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Hilden Integrated Primary School
4 Bridge Street, Hilden, BT27 4RZ,UK Lisburn
Tel. 028 9260 5357

About Hilden Integrated Primary School


I am sure you will enjoy your visit to our website.

Hilden Integrated Primary School is a school that values standards and achievement.


We are extremely proud of all that goes on here.

As our website demonstrates, the children at Hilden Integrated P.S. are supported in their learning by dedicated staff, governors and parents.


Take a look around:

I encourage you to browse around our website,

you will find details of school events, visitors and activities that serve to enliven the curriculum, alongside information about our after school clubs and extra curricular activities that your children can participate in.






Hilden Controlled Integrated Primary

Dates for your diary:

Monday 22nd October 2007- Parent/ Teacher Meetings this week.

Friday 26th October 2007- Halloween Party

Don't forget to visit our Calendar section, for a comprehensive lisiting of all of the important forthcoming term dates - make sure you have your diaries handy. I look forward to seeing you in school!


Best Wishes

Mr B Gourley




Aims of Hilden IPS Policy

·        To unsure the spiritual, physical, emotional, moral, social and academic development of all children with SEN.


·        To develop a good self-concept in all children with special needs, enhancing self-confidence, self-esteem and self-image.


·        To allow pupils with SEN to have access to the N Ireland Curriculum at a level appropriate to their age, aptitude, ability and attainment.


·        To ensure that children with SEN have access to the Catholic Religious Education programme including sacramental preparation, when appropriate.


·        To ensure that all pupils with SEN are identified and assessed as early as possible and as quickly as is consistent with thoroughness.


·        To provide a caring environment in which these children can feel happy and confident and enjoy learning.


·        To employ an appropriate range of resources in the most effective way.


·        To develop a good working relationship with parents, governors and other outside agencies to ensure adequate provision for children with SEN.


·        To encourage parents and persons with parental responsibility to recognise the central role they play in the education of their children and to foster a proper partnership between parents and school.


·        To develop an appropriate system of assessment, record keeping and evaluation to monitor progress.


Admission Arrangements


The admission arrangements with respect to the majority of pupils with SEN are consistent with the school’s general arrangements for all other pupils.


Children with statements of SEN are placed in schools at the request of the South Eastern Education and Library Board (SEELB).  When seeking to place a pupil with a statement, the SEELB will take into account the ability of the school to meet the child’s SEN, the provision of efficient education for other children in the class or school and the efficient use of resources.  It is the wish of the Board of Governors of Hilden IPS to integrate a child with SEN, with or without a statement, into the full life of the school.  This will depend on the agreement and co operation of the parents/guardian to assist us to meet the child’s SEN while at the same time ensuring we continue to provide efficient education and a safe environment for other children and use resources, human or material, effectively.






As a small school, in recent years we have had the services of a member of SEELB Peripatetic teaching staff.  This was withdrawn, in February 1999, we now use our own resources.


·        The Special Educational Needs Co-ordinator (SENCO) has a generation of teaching experience and has attended updating courses in Special Needs.


·        Funded by SEELB, we employ additional assistants for children with statements of SEN.


·        Children with LD may have additional support in withdrawal groups, preference being given to KS1 children.


·        Positive rewards are used to encourage children and to assist with behaviour and attitude modification.


Special Facilities


School has no special facilities for children with mobility difficulties.  There are no special units for children with specific problems.


The Role of the Governors


A school’s Board of Governors has a responsibility to:


·        determine and keep under review the school policy for SEN;


·        have regard to its policy in ensuring that the pupil’s SEN are met;


·        report annually to parents on provision for pupils with SEN.


·        the annual report of the Board of Governors will include details about the yearly allocation of resources.


The Role of the Principal


The Principal has a responsibility to:


·        manage provision for pupils with SEN;


·        keep governors fully informed about special educational provision.


Role of the Special Needs Co-ordinator (SENCO)


The SENCO, who in this instance is the Principal, has a responsibility to:


·        oversee and co-ordinate the operation of school policy for SEN;


·        provide support and advice for colleagues;


·        maintain a register of pupils with SEN;


·        liaise with other professionals who have responsibilities towards pupils with SEN;


·        compile appropriate resources;


·        help to identify and contribute to staff development;


·        participate in and contribute to reviews;


·        when staffing and timetabling permits; provide support in the classroom and or provide withdrawal support.


The Role of the Class Teacher


The class teacher has a responsibility to:


·        retain overall responsibility for the pupils in his/her class who have SEN;


·        work in conjunction with the SENCO to identify pupil’s SEN;


·        maintain and implement appropriate action plans and education plans (IEPs);


·        ensure that work is appropriately differentiated;


·        participate and contribute to reviews regarding a pupil’s progress.


·        maintain close contact with parents to ensure maximum provision.


The Role of the Classroom Assistant (Special Needs)


Where a Classroom Assistant is employed to support an individual pupil who has a statement of SEN he/she has a responsibility to:


·        provide in-class pupil support under the direction of the class teacher;


·        oversee the safety and well being of the pupil at all times ie undertake supervision of the pupil in the playground at break time, on school outings, movement within or around school, with cloakroom and toileting when necessary;


·        assist the pupil in organising his/her materials and equipment;


·        assist with classwork preparation and classroom organisation, for example, photocopying, record keeping, wall displays;


·        participate in and contribute to reviews regarding the pupil’s progress.



The Role of the Supervisory Assistant (Special Needs)


Where a Supervisory Assistant is employed to support an individual pupil who has a statement of SEN he/she has a responsibility to:


·        oversee the safety and well being of the pupil and his/her social interactions with peers, eg at lunch time, in classroom/canteen situation, movement around school, in playground, cloakroom or toilet areas;


·        participate in and contribute to reviews regarding the pupil’s progress.


The Role of General Assistant (Special Needs)


Where a General Assistant is employed to support an individual pupil who has a statement of SEN he/she has a responsibility to:


·        assist the child as and when required;


·        participate in and contribute to reviews regarding the pupil’s progress;


·        assist with school work preparation and organisation.



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