SEN Special Educational Needs Local Offer
Special Educational Needs Regulation Annual Report September 2019
At Haddenham Community Infant School our aim is to support the needs of every child and our inclusive approach requires careful, differentiated planning by teachers to ensure that all children access the curriculum effectively.
Haddenham Community Infant School‘s Accessibility Policy can be found here: (Accessibility policy)
Haddenham Community Infant School’s Policy
Our inclusive ethos and culture
At Haddenham Community Infant School we pride ourselves on catering for the needs of each individual child. The school works closely with parents who have children with Special Educational Needs and Disabilities (SEND) and will make every effort to be supportive and considerate in all the choices made both in the education and care of children. We have a body of highly qualified and experienced teaching and support staff who provide a nurturing environment in which all children can thrive and succeed. We pride ourselves on identifying the various characteristics of SEND early and work very hard to assess and meet children’s needs quickly and effectively.
Our graduated approach to identifying children needing SEND provision
If staff observe that a child, as specified by the 2014 Code of Practice, is making less than expected progress, given their age and individual circumstances, they will seek to identify a cause. Lack of progress can be characterised by:
- progress which is significantly slower than that of a child’s peers, starting from the same baseline.
- progress which fails to match or better the child’s previous rate of progress.
- progress which fails to close the attainment gap between the child and peers.
- Shows signs of difficulty in developing literacy or mathematical skills.
- Has physical or sensory problems.
- Presents persistent social, emotional or mental health difficulties.
- Has communication and/or interaction difficulties.
Other factors which are not SEN may impact on a child’s progress and attainment e..g. attainment, Health and Welfare and these factors would be carefully looked at prior to our school identifying a child as having special educational needs.
Quality First Teaching (QFT)
Classroom Teaching & the Curriculum
Quality First Teaching for all pupils makes up the daily repertoire of teaching strategies and techniques that ensures pupils’ progression in learning. It includes high quality teaching and planning and guided work for small groups where work is pitched at appropriate levels for differing groups within the class. This is called differentiation and each ability group is challenged to reach their full potential.
Booster/Intervention Work (1:6/1:8)
Pre SEN Support
If children are identified as falling behind their peers, Booster/Intervention Work is given. The support is put in place for these children to meet National Expectations. These groups tend to be smaller clusters of children with similar needs. Interventions are discussed with parents and extra interventions are recorded on detail class provision maps.
Small Group Support (1:4/1:1)
If Booster Work and personalised teaching proves unsuccessful and the child does not make adequate progress they will be identified as having a Special Educational Need. The provision is additional to or different from that given in Booster/Intervention Work. Group Work may continue at a smaller ratio and in some cases the interventions may be 1:1. Parents and children are invited to meet with the teacher to aid in writing the child’s Individual Provision Map (IPM). This is then signed and used as the basis to support learning.
If your child is on SEN support they will receive additional support planned for and based on high expectation outcomes at the end of their year group or key stage. This could be in the form of 1:1 or small group interventions. At times parental may be sought for external professionals to come into school to complete one off assessments to help inform staff and parents of how to best meet the needs of the child.
For higher levels of need, outside agencies may become more regularly involved with the consent of the parents.
Education Health Care Plan
For a very small minority of pupils, progress through school interventions may not provide adequate or appropriate support. After consultation with parents, all the relevant staff and involved outside agencies may decide to make a request for a Statutory Assessment for an Education Health Care Plan. This application would involve requesting additional funding to provide additional hours of support (High Needs Block Funding) beyond the 13.5 hours provided and funded by the school.
If a child has a disability that does not impact on capacity to learn he or she is recorded as having a disability on the Whole Class Provision Map*. However, if a child has a disability which does have an impact on learning he or she would be given additional support and an Individual Provision Map. Both cases are monitored closely. Relevant training would always be given to the staff working with such a child.
*A whole class provision map details the provision given through Booster Group/Interventions for the children in a year group. Class teachers and teaching assistants all have a copy of this in their planning folders.
Haddenham Community Infant School’s Approach to Teaching
All lessons are planned carefully and are clearly differentiated to ensure all learning needs are met within the class. The learning environment and curriculum may be adapted where necessary.
Where children have been identified with special needs, their tasks will be further differentiated by the class teacher or teaching assistant. Their specific requirements relating to their individual special needs will be taken into consideration when planning to enable them to access the curriculum effectively. They will be given an Individual Provision Map (IPM) which clearly identify targets. These will be regularly monitored by the class teacher and by the SENDCO each term. Individual Provision Maps are discussed with parents and children. Specialist equipment is reviewed.
Children with special needs are supported on educational visits. Considerations are taken into account when planning a visit and adaptations or concerns are discussed with parents/carers prior to any visit.
Every opportunity is given for children with special needs to participate in extra-curricular activities. Support is given when needed to ensure inclusive opportunities for all. Information is shared with agreement from parents/careers to ensure a child’s needs are met.
If a child has needs related to more specific areas of their education, such as literacy or mathematics skills, the child may be placed in a small focus group run by a teacher or teaching assistant and receive ‘intervention’ support. The interventions are reviewed half termly to ascertain the effectiveness of the provision and to inform future planning (see below a list of the Intervention programmes the school delivers).
