Language
    Resource Bases become part of a whole-school approach whereby Resourced Schools support
    children with Specific Language Impairment throughout al stages in school.

    Autism
    There are resource bases for supporting children with diagnosis of autism at three mainstream
    primary schools.
    •   Whitmore Primary School has 10 places
    •   Millfields Community School has 10 places
    •   Tyssen School each has 10 places
    •   Mossbourne Community Academy has 3 places per year group

    This provision is delegated to the schools through the Local Management Scheme and is managed
    by the head teacher of each school.


    Visual impairment
    A resource base for pupils with visual impairment has been established at Jubilee School (10 places).
    This provision is delegated to the schools through the Local Management Scheme and is managed
    by the head teacher.



    Provision for pupils with Statements in mainstream
    Hackney secondary schools
    Schools have delegated resources to meet High Incidence needs

    Where the process of Statutory Assessment results in a Statement of Special Educational Needs for
    low-incidence complex needs The Learning Trust will provide additional resources to those already
    provided by the school.




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                                                                        Provision in The Learning Trust
    The support for pupils with Statements who attend secondary schools in Hackney is delegated to the
    schools, which then have responsibility for arranging the appropriate support. The Inclusion Team
    gives support and advice for pupils with learning difficulties and disabilities in secondary schools



    Pupils with Statements who attend mainstream schools
    in other boroughs
    Pupils with Statements who attend mainstream schools in other boroughs receive support in line with
    the arrangements within the host borough, The cost is recouped from The Learning Trust.



    Pupils with Statements who attend independent schools
    There are a number of pupils who have Statements of Special Educational Need and attend
    independent schools. The provision for these pupils is arranged by The Learning Trust as a result of
    Complex Needs Panel decision



    Special Provision
    Whilst the Special Educational Needs of children will normally be met in mainstream schools or
    settings, The Learning Trust believes that retaining a limited range of special schools is necessary in
    order to meet the varied and complex learning needs of a relatively few children. We further
    recognize that for some parents a special school will be the setting of first choice. These special
    settings will work closely with mainstream schools to share advice, training and good practice.

    Current audit data demonstrates that more children present with complex profiles that do not fit easily
    into the traditional categories of special needs. The Learning Trust will seek to secure more places for
    children with complex needs in order to provide better settings for assessing and supporting the
    needs of very young children. The Learning Trust is also keen to improve the effectiveness of the
    present system for managing children aged 2-5 presenting with severe or complex needs.

    The Learning Trust recognises that the concentration of provision in special rather than mainstream
    schools can provide an apparently more efficient model through which to deliver limited National
    Health Service resources such as occupational and physio-therapies. The Trust works closely with
    City and Hackney Teaching Primary Care Trust and other NHS partners to ensure this does not
    become a barrier to its overall inclusion strategy.

    Speech-and-language therapy is available to Hackney children through an integrated service
    provided jointly by The Learning Trust and City and Hackney Teaching Primary Care. The service is
    for children identified as having speech, language, communication or feeding needs who would
    benefit from a speech-and-language therapist regardless of whether or not the child has a Statement
    of Special Educational Needs.




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                                                                        Provision in The Learning Trust
    Special provision in Hackney is currently as follows:

    Pupil Referral Units
    The Pupil Referral Units at Daniel House (for secondary ages) and St. John’s Education Centre (for
    primary ages) provide education for pupils who are unable to access full-time schools because of
    either severe non-attendance or permanent exclusion. These are most often pupils who also have
    Special Educational Needs. The major aim of the Pupil Referral Units is to support the re-integration
    of pupils into mainstream schools or into appropriate further-education provision.

    Crusoe House School
    A school for boys with emotional and behavioural difficulties aged 11-16. The school is funded for 55
    places.

    Downsview School
    A school for children with complex needs aged 5-11. The school is funded for 95 places.

    Horizon School
    A school for children with complex needs aged 11-16. The school is funded for 98 places.

    Ickburgh School
    A school for children with complex or severe learning difficulties, including profound and multiple
    difficulties, aged 3-19. The school is funded for 88 places.

    Stormont House School
    A school for children who have complex medical needs and/or who are emotionally vulnerable, aged
    11-16. The school is funded for 133 places.

    The Learning Trust also uses a range of special school provision outside Hackney, some of which is
    in the maintained sector and some in the independent sector.



    Tracking the Progress of Children with SEN
    The progress of SEN pupils is tracked at both an individual and a cohort level. At an individual level,
    pupils with statements have their progress checked through the annual review process. Pupils at
    School Action or School Action Plus have their progress tracked through the regular monitoring and
    updating of their individual education plans.

    The Learning Trust is using information technology to refine monitoring systems. It is now possible to
    track individual and cohorts of pupils using the records collected and held at The Learning Trust. For
    example, systems are now in place that will enable individual pupil GCSE results to be analysed and
    compared to earlier attainments in that pupil’s school career (at SATS for example). This will enable
    the Trust to evaluate the “value added” in each pupil’s educational experience.



    The Education of Children with Medical Needs
    Sick children are educated in accordance with statutory guidance: ‘Access to Education for Children
    and Young People with Medical Needs’. The Learning Trust and schools are required to have policies
    on the education of sick children. Pupils should not be away from school for more than fifteen days
    without access to education. If it is anticipated that the pupil will be away for longer than this,
    additional provision should be made from day 1. Pupils educated at home should receive a minimum


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                                                                         Provision in The Learning Trust
    of five hours home tuition per week. The pupil’s ability to access the provision must also be take into
    account the severity of their medical condition and be kept under review. The Learning Trust has a
    separate policy, “Access to Education” which provides full details on the support provided for children
    with medical needs. The policy is available on the The Learning Trust’s website. The Learning Trust
    and the Hackney Primary Care Trust work together to include all children with medical needs.
    Information and advice sheets are available on the website.



    Education Access Strategy
    LEAs have a statutory duty to publish an Accessibility Strategy covering maintained schools in their
    area. Schools have a statutory duty to publish an Accessibility Plan. Both the Strategy and the Plan
    must set out the arrangements for:
    •   improving access to the physical environment of the school. This also includes physical aids to
        access education
    •   maximising access for pupils with disabilities to the school curriculum. This covers teaching and
        learning and the wider curriculum of the school such as participation in after school clubs, leisure
        activities or school visits
    •   improving the delivery of written information to disabled pupils including handouts, timetables,
        textbooks and information about school events.

    The Learning Trust’s Access Strategy can be downloaded.(The Learning Trust Accessibility Strategy)




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