The Hawthorns Primary School

Ofsted May 2017:

'My child loves going to school. He is fully supported by the staff who encourage him to be the best he can be at everything. It's a very positive learning environment.'

Leaders have established a clear strategy to ensure that pupils who have special educational needs and/or disabilities, disadvantaged pupils and pupils from ethnic minority backgrounds achieve well.

At the Hawthorns we are fortunate to have a well equipped modern building and a school environment that encourages exploration, play and learning. The feeling of belonging and community is created by a group of knowledgeable, hard-working staff whose aim is to do the best they can for every child. They are supported by interested and active parents and governors.

Most children come to school eager to learn and we aim to encourage this positive attitude by providing learning opportunities that are memorable, challenging and tailored to the way each child learns best. The children in our school achieve high standards but even more importantly they develop personal skills which will ensure their future success. We aspire for our children to learn to be confident, independent and aware of their responsibilities both to the school community and the world at large.

Raha Razeghi
Head Teacher

Our Vision
Belong, Believe, Achieve and Grow

Admissions
As a maintained school The Hawthorns Primary School admissions arrangements are undertaken through Wokingham Borough Council and the Governing Body have adopted the criteria laid down by them.

The school caters for children from 4 – 11 years old, and primarily serves a designated area between the Woosehill Spine Road, Bearwood Road, Simon’s Lane and south of the Reading Road. Each year we are able to admit 60 children. If there are insufficient places to meet demand the Local Authority allocates places according to agreed criteria.

Further details regarding Admissions can be seen in our School Prospectus.

Contact information

Website: Hawthorns Primary School
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Contact Name: Ms Raha Razeghi
Contact Position: Head Teacher
Telephone: 0118 979 1676 0118 979 1676
E-mail: office@hawthorns.wokingham.sch.uk

Location

Name: The Hawthorns Primary School
Address: Northway
Woosehill
Berkshire
Postcode: RG41 3PQ; View RG41 3PQ on a map

Accessing this service

Type of School: Maintained
Age Ranges: 4 yrs - 11 yrs

Local Offer - Support available for children and young people with additional needs

Local Offer Description

Local Offer last reviewed 13/09/2021

Identification of Special Educational Needs and Disabilities (SEND)

1.1: How does the school identify children/young people with special educational needs and disabilities?

On-going teacher observations, assessments,
Outside agency reports
Talk to parents and use their knowledge
Experiences shared from previous schools and settings

1.2: What should I do if I think my child has SEND?

Contact class teacher initially regarding concerns if in school
Meet with SENDCO and/or Head
If pre-school child, contact school to arrange a meeting with SENDCO and Head

Support for children with special educational needs

2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

Class teacher with SENDCO in consultation with parents/carers.

2.2: How will I be informed / consulted about the ways in which my child is being supported?

Parents evenings
Annual reports
Annual reviews if child has a Statement of Special Educational Need or Education Health and Care Plan (EHCP)
Meetings as needed with class teacher or SENDCO

2.3: How will the school balance my child's need for support with developing their independence?

Support will be differentiated according to the child’s needs using a range of strategies which may include:

Visual timetables
Planners
Group support plans
Small group inputs or support to recap key learning points
Behaviour Support

2.4: How will the school match / differentiate the curriculum for my child's needs?

The curriculum will be differentiated based on each individual child’s need, taking in to account teacher assessments, advice from outside agencies, the need for small group or 1:1 if needed or specific intervention.

2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

Each child’s needs are looked at individually to determine the best strategies for them.

Strategies may include:

Differentiated activities
Visual support including pictures, writing frames or word banks
Visual timetables
Social stories
Safe place
Now and next cards
Reward systems
ICT support
Small steps with specific achievable objectives
Multi-sensory approach to activities

Each year interventions provision is mapped and resources are allocated.

2.6: What additional staffing does the school provide from its own budget for children with SEND?

Within the constraints of the budget.

Teaching Assistants in each year group
Trained nurture assistant
Teaching Assistants trained to support specific strategies/programmes. e.g.(Speech and Language)

2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?

Type / Title	Intervention Type
OT	One to one
OT	Small group
Bubble time (Nurture)	One to one
Social Skills	Small group
Sensory Circuits	Small group
Maths	One to one
Maths	Small group
Memory Skills	Small group
Fine Motor Skills	One to one
Fine Motor Skills	Small group
Precision Teaching	Small group

2.8: What resources and equipment does the school provide for children with SEND?

This will vary for each child but we will endeavour to provide resources as each child with SEND requires within the budget constraints. Any specific resources and equipment that a child needs will be considered based on recommendations made by specialist services and may be that can be loaned from the Sensory Consortium.

