SEND

To view Harbours Special Educational Needs and disability Policy click here

 

Special Education Information Report for Harbour PRU

1. The kinds of special educational needs for which provision is made at the school

Harbour is an established part of Suffolk’s Behaviour Support Service for children and young people experiencing social, emotional and behavioural difficulties that put them at risk of exclusion from their mainstream schools. It is one of thirteen pupil referral units across the county that support children throughout compulsory mainstream education. Harbour works with pupils in Key Stages Two and Three, their parents and carers, their schools, and staff supporting them through other local services.

Harbour caters for 24 pupils, with whom we work for two or three terms according to need. Most pupils’ families experience social and economic deprivation, many are known to Social Care Services and Child and Adolescent Mental Health Services, although relatively few are known to the Youth Offending Services. The majority have experienced multiple barriers to learning that have led them to perform significantly below expectations, while a minority have above-average attainments or are gifted in one or more areas.

Harbour aims to re-engage pupils in the process of learning, provides a robust assessment of needs; supports the development of learning skills and works actively to tackle disaffection, low self-esteem and the multiple historic barriers that can lead to underperformance. An exciting and engaging curriculum, including the provision of a wealth of exciting outdoor learning challenges and a rich programme of enrichment activities support the growth of self-confidence and ambition. We return most of our pupils to their mainstream classrooms and communities better able to deal with the pressures and challenges of life. If this is not in their best interests, we work with our partners, in particular the Local Authority, to identify more appropriate specialist provision.

2. Information, in relation to mainstream schools and maintained nursery schools, about the school's policies for the identification and assessment of pupils with special educational needs.

At Harbour all pupils have special educational needs of some kind. As a school we are constantly monitoring the pupils’ academic and social and emotional needs. Our provision includes the following set ups in all classrooms.

Provision to facilitate/support access to the

High adult to pupil staffing ratios.

curriculum/independent learning

Autism friendly, TEACCH strategies, Attachment support strategies

Access to speech and language therapy via referral route

We plan for and assess pupils using the following tools.

Planning and assessment

• • • • • • • • • • •

National Curriculum KS3 (Y7-9)

National
curriculum Primary (Y3-6)

Thrive on-line emotional Literacy assessment
APP

Annual Reviews
Personal Pupil profile
Positive Handling Plans
Reintegration Plans

If you think your child has additional needs you will have the opportunity to discuss this with the Head of School when you come to look round the school. As all pupils’ have Key workers you may want to raise your concerns with them when they call you and they will pass this on. Please call at anytime you wish we are always happy to discuss concerns.

If we think your child is experiencing additional difficulties with their work we will tell you as soon as possible. Sometimes this becomes evident in the first few weeks and your key worker may mention this. Sometimes it becomes clearer when your child reaches the first set of assessments at the end of their first term.

The following support is provided for pupils with additional needs;

Strategies to support/develop literacy

Phonics based reading schemes.

Lexia on-line reading programme
Specific targeted literacy programme

Handwriting programme

 

Strategies to support/develop numeracy • •

Web based learning

Strategies to support/modify behaviour

All staff trained in de-escalation and positive handling
Daily behaviour targets

Use of Social Stories
Positive Handling Plans
Calming Room and use of safe space Reward and recognition systems
Solution focused intervention Restorative justice approaches

Strategies to enhance self – esteem/promote emotional wellbeing

Rewards and achievement schemes PSHE curriculum
Enrichment curriculum

Use of Thrive Emotional development activities

Outdoor education programmes – Forest schools
Solution focused approaches

Support/supervision at unstructured times of the day

High staff supervision ratio
Break time activities with continuous supervision by teaching and support staff.
Breakfast Club
Whole school lunchtime groups including all adults

Social Skills programmes

Targeted PSHE Adventure learning Structured play

If we are concerned we may carry out additional assessments at Harbour and share our findings with you. These are listed in the section above under assessment and planning.

If we are concerned about your child we may ask for support from the following professionals.

Liaison/Communication with Professionals

Education Psychologist CAMHS
School Nursing service Integrated teams 0-11 and 12+ Social care services

Speech and language Therapy
Designated PCSO
Counselling

3. Information about the school’s policies for making provision for pupils with special educational needs

Harbour uses the Suffolk County Council template for Education Health Care Plans. We will be changing those with a statement over to the health care plans in line with the Suffolk phased in use of the plans.

All pupils attending Harbour are on the Special Educational Needs register. (a) How the school evaluates the effectiveness of its provision for such pupils;

Pupils’ progress is continually monitored by staff and lessons are adjusted accordingly. All pupils take part in half-termly assessments, which the class teachers and assessment co- ordinator monitor and use to plan for the next set of lessons. A monitoring meeting takes place each term where the subject teachers discuss the different measures which they have or will put in place in order to help the pupils to continue to progress. Academic and social and emotional progress is assessed half-termly through the Thrive Approach. Information about the children is shared in the multiagency meetings where appropriate. Parents are contacted weekly regarding their child’s progress by phone. Parents are always welcome to ring up and speak with staff about their child’s progress.

