SEND Information Report

The school is a split site school. Years 7, 8 and Sixth Form are located on the Valley Campus in Hangleton Way. Years 9, 10 and 11 are located on the Nevill Campus in Nevill Road.

• Both sites have a disabled toilet large enough to accommodate changing. Due to the layout of the building, wheel chair users will find it difficult to access all of the classrooms.
• There are car parks on both sites.
• We liaise with EMAS (Ethnic Minority Achievement Service) but have our own team within school who support families with English as an additional language.
• The school has a comprehensive Accessibility Policy and Plan which can be found under ‘policies’ on our school website.

• The Assistant Head Teacher for the faculty of Wellbeing and Student Support reports to the governors annually to inform them about the progress of students with SEND; this report does not refer to individual students and confidentiality is maintained at all times.
• One of the governors is responsible for SEN and meets with the Assistant Head Teacher for the faculty of Wellbeing and Student Support. This ‘SEN link governor’ also reports to the governing committees, to keep all the governors informed.

Hove Park School is a main stream school.  Achievement with care is our vision for all our students. We aim to ensure that:

Students with access to learning difficulties are able to access a broad, balanced and relevant curriculum as part of the whole school community.

• Students with SEND are educated, wherever possible, in an inclusive setting alongside their peers to enable each student to reach their full potential.
• We identify and assess students with SEND as early and as thoroughly as possible using the Code of Practice (2014).
• We try to involve parents/carers and students in the identification and assessment of SEND, and we work hard to ensure we work well with outside agencies, where necessary, to support our students.
• We meet the needs of all our students with SEND by offering appropriate and flexible forms of educational provision, by making the best use of all available resources.
• We maintain up to date knowledge of current SEN good practice in order to offer training and support in these areas to all staff in the school.

There are four types of Special Educational Needs and Disabilities (SEND), decided by the Department for Education:

1. Communication and interaction
2. Cognition and learning
3. Social, emotional, mental health
4. Sensory or physical

If a student has SEND, then their needs will fit into one or more of these areas of need.

A school’s provision for SEND is defined as support which is additional to or different from that which is available to all students. 

At Hove Park School, we recognise that students make progress at different rates and not always in a steady, linear pattern.  Therefore, students are identified as having SEND in a variety of ways, including the following:

• Liaison with primary school/previous school
• The student performing significantly below expected levels
• Concerns raised by parent/carer
• Concerns raised by teacher
• Liaison with external agencies, e.g. physical health diagnosis from paediatrician

If a student is identified as having SEND then their name will be added to the SEN register, but we recognise that students’ needs may change over time and provision must reflect this.  The aim of any additional provision is for the student to achieve age expectations.  Once they reach this threshold they may be removed from the school SEN register.  If they fall behind again at any point, then they may be added to the register again.

Medicines for students are managed by a first aider.  If a student requires medicine during the school day, the following procedures must be followed:

• All medicines must be given in person to a first aider by a parent/carer.
• The student’s name and date of birth are recorded alongside the date, time, name of medicine, and dosage.
• Depending on how the medicine needs to be stored, it will be kept in either a locked cupboard or a fridge.
• To take their medicine, the student must go to a first aider, where the dose will be administered.
• Each time the medicine is administered, the time, date and dosage is recorded.

Our provision is arranged to meet our students’ needs, within the resources available. This approach reflects the fact that different students require different levels of support in order to achieve age expected attainment.

The Assistant Headteacher for the Faculty of Student and Wellbeing. and the Assistant SENCOs consult with subject teachers, academic leaders and Assistant Heads of Year, as well as with support staff, to discuss the student's needs and what support would be appropriate.

There are always on-going discussions with parents/carers for any student who requires additional support for their learning.

How do we know if it has had an impact?

