If you would like your child to attend our school, please see full details of our admission arrangements below.
Starting at Haywood Grove School
Once a child has been allocated a place at Haywood Grove School we work very hard to establish a relationship with the child and their family. A number of steps are taken to ensure that this happens:
1. The Headteacher visits the child and family at their home to share information and answer any questions.
2. The school’s Engagement Officer visits the family at home to explain her role and the support that she can offer.
3. Where possible, the allocated class teacher visits the family at home to introduce him or herself.
4. The parent/carer and child are invited to come and visit the school to meet the staff team and some of
the other children. Often the parent/carer has already been
shown around the school.
5. The school meets with or liaises with other professionals that
are already involved with the child and family to get
an understanding of how best to support the child and their family.
6. An individual part-time induction programme is then set up
and facilitated by school staff. This will usually last for 2-3
weeks, depending on the needs of the individual child, the time
of year and staffing availability. During the induction period school staff will usually formally assess the child and, where appropriate, provide opportunities for them to spend some time with their new class.
On most occasions a child will then join their allocated class on a full time basis.
Occasionally, according to need, a child will remain on a temporary part-time programme which will build gradually to full-time. This will happen when it remains unclear where a child is best placed or when it is evident that the child will require a bespoke timetable that is significantly different from those offered within the context of a classroom.
If a child is currently attending a mainstream school but is due to start at Haywood Grove we endeavour to provide either outreach support or additional transition opportunities where necessary and according to individual need.
Identifying the most suitable class for a new child
Seven different factors are used to help determine the class that a child will join:
1. Chronological age – we will usually attempt to place a child within a class with similar aged peers. Occasionally we may place a child outside of their age group if we believe that a different placement could aid their social and emotional development.
2. Peer group – we will try to place a child with a suitable peer set where we believe the child will have the best chance to build social relationships.
3. Child’s individual needs (EHC Plan) – we try to place a child within a group where they will thrive in all
aspects of their development.
4. Space – we prefer to keep our class groups to a maximum of 8 children and therefore where a class is
deemed to be full we will not add another child unless we are confident that the child and the existing group will not be adversely affected.
5. Staff experience – we try to place a child within a group where the staff have the necessary skills and
experience to meet the particular unique needs of the child.
6. Information from other professionals, parents and the child’s previous placement – we will gather information from a range of sources to develop a clear picture of the child’s needs and functioning within a school setting.
7. Child’s preference – occasionally a child may express a strong preference for a particular class and
where appropriate, this will be taken into consideration.
The Head and Deputy Head Teacher determine the class that a child is placed with, taking into account the information gathered and in collaboration with other leaders and teaching staff. All classes are staffed by a class teacher and usually 2 teaching assistants and so, regardless of group, all children are able to access opportunities for small group, paired and individual work on a needs led basis.