The governors receive termly reports on the children’s progress. Part of that looks at how effective the measure put in place have been.

(b) The school’s arrangements for assessing and reviewing the progress of pupils with special educational needs;

Pupils with an Education Healthcare plan or a statement will have their needs discussed on arrival with all staff in a special briefing. Any specialist equipment or teaching aids will be provided and staff training where necessary. You chid will receive all the assessments above and in addition will receive a yearly annual review. The annual review will look at how your child has progressed in relation to both their short term and long term targets and objectives. You will be present at the review to give your opinions as can your child.

(c) The school’s approach to teaching pupils with special educational needs;

Harbour caters for 24 pupils, in Key Stage 2 and 3, with whom we work for two or three terms according to need. Most pupils’ families experience social and economic deprivation, many are known to Social Care Services and Child and Adolescent Mental Health Services, although relatively few are known to the Youth Offending Services. The majority have experienced multiple barriers to learning that have led them to perform significantly below expectations, while a minority have above-average attainments or are gifted in one or more areas.

Harbour aims to re-engage pupils in the process of learning, provides a robust assessment of needs; supports the development of learning skills and works actively to tackle disaffection, low self-esteem and the multiple historic barriers that can lead to underperformance. An exciting and engaging curriculum, including the provision of a wealth of exciting outdoor learning challenges and a rich programme of enrichment activities support the growth of self-confidence and ambition. We return most of our pupils to their mainstream classrooms and communities better able to deal with the pressures and challenges of life. If this is not in their best interests, we work with our partners, in particular the Local Authority, to identify more appropriate specialist provision.

(d) How the school adapts the curriculum and learning environment for pupils with special educational

With the support of Harbour staff, schools find tailored solutions to meet the social, emotional and behavioural needs of their pupils. The principle aim is to help children develop their own capacity to manage their own emotions and behaviours and to support schools in developing their capacity to continue to support children to do this moving between the PRU and school or between schools. The service is based firmly on what works to keep pupils included within their mainstream classrooms and communities. The service is evidence based, with assessment of needs and of eventual progress built in.

(e) Additional support for learning that is available to pupils with special educational needs;

Harbour makes decisions about what support a child needs in a variety of ways including, discussion with pupils and parents, discussion with mainstream school, from our own assessments and from outside educational advice where available.

(f) Activities that are available for pupils with special educational needs in addition to those available in accordance with the curriculum;

Harbour is a specialist unit where all pupils have special educational needs. All our activities are intended for all pupils. We take part in a range of activities in addition to the core curriculum. This curriculum is designed around developing emotional resilience, which can be related to classroom learning.

All pupils are given the opportunity to attend breakfast club. All members of staff support these sessions. Drinks and fruit are available at break times and again all staff support during these times. Lunch is provided. All staff and pupils eat together sitting in family style groups. All pupils and staff enjoy the same menu, although this may be adapted if you have a particular dietary need. We consider these times important in our pupils’ social and emotional learning.

(g) Support that is available for improving the emotional and social development of pupils with special educational needs;

All pupils at Harbour have social and emotional needs and as we are a specialist provision for social and emotional needs this is the philosophy behind the design of our extensive broad and balanced curriculum offer.

4. What support will there be for my child’s overall well being?

All pupils are assessed through the Thrive Approach on or before entry. From this personal intervention plans are created to help develop the pupils’ emotional resilience from the stage of development they are at. These are reviewed on a half-termly basis.

Where children have medical needs the office staff are in charge of administering medication. The unit is fully assessable by wheel chair. It contains day light lighting throughout. Dietary needs can also be accommodated. All staff hold a St John’s Ambulance first aid certificate.

The school has an excellent attendance record.

5. Information about the expertise and training of staff;

Harbour is a specialist unit for pupils with Social and Emotional needs. Its staff are highly specialist and experienced teachers with many years of working in the sector. They receive regular training in safeguarding and specialist behaviour courses They work closely with health care professionals.

Should your child receive a place at Harbour and have specific needs we will expect to discuss those needs with you and will ensure before your child enters the school that all staff have been trained to support your child in the best possible way.

We regularly work with speech therapists, the school nurse, paediatricians, CAMHs (Children and family pathways) and the primary mental health team to ensure that your children access exactly what they need.

6. Information about how equipment and facilities to support children and young people with special educational needs will be secured.

The school is fully accessible for wheelchairs both inside and outside. There are disabled parking bays in the car park and disabled toilets.

Harbour has four general classrooms, a purpose built Science laboratory, Food Technology room, Design/ Art room, Fitness suite, Hall and staff room facilities. Outside the classrooms there is a variety of hard and grass play areas. A conference room, main school office and offices staff provide administration and leadership spaces.

All classrooms have natural light. The area outside has been designed for outdoor learning of all types. The school has play equipment for climbing on,  a games pitch, garden areas, and a variety of outdoor seating areas.

Because some pupils tend to travel from a distance it can be difficult for families to access Harbour but, on open days families are welcomed on site to use the facilities. The site is used by a variety of agencies for meetings such as the team around the child meetings.