• We see evidence that the student is making progress academically against national/age expected levels and that the gap is narrowing i.e. they are catching up to their peers or expected age levels.
• The student is achieving or exceeding their expected levels of progress.
• Verbal feedback from the teacher, parent/ carer and student.
• Formal or informal observations of the student at school
• Formal or informal observations of the student at school.e ‘caught up’ or made sufficient progress.

Who can I contact for further information?

• A parent/carer’s first point of contact to share concerns would be the child’s tutor.
• The child’s teacher can be contacted, should the concern be subject related
• Parents/carers can also arrange to meet the Year Team, SEND Keyworker, SEND management
• SENDManagement@hovepark.org.uk or Assistant SENCOs:

Students with a diagnosis of Autism – Caitlin McGinley – cmcginley@hovepark.org.uk or Emily Tucker – etucker@hovepark.org.uk

All other SEND needs – Edward Bayliss – ebayliss@hovepark.org.uk

Additionally, the school liaises with and can refer parents/carers to the following agencies for information and support:

• The National Autistic Society http://www.autism.org.uk
• Dyslexia Action http://www.dyslexiaaction.org.uk/
• Brighton and Hove Psychology Service http://www.brighton-hove.gov.uk/content/children-and-education/special-educational-needs/educational-psychology-service
• Brighton and Hove Literacy Support Service http://www.brighton-hove.gov.uk/content/children-and-education/brighton-hoves-local-offer/literacy-support-service-lss
• Brighton and Hove Language Support Service http://www.brighton-hove.gov.uk/content/children-and-education/brighton-hoves-local-offer/language-support-service-lss
• Brighton and Hove Ethnic Minority Achievement Service http://www.brighton-hove.gov.uk/content/children-and-education/schools/emas-ethnic-minority-achievement-service
• School Nurse team: http://www.sussexcommunity.nhs.uk/services/servicedetails.htm?directoryID=16367
• Brighton and Hove Young Carers: http://www.brighton-hove.gov.uk/content/health-and-social-care/caring-and-carers/young-carers
• AMAZE http://amazebrighton.org.uk/
• Autistic Spectrum Condition Support Service http://www.brighton-hove.gov.uk/content/children-and-education/brighton-hoves-local-offer/autistic-spectrum-condition-support
• CAMHS, Child and Adolescent Mental Health Service: http://www.brighton-hove.gov.uk/content/children-and-education/childrens-services/child-and-adolescent-mental-health-services-camhs
• Occupational Therapists: http://www.brighton-hove.gov.uk/content/children-and-education/childrens-services/occupational-therapy-children-and-young-people
• Brighton and Hove SEN Team:  http://www.brighton-hove.gov.uk/content/children-and-education/brighton-hoves-local-offer/special-educational-needs-information
• Counsellors: Brighton and Hove Dialogue Counselling team http://www.dialoguecentre.org.uk/
• mASCot http://www.asc-mascot.com/
• Brighton and Hove Albion in the Community http://albioninthecommunity.org.uk/
• Speech and Language Therapy Team http://www.sussexcommunity.nhs.uk/services/servicedetails.htm?directoryID=16365
• Forest School  http://www.sussexwildlifetrust.org.uk/education/forest_school/index.htm
• Youth Employability Service  http://www.brighton-hove.gov.uk/content/children-and-education/youth-service/youth-employability-service

We offer an open door policy where parents/carers are welcome any time to make an appointment to meet with either a subject teacher or tutor or any other teacher, to discuss how their child is progressing.  Parents/carers can contact staff members directly by email or through the school office: Office@hovepark.org.uk

Planned arrangements for communicating between school and home include:

• Every student has an iPad – HPS Digital can be accessed via the Hove Park Website.
• Each year group has at least one consultation evening each year, when all subject teachers are available to meet with parents/carers and discuss progress and learning.
• Each year group has a report programme, which includes opportunities to meet your child’s tutor and subject teachers. Information about these will be sent to you. You can also check upcoming events in the school calendar on school’s website or follow this link: http://www.hovepark.brighton-hove.sch.uk/calendar
• If your child has an Education, Health and Care Plan (EHCP) or Statement of SEN, then there are legal requirements for at least one formal meeting each year (the Annual Review) organised by The SENDCo Team or Assistant SENCOs and attended by parents/carers, teachers and outside agencies involved in the student’s education.

