Twitter

11/09/17

Help! How do you feel about homework? What should it look like in our school? Click the link, complete the surgery https://t.co/vKJd3d0HZh

25/06/17

Retweetd From Cathie Camp

Amazing Ofsted Report. Heartfelt thanks to all the staff and teachers who have made the school outstanding!

23/06/17

Just 'OUT-STANDING' by the school! Excellent result for all of the community! ❤️2 Learn https://t.co/sYhR06SwmD

15/06/17

Retweetd From Harris Federation

Brilliant Ofsted result for - 'outstanding' in every category. https://t.co/T560aA8TXR

12/05/17

Wowsers! Year 1 have been learning about how different religions pray. Today Mrs Mangat spoke to us about how Hindus pray! https://t.co/w9WfF7yycB

11/05/17

Blue Jays are mixing water colours and using short brush strokes to recreate Monet's Water-Lily Pond! https://t.co/aoWsnzDxEr

25/04/17

Year 1 have been having a fabulous week exploring our 'crime scene' at school! https://t.co/JtbiBlEgUo

30/03/17

We're building links with our community and learning where Christians pray! https://t.co/e1BCwsxsIy

30/03/17

Blue Jays have made the most of the ☀️☀️weather and are visiting Baptist Church to learn about how and where Christians pray! https://t.co/nrJIDGCFv5

30/03/17

Blue Jays are selecting synonyms to help describe a character! https://t.co/0mnSxwWWfh

27/03/17

A huge thank you to our parent helpers who helped us choose and decorate Mothers' Day gifts for our Mums and Loved Ones. https://t.co/qyrfCn2H5e

16/03/17

A priest visited Year 1 to share how Christians pray and what prayer means to them. We're going to learn about how other religions pray too! https://t.co/BBjZrEZ5JL

13/03/17

Our parents and carers have come to visit our ducklings! https://t.co/nTOOBiypLv

13/03/17

Year 1 gave their friends instructions on how to play their favourite board games in English today! https://t.co/bQtKoPN4Ql

10/03/17

Here he/she comes! https://t.co/Pcs50oT81P

10/03/17

Egg number 6 has finally hatched!

02/03/17

Retweetd From Harris Haling Park

Drop Everything And Read! Quick! Grab your book and get reading!! https://t.co/LAMYvk3nLd

02/03/17

We loved our fashion show! Well done to everyone for making today a very special day indeed! https://t.co/v6tDj0aqzn

02/03/17

Drop Everything And Read! Quick! Grab your book and get reading!! https://t.co/LAMYvk3nLd

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

SEN & Disabilities

Information on where the Local Authority’s Local Offer can be found at: https://www.croydon.gov.uk/education/special-educational-needs/sencroydon/sen-croydon

Thank you for taking the time to visit the Special Educational Needs and Disabilities (SEND) section of our website. All students have the right to achieve their maximum academic and social potential.   At the Academy we believe that all students have learning differences rather than learning difficulties and it is our policy to identify and assess these differences and ensure that learning is supported and differentiated to ensure outstanding progress is made by all students.

We offer a range of support to develop teachers expertise and additional support within the classroom, this includes; drop-in sessions, in class training and observations from the SENCO, as  well as specialist advice/input within the classroom.  

You will find detailed provision maps of what Harris Primary Haling Park can currently offer for your child, depending on their needs and the support they require. If you have any additional questions, concerns or worries, please do not hesitate to contact a member of the SENCO.


Miss Beverly Small is responsible for SEN&D

Contact Details: 0203 772 4560

Email: info@harrisprimaryhalingpark.org.uk


Harris Primary Academy Haling Park ’s vision for pupils with SEND

Harris Primary Academy Haling Park is committed to providing an appropriate and high quality education for all children. We believe that all children, including those identified as having Special Educational Needs as well as every other student, have a common entitlement to a broad and balanced academic and social curriculum. This curriculum should be accessible to them, and they will be fully included in all aspects of Academy life. We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We are particularly aware of the needs of our pupils, for whom maturity is a crucial factor in terms of readiness to learn. We believe that many pupils, at some time in their Academy career, may experience difficulties which affect their learning, and we recognise that these may be long or short term. At the Academy we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential.

It is also worth noting that from 1st September 2015, there are some changes to SEN legislation, following the Children’s and Families Act 2014. A summary of key changes are below, but please visit the link at the bottom of the page for further information.


The SEN Code of Practice key changes

The Code of Practice (2015) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN

  • There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels
  • There is a stronger focus on high aspirations and on improving outcomes for children and young people
  • It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care
  • It includes guidance on publishing a Local Offer of support for children and young people with SEN or disabilities
  • For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replaces Statements of Special Educational Needs (SEN) and Learning Difficulty Assessments (LDAs)
  • There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood

To see the new SEN Code of Guidance 2015, please visit: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

 

 

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