SEND

The school's SENDCO is Mr Joe Holloway, Deputy Head.

Holland Park takes a whole school inclusive approach to students with special educational needs and disability, recognising that the aims of the school are the same for all students. Support is provided within the classroom and through targeted intervention sessions. While we have an interest in all students’ needs, we run a successful model of inclusion and therefore do not offer a separate SEND Learning Unit or the specialist provision that such a unit would require. If you are considering expressing a preference for Holland Park on your child’s Education, Health and Care (EHC) plan, we encourage you to contact the school prior to doing so to allow us to furnish you with information which might be of assistance.

Students’ desire for education has no bounds. They soak up enrichment with relish and seek broader learning at every opportunity. They are confident, curious and always compassionate. Ofsted 2014

The school recognises that a student requires SEND learning support if they have a learning difficulty or disability which calls for special educational provision to be made for them, as defined in the SEND Code of Practice 2014. The school accepts that a student has a learning difficulty or disability if they:

  • have a significantly greater difficulty in learning than the majority of others of the same age;
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream school.

Special Educational Needs are identified in terms of communication and interaction (for example, autism), cognition and learning (for example, dyslexia), social, mental and emotional health needs and sensory and physical needs.

Holland Park is particularly able to anticipate and meet the needs of some students with sensory and physical needs.

Sensory Needs

Visually the school building is low-impact. It is designed to be sensitive to auditory needs, reducing background noise where possible to support students with hearing impairment. We work closely with teachers of the deaf to ensure that all teachers and support staff are trained to meet students’ individual needs. The use of specialist equipment by students such as the Roger Pen system, Comfort Audio and FM systems is encouraged should they choose to use them.

Physical Needs

The school building and site has been specifically designed to meet the needs of students with physical disability. There is wheel chair access across the site with lift access and disabled toilets available on all floors. In addition, occupational therapists work with us to provide a programme of physiotherapy support to supplement the provision of physical education. The PE department is fully equipped with disabled changing rooms and equipment for disabled access to the swimming pool. Other departments also have specially modified equipment such as height adjustable tables and workbenches.

Holland Park aims to ensure that all students have access to suitably challenging educational opportunities. The school is committed to working in partnership with students, parents and external agencies to identify needs, provide support, monitor progress and intervene accordingly. Every student is provided with opportunities to make outstanding progress in every aspect of their development, enabling them to achieve their full potential. Despite high-quality teaching some students will experience significantly greater difficulty than others and these students will need special consideration and provision. In making such provision we aim to:

  • identify and assess students with special educational needs as early as possible and monitor progress;
  • develop a partnership with parents in order that their knowledge, views and experience can assist us in assessing and providing for their children;
  • take into account the views of the student in order to provide for them as effectively as possible;
  • closely monitor and review progress towards agreed objectives;
  • develop and use Pupil Profiles to provide information and strategies for teachers;
  • use age appropriate conversations about targets and progress;
  • provide learning support in lessons whilst developing independence;
  • participate in statutory and annual reviews;
  • work with external professionals;
  • provide exam access arrangements;
  • enable a successful transition to Holland Park and a successful transition to adulthood.