Students’ views are highly valued at the school and their opinions are sought on many areas of school life, as well as their own learning. We use a variety of methods for seeking student views:

• The school has an active student council, where students are elected each year to represent their peers in teams. The student council consults on whole school plans, leads on charity activities at school and is able to express student views to senior leaders throughout the school year.
• Student panels regularly form a part of the school’s interview process for new members of staff.
• Students leaving the school are offered the chance to complete an exit questionnaire, which asks for their views on their experience at school and their suggestions for changes to improve or develop student experiences.
• If your child has an EHCP or Statement of SEND, their views will be sought before any review meetings.

All students are entitled to be included in all parts of the school curriculum and we aim for all students to be included on school trips. We will provide the necessary support to ensure that this is successful.

A risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety will not be compromised. This may include specialist advice from The SENCo Team, where deemed necessary.  In the unlikely event that it is considered unsafe for a student to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school. 

Students within The Cullum Centre are encouraged to participate in a range of activities organised by local and national Autism organisations.

Subject teachers are responsible for planning lessons that are accessible and adapted for every student.  In some curriculum areas, students are grouped by levels of attainment, whilst other curriculum areas are taught in mixed attainment groups.  Students are entitled to participate in all areas of the curriculum and it is the subject teacher’s role to plan lessons and create resources and activities which ensure the student can access the learning.  This can mean teachers plan:

• Visual, auditory or kinaesthetic activities
• Small group or 1-1 learning with a Teaching Assistant (TA)
• Pre-teaching content or vocabulary
• Over-learning topics
• To set alternative activities for home learning
• To provide specially targeted texts and resources appropriate for students’ reading ages
• To provide additional apparatus or materials
• To adapt and adjust resources and materials to make them accessible for students with specific learning difficulties

At Key Stage 4 students choose from a range of GCSEs, and other courses, which help to prepare them for the next steps in their education, be that college, apprenticeships or work.  Students and parents/carers are offered advice and careers guidance at the appropriate time to help make these important decisions.

Our goal is to make sure our new students feel like they belong at Hove Park School before they officially arrive.  Learning is most effective when students feel they belong and are comfortable in the school environment.

Key Stage 2-3 (Year 6 to Year 7)

• Careful transition is planned and arranged. The SENDCo Team, Assistant SENCOs, Senior TAs and Transition Curriculum teachers work closely with primary schools to organise activities, visits and experience of secondary life for those students who are especially vulnerable at transition.
• All students in Year 6 who have accepted a place at Hove Park School for Year 7 are invited to two transition days in July. These days provide a taste of secondary school life, involve experience of lessons, information about how the school runs and provide an opportunity for students to meet their new classmates. Students allocated to the Cullum Centre and other selected students are invited to further days at the school during the Summer Term, as determined by the students’ needs.   
• Parents/carers are invited to an ‘Intake Evening’ to learn about the activities their children have undertaken, to meet key members of the pastoral team and to receive information about the organisation of the school.
• The SENDCo Team visit feeder primary schools to meet students, gather information from Year 6 teachers and support staff, and to offer informal ‘question and answer’ sessions for parents/carers.  (Contact your child’s primary school to find out about the arrangements made with Hove Park School for the current academic year).
• The Assistant SENCO for Communication & Interaction/Cullum Centre will visit individual students within their primary school, to obtain further information from teachers/support staff and to see students in more familiar surroundings.  There will be extensive liaison with the students’ current teachers in Year 6.  
• Hove Park School teachers are provided with information about all new students’ needs, strengths and background before the end of Year 6.  
• Every student’s school file is passed on to the school office, (or, in the case of students with SEND, The SENDCo Team or Assistant SENCOs) at the start of Year 7.
• During the first few weeks of the new school year,  parents/carers of our new Year 7 students are invited to meet with the child’s tutor, to introduce themselves, share information and establish contact with the school.
• The school arranges regular transition groups and visits for vulnerable Year 6 students to get to know the school site, meet staff with whom they will work and learn about how the school is organised.  These are designed each year to meet the students’ needs, but typically involve: fortnightly afternoon group activities; experience; tours;  informal gatherings for students and parents/carers.  (Parents/carers can contact their child’s primary school for more information about this programme).

