Hawkedon Primary School

At Hawkedon children are identified through a combination of discussion with parents, teachers and external professionals. In some cases advice is received through contact with a child’s previous setting. Children are also identified through regular assessment, standardised screening tests and assessment tools such as Special Needs Assessment Profile (SNAP). Progress of all children is regularly monitored and this is used to identify those children who are not making or maintaining expected progress. 

Parents should in the first instance speak to the class teacher, it may be recommended that a meeting with the school SENCo or Inclusion Manager would be beneficial, and this can be arranged with the parents permission. Strategies, provision and potential nexts steps can then be discussed.

It is the Class teacher’s responsibility to plan and oversee the education programme of all children in their class in accordance with the school’s curriculum, however there will be input from the Inclusion Manager, SENCo and/or other appropriate agencies e.g. Speech and Language Therapy (SALT).

Parents are informed of their child’s progress through parent consultation evenings with Class Teachers, SEN reviews and end of year report. Parents of some children may also be invited to review progress with the Inclusion Manager/SENCo at additional points during the year. Parents are also welcome tor request a meeting with a member of our SEN team if they have anything they would like to discuss.

At Hawkedon we aim to develop every child into an independent learner. In order to achieve this goal, some children may receive additional 1:1 in class support, some will receive support in small groups and some may receive a combination of both. This will be decided on an individual pupil basis according to the assessed need.

All children are expected to work with a degree of independance according to their age, ability and stage of development. Some children may receive a package of interventions designed to develop their independent working skills.

Differentiation is part of normal classroom practice. Children with identified SEND will have planned work to match their individual needs. Teachers will ensure that an inclusive approach to differentiation is adopted. 

In addition to normal classroom teaching practices, the school follows/ implements programmes and recommendations from other professional agencies e.g. SALT, Educational Psychologist

Some of these strategies include

• Personal visual timetables 
• Time warnings e.g. " 5mins until... 3 mins until.... 1 min until...now it is time for..."
• Sensory rooms with sensory toys
• ‘First, then’ cards (Eg, First reading, Then active time)
• Personal Reward Charts
• Sensory breaks / sensory circuits
• Learning Breaks 
• Persoanlised work areas
• Calm corners
• Communication cards

The school employs a significant number of Learning Support Assistants (LSAs), many of whom have specialist training and skills (e.g. Nurture Assistants) to work alongside identified children who require additional support  either in class as part of a group and/or as part of a group intervention outside the classroom. There is a qualified Inclusion Manager who advises class teachers and support staff about targets, classroom support and interventions.

Individual specialist equipment is sometimes accessed through the outside agency involved with a child’s care e.g. specially adapted chairs through Occupational Therapy (OT). Smaller and more frequently used equipment e.g. Visual timetables, left handed scissors, writing slopes, concentrators, talking tins and sensory feedback cushions are provided by school for children who need them.

At Hawkedon we have 2 Nurture rooms which are available for timetabled sessions for children identified as needing support. The Nurture rooms are resourced with sensory equipment which are used with those pupils identified as requiring specific sensory input. They can also be used for talking and play therapies. These rooms are available for ‘emotional first aid’.

Support for children with SEND during formal examinations (Y2 and Y6) is regulated by the Standards and Testing Agency.

Progress of all children, including those with SEND, is monitored termly by the Class Teacher and the Inclusion Manager/SENCo. This may involve the use of standardised tests. Parents are informed of their child’s progress termly in line with the rest of the school and at any additional meetings identified in section 2.2.

Class teachers, supported by the Inclusion Manager and SENCo, are responsible for setting individual pupil targets and for communicating them to pupils and parents. Parents are informed at the meetings identified in section 2.2.

Children who have a EHCP have termly targets presented in the form of a Individual Education Plan (IEP). Longer term targets stated in their EHCP are reviewed in their Annual Review meeting.

Parents who would like an additional meeting to discuss their child’s progress are welcome make an appointment via the school office to see the Class teacher and/or Inclusion Manager/SENCo.

Where appropriate a home/school communication book may be used.

The class teacher and Inclusion Manager can be contacted by telephone or email via the school office.