2.9: What special arrangements can be made for my child when taking examinations?

Additional time
Scribes
Readers
Adapted papers
Quiet areas
Movement breaks

My child's progress

3.1: How will the school monitor my child's progress and how will I be involved in this?

On-going Teacher Assessments
Monitoring by SEN or team leaders
Pupil progress meetings
Standardised tests that give standardised scores and comparative ages
Parents evenings
Aspects of progress will be discussed with parents when needed. Parents can request meetings
Parent views taken into account in SEN Support Plans, Annual Review Meetings and Requests for Service from outside agencies

3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

See above

SEN Support Plans are regularly reviewed and updated based on feedback from school staff, as well as advice from outside agencies and parents.
Targets for English and Maths are regularly reviewed with pupils.

3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?

Pupil Profile meetings for children where appropriate.
Annual reviews if the child is has a Statement of Special Education Need or Education Health and Care Plan (EHCP)
Teachers are happy to arrange meetings to discuss issues through our usual open door policy

3.4: What arrangements does the school have for regular home to school contact?

Teachers are always happy to arrange a meeting to discuss issues regarding a child.
If it is felt to be useful, home school link books can be used

3.5: How can I help support my child's learning?

The following support you can offer your child has significant impact on their progress:

Listen to them read every day
Read stories to your child
Play games e.g. board games
Visit places of interest as this will aid topic knowledge
Support home learning activities
Work on therapy plans from external professionals at home, eg. speech and language

Ensure punctual regular attendance as often missing interventions can have a negative impact on progress.

3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?

The school runs regular curriculum evenings throughout the year for specific subjects where ways to support your child are demonstrated
Transition sessions
Parenting courses may be offered during each academic year
School is able to signpost support from a range of other agencies

3.7: How will my child's views be sought about the help they are getting and the progress they are making?

Quality feedback and marking
Peer and self-assessment opportunities
Targets for English and maths
If they have a Statement of Special Educational Need or Education Health and Care Plan (EHCP) their views will be sought as part of the annual review process
Child’s views are taken into account in target settings for SEN Support Plans

3.8: What accredited and non accredited courses do you offer for young people with SEND?

N/A

3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

Monitoring progress via Teacher Assessments, standardised scores
Outside agencies review objectives set and progress made towards these
Impact of interventions
Pupils are aware of own learning targets and next steps
Pupil interviews as part of the monitoring process.
Learning Walks
Pupil Progress Meetings
SENDCo Surgeries (termly)for teachers and SENDCo to meet with the EP(Ed Psych) and LSS(Learning Support Service)
Termly discussions at SPM (with the EP and LSS) for SENDCo to discuss the progress and provision for those pupils with the most complex needs

Support for my child's overall well being

4.1: What support is available to promote the emotional and social development of children with SEND?

Support will be differentiated according to the child’s needs using a range of strategies which may include:

Specific interventions e.g. Friendship groups, Bubble Time 1:1 time, Social stories
Nurture Assistant
Peer mediators
Playground friends
Assessments of pupils’ emotional and mental health needs
emotional scaling

4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

Behaviour/Pastoral Support Plans
Quiet areas inside and out can be set up
Safe room
Clear guidelines of choice
Team around the Family meetings
In class behaviour procedures
Regular contact with parents
Incentive/reward charts
Access to the Behaviour Support Team at Foundry College and Educational Psychology Service
Behaviour Policy

4.3: What medical support is available in the school for children with SEND?

Qualified First Aid
Staff will take on any training as needed to support medical needs of any child
Care Plans

4.4: How does the school manage the administration of medicines?

Specifically trained adults according to individual needs of children
Qualified First aiders
Medicine policy

4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

Where a child has specific personal care needs we are able to provide.

Disabled toilet / wet room
1:2 support with personal care or during snack and meal times if required
Intimate Care Policy

Specialist services and expertise available at or accessed by the school

5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

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

Family support workers
Child and Adolescent Mental Health Services
Occupational Therapists
Physiotherapists
Speech and Language Therapists
Vulnerable Children’s Education
Behaviour Support Team Foundry College
GP
SENDIASS
Learning Support Service

5.2: What should I do if I think my child needs support from one of these services?

Speak to SENDCO/Class Teacher who will advise next steps and make referrals as necessary.

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?

In school staff follow programmes provided by these services
Specialists come in to support from time to time depending on each child’s needs

5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

Single point entry referral can be made via the SENCO to refer the child to a speech therapist. This can sometimes be done through the GP as well.
Referral to the Occupational Therapy service is via the GP only and can not be referred by the school Senco (unless the child already has an EHCP).
Access Under 5s Walk In clinics if child is under 5
Use of Children and Young Persons Integrated Therapy (CYPIT) Toolkit Advice Sheets (online)

5.5: What arrangements does the school have for liaison with Children's Social Care services?

