1. WHAT DOES SPECIAL EDUCATIONAL NEEDS MEAN?
A child is likely to have Special Educational Needs if they need resources which ‘are additional to or different from’ those that are available for children of the same age. This goes beyond the normal and everyday approaches to teaching and learning provided by the teacher as part of high quality personalised teaching.
The 2014 Code of Practice identifies four areas of special educational needs. These are
- Communication difficulties
- Thinking skills and learning difficulties
- Difficulties associated with social emotional and mental wellbeing
- Sensory and physical difficulties
2. WHO IS RESPONSIBLE FOR ENSURING SEND PROVISION?
Teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from other staff or external agencies.
The Headteacher has overall responsibility for the learning of all children in their school: class teachers identify what is needed and how those needs may be met: the SENDCO monitors the provision and provides advice for both parents and teachers.
Presently the SENDCO is Mrs E Mann.
3. WHAT SHOULD I DO IF I THINK MY CHILD HAS SPECIAL EDUCATIONAL NEEDS?
- You may feel that there has been a problem for a while, though you may not be able to identify what the problem is.
- A difficulty has been suggested by a health professional, a doctor, or childcare professional.
- Your child’s class teacher may speak to you with a concern about progress or a specific difficulty.
It is important that school and parents work together. If you have any concerns please make an appointment to speak to your child’s class teacher or the head teacher.
4. HOW WILL THE SCHOOL RESPOND TO MY CONCERNS?
Having initially discussed your concerns with the class teacher, it may be necessary to have a longer meeting and ask the advice of the SENDCO. The SENDCO may suggest some assessments, classroom observations or involve other adults who work with your child in discussions. A further meeting will be held to share the findings of these with you.
5. HOW WILL THE SCHOOL DECIDE IF MY CHILD NEEDS EXTRA SUPPORT?
The decision about extra support for your child will be made by the class teacher, the SENDCO and yourself at a meeting. This decision will be made after looking at the initial assessments, classroom evidence and family history. It may also include assessments from other professionals.
The decision to place a child on the SEND register is not taken lightly. Your child cannot be placed on the SEND register without your permission.
6. WHAT WILL THE SCHOOL DO TO HELP MY CHILD?
Firstly, the school will provide high quality teaching which matches the individual needs of the pupils in its classes. Alongside this some pupils may need further opportunities to consolidate their skills which may be programmes delivered by an adult in either a small group or as an individual. The programmes may be short periods of time to give the child a boost or longer if the needs of the child dictate that. The class teacher will encourage the child to use the skills learned in the sessions when they are learning in the classroom.
Support will be planned and reviewed by the class teacher, the SENDCO and the parent to check on progress. The programmes follow a PLAN, DO, REVIEW cycle to respond to individual needs. Each planning cycle will show what support your child receives, how often and by whom. Targets will be set which are part of the review and against which progress can be measured.
If a child’s progress continues to cause concern then a decision to involve external agencies may be considered.
7. WHO WILL SUPPORT MY CHILD IN SCHOOL?
In the classroom, the class teacher will support your child and sometimes a Teaching Assistant will be present. Children may also be withdrawn from the classroom to receive support in a small group setting or on a 1:1 basis with a Teaching Assistant. The teaching Assistants have received training in Literacy and Numeracy programmes as well as ASD and Dyslexia. At times, the school may need to call upon a specialist service a list of which can be found in section 9.
8. WHAT TRAINING AND EXPERTISE DO STAFF HAVE FOR DELIVERING EXTRA SUPPORT?
Class teachers at Hackthorn Primary school are qualified teachers with many years’ experience of successfully supporting pupils with a range of diverse needs.
Mrs Mann has been a teacher for 13 years. All of these years have been spent specialising in SEN. She has 7 years’ experience as a SENCO working with all key stages from EYFS to KS4. Mrs Mann has particular expertise in ASD and SEMH.
9. WHO ELSE MAY BE INVOLVED IN SUPPORTING MY CHILD?
|Agency||Name||Role||Time in school|
|Educational Psychologist||Local Area Team||Working with the school to support a range of needs. Can provide training for parents, teachers and TAs. Will provide advice and conduct assessments or carry out observations.||As required by referral.|
|Behaviour Outreach Support Service||Local Area Team||Working with the school to support a variety of needs. Provide advice and training to parents and school staff.||As required by referral.|
|Specialist Teaching Team||Local Area Team||Conduct specialised and detailed assessment to identify difficulties. Advise parents and school staff on programmes.||Needs to be purchased by the school when required.|
|Speech and Language Therapist||NHS||Plan programmes of work to delivered at home and school to support development of speech and language.||As required.|
|Physiotherapist||NHS||Planning programmes of work to be delivered at home and school to support the development of physical skills.||As required.|
|School Nurse||NHS||Provide medical advice for physical and emotional concerns.||As required.|
|Child and Adolescent and Mental Health Service||West Lindsey Team||Further support for children whose behavioural, social and emotional needs are complex.||By referral.|
|Community Paediatrician||NHS||Children can be referred by the school if there are social, medical or physical concerns.||By referral.|
10. WHAT SUPPORT WILL THERE BE FOR MY CHILD’S EMOTIONAL AND SOCIAL WELLBEING?
Pastoral and Social Support
The school can offer a range of support for children with social and emotional needs. Support will always include the opportunity to meet with an adult to discuss their concerns and develop ideas of how to develop resilience.
