Governor Report on SEND 2020
Every child at Hawkinge Primary School is an important and valued member of our school community. We strive to support all children to enable them to achieve well at school and place a significant emphasis on emotional wellbeing as well as academic achievement. At Hawkinge Primary School, all staff take responsibility for inclusion under the leadership of the SENCo. Quality first teaching, through a broad and balanced curriculum, is vital. However, for some children, there are occasions when further additional intervention, support or assessment may be needed to help them achieve their potential or to improve their wellbeing. Early identification of needs is important: the school works with parents and external professionals to ensure the most appropriate support is available for all children. We wish to work in partnership with you to ensure that your child’s needs are being met.
- SEN Policy
- New Arrangements for Supporting Children and Young People with Special Educational Needs and Disabilities (April 2014)
- The Local Offer
- Guide For Parents
- Glossary of SEND Terms
- Admission Arrangements For Pupils With SEN or Disabilities
- Accessibility, Disability & Equality (Action Plan)
- Complaints Policy
- Dyslexia Explained
Our commitment to inclusion and our whole-school approach is in accordance with The Code of Practice 2014. The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEND.
There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels, with a stronger focus on high aspirations and on improving outcomes for children. This includes the early identification of SEND, and a graduated approach to planning appropriate support for children.
It gives details of the LEA Local Offer of support for children and young people with SEN or disabilities, as well as the joint planning and commissioning of services to ensure close co-operation between education, health and social care.
For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs).
What is the Local Offer?
The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child. Parents can access this from the link above.
The Kent framework will allow the Local Offer to provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it will let parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings.
What are the admissions arrangements for pupils with SEN or disabilities?
The admission arrangements at Hawkinge Primary School do not discriminate or disadvantage disabled children or those with special educational needs (see admissions policy for more information). The school also endeavours to meet the needs of pupils with an Educational Health Care Plan and decisions on the admission of pupils with an EHCP are made by the Local Authority
How does Hawkinge Primary School know if children need extra help?
We know when pupils need help if:
- concerns are raised by parents/carers, teachers, teaching assistants or the pupil’s previous school
- there is lack of progress
- attainment is below national expectation
- there is a change in the pupil’s behaviour
- a pupil asks for help
What should I do if I think my child may have special educational needs?
If you have concerns then please contact your child’s class teacher in the first instance. If appropriate, the class teacher will raise their concerns with the SENCo (Miss Hanner) or the Headteacher. For the complaints procedure regarding the provision made for pupils with special educational needs please refer to the complaints policy (there is a link at the top of this page).
How will I know how Hawkinge Primary School will support my child?
Hawkinge Primary School provides an inclusive environment and staff, through consultation with parent/carers, previous schools and external agencies, work hard to meet the needs of all pupils, regardless of any SEND.
The SEN Code of Practice 2015 states that “High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching.”
In Hawkinge Primary School, the quality of teaching was judged in our last Ofsted inspection to be outstanding. Each pupil’s learning is planned by the class teacher; it is differentiated to ensure the pupil’s individual needs are fully met, regardless of whether that child has any special educational needs or an EHC plan. This may include additional focused support by the teacher or teaching assistant as part of our quality first teaching. Targets are set for all pupils in consultation with the children.
Every pupil is discussed six times a year at Hawkinge’s Pupil Progress Meetings with all members of staff that are involved in the teaching and learning of that year group, Mr O’Brien and Miss Ward.
During Pupil Progress Meetings pupils are identified for intervention and support (e.g. writing, maths, social skills, fine motor skills). Interventions and additional provisions are detailed using Edukey Provision Mapping and Learning Plans. Examples of extra support available at Hawkinge Primary School are Precision Teaching techniques, Language Through Colour, Language Link, 1:1 Reading and Reading Comprehension, Touch Typing, Nessy Reading and Spelling Support, Fizzy, Fine Motor Skills, the use of Clicker 8, Speech Therapy, 5 Minute Boxes, Toe By Toe, Nurture Groups, Lego Therapy, Emotional Regulation, Sensory Circuits etc.