Key Stage 3-4 (Year 8 – Year 9)

• For KS4, students choose from a range of GCSEs and other courses, which help to prepare them for the next steps in their education, be that college, apprenticeships or work.  Students and parents/carers are offered advice and careers guidance at the appropriate time to help make these important decisions.
• For our more vulnerable students, we arrange a series of visits to the Nevill Campus towards the end of Year 8 so that students have plenty of opportunity to meet different school staff and become familiar with the Nevill Campus site.
• There are opportunities for some students to attend local colleges on a part time basis during Years 10 and 11, to follow a vocational course as part of their timetable.

Key Stage 4-5 (Year 11 to Year 12)

• The school arranges visits to open days and further education fairs for all students.  Support with finding and applying for apprenticeships is also available.
• Students are encouraged to consider attending university in the future and the school works with higher education establishments to provide experiences for students to inspire the ambition to pursue this route.
• All students in Year 11 are provided with 1-1 careers advice to help them plan possible routes for training or education.
• Students with a Statement of SEN or an EHCP who are moving on to further education are supported by the Local Authority’s Youth Employability Service.
• The SEND team and Cullum Centre team liaise closely with local colleges about individual students with SEND. This liaison is arranged in accordance with the student’s needs, but typically can include: extra visits or tours; an opportunity to ‘shadow’ a Year 12 student; meetings with college support staff; guidance and advice on meeting the student’s needs for college staff.
• All information relating to a student’s exam concessions and required differentiation is passed on to college or training providers during the summer term of Year 11, when college places have been confirmed.

Joining mid-year

• All students admitted to the school after the start of the academic year are screened on entry, to identify any areas of need and to provide information to staff about the student’s learning.
• A student ‘buddy’ is chosen to support the new student for the first few days of being at Hove Park School. The buddy takes the new student to lessons, introduces them to other students, answers questions and informs pastoral staff how well the new student is settling in to school.
• Contact is always made with the previous school to ensure the transfer of information and the child’s school file have been sent.

Moving to another school

• Contact is always made with the new school to ensure the student is attending, the transfer of information and the child’s school file have been sent.

Subject teachers are responsible for the progress of students in their lessons.  They are trained to teach children with all types of additional learning requirements and are responsible for making the curriculum accessible to all students.

The SENDCo Team are responsible for ensuring that:

• Teachers understand a student’s needs
• Teachers are trained in meeting those needs
• Teachers have support in planning to meet a student’s needs
• The quality of teaching for students with SEND, and
• Provision across the school is efficiently managed.

Sometimes, some students require additional support to make progress across the curriculum, because they are significantly below the expectations for their age. The SENDCo Team or the Assistant SENCOs are responsible for organising intervention for an individual or small group of students, which might include one of these provisions, for example:

• Additional adult support in the classroom – the school has Teaching Assistants (TAs) who support the teacher in helping the learning of whole classes; The SENDCo Team or Assistant SENCOS are able to direct a limited amount of ‘hours’ of additional adult support in the classroom in cases where there is evidence that students are significantly below the learning expectations for their age
• Withdrawal sessions – when students come out of some lessons for pre-arranged sessions with LSAs on, for example, handwriting, reading, numeracy, study skills, organisation skills, social skills, etc.
• Disapplication – if long-term intervention is needed, a student can sometimes be disapplied (taken out) from a subject on the national curriculum, in order to allow time for intensive support with learning.

