Hatch Ride Primary School

• Academic learning and development (social communication and interaction; emotional wellbeing; attention and focus; behaviour; self-help skills; physical development etc) not in line with chronological age
• On-going observations from class teachers
• Termly 'Cause for Concern' meetings for class teachers to raise concerns about pupils with SENDCo
• School-based assessments
• Progress not in line with peers
• Lack of progress despite in-class strategies and support
• Pupil-progress meetings
• Information from another professional, e.g. Educational Psychologist, speech and language therapist, etc.
• Identification through observations by other members of staff, e.g. Head, LSA, Inclusion Manager/SENDCo
• Children may enter school already identified as having a special educational need
• Experiences shared from previous schools and settings
• Information from parents

In the first instance speak to your child's class teacher about any concerns.

Appointments can also be made with the SENDCo or Headteacher

The class teacher in conjunction with the SENDCo

Recommendations from external professionals, e.g. Educational Psychologist, Learning Support Service, Corvus Academy Learning Support, Speech and Language therapists etc

• Parent evening consultations
• Discussions with the class teacher and/or SENDCo as and when they are needed
• Annual written reports
• Termly review of progress towards targets on the child’s Individual Learning Journey (copy given to parents and parents contribution and feedback welcomed)
• Annual Reviews – if the child has an EHC Plan
• Home/School communication log books – where they are deemed necessary

• LSA support is used to support children to become independent learners who are able to access mainstream education. Therefore support is given by using some LSA time to produce prompts and cues to support the child’s independent learning within their classroom environment. These may include aides such as visual timetables, word banks, writing templates, etc.
• LSAs are also deployed to teach specific interventions and where possible children are encouraged to work in pairs or small groups, thus discouraging dependency.
• When deemed most beneficial to the child's learning, and always in consultation with parents/carers, children may join other classes for their English or Maths in order to access the appropriate curriculum, revisit and consolidate previously taught concepts and to develop independence for learning

• Every class teacher carries out a continuous cycle of planning, teaching and assessing which takes account of the wide range of abilities, aptitudes and interests of the children. Through this process the curriculum is differentiated to match individual needs. 
• Use of visual supports and scaffolds, e.g. word mats, writing frame, concrete apparatus
• Pre-teaching, e.g. pre-reading texts, pre-learning key vocabulary
• When deemed most beneficial to the child's learning, and always in consultation with parents/carers, children may join other classes for their English or Maths in order to access the appropriate curriculum, revisit and consolidate previously taught concepts and to develop independence for learning
• Interventions to help achieve personalised targets

Each child’s needs are individually assessed and strategies used will be based on individual needs.  Different children will require different types and levels of support and the school will do their best to provide this.  We have appropriately high expectations for all our children and recognise that this expectation needs to be flexible and personal to the child's capabilities.

Strategies include:

• Differentiated activities
• Visual support, including pictures, writing frames or word banks
• Visual timetables
• Help walls
• Small steps with specific achievable targets
• Regular check-ins throughout lessons
• Using a child's name to obtain their attention
• Social stories
• Multi-sensory approach to activities
• Modelling and scaffolding
• Bubble time (talk time to a trusted adult))
• Strategies suggested by external agencies
• Use of fiddle tools, resistance tools, cushions etc to aid attention and focus
• Movement breaks

Currently our support includes:

• LSAs in every KS1 class. Not all are full time.
• SENDCo
• Named LSAs to support pupils with EHCPs (we believe in a team around a child rather than an individual)
• Named LSAs to support children with high level medical needs
• SEND LSAs for reading and Learning Goals/Interventions in KS2
• Speech and Language LSA 2 x 0.5 days per week
• Nurture LSA (temporarily deployed to a single class during the Covid-19 pandemic to reduce crossing over of bubbles)

This will vary for each child but we endeavour to provide resources as each child with SEND requires. Any resources and equipment that a child needs will be considered based on recommendations made by specialist services and documented in written reports. We also trial all resources available in school if we believe this may support a child and assess the impact.  Currently we have the following resources and equipment in school:

• Writing slope
• Pencils and pencil grips
• Coloured paper and overlays
• Fiddle tools
• Therabands
• Putty
• Move n sit cushions
• Wobble cushions
• Talking tins
• Peanut balls (OT)
• Sound Field System in hall and two classrooms
• Visual supports
• Stand up desk

Schools must adhere to Access Arrangements guidleine from the Standards Testing Agency but arrangements used for children meeting the criteria, include:

• Additional time
• Use of a scribe for writing
• Readers
• Quiet areas
• Movement breaks

• On-going teacher assessments
• Standardised tests that give standardised scores and comparative ages
• Individual Learning Journey meetings termly
• Additional meetings as required, with class teacher and SENDCo
• Parent consultation evenings – a chance to give input from home experiences
• Progress of EHC Plan children is formally reviewed at an Annual Review with all adults involved with the child’s education

• We wlecome parent contribution and feedback at all times
• Individual Learning Journeys are reviewed termly and new target set.  These are sent home for parents/carers to review.  Parents are always very welcome to arrange a meeting to discuss the targets and to suggest amendments and additions or to discuss any queries or concerns they may have.
• Behaviour Support Plans are reviewed after 6 weeks in conjunction with the class teacher and parents/carers
• Parents may request a meeting with an External Professional their child is already involved with at any time and we will seek to arrange that meeting as soon as we possibly can
• If your child has an EHC Plan, the targets set will reflect the objectives outlined
• New targets set on Individual Learning Journeys will be based on progress and are always created using SMART (small, measurable, achievable, relevant) targets.
• As part of normal practice class teachers also set class targets, usually based around key areas of Reading, Writing, Spelling and Maths for all children.

