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Holly Hill Primary and Nursery School

At Holly Hill we take pride in the inclusive nature of our school, aiming to give equality of access to allĀ our pupils , whatever their needs. We have worked hard over recent years to make all areas of the school accessible to all who enter the site, and strive to remove all barriers to learning for all children.

Who to contact

Contact Name
Mrs Liz Keegans
Contact Position
01773 783909

Where to go

Holly Hill Primary and Nursery School
School Road
NG16 6AW

Time / Date Details

When is it on
Monday to Friday 8.50 - 3.30
Session Information
Please see our website for further information.

Other Details


Referral required

Local Offer Localoffer flash icon


The staff and governors of Holly Hill Primary and Nursery School believe in a whole school approach to special needs and disability. We value the abilities and achievements of all our pupils, and are committed to providing, for each pupil, the best possible environment for learning. This will involve staff, parents and governors in working together as a team, sharing and striving for common goals and objectives.

At Holly Hill Primary and Nursery School we provide education for all pupils through a variety of access strategies including appropriate differentiation, resources, support and facilities as necessary. All pupils’ individual needs are met and we actively remove barriers to learning to accommodate and value all pupils’ diversity. All pupils are entitled to receive, within a suitable peer group, a broad, balanced and relevant curriculum that will ensure progression.


Contact Name
Mrs Liz Keegans
Contact Telephone
01773 783909
Contact Email
Holly Hill
Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

If any pupil in our school has a barrier to learning, we will make sure that there are the best opportunities for them to take part in every aspect of school life.

Barriers to learning include:

  • Communication and Interaction (Speech and language difficulties or Autism Spectrum)
  • General learning difficulties both moderate and severe, and including, for example, dyslexia
  • Social, emotional and mental health difficulties such as ADHD or attachment disorder
  • Problems with sight or hearing, or other physical disabilities

Alternatively, your child may have a different less common disability or medical condition that causes a barrier to learning.

2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

The SENCO monitors all children in school to ensure that early identification can be made if a child has an additional need. This is done through termly tracking analysis and through observations class teachers. If children are identified as having an additional need, support will be put in place with guidance from parents/carers and teachers/TAs.

If you feel that your child has an additional need, please discuss this with the class teacher, who will involve the SENCO if needed.

Please see section 8 of SEN Policy for detailed breakdown of indentification process.

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

In order to make consistent continuous progress in relation to SEN provision the school encourages feedback from staff, parents and pupils throughout the year. This will be done through parent/staff/pupil questionnaires, working parties etc.

Pupil progress will be monitored on a half-termly basis in line with the SEN Code of Practice. This information then feeds into the Provision Mapping for children for the next term.

Overall progress and interventions are monitored annually and information collated from this is reported to the Governing Body.

Please see Section 11 of the SEN Policy. 

3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

We assess children every half term to ensure that progress is good for all children.

We want parents to feel fully involved in every stage. Sharing information is vital and will be done through:

  • Regular more formal contact to discuss progress including parent’s evenings, review meetings and written school reports.
  • Informal chats or phone contact and an invitation to come into school if needed if something arises between more formal meetings.
  • Sharing ideas about how you can help your child at home.
3.c) What is the school's approach to teaching pupils with special educational needs?

Within the whole class:

The class teacher is the first, most important person in making sure each pupil has the right levels of work and support. Careful checking of progress leads to different approaches, supported work, and use of practical equipment where needed.

All children in school should be getting this as a part of excellent classroom practice.

Within a smaller group:

We want all our children to learn how to be independent learners; but sometimes the teacher will find a specific or general gap in learning that needs some extra teaching in a small group in or outside the classroom. This will be with a Teaching Assistant or the teacher.

Sometimes the pupil’s disability means that we need to provide a Teaching Assistant more often to help them to access what is happening in school. This may occasionally be on a 1:1 basis.


EHC Plan

For a very small number of children assessment and provision may be provided through an Education, Health and Care Plan (EHCP). The following steps will lead to this:

  • The school or the parent asks the Local Authority to consider whether there it is necessary to formally assess your child’s needs
  • Information is gathered by the LA from parents/carers, school and any other agencies involved
  • A decision is made by the  Local Authority about whether an EHCP is needed or not
  • Either an EHCP is written with support and long/short term targets agreed or the Local Authority decide that the support already provided by our school is sufficient to meet the needs of your child







3.d) How will the curriculum and learning be matched to my child/young person's needs?

Where it is determined that a pupil does have SEND, parents will be formally advised of this and the decision will be added to the pupil’s school record. The aim of formally identifying a pupil with SEN is to help school ensure that an effective curriulum/provision is put in place and so remove barriers to learning. The support provided consists of a four – part process:

  • Assess
  • Plan
  • Do
  • Review

This is an ongoing cycle to enable the provision/curriculum to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

3.e) How are decisions made about the type and amount of support my child/young person will receive?

All pupils with SEND will have access to Element 1 and 2 of a school’s budget which equates to £6,000. Some pupils with SEND may access additional funding. This additional funding might be from a budget which is devolved to and moderated by the Family of Schools. (The Family of Schools comprises of a secondary school and its feeder primary schools). For those with the most complex needs, additional funding is retained by the local authority. This is accessed through the Family of Schools. The Family SENCO will refer individual applications to a multi-agency panel, which is administered by the Local Authority, who will determine whether the level and complexity of need meets the threshold for this funding.

Please see Section 7 of SEN policy for further information.

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

All children are able to access activities outside of the classroom. School will work with parents to ensure that all children are included in activities and that adjustments and risk-assessments are competed.

3.g) What support will there be for my child/young person's overall well-being?