Special Facility – The Cullum Centre

In addition, the school has a resourced provision for students with EHCPs for Autistic Spectrum Condition (ASC). Led by the Head of the Cullum Centre, support is tailored to meet the needs of each individual student which may include specialist in class support and or specialist teaching in the centre (including from our Speech and Language Therapist) Our staff are experienced working with students with ASC.

• The Cullum centre comprises a purpose built centre on the valley campus and a specialised facility on the Nevill campus.  Both Centres comprise open space, teaching rooms, regulation space, accessible toilets and showers and cooking facilities.
• All staff at the school are trained at working with students with ASC
• Placements at the Cullum Centre are decided by Brighton and Hove City Council.

Home learning (Homework)

The home learning set by teachers is an integral part of students’ learning and can contribute directly to how well a student makes progress.  Home learning consolidates and builds on the learning in lessons, ensuring that students fully understand concepts and apply skills they have learnt.  The school expects parents and carers to engage with their child’s home learning, so that students can see the high value their parents and carers place on working as part of a home-school partnership.  This provides essential support for teachers and means no opportunity is lost for supporting every student’s learning.

Where a student with SEN is failing to make progress, despite high quality teaching and intervention through their SEN support, an application to the Local Authority for an Education, Health and Care Plan (EHCP) may be considered.

An EHCP has replaced the previous terminology of ‘statementing’ or ‘having a statement’ for all new applications from September 2014. Students with current Statements of Special Educational Need will continue with these until the Local Authority reviews their provision to decide if they fulfil the criteria for an Education, Health and Care Plan. The EHCP is slightly different and offers new potential support mechanisms, such as the option for continuing with similar support packages up to age 25. It also has a high emphasis on placing the child and the family at the centre of provision and planning; something which Hove Park School already is committed to.

Prior to joining us, your current school and the local authority should have made clear if your child has an EHCP. Students with SEN with EHCPs are entitled to the level of support outlined in their EHCP for which additional funding is supplied. Such support is co-ordinated by the SENDCo Team.

Should you and/or the school wish to apply for an EHCP then parents/carers, the Local Authority, the school and outside agencies will be fully involved in such decisions and meetings will be organised to consider and plan such a referral. More information on the application process and criteria for Education, Health and Care Plans is available on the Local Authority website.

SEND training is an on-going rolling programme of professional development for our staff, throughout the school year.

• Our senior TAs have extensive experience and training in planning, delivering and assessing intervention programmes.
• All staff are trained each year on the needs of new students joining the school – this can include training from specialist agencies or consultants, as well as from the SENDCo Team, Assistant SENCOs or other staff with relevant expertise.
• SEND training forms part of the continuing professional development of all teachers and TAs and is organised in accordance with the needs of the students.
• The school works closely with other local schools, especially our feeder primary school, sharing training opportunities including INSET days and outside experts. Opportunities to develop this aspect of local expertise are actively sought throughout the school year.
• The NAS (National Autistic Society) Cullum Centre Cullum Centre | Hove Park School  is led by a Lead Practitioner with ASC (Autistic Spectrum Condition) expertise. The Team is comprised of an experienced SENCO and SEN teacher, Teaching Assistants and delegated time from an Educational Psychologist and a Speech and Language Therapist. All staff within the team receive professional updates from organisations such as, Brighton and Hove Inclusion Support Service and the NAS, as well as joint training with SEND colleagues within the school, depending on students’ individual needs.
• All school staff are trained in teaching and working with ASC students, with updates at Induction and INSET days.

Your main point of contact at school should always be your child’s tutor.  Start by contacting the tutor, who will be able to discuss your concerns.  If you need to speak with other staff members, such as Assistant Head of Year, the SENDCo Team, or the Assistant SENCOs, then the tutor will be able to help you arrange this.