School has access to children’s social care services if required.
Deputy Head is the lead for child protection assisted by the Head Teacher.

Training of school staff in SEND

6.1: What SEND training is provided for teachers in your school?

Regular SEN staff meetings
A time to discuss children with SEND is allocated to Senior Team meeting agenda
Training is provided dependent on current needs
SENDCO / Head attend regular training and cascade to staff
Teaching Assistants attend training as necessary

6.2: What SEND training is provided for teaching assistants and other staff in your school?

Experience in dealing with a range of SEND pupils
SENDCO – Accreditation (The National Award for Special Educational Needs Coordination)

6.3: Do teachers have any specific qualifications in SEND?

Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEN.

6.4: Do teaching assistants have any specific qualifications in SEND?

Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEN. Recent courses attended include Early Bird plus, Dyslexia, Speech and Language Support, occupational therapy support, ASD and Attachment Disorder.

Activities outside the classroom including school trips

7.1: How do you ensure children with SEND can be included in out of school activities and trips?

All children are included in out of school activities and trips in discussions with parents and risk assessment undertaken in line with the Local Authority guidelines. Parents may be invited to accompany their child if necessary or 1:1 support may be provided depending on the level of need.
Staff may undertake a preparatory visit to ensure the risk assessment is appropriate
Staff ensure that the venue is fully informed of any additional support that may be required

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

Through discussions with parents and school staff. Advice is also taken from the place to be visited in terms of their facilities and accessibility.

Accessibility of the school environment

8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

School mostly has access throughout within the constraints of the building
Disabled toilet

8.2: Have adaptations / improvements been made to the auditory and visual environment?

Take advice from outside agencies regarding adaptations in teaching areas for each child as needed.
Hearing loop in the school hall.

8.3: Are there accessible changing and toilet facilities?

Yes-toilet with a shower.

8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?

Reasonable adjustments are made to ensure that the school is accessible to all children.

8.5: How does the school communicate with parents / carers who have a disability?

Parents/carers needs are accommodated as much as possible and on an individual basis.
Encouraged to bring an advocate to facilitate communication.

8.6: How does the school communicate with parents / carers whose first language is not English?

We encourage parents to bring an advocate (trusted representative) who is able to offer translation services
We can access support from the local authority EAL team to translate letters etc.

Preparing my child to join the school or to transfer to a new school or the next stage of education and life

9.1: What preparation will there be for both the school and my child before he or she joins the school?

Home visits with EYFS school staff
Liaison with current pre-school or setting and visits by school staff including SENDCO, to meet the child in that familiar setting
Planned transition includes visits into school for the family
Photos
Booklets with team information
Transition Booklets
Meetings with the family and specialist services involved with them
SENDCO to attend Team Around the Family meetings, annual reviews etc. if appropriate

9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

Additional transition visits (for both parents and child. e.g. going for story time)
Photos of key adults and places in the new setting
Next teacher to see child in current setting
Parents introduced to teachers / TAs as appropriate
Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details.

9.3: How will my child be prepared to move on to his or her next school?

As above 9.2

9.4: How will you support a new school to prepare for my child?

Meet and discuss individual needs if the child has a Statement of Special Educational Need or Education Health and Care Plan (EHCP)
Suggest new school come to visit child in current setting
Share good practice and strategies with new school staff
Teaching Assistant may accompany the child on visits to new school
Vulnerable child transition programme is offered by some schools
Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details
Curriculum for PSHE reflects the transition in Year 2 and Year 6

9.5: What information will be provided to my child's new school?

In discussion with parents, school will share records of interventions, impact, assessments (including teacher assessments, statutory assessments and other standardised tests carried out), diagnosis and strategies that have been developed and been successful.

9.6: How will the school prepare my child for the transition to further education or employment?

N/A

Who can I contact to discuss my child ?

10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?

Class teacher
SENDCo
Head teacher

10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

School can contact the Early Help Hub to refer for a family support worker if required by the family or Vulnerable Children’s Education team should home schooling be needed at any time
SENDCo can signpost parents and families to local services and external agencies that may be of support

10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

School tries to keep up to date contacts for agencies such as Reach and is always happy to help parents/carers find support groups as needed

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?

Parents are encouraged to speak to the class teacher in the first instance as issues arise
Feedback via annual parent questionnaire
Contact SENDCO or Head to deal with compliments and concerns
SEN survey for staff, parents and pupils.

School Admissions and Policy Documents