We want each child to make progress socially, emotionally and with their learning. We will always talk to parent/carers and children if extra activities are needed in the short or long term. This may lead to giving some extra 1:1 or group work provided through one of the following possibilities:

  • Surestart
  • Public Health Practitioner
  • Socially speaking groups
  • Drawing and Talking
  • Nurture groups
  • There’s a Volcano in my Tummy – anger management scheme
  • SEAL (Social and emotional aspects of learning)
  • ELSA - Emotional Literacy Support Assistant
  • SBAP - Schools Behaviour and Attendance Partnership
  • Positive Play
  • 1,2,3 Magic and Incredible 5 Point Scale



4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

Holly Hill Primary and Nursery School's SENCO is Mrs Liz Keegans. She can be contacted on the school number or by emailing

5. a) What training have staff supporting special educational needs had and what is planned?

Within our family of schools, once each term the SENCOs meet to discuss our training needs. The Family SENCO organises training events across the schools either in-house or using external providers.

The SENCO supports all staff within school and will organise whole staff and individual training or support where necessary. Sometimes this may involve seeking the advice from external agencies or professionals.

We always welcome parental help in identifying the most appropriate external support.

Recent training includes:

  • Diabetes training
  • Theraplay training.
  • Moderate Learning Difficulties staff training
  • Nurture and Self Esteem training.
  • ELSA training
  • Dyslexia training
  • Anxiety and Related issues training
  • Autism training
  • MAPA/CRB training
  • Positive Play training
  • ADHD Solutions and 1,2,3 Magic Training
  • Epilepsy training
  • Pre-Key Stage Levels training
  • Attention Autism
  • Attachment and Trauma Aware Schools

 More information can be found in the SEN policy, Section 13



5.b) What specialist services and expertise are available or accessed by the setting/school?

The school continues to build strong working relationships and links with external support services in order to fully support our SEN pupils and aid school inclusion.

Sharing knowledge and information with our support services is key to the effective and successful SEN provision within our school. This is a two-way process and all parties, including parents/carers, will be kept fully involved. Any one of the support services may raise concerns about a pupil. This will then be brought to the attention of the SENCO or class teacher who will then inform the child’s parents.

The following services, and others, will be involved as and when is necessary:

  • Speech And Language Therapy
  • Education Psychologist Services
  • Schools and Family Specialist Services including Cognition and Learning team
  • Autism (Communication and Interaction Team)
  • Early Years Schools and
  • Family Support Service
  • Physical Disability Support Services including Visual and Hearing Impairment teams
  • Child and Adolescent Mental Health Services (CAMHS)
  • Emotional Health Well-Being Team Health
  • Dieticians including specialist nurses 
  • Bereavement services
  • Child protection and Social Care
  • Personal Social Emotional Development support services
  • Family Support workers
  • Primary Mental Health Team
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

Our school is committed to making reasonable adjustments wherever possible. This may include:

  • Contacting the local authority to see if adaptations to the building are required
  • Ensuring that the right equipment is available to meet every child’s needs
  • Where specialist equipment is needed, contacting the Local Authority Physical Disability Support Service team to assess needs and provide advice and/or equipment.


7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

We want parents to feel fully involved in every stage. Sharing information is vital and will be done through

  • Regular more formal contact to discuss progress including parent’s evenings, review meetings and written school reports.
  • Informal chats or phone contact and an invitation to come into school if needed if something arises between more formal meetings.
  • Sharing ideas about how you can help your child at home.
8. What are the arrangements for consulting young people with SEN and involving them in their education?

All children are given opportunities to talk about how they feel they are doing and what will help them most. For children with SEN  there will be additional opportunities to chat with a member of staff:

  • Informally, this will happen during or at the end of supported work with a teacher or Teaching Assistants or at other times when the child feels they need to talk.
  • More formally, this will happen during review meetings where there will be an opportunity for your child to share views and feelings.
9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

Where appropriate, the first person to speak to is the class teacher. Occasionally you may need to speak to the SENCO directly. We always try to resolve any concerns as soon as they are raised.

If it is not possible to resolve the concerns through discussion, the more formal process outlined in our school's Complaints Policy should be followed.   


10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

The governing body works with outside agencies to support the need of the child and family, with the family's permission.

This is always done through discussion and with the consent of the parents.


11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

We want to work as closely as possible with you and to support you were we can. Sometimes you may want signposting to other organisations or support networks outside school. The SENCO will give you information that we have available in school, but in addition the LA Local Offer website provides links to a wide range of organisations and services across the authority.


12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

For pupils joining this school, the following identification and planning processes will take place:

  • The SENCO will liaise with the SENCO/member of staff from the previous school.
  • All pupils with SEN and/or a disability will be identified through discussion with staff at the previous setting or through discussion with EYFSS during the year prior to transition.
  • Parents will be involved at all stages and will be encouraged to contact the school directly and arrange an early meeting.
  • Where it is helpful, a member of staff from our school may attend a review meeting at the previous setting.
  • If the pupil is receiving additional support the SENCO will liaise with the setting and seek recommendations regarding the type of provision the pupil will require at the next key stage.
  • Additional visits will be arranged for pupils with SEND if required prior to admission


ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

Transition between year groups/key stage

Review meetings will be held, were appropriate, between current teacher, new teacher and SENCO to discuss transition between year groups.

A transition plan will be formed to support the pupils move between classes. This may include visits to the new class, transition booklets etc.

Transition to another school

The SENCO will liaise with the SENCO/member of staff from the receiving school.

The SENCO at the receiving school will be invited to the final review meeting where appropriate and always for pupils with an EHCP.

The SENCO and class teachers will identify pupils who would benefit from additional visits and these will be arranged with the staff of the receiving school

13. Where can I access further information?

Please see the school website - Special Eductaional Needs section for more information.

SEN Information Last Updated On: 17/12/2019
Record Last Updated On: 18/12/2019

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