The Assistant Headteacher for Student Support and Wellbeing (Lauren Pinney) is a member of the senior leadership team, a fully qualified teacher and SENDCo with many years of experience. Together with the Head of the Cullum Centre (Cailtin McGinley) and the two Assistant SENDCos (Emily Tucker and Edward Bayliss) they make up the SENDCo Team who liaise with many specialist services and outside experts to ensure that provision for our students is appropriate and meets all needs. The school works closely with external any external agencies that are relevant to individual student needs including but not limited to:

• Health – GPs, school nurse, clinical psychologists and psychiatrists (CAMHS), paediatricians, speech and language therapists, occupational therapists.
• Social Services – locality teams, social workers, child protection teams, family support workers. Youth offending service.
• Brighton and Hove Inclusion Support Service.
• Specialist Teacher Advisors – hearing impairment, physical disabilities, communication and language.
• AMAZE.
• The National Autistic Society.
• Sensory Needs Service.

The school uses a positive behaviour management system. Each lesson students have the opportunity to earn house points by exemplifying the school values of:

• Aspiration
• Respect
• Pride
• Collaboration
• Responsibility
• Connectedness

House points are monitored by tutors and linked to rewards. This allows the assistant Heads of Year to identify students who are falling behind and identify the various reasons for it.

There are consequences for poor behaviour, which are outlined in the school’s behaviour policy and these include detention, isolation and fixed term exclusion.

However, if a student is falling significantly behind their peers and their behaviour is affecting their learning or the learning of others then additional support may be provided.

• The Attendance Officer monitors attendance; oversees legal action against parents/carers whose children do not attend school;  helps liaise with outside agencies who can support families in difficult situations.
• The SENDCo Team and Assistant SENCOs arrange support for students when their learning is affected by their behaviour; provide emotional support, sign-posting to sources of guidance and advice, liaising with external agencies, overseeing education plans and arranging workshops/lessons about emotional, social and mental health.
• Teaching Assistants work with students whose behaviour is affecting the learning of other students; help them develop skills for understanding and managing their social, emotional and mental health for supporting learning at school; provide education plans and arrange workshops/lessons.
• Isolation is used when students are involved in behavioural incidents which affect others’ learning. Assistant Heads of Year, senior leaders and the SENDCo Team or Assistant SENCOs use the information to plan interventions, design workshops or lessons, and to decide on sanctions for rule-breaking.

Hove Park takes student wellbeing very seriously. More information can be found here.

For students who struggle with social situations there are quiet places where they can go at break and lunch time with a level of staff support.

If a student is unwell throughout the day they will need to tell a member of staff.  They will then be seen promptly by a first aider. If their condition prevents them from returning to lesson they will be taken to a year office and the pastoral year team will decide whether the student needs to be sent home. If the student is too unwell to stay at school parents/carers will be called and asked to arrange for the child to be collected as soon as possible.

In a medical emergency, the first aider will urgently attend; they will make the decision on whether the child requires an ambulance and hospitalisation. All staff are trained on the use of epi-pens for anaphylactic shock and students who have severe allergies and other significant medical needs are flagged to staff throughout the year.

Year teams work with students who are struggling with school for a variety of reasons to find solutions and every fortnight will discuss complex cases with other professionals in school to make sure we get the right package of support for students experiencing difficulties.

Staff from the Cullum Centre and the wider SEN team work with students to make sure that they have positive interactions in the mainstream school environment. Students are explicitly taught about neurodiversity and its benefits and students with a diagnosis are encouraged to explore their differences and develop their confidence and sense of self-esteem.

