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Mr Melmoth is our Inclusion Manager

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Mrs Din (above), Mr Melmoth, Ms Sheikh and Ms Hashim are here to support the provision of all SEND needs at YJS

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Miss Sheikh is our ELSA (Emotional literacy support assistant) teacher, who also leads a Maths intervention aimed at pupils working significantly below key stage.

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Ms Hashim runs our sensory intervention and supports our pupils with complex needs, liaising with specialists to create bespoke planning.

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A good resource for children to use in order to learn their phonics sounds and blends, and develop fluency in reading!

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Look through Hillingdon's newly reviewed toolkit which provides benchmarks for each area of need.

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Moderate and specific learning difficulties, as well as Dyslexia and ADHD are part of the cognition and learning strand - This data only gives the proportion or number of children within each primary need, it is important to note that children may also have secondary needs that are not represented in this data

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Call Hillingdon Educational Psychology service for advice and referrals - https://careandsupport.hillingdon.gov.uk/Services/2145

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Local offer information from Hillingdon local authority, contact information provided online.

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What are special educational needs?

A person has special educational needs if they have a learning difficulty or disability that means they need special educational support. A disability is when a person has a physical or mental difficulty that has a significant and long-term effect on their ability to carry out activities. This can include a long-term illness.

Special educational needs and disabilities is often shortened to SEND; sometimes people refer to it as additional needs.

What this means for your child

Children and young people with SEND may have difficulties with:

expressing themselves, understanding what others are saying and managing their relationships (communicating and interacting)

organisation, understanding instructions, memory, concentrating, reading, writing and number work, following rules and instructions (cognition and learning)

making friends or getting on with others (social, emotional and mental health difficulties)

learning because of a medical condition (sensory and/or physical needs).

For some children, this need may only be short term, which can be met through the expertise and resources of their child's school or early years setting, or with advice and support from outside professionals and organisations. A small number of children, who struggle to progress despite this support, will need a higher level of support.

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What are special educational needs? - Hillingdon Council

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Information on learning disabilities, physical disabilities and what this means for your child.

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Contact information for support

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The Send Advisory Service is offering support to parents of children and young people with SEND and the professionals that work with these families via an advise line. We can help with resources/activities or just general advice during these uncertain times.

You may wish to contact us to discuss the following:

Resources or advice for children and young people with Autism.

Resources or advice for children and young people with Sensory Impairment difficulties.

Resources or advice for chilldren and young people with other Special Educational Needs & Disabilities.

Fun activities for the whole family.

Activities to help keep children and young people who are attending educational settings engaged.

Support with successful risk assessing (educational settings)

Sign-posting to existing council services.

Hillingdon SEND Advisory Service also has a robust training offer for professionals and parents/carers.

The attached guide sets out the training provided by the SEND and Inclusion Service which is available to early years settings, schools, colleges and families of children who attend an education setting within Hillingdon.
Details of course costs, times, dates (where applicable), location and how to register interest can be found under each course's description. Please click within the contents to find the course which you are interested in booking. Please also look at the What's On section on the right hand side of this listing.

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The Send Advisory Service is offering support to parents of children and young people with SEND and the professionals that work with these families via an advise line. We can help with resources/activities or just general advice during these uncertain times.

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Using colours to reflect on emotions/feelings, children can explain which 'zone' they are in, and the tools required to regulate themselves for optimal learning.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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C&L toolkit - ordinarily available provision 

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C&L toolkit - ordinarily available provision 

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Our C&L toolkit with strategies that teachers will use in the classroom if your child has been identified with a cognition need. Moderate learning difficulties (MLD) are a broad category where individuals learn more slowly and struggle with basic academic, social, and personal skills, requiring extra support. Specific learning difficulties (SpLD), such as dyslexia or dyscalculia, affect a particular area of learning (e.g., reading or math) without necessarily impacting other cognitive abilities, and require targeted support.

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Cognition and learning needs may encompass most of the curriculum, such as for pupils with MLD or SLD. However, cognition and learning needs may only impact on specific areas such as reading, writing, spelling and mental calculations. Cognition and learning needs generally account for difficulties in curriculum-related areas such as:

reading, writing and spelling

numerosity

comprehension

processing difficulties such as sequencing, inference, coherence and elaboration

working memory

short term verbal memory

other types of executive function difficulties

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Cognition and learning needs may encompass most of the curriculum, such as for pupils with MLD or SLD. However, cognition and learning needs may only impact on specific areas such as reading, writing, spelling and mental calculations.