Parents are informed if their child is receiving additional support at parent evenings and through additional conversations as required. If a more intense or specialised package of support is required, external agencies are involved, with permission from the parent, either through the LIFT process or engaged through the school.
In addition, at the end of each daily English and Maths lesson, any children who have not fully met the learning objective will be identified for ‘Keep Up, Catch Up’ sessions which will take place that day or the following morning, ensuring that all pupils are ready for the next lesson’s learning.
Additional meetings and targets will be set and reviewed for pupils with an EHC Plan: parents, SENCO, relevant staff and external agencies, and the pupil (where appropriate) will all contribute to this.
How will the curriculum be matched to my child’s needs?
When a pupil has been identified with special needs, their work will be differentiated by the class teacher to enable them to access the curriculum more easily. Teaching Assistants may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs. If appropriate, specialist resources may be given to the pupil e.g. writing slopes, coloured overlays or pen/pencils grips.
How will I know how my child is doing?
At Hawkinge, we operate an open door policy; all teachers are available at the end of the school day. Additionally, parents are formally invited to discuss their child’s progress in our parent evenings. Pupil progress, attainment and attitudes to learning are formally shared with parents throughout the year. Pupils’ targets are reviewed and updated regularly, in consultation with the children, to reflect the progress they make. For children with an EHCP, children with significant needs, or children who not making the progress we might expect despite support, parents will be invited in to discuss progress, next steps and any concerns they might share. Our open-door policy and willingness to support our families and community mean that parents are always welcome to arrange meetings through the school office or SENCO if needed.
How will you help me to support my child’s learning?
The class teacher may suggest ways of supporting your child’s learning through school reports, personally or at parents’ evenings. The SENCo may meet with you to discuss how to support your child, if this is appropriate. If outside agencies have been involved with your child, they may provide ideas and suggestions that can be used with your child both at school and at home.
Support is available for all families, including those with children who have special educational needs, from our Family Support Officer and Learning Mentor (Aneeka Tappenden), the SENCO (Tori Hanner) and Headteacher, who have a proactive approach for providing help where needed and will seek assistance from agencies such as Early Help where appropriate.
What support will there be for my child’s overall well-being?
The school offers a range of pastoral support for all pupils who are experiencing emotional difficulties at any time, including emotional regulation, daily ‘check-ins’ and nurture groups. Some pupils may attend social skills groups or take part in Drawing and Talking sessions. Some children may be eligible for bespoke counselling which the school can access. In addition, all pupils are taught regularly -through PSHE lessons and through workshops – about anti-bullying measures, mental health and the NHS’s 5 Ways to Wellbeing.
What support will there be for pupils with medical needs?
If a pupil has a medical need, they will have a Care Plan which is compiled in consultation with parents/carers. The plan is discussed with all staff who are involved with the pupil. Staff receive regular epipen, asthma and diabetic training delivered by the school/nursing team, depending on the needs of the children in their care and the school was recognised for ‘Good Diabetes Care in School’ by Diabetes UK last year. Where necessary, and in agreement with parents/carers, medicines are administered in school but only with signed parental consent and with medicines in the original packaging.
What specialist services and expertise are available at or accessed by the school?
Across the school, teachers and TAs have a high level of expertise in a range of SEND areas. For example, speech and language, Dyslexia, ASD, social and emotional difficulties and supporting and delivering physiotherapy. The SENCO is also able to ‘screen’ for difficulties including Dyslexia, Dyscalculia and Visual Stress and to make suggestions of ways forward with this. At times, it may be necessary to consult with outside agencies to receive specialised expertise. This is always done in collaboration with parents/carers. The agencies used by the school include:
- The Contented Child
- STLS – Specialist Teaching and Learning Services
- Educational Psychologist
- CYPMHS (Kent Children and Young People’s Mental Health Service)
- Inclusion Team
- Social Care and Early Help
- Children’s Therapy Team (Speech & Language/Occupational Therapy)
- School Nurse
- Behaviour Support Service
- Drawing and Talking – in house
What training are the staff supporting children and young people with SEND had or are having?