• A parent/carer’s first point of contact should be the child’s tutor to share concerns
• The child’s teacher should the concern be subject related
• Parents/Carers can also contact the child’s year team or the Hove Park SEND team:

Assistant Head Teacher for Student Support and Wellbeing, Lauren Pinney lpinney@hovepark.org.uk

Head of Cullum Centre, Caitlin McGinley cmcginley@hovepark.org.uk

Assistant SENDCos Emily Tucker and Edward Bayliss, etucker@hovepark.org.uk ebayliss@hovepark.org.uk

Further information can be found within the Local Authority’s Local Offer, which can be accessed using this link. 

Additionally, the school liaises with and can refer parents/carers to the following agencies for information and support:

• The National Autistic Society http://www.autism.org.uk
• Dyslexia Action http://www.dyslexiaaction.org.uk/
• Brighton and Hove Psychology Service http://www.brighton-hove.gov.uk/content/children-and-education/special-educational-needs/educational-psychology-service
• Brighton and Hove Literacy Support Service http://www.brighton-hove.gov.uk/content/children-and-education/brighton-hoves-local-offer/literacy-support-service-lss
• Brighton and Hove Language Support Service http://www.brighton-hove.gov.uk/content/children-and-education/brighton-hoves-local-offer/language-support-service-lss
• Brighton and Hove Ethnic Minority Achievement Service http://www.brighton-hove.gov.uk/content/children-and-education/schools/emas-ethnic-minority-achievement-service
• School Nurse team: http://www.sussexcommunity.nhs.uk/services/servicedetails.htm?directoryID=16367
• Brighton and Hove Young Carers: http://www.brighton-hove.gov.uk/content/health-and-social-care/caring-and-carers/young-carers
• AMAZE http://amazebrighton.org.uk/
• Autistic Spectrum Condition Support Service http://www.brighton-hove.gov.uk/content/children-and-education/brighton-hoves-local-offer/autistic-spectrum-condition-support
• CAMHS, Child and Adolescent Mental Health Service: http://www.brighton-hove.gov.uk/content/children-and-education/childrens-services/child-and-adolescent-mental-health-services-camhs
• Occupational Therapists: http://www.brighton-hove.gov.uk/content/children-and-education/childrens-services/occupational-therapy-children-and-young-people
• Brighton and Hove SEN Team:  http://www.brighton-hove.gov.uk/content/children-and-education/brighton-hoves-local-offer/special-educational-needs-information
• Counsellors: Brighton and Hove Dialogue Counselling team http://www.dialoguecentre.org.uk/
• mASCot http://www.asc-mascot.com/
• Brighton and Hove Albion in the Community http://albioninthecommunity.org.uk/
• Speech and Language Therapy Team http://www.sussexcommunity.nhs.uk/services/servicedetails.htm?directoryID=16365
• Forest School  http://www.sussexwildlifetrust.org.uk/education/forest_school/index.htm
• Youth Employability Service  http://www.brighton-hove.gov.uk/content/children-and-education/youth-service/youth-employability-service

Hove Park run various events throughout the year which will enable you to come in and look round our school and meet staff members in person.  If you wish to arrange a meeting with a particular member of staff to discuss please email: office@hovepark.org.uk

The school has a comprehensive ‘Concerns Policy’ which can be found on the school website. In the first instance, contact your child’s tutor, Assistant Head of Year. Alternatively, email the school office: office@hovepark.org.uk and your concern will be directed to the appropriate member of staff who will contact you.

• Information about the provision in individual subjects can be discussed with subject teachers or academic leaders.  There is an annual opportunity for this at subject consultation evenings, but teachers can meet with parents/carers at any point in the school year to discuss students’ progress.
• In the case of individual or small group interventions, the SENDCo Team, Assistant SENCOs or a student’s keyworker will write to parents/carers explaining the aims of the intervention.  Letters, phone calls or emails will be used to keep parents/carers updated on their child’s progress and support can be discussed in more detail, if required.
• The Assistant SENCO/Lead for the Cullum Centre will also use letters, phone calls, emails or meetings to keep parents/carers updated on their child’s progress and to discuss support in more detail, if required, in relation to students allocated to the Cullum Centre.