• Regular reading/phonics practise
• Completing weekly home learning tasks appropriate to each year group.
• Number fact/times table practise.
• Positive engagement with professionals when involved.
• Workshops are sometimes available to support areas of the curriculum such as reading, writing, and mathematics and e-safety.
• By following programmes set by external agencies e.g. SALT
• Communication with school staff

Hawkedon offer teacher led workshops for a variety of subjects and topics. When appropriate, we can also direct you to specific training courses run by external agencies.

Children with EHC plans have an opportunity to express their views at Annual Review. We value children’s views and actively involve all children in the running of the school through School Council and pupil interviews and surveys. Children are often included in the target setting process, when appropriate. We will seek parent/carers input when children are unable to express their own views.

All children follow the National Curriculum at a level that is suitable to them.

The Inclusion Manager, in partnership with the Senior Leadership Team, SEN team and class teachers  monitor the progress of children with SEND. The effectiveness of interventions is closely monitored and informs future provision. If involved with your child, external agencies review objectives set and progress made towards these. The opinions of parents, carers and young people (when appropriate) forms part of the discussion identified in 2.2. 

The school employs trained Nurture Assistants who work with identified children and social and communication groups run according to need. These nurture assistants as well as other support staff run a variety of interventions aimed at supporting emotional and social development.

• Social skills groups e.g. focus on turn taking
• Structured Lunch Club
• 1 to 1 nurture sessions
• 1 to 1 talk time

The school has a robust PHSE curriculum which promotes the emotional and social development of all children.  The school launched its 'values based education program' during the Autumn term 2016.

The school has clear expectations of behaviour from all children which are reinforced in lessons and assemblies. Are behaviour strategies are largely based around the Therapeutic Thinking principles. Children who find it difficult to conform are supported by an individualised programme that often include rewards and sanctions. When necessary strategies such as individualised behaviour support plans are created to support behaviour. At Hawkedon every day is a new day and a new opportunity to succeed. Our school ethos is to accentuate the positive. Here are some examples of potential strategies used at Hawkedon Primary School;

• Sensory Learning breaks
• Personal work stations
• Positive Behaviour Support Plans
• Support Plans
• Clear boundaries
• Small steps targets
• Reflection time
• Personalised work programme
• Structured adult supported lunch club

The school cares for children who need medical support in school by following the advice of health professionals. When appropriate a Health Care Plan is created for staff to follow.

The school office manages medicines in school in line with the school’s Medicines Policy.

Individual children who require regular support with toileting must have an intimate care plan which is shared and agreed with parents and staff.

At Hawkedon we use of all the above services for specific children plus:

• Child and Adolescent Mental Health Services (CAMHS)
• Occupational Therapists
• Physiotherapists
• Speech and Language Therapists
• Learning Support Service
• Behaviour Support Specialists.
• Sensory Consortium

You should speak to the child’s class teacher in the first instance, who will liaise with the SENCo or Inclusion Manager. They will make a referral if appropriate, in consultation with the class teacher and parents.

When a child is given a plan from one of the above agencies the recommended provsion/activities are delivered by school staff.

In specific cases, specialist from external agencies come into school to assess a child needs/progress, they then give advice and recommendations on how to support the specific needs of the child.

Speak to the SENCO or Inclusion Manager who can make a referral if appropriate.

Your GP can also make a referral.

If your child is under 5 years old, you can access Speech and Language drop in sessions at local Children’s Centres. Details are available from the Children’s Centre.

The school has 5 Designated Safeguarding Leads for Child Protection. including the Head Teacher and Inclusion Manager  

School works in close partnership with Children’s Social Care and can support families to access these services if required.

Safeguarding training for all staff.

The school is commited to providing high quality training for staff, particularly in relation to SEND and other vulnerable groups.

The Inclusion Manager, SENCo, teachers and Learning Support Assistants attend specific Continual Professional Development (CPD) sessions when available and cascade information gathered.

Learning support Assistants are given opportunities to attend relevant courses and training to further develop their skills and understanding of SEND and Additional Needs.

In addition to support from the Inclusion Manager/SENCo, LSAs support each other and share information regarding specific intervention work.