Some children may need specific programmes such as ‘Social Stories’ and ‘Time to Talk’.
Where further advice is needed referral to the Behaviour Outreach Team or CAMHs may be needed (see section 9)
For children whose needs require prescription medication to be taken, these needs can be met in school. We are allowed to administer medication in accordance with a prescription from a Doctor. These are administered in accordance with the Department of Health guidelines ‘Managing Medicines in Schools and Early Years Settings‘.
At Hackthorn School good positive behaviour is the key to successful learning. Teachers and school staff are trained in a range of positive behaviour management strategies focussing on rewarding good behaviour. For children who struggle and continually make poor behaviour choices then it may be necessary to seek the advice of specialist agencies and put a Pastoral Support Plan in place to give further guidance to both home and school.
Attendance is an important issue and is monitored regularly. Children who attend school regularly have a greater chance of success both now and in the future. Where issues arise over a child’s attendance then the Headteacher will contact the parent to discuss how best the school can support the child and family to ensure regular attendance happens.
11. HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS TO THE SEND REVIEW PROCESS?
Your child’s views are an important part of the review process. Where possible it is expected that your child will attend the review meeting (or part of it if it is too overwhelming). Prior to the review, the SENDCO or another adult will meet with the child to complete a questionnaire, which will then be part of the review.
12. HOW WILL THE CURRICULUM BE MATCHED TO MY CHILD’S NEEDS?
First quality classroom teaching in the classroom is the key to meeting your child’s needs. Good teachers are used to matching activities that meet individual needs but which also show progress. Children with additional need may need further support such as:
- Particular seating arrangements, use of ICT equipment or extra resources.
- Support from another adult in the classroom.
- An Intervention programme which focusses on a particular skill, planned by the SENCO or class teacher and delivered by a teaching assistant (usually in the afternoon).
- Completely different work for a particular part of the curriculum.
- A special programme devised by an external specialist.
Details of the support being received is written in the Pupil Profile, alongside the targets, and reviewed with teaching staff and parents 3 times a year.
13. HOW WILL I KNOW HOW WELL MY CHILD IS DOING?
If your child is on the SEND Register meetings will be held 3 times a year when all aspects of support and progress will be discussed. The class teachers also meet with parents three times a year to discuss academic classroom progress. The school also assesses Reading Comprehension and Spelling twice a year.
14. HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS PROGRESSING?
The school uses a number of ways of measuring progress.
- The school uses a points system based on Assessment for Learning strategies and managed by the class teacher. The assessments are completed 3 times during the year.
- Children in the Foundation Stage have progress measured using nationally set age related goals.
- SEND targets, which are reviewed each term.
- Specific assessments that are required by specific needs.
15. HOW WILL MY CHILD BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM, INCLUDING TRIPS?
Communication between home and school is the key to successful activities and trips. If your child has special access, the school will meet with you to decide what is needed and how to ensure all needs are met safely. Should an additional adult be needed, arrangements will be made by the school. After school clubs are open for every child within the appropriate age range for that club and for whatever their needs are. There should be no barriers. Please discuss this with the school if you are concerned.
16. HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?
Hackthorn School is situated in an old building to which some access can be restricted, but in which every effort is made to overcome any barrier. Specialist expertise would be sought if and when necessary. Once inside the school all classrooms are on the same level.
17. HOW WILL THE SCHOOL PREPARE MY CHILD TO TRANSFER TO A NEW SETTING?
During Year 6 there will be opportunities for your child to attend the Transition Days at their chosen secondary school. The local secondary schools are provided with information about your child’s attainment.
In Year 5, it may be a good idea to visit a number of local schools with your child so that an informed choice can be made. All schools have an Open Evening for future pupils to attend.
If your child has special educational needs then the SENCO of the chosen school will be invited to the reviews in Year 6 so that a full picture of needs can be gained. Extra visits to the secondary school may be arranged if your child is particularly anxious about the transition.
18. HOW CAN I BE INVOLVED IN SUPPORTING MY CHILD?
Parents are very welcome to discuss any part of their child’s support by contacting the school and making an appointment to see the Headteacher, SENDCO or class teacher.
19. HOW CAN I ACCESS SUPPORT FOR MY FAMILY AND MYSELF?
The Local Authority can provide advice and contacts about services, which will support you and your family. This can be found on the Local Authority website Family Services Directory. The link is below:
Refer to Policy Review Timetable
Policy Last Updated: Jan 2021