Outside of normal reporting arrangements, appointments can be made through the school office to meet with your child’s class teacher and/or SENDCo

If it is felt to be useful, a home/school communication book can be used for children with identified SEND

We are a small school and pride ourselves on our close partnerships with our parents and carers of children with SEND.

• By making sure that your children come to school ready to learn - this includes having a good nights sleep; limiting amount of screen time they access; eating a healthy diet; coming to school calmly and on time
• By working with the school to support learning at home - little and often really can make a BIG difference!
• Using any visuals provided by the school to help support learning and/or behaviour
• Attending any parent workshops on offer from the school
• Attending parents evenings and engaging with homework
• Following the 'how I can help at Home' section on Individual Learning Journeys
• Supporting your child to build resilience and a 'can do' attitude to learning

• Staff are available to discuss what learning opportunities can be addressed at home
• Parenting courses can be arranged through outside agencies

• Pupil Voice interviews
• All About Me proformas
• The views of children with an Education Health and Care Plan are sought prior to annual review meetings.
• Children attending meeting with parents and class teacher and/or SENDCo or Headteacher

Not applicable

• Monitoring progress via Teacher Assessments, standardised scores.
• Outside agencies review objectives set and progress made towards these
• Impact of interventions
• Review of the impact of Individual learning Journeys termly
• Discussion with children as appropriate and parents
• Children are aware of their own learning targets and next steps
• Parent meetings to dicuss effectiveness of provision

As part of normal classroom practice all children’s social and emotional development is supported through the school’s PSHE curriculum. In addition a variety of options are used to support pupils at the school with particular social and emotional difficulties.
These include*:

• Nurture groups
• Bubble time
• Social stories
• Starving the Anger/Anxiety Gremlin interventions
• Nurture LSA
• Jigsaw PSHE scheme
• Healthy Minds week
• Relax Kids club available
• Daily class run to promote the importance of exercise in supporting a healthy mind
• Mini Me Yoga school

• 1:1 adult support, where appropriate
• Behaviour support plans
• Quiet areas, both inside and outside the classroom
• Time out cards
• Clear guidance of choice
• Movement breaks
• Appropriately high expectations
• Encouraging exercise and healthy eating
• personalised timetables

(See Behaviour Policy)

• 8 staff are First Aid trained
• Staff will take on any training as needed to support the medical needs of any individual child
• Children with high level medical needs are supported by Individual Healthcare Plans and sufficient staff are trained to meet individual needs 

• Specifically trained adults according to the individual needs of children
• Supporting Pupils with Medical Needs policy
• Consent forms completed by parents for short-term or long-term medicine administration
• Administration is logged

• Disabled toilet
• Support with eating if required
• 1:1 support to help with personal care if required
• Intimate care policy
• Use of caring cutlery
• Adults to prompt identified children to wipe face, wash hands etc if messy eaters

We use all of the support services for specific children as outlined above plus:

• CAMHS
• Foundry College (Behaviour support)
• Occupational Therapists
• Speech and Language Therapists
• Parenting and Family Support
• School Nurse
• Educational Psychology
• Wokingham Learning Support Service
• Bracknell Forst Support for Learning service
• Corvus Academy Learning and Behaviour Support service
• ASSIST (Wokingham Autsim Support Service)

Services are limited and access is based on need, attainment and progress.

We also welcome working with 'private' external professionals funded by parents/carers.

• In the first instance speak to the SENDCo.  The SENDCo can listen to your concerns and understand your reasons for wanting to access an external service and the outcomes you hope to achieve.
• All referrals require some form of intervention to have been put in place at school level for a minimum of one term and the impact reviewed before a referral can be submitted (unless in the case of extreme mental health concerns and immediate danger to the pupil)
• Next steps may not always include a referral to an outside agency.

• In school, staff follow programmes provided by these services
• Specialists come in to support from time to time, depending on the child’s needs
• Speech and Language support is also supported incidentally through the classroom
• Occupational therapy exercises can be incorporated into PE lessons and movement breaks as and when appropriate

• A single point of entry referral can be made via the SENDCo.  See point 5.2. The SENDCo can raise concerns with the school's linked Speech and Language therapist at termly meetings. The Speech and Language therapist then advises as as to whether they believe a referral is appropriate. 
• The SENDCo may advise you to speak to the GP

• The school has a Designated Safeguarding Lead and Deputy Safeguarding Lead who are ready to liaise with Social Care if necessary
• The school has a safeguarding governor who ensures that the school policy is being followed appropriately and who meets with the safeguarding officers on a regular basis.
• The school has robust safeguarding training, policy and framework to ensure all staff know the procedures to follow in the event of a social care concern.