7. The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child.

Harbour is an established part of Suffolk’s Behaviour Support Service for children and young people experiencing social, emotional and behavioural difficulties that put them at risk of exclusion from their mainstream schools. It is one of thirteen pupil referral units across the county that support children throughout compulsory mainstream education. Harbour works with pupils in Key Stages Two and Three, their parents and carers, their schools, and staff supporting them through other local services. Parents are from the start a vital part of Harbour. We believe that we can only achieve success by working closely with parents.

8. The arrangements for consulting young people with special educational needs about, and involving them in, their education.

After each lesson Pupils take part in discussions to discuss their education achievements and behaviour targets. To obtain reward credits. These are used to earn a range of reward activities, the ideas for which are devised in consultation with the pupils.

All pupils carry out Pupil attitudes to self and school assessment where they can voice their feelings about the learning. Pupils voice their needs when talking to the Educational Psychologist, discussing what next after Harbour, on Annual Reviews and through informal chats with staff and during Thrive sessions..

9. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school.

The class teacher should be the first person you contact should you have concerns about your child. If these people cannot help you then they will make sure the right person contacts you with regards to your concerns. Sometimes it will be more appropriate to contact the office staff.

Should you want to know more please read the complaints policy found on the website.

10. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils;

The Management Committee holds the Executive Headteacher and the Head of School to account through a monitoring role. They check we use support services effectively and ask challenging questions about the work of the PRU. The Executive Headteacher produces a report each term. Some of the report will include how the pupils with special educational needs are progressing and staff professional development in the area of special educational needs. The report also comments about the contact made with external support from other professionals listed in section 11.

11. The contact details of support services for the parents of pupils with special educational needs;

As a parent your first point of contact should be your child’s class teacher or a member of the class support team. This contact will be by phone or email depending on what suits you best. This person may call you on additional occasions to let you know exceptional good news or to consult with you when your child is having difficulties.  The office staff, Sharon Pitcher or Elaine Drage, are also a key point of contact. They will be in touch over lunch monies, illness or other concerns. They are the staff who you will most likely talk to should your child be sick or should you want to inform the school of dental or medical appointments for example.

At the moment the Head of School, Nicky Meakin, will be the person who carries out annual reviews and liaises with other local services such as the Educational Psychology team, Occupational Health, Speech Therapy and the Local Authority Special Needs Officers. It is the same for  the Team Around the Child meetings, Child in Need Meetings or Looked after Children meetings.

Engagement with parents/carers

Letters
Weekly phone calls
Website
Parent Governors
Annual Review process for statement pupils
TAC/ CIN/ CP meetings
Reintegration planning meetings

Harbour works closely with the following agencies to ensure that your child receives the best all-round support;

Liaison/Communication with Professionals

Education Psychologist CAMHS
School Nursing service Integrated teams 0-11 and 12+ Social care services

Speech and language Therapy
Designated PCSO
Mainstream schools.

LACESS

Arrangements for specialist expertise from outside school

Sports Coaching
Counselling
Health services to support SRE
Services from specialist providers of training for staff and children in areas such as Autism, disability and brain development.

12. The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education.

With the support of Harbour staff, schools find tailored solutions to meet the social, emotional and behavioural needs of their pupils. The principle aim is to help children develop their own capacity to manage their own emotions and behaviours and to support schools in developing their capacity to continue to support children to do this moving between the PRU and school or between schools. The service is based firmly on what works to keep pupils included within their mainstream classrooms and communities. The service is evidence based, with assessment of needs and of eventual progress built in.

Pupils have an induction process involves a visit to Harbour with their parents or careers, and possibly, a visit to the pupil’s in their home setting, and a visit to the pupils in their mainstream class including time set aside to answer any questions which they have. In cases where it is felt needed more than one visit may take place to help the pupils with their experience. Staff meet with the parents and teachers to discuss the pupil’s needs both academically and social and emotionally Where a pupil needs an enhanced programme this may include the addition of a passport made by the child, photographs of Harbour and staff at Harbour or short day starts.

Whilst Pupils are at Harbour we encourage all their schools to visit their pupils at least once a term for social times or lessons. It is important that pupils know their schools are still thinking of them.
When pupils return to mainstream at the end of their placement we aim to provide them with a series of visits. Most pupils will make a number of supported visits in their last term. The length of these visits will be dependent on the individual pupil’s need. Some pupils will not need support for example and others will need a greater number of visits. Staff from both schools will meet and share information on social and emotional needs as well as academic work. An enhanced programme may be needed. Parents are liaised with to provide opportunities to practice the morning routines or the evening pick up for example.

13. The local authority’s local offer is published on the Suffolk County Council website; www.suffolk.gov.uk

Contact Information

Tel: 01502 539755
Fax: 01502 539708
Email: admin@harbourpru.suffolk.sch.uk

Where to find us

Harbour Pru
Saturn Close
Lowestoft
Suffolk
NR32 4TD

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