Governor Report on SEND 2019-2020
At Hawkinge Primary School, we strive to support all children to enable them to achieve well at school. Quality first teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their targets. At Hawkinge Primary School all staff take responsibility for Inclusion under the leadership of the SENCo.
- Views From A Cross Section Of Parents Whose Children Have SEND Dec 2017 – Gathered By SEND Link Governor
- 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
- Accessibility, Disability & Equality (Action Plan)
- Complaints Policy
- Dyslexia Explained
Children and Families Bill 2013
The Children and Families Bill takes forward the Coalition Government’s commitments to improve services for vulnerable children and support families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill will reform the systems for adoption, looked after children, family justice and special educational needs.
The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Bill will extend the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met.
It takes forward the reform programme set out in Support and aspiration: A new approach to special educational needs and disability: Progress and next steps by:
- replacing statements and learning difficulty assessments with a new birth- to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;
- improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together; and
- requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.
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.
What will it do?
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. During the last year, the Local Offer Steering Group has developed questions for schools, and trialled them with a small number of settings.
There are 14 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.
1a. 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
1b. 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 which can be found on the school website under ‘Policies’.
2. 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.
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 are detailed on a year group Provision Map. Parents are informed if their child is receiving additional support at parent evenings and on their targets if they are on the SEND register.
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.
3. 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.
4. 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 ae reviewed and updated regularly, in consultation with the children, to reflect the progress they make.
5a. How will you help me to support my child’s learning?
The class teacher may suggest ways of supporting your child’s learning through suggestions on ‘Targets’ letters, 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, the SENCO and Headteacher, who have a proactive approach for providing help where needed and will seek assistance from agencies such as Early Help where appropriate.
5b. 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. Some pupils may attend social skills groups or take part in Draw and Talk 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.
Ms Tappenden is employed as the Family Support Worker at school she supports children with a well-being focus from small group work and 1:1 sessions with children. Niki Green (The Contented Child) works at the school 2 days each week also working with small groups of children ,leading emotional regulation work on a 1:1 basis and supporting children who find lunchtimes difficult.
5c. 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. 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.
6. What specialist services and expertise are available at or accessed by the school?
At times it may be necessary to consult with outside agencies to receive specialised expertise. The agencies used by the school include:
- STLS – Specialist Teaching and Learning Services
- Educational Psychologist
- CAMHS (Child and Adolescent Mental Health Service)
- Inclusion Team
- Social Care
- Children’s Therapy Team (Speech & Language/Occupational Therapy)
- School Nurse
- Behaviour Support Service
- Draw and Talk – in house
7. 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.
8. 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.
9. 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
- a care suite to meet the needs of individual pupils
10. 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.
- passing on SEN pupils files to their relevant secondary school.
11. 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.
12. 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.
13. How will I be involved in discussions about and planning for my child’s education?
All parents 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.
14. 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) on 01303 892224. All will be able to refer you to internal or external support services if needed.