• Training is provided according to current needs, e.g. Autism, Behaviour Strategies, Dyslexia, etc.
• SENDCo attends regular meetings with other SENCo’s in the cluster group to share good practise
• SENDCo attends termly SEND network meetings led by Wokingham Authority and provides feedback to staff

• Staff training is provided dependent on current needs, e.g. Autism, Behaviour Strategies, Dyslexia, etc.
• Experienced LSA’s act as mentors, sharing experiences and good practice in dealing with a range of SEND
• LSA’s feedback from courses attended at regular LSA meetings

All staff are experienced in dealing with a wide range of SEND pupils.

Mrs Flavin, the school SENDCo, holds the National Award for SEN Coordination (NASENCO)

LSA’s are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEND.

Recent courses include Nurture Assistant training, Speech and Language, Occupational Therapy, Early Bird Plus, Precision Teaching. Talking Partners.

• All children attending mainstream school have equal access to all out of school educational activities and trips.
• Additional access arrangements for out of school activities can be planned for should the need arise. This may include extra adult support and is achieved through discussions with the parents.
• The needs of all children are taken into account when teachers complete their ‘risk assessment’ form for any out of school activity (Risk assessments undertaken are in line with Local Authority guidelines)

• Through discussions with parents and school staff
• Advice is taken from outside agencies, if deemed necessary
• Advice is also taken from the place to be visited in terms of their facilities and accessibility

• The building can cater for wheelchair users and those with mobility difficulties
• See Hatch Ride School’s Single Equality Scheme

The school has taken advice from auditory specialists to adapt the school environment to support children with cochlear impairments in class and around the school

The school can offer a disabled toilet and nappy-changing facilities

• The school takes advice from specialists to adapt the current environment when the need arises.
• The school’s ‘Buildings and Sites’ committee of the governing body ensure that all parts of the school can be accessed by children with SEND

We will do whatever we can to best communicate with parents/carers with a disability.

We support parents with reading difficulties by reading important letters ot them. 

• The school tries, where possible, to involve adults who can interpret and act as a translator between school/home.
• It looks for appropriate volunteers on Wokingham Authorities on-line register of people who fluently speak other languages
• It investigates the use of a professional interpreter

• Home Visits are carried out by school staff
• The school liaises with current pre-school or setting and arranges visits to meet the child in that familiar setting.
• There are planned transition programmes set up which include visits into school for the family
• Photos are taken and a booklet made with teachers names, etc.
• Meetings are arranged with the family and any specialist services involved with them
• The SENDCo attends annual reviews, etc. if appropriate

If your child is moving to another school:

• We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that need to be made for your child
• We will make sure that all records about your child are passed on as soon as possible.

If your child is moving classes in school:

• Information will be passed on to the new teacher in advance and a planning meeting will take place with the new teacher.
• Your child will have ample opportunity to meet their new teacher and any new LSA’s as appropriate
• Photos will be taken of ‘key’ adults and the new classroom and made into a transition booklet to discuss at home during the summer holidays

• There is close liaison with the Yr. 6 teacher and all local secondary schools.
• The SENDCo of the new secondary school or a representative is invited to the child’s Yr. 6 annual review.
• All Yr. 6 children take part in transition days at their new secondary school and some children will be offered additional transition packages if it is felt appropriate.
• Your child may take part in Protective Behaviour Training during the summer term in Yr. 6, which supports their understanding of transition and the changes ahead.

• We suggest that the new school comes to visit the child in their current setting
• We share good practice and successful strategies with the new school staff
• An LSA may accompany a SEND child on visits to their new school
• The SENCo of the new school meets with the Yr. 6 teacher and the SENCo of Hatch Ride to pass on information including academic and social needs, specific strategies that work, medical details and current ‘targets’

The school will share records of interventions and their impact, assessments (including teacher assessments, statutory assessments and other standardised tests carried out), strategies that have been developed and been successful and any relevant pastoral information.

Not applicable

• Class teacher
• SENDCo
• Headteacher

The school can recommend referral to the Parenting and Family Support Service and help the family to make that referral if required

• Leaflets are always available for parents to contact agencies such as ‘SEND Voices Wokingham’ and are available in the school entrance hall or Inclusion office
• The school is always happy to help parents/carers find support groups as needed

• The school keeps a record of all feedback from parents. 
• We welcome all feedback.  Parents/Carers can contact the office to request an appointment with the Headteacher or SENDCo in order to share any concerns or to compliment our team on their practices
• Contact the Headteacher to deal with complaints

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

11.2: School Accessibility Plan

11.3: Special Education Needs Policy