Hesleden Primary School

We are a small rural school which provides a good education and outstanding care, guidance and support for children from 3-11 years old. We have has Makaton friendly status. 

We work in partnership with Hazel Dene Childcare which provides breakfast and after school care for children aged 2-11 years and wrap-around care for pre-school children.

When is it on?

Session information
Monday to Friday 8.00am - 5.00pm

Who to contact

Contact name
Dawn Dunn
Contact position
Head Teacher
Telephone
01429 836 376
E-mail
hesleden@durhamlearning.net
Website
www.hesleden.durham.sch.uk

Where to go

Address
Hesleden
Hartlepool
Cleveland
Postcode
TS27 4PT

Other details

Related links
Ofsted reports

Local Offer

Contact name
Dawn Dunn
Contact telephone
01429 836 376
Contact email
hesleden@durhamlearning.net
Links
SEND at Hesleden

How do you identify Special Educational Needs and Disabilities (SEND)?

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

We aim to identify children who have any difficulties as soon as possible so that appropriate support can be given from an early age.  Full use is made of information passed to us when a child transfers from early education provision. Assessments are used during the Foundation and Key Stages to identify any difficulties children may have.

Parents are able to talk to their child’s teacher at termly parents’ evenings and are also invited at these times to speak to the SENCO about any concerns they have.

Parents should be aware of the ‘open-door’ policy and are welcome to come into school at any time to discuss any concerns they may have.

How will you support my child with their special educational needs and disability?

How will early years setting/school/college staff support my child/young person?

Examples of the type of support that may be provided are as follows, but will depend on the nature of the child’s needs:

  • Differentiation of work in class (and homework)
  • Some additional small group support with a teacher or support staff
  • Additional resources, for example word banks, number squares, use of commercial schemes

Teaching activities to be adapted to the preferred learning style of the child, for example a multisensory, practical approach or use of visual cues

  • Use of ICT to support learning
  • Individual behaviour systems/charts
  • Adaptation of the Curriculum or classroom
  • Interventions to support specific difficulties (ie dyslexia, dyspraxia)
  • Use of Makaton to support communication skills at all levels

How will you make sure my child's education meet their needs?

How will the curriculum be matched to my child's young person's needs?

Children learn and develop in different ways. Staff recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn and the specific needs that may have been identified.

How will we know my child is progressing?

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Teachers meet with parents each term to give information on progress. Some children will have individual targets which can also be discussed at that time. This will be when additional support and interventions are discussed and parents may be given ideas about how they might be able to help their children at home.

Information for parents is often sent by letter. Parents are also welcome to come into school at any time to discuss any other concerns.

How will you support my child's overall wellbeing?

What support will there be for my child's/young person's overall wellbeing?

The care, guidance and support at the school is excellent and the school pride themselves in knowing every child's abilities and needs. 

Well trained staff are up-to-date with many aspects of well-being, some having very specialised skills which can support children with complex needs or in vulnerable circumstances.

What specialist services and expertise is available at or accessed by the staff?

What specialist services and expertise are available at or accessed by the setting/school/college?

We have strong links with a range of external agencies and uses them effectively to support children with SEND.

These include:

  • Educational Psychology Service
  • Speech and Language Therapy
  • Advisory Teachers for support/advice on areas such as specific learning difficulties such as dyslexia, dyspraxia, dyscalculia
  • Occupational Therapy
  • Educational Welfare Officers
  • Children and Adolescent Mental Health Services (CAMHS)
  • School doctor/nurse
  • Other medical professionals


The agency involved would depend upon the area of concern and teaching staff would discuss this with the SENCO and parents before any action is taken.

How are staff trained regarding SEND?

What training are the staff supporting children and young people with SEND have had or are having?

Both teaching and support staff are involved in regular training to support the work they do with children with SEND. This includes having sound knowledge of, for example, dealing with communication difficulties, children on the autistic spectrum and dyslexia.

Support staff have further specialised training for both these and other areas of need within our school.

What activities outside the classroom will there be?

How will my child/young person be included in activities outside this classroom including school trips?

The school ethos is that all children, regardless of need, are wholly included in everything that they do.

How will you support my child's needs?

How accessible is the setting/school/college environment?

The school is accessible to all of its users.

  • The curriculum can be modified for those who require it.
  • There are sets of steps but we also have ramps and a lift.
  • Rooms have blinds.
  • Makaton symbols are used across the school and the school are moving towards becoming a Dyslexia friendly environment.

My child is going to be starting or leaving soon, how will you help them?

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Transition from the Nursery unit, or external nurseries, begins with a meeting for parents to set out the procedures and expectations for their child's time in the school. Parents are also informed of all of the ways their child can be supported during their time with at the school.

Transition sessions, for all year groups, towards the end of the summer term prove successful every year across the school.

We have strong and successful links with the four local secondary schools in the area. The staff from these schools work across our KS2 classes at different times of the year.

We have a member of staff with responsibility for organising and planning transition and induction with these secondary schools. Towards the end of Year 6 the class teacher works with the receiving schools to ensure all necessary information regarding achievement and needs are shared.

What is available to help my child with their education?

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Once a child's additional needs have been identified, intervention programmes or additional support is planned for them. Where such provision is given, any required resources are allocated.

What support can I expect for my child?

How is the decision made about what type and how much support my child/young person will receive?

Where children are identified to have additional needs, teachers bring this to the attention of the SENCO who will then work with relevant staff and external specialists to decide which would be the best type of provision to support their learning needs and reach their potential.

Once provision is identified, time is allocated to individuals or groups to best suit their learning style, ability and need.

This is monitored and can be changed once the impact is assessed.

How will I be involved in my child's education?

How are parents involved in the setting/school/college? How can I be involved?

There are a number of parents and grandparents who volunteer to help in  classes. All parents are welcome to express an interest in this and may approach the school at any time.

The school has a successful 'Toddler' group (Tuesdays, 9.00 - 10.30am) which is organised and run by parents and carers. Anyone with children under 3 years of age is welcome.

There is also a successful School Association which supports the school through fundraising, and at many events. They have a weekly coffee morning (9.00 -10.00am Friday) to which everyone is welcome.

Disclaimer

Durham County Council's Families Information Service does not promote nor endorse the services advertised on this website. Anyone seeking to use/access such services does so at their own risk and may make all appropriate enquiries about fitness for purpose and suitability to meet their needs.
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