LSA/SENCo meetings are held to discuss interventions/strategies and further training needs/requests are monitored by the Inclusion Manager and discussed at annual LSA appraisal meetings.

The Inclusion Manager has successfully completed post graduate training and has been awarded with the National SEN Accreditation and also has a master's degree in Inclusive Education. The SENCo has also been awarded the National SEN Accreditation.

Many of our Teachers/Teaching Assistants have completed vocational qualifications in both Education and SEND related areas.

Most LSA's have attended courses on specific areas of SEND e.g. ASD, Dyslexia. Many have considerable years of experience of working with SEND children. Occasionally we have LSAs with specific SEN qualifications working with us in school.

We aim to include all children in out of school trips and activities. Before any trip or out of school activity a risk assessment is carried out in line with the local authority guidelines and we will discuss any possible issues with parents at the earliest opportunity.

If it is deemed necessary, the adult to child ratio will be adapted.

In exceptional circumstances the school reserves the right to exclude an individual from a trip or out of a school activity. This would be the case where the risk assessment of the child’s individual needs or behaviour would conclude that to include them would present a danger to themselves or others.

School staff liaise with parents, when appropriate, to discuss the access arrangements required to enable children with SEND to take part in activities and trips. Advice is also taken from the proposed venue in terms of facilities and accessibility.

Pre-visits, social stories, photo booklets and video clips may also be used to support and prepare children with SEND for trips and visits.

The school is built on one level and is accessible to children with mobility difficulties and wheelchair users through the main entrances.

Adaptations to suit individual needs are made when required and as advised by outside agencies.

There are several disabled toilets which are placed in key locations around the school building.

The school has been built with accessibility in mind for both children and adults in line with the Disability Equality Policy.

See Section 3 for information regarding information sharing.

The school will aim to communicate in the most effective method for individual parents/carers.

See Section 3.

In addition, the school has a number of bi-lingual staff who are able to assist with translation when required.

• Children with SEND have additonal planned transition visits to school.
• In Reception, staff will visit children with SEN in their nursey setting or sometimes arrange home visits.
• Consultation meetings and phone conversations with current pre-school for children with significant needs.
• Meetings with parents/specialist services if involved.

Additional transition visits to the new classroom or teacher are organised in the Summer Term; occasionally, teachers from the new setting may visit the child in his/her present class/setting.  There is opportunity within school for the receiving teacher to discuss the child’s progress/provision with the current teacher.

Other support might include “Passport to Yr…” photo books; social stories; a letter from the new teacher during the school holidays; an opportunity to visit school during the INSET day on September if appropriate.

There are Year 6 Transition Projects in place with all local Secondary Schools.  When appropriate, receiving school colleagues are sometimes invited to review meetings and to meet a particular child in his or her current setting. Year 6 teachers meet with local secondary school colleagues to pass on information about all children . Additional review meetings may be arranged for pupils with more complex needs.

At Hawkedon we aim to make a transition to a new school a positive experience for all children. Relevant information is shared between the current and receiving school. If a child has a or EHC plan a meeting will be arranged to arrange any specific transition needs.

A Learning Support assistant may accompany a child on transition visits.

In addition to a child’s teacher assessment results - all SEN records e.g. Statements, EHC plans, annual review notes if applicable , intervention records, professional reports, diagnostic assessments if applicable and review meeting notes will be passed on to the next school.

N/A

• The Class Teacher
• Inclusion Manager
• SENCo
• Senior Leadership Team

Hawkedon has a supportive Inclusion Team and a Family Centre.

In addition to the above, signposting is available on the school’s website.

Many staff members at Hawkedon, including our Inclusion Manager and SENCo, can signpost parents to appropriate external services and voluntary agencies who can often offer workshops, information, courses and events.

Hawkedon operates as part of a cluster of schools and some workshops and events are offered to parents and carers across the cluster.

An annual survey is offered to all parents to offer feedback in general terms. The school invites open and constructive dialogue and parents are welcome to speak to us in person or by e-mail via the school office.

Procedures for complaints are outlined within the school’s Complaints Policy which is available on the school website or via the school office.

11.1: School admission arrangements for children with special educational needs and disabilities

11.2: School Accessibility Plan

11.3: Special Education Needs Policy