The SENCo has completed the National Accreditation for SENCo. Each member of staff has specific training to match the needs of their new year group. All staff receive regular training as well as local and national updates.
How will my child be included in activities outside the classroom including Educational Visits?
All pupils are eligible to participate in activities, events and educational visits. Risk assessments are carried out and procedures are put in place to enable all children to fully participate. However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during a specific activity or visit.
How accessible is the school environment?
As a school we are happy to discuss individual access requirements. Facilities we have at present include:
- toilets adapted for disabled users
- wide doors in some parts of the building
- disabled parking bay
- care suite to meet the needs of individual pupils
The school also has the following adaptations in place to meet sensory and physical needs:
- appropriate seating, acoustic conditioning and lighting
- adaptations to the physical environment of the school
- adaptations to school policies and procedures
- access to alternative or augmented forms of communication
- provision of tactile and kinaesthetic materials
- access to low vision aids
- access to specialist aids, equipment or furniture
- regular and frequent access to specialist support
What steps have been taken to ensure equality for pupils with SEND?
At Hawkinge Primary School, all children are valued and respected. Expectations of all children are high and children are encouraged to always do their best. Our inclusive approach allows all children to succeed. Hawkinge Primary School is committed to developing an anti-bullying culture where the bullying of adults, children or young people is not tolerated in any form. As part of our broad and balanced curriculum, we teach about diversity, including, but not limited to, learning about the Paralympics and successful Paralympians; learning about a range of additional needs, including dyslexia, ADHD and Autism and how many successful adults (including some famous faces) have overcome difficulties or been enabled by these diagnoses; and promoting the 5 Ways to Wellbeing to establish good mental health for all. All subjects, including PE, are differentiated so that all children can learn and experience success. Our latest Ofsted report noted that SEND needs are identified and suitable provision implemented so that these pupils make good progress and that high levels of staff expertise mean that pupils’ needs are well met.
How will the school prepare and support my child when joining Hawkinge Primary School or transferring to a new school?
As a school we understand that changing schools can be distressing for some children and therefore we aim to make the transition process successful through:
- encouraging new entrants to Hawkinge to visit and join us for an afternoon. We also contact the child’s current school so that we can properly prepare for their arrival.
- supporting a pupil leaving Hawkinge to join another Primary School by ensuring all relevant information is shared.
- supporting a pupil leaving Hawkinge and joining a secondary school. The SENCo and Year 6 teaching staff meet with the secondary SENCo and/or complete all relevant documents.
- arranging additional visits to secondary schools for some pupils as well as carrying out transition support sessions with other local primary schools.
- passing on SEN pupils files to their relevant secondary school.
How are the school’s resources allocated and matched to children’s special educational needs?
The Inclusion budget is allocated each financial year. The money is used to provide additional support and/or resources dependent on an individual’s or cohort’s needs. The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year. For pupils with a high level of need, Hawkinge will apply for additional funding to help individual needs further, for example, to fund 1:1 support. Our latest Ofsted report noted that funding to support pupils with SEND is used well.
How is the decision made about how much support my child will receive?
All pupils are discussed at Pupil Progress Meetings six times a year and support, resources and intervention programmes are allocated and evaluated at these meetings to ensure best use of the budget and pupil’s needs are met. Parents are informed if their child is receiving additional support each team.
How will I be involved in discussions about and planning for my child’s education?
All parents/carers are encouraged to contribute to their child’s education. This may be through:
- discussions with the class teacher
- during parent evenings
- during discussions with the SENCo, Headteacher and other professionals.
Who can I contact for further information?
Your child’s class teacher, in the first instance, or Miss Hanner (SENCO) or Miss Ward (Head Teacher). All will be able to refer you to internal or external support services if needed. The SEN policy can also be found on our Policies page.