Intervention Support Programmes
- Playing and Learning to Socialise (PALS): programme specifically designed to support children’s social skills in the Early Years. Puppets encourage children to interact with each other and teach them how to read and express emotions
- Early Literacy Support (ELS): small group support programme that runs twice a week to develop early literacy skills e.g. sentence structure
- Early Numeracy Support (ENS): small group support programme that runs twice a week to build key numeracy skills e.g. number bonds to 10/20
- Every Lesson Counts Maths Intervention: small group maths support programme for KS1 that runs for 30 minutes each day building on key skills in maths
- Daily Readers: children read for 10 minutes each day with an adult to develop reading fluency, accuracy and comprehension skills
- Precision Monitoring (PM): structured 1:1 programme designed to target specific areas of difficulty within literacy and numeracy e.g. reading of high frequency words
- Phonics Booster programme: small group structured programme using practical activities and IT to encourage children learn their phonic sounds
- Time to Talk: programme to develop language and social skills at Foundation Stage and Key Stage 1.
- Social Stories: strategy for helping children to understand a social situation through pictures and to learn how to cope with it in a positive way
- Communication Blocks to Language: programme for helping develop key Speech and Language skills through Lego activities
- Circle of Friends: strategy for helping children to form friendships and skills to enable them to manage new social situations. The group enables strong links to be formed between children who are therefore there to support each other in social situations
- Rainbow Road: programme helps children improve their co-ordination skills through a series of fun activities within a small group. Skills covered include gross motor, fine motor and visual motor skills
- Talk Boost: small group intervention programme which develops vocabulary and language skills
- Occupational Therapy (OT): with support from the schools link Occupational Therapist, trained staff assess OT needs, discuss findings with the OT then put together an individualised 6 week programme to develop children’s needs. Progress is tracked and findings are then reviewed with parents and OT
- Speech and Language Therapy (SALT): with support from the schools Speech and Language Therapist an individualised programme is devised. Progress is tracked and findings are reviewed with parents and the SALT
- Individual Target Work: children are supported to achieve their individual targets on their IPM e.g. spelling of high frequency words
- English as an Additional Language (EAL): programme that develops language through prior teaching to enable children with EAL to access the curriculum.
Tracking and Assessment
There are various ways that the staff are able to track and assess the progress of a child with SEND. There are regular feedback meetings to the SENDCO and class teachers about provision. Data analysis after half termly assessments is collated and reviewed to ensure that progress is being made and the right interventions are in place. An annual report is written by the SENDCO informing all staff and governors about children’s progress and attainment with SEND.
Outcome for pupils with SEND
The extra help the school offers will enable children to:
- Reach their full potential
- Achieve their personal best
- Make progress
- Feel valued and included
- Feel eager to learn
- Enjoy school
Haddenham Community Infant School’s facilities
Haddenham Community Infant School audits its premises annually to ensure accessibility.
- The school’s buildings are DDA compliant
- All buildings are accessible for wheelchair users with ramps and a low level door release
- A toilet are adapted for disabled users in the main school and hall building
- There is a disabled children’s toilet with a hoist and changing facilities in the main school building
- Equipment and areas of learning are adapted ensuring accessibility for all children
- A parking bay is allocated for disabled access for children and parents/carers with mobility needs
- The school has a defibrillator on site for children with medical needs.
Haddenham Community Infant School’s training
The School’s arrangement for training staff in relation to children with SEND:
- The school’s SENDCO is completing the NASEN qualification and attends network groups and regular training
- Specialist training has been accessed through the Specialist Teaching Service, the Educational Psychology service, Cognition and learning, Occupational Therapy and Physiotherapy, Speech and Language Therapy
- Individual staff have specific training on how to support children with specific needs from specialists or through external training courses e.g. ASD
- Whole staff training on administrating Epipens and specific medical training is given e.g. epilepsy training
- Whole school training on Diabetes is given
- Whole school defibrillator training is given
- All support staff are made aware of specific needs and specific interventions
- Specific teaching assistants lead interventions across the school to ensure consistency e.g. Occupational Therapy
Haddenham Community Infant School’s consultation
The School’s arrangements to consult with and involve parents/carers of children with SEND about the education of their child:
- Messages through the daily Home/School Reading Records or Communication Book with follow up meetings when individual needs have been identified
- Parents meetings to discuss concerns and support
- Formal invitations to review meetings
- Telephone calls to parents
- Exchange of email contacts for external agencies to contact parents directly
- Open access to teaching staff and SENDCO for parents to discuss concerns regarding individual children.
Haddenham Community Infant School’s partnerships
Partnership with Parents
The school works in partnership with parents to meet children’s needs. This means:
- We listen to the views of parents and ‘Drop in sessions’ and ‘parent forum’ are an opportunity for informal discussion
- Parents are equal partners in decisions about their child’s education
- Parents are kept informed about their child’s needs and progress through individual review meetings and parent’s evenings
- Parents are involved in writing and developing their child’s medical and care plan
- Children with an EHCP have a Home/School Reading Record or Communication Book for parents to liaise with their child’s support teacher
The School’s Governing Body involves other bodies (including health, social care, BCC support services) to meet the needs of children with SEND and their families by using the following outside agencies:
External Professionals that may be involved with your child:
- Educational Psychologist (EP)
- Cognitive and Learning Team (C&L)
- Child Protection Services
- Occupational Therapists (OT)
- Play Therapists
- Speech & Language (SALT)
- Autistic Spectrum Disorder Team (ASD)
- Specialist Teaching Service (STS)
- Child & Adolescent Mental Health Service (CAMHS)
- Community Paediatrics
- School Nurses
- Diabetic Nurses
- Educational Welfare Officer (EWO)
- Parent Partnership Advisor (PP)
- Social Care Worker (SCW)
- Specialist Outreach Teacher for Sensory Impairment
- Family Resilience
- County SEN Team
The School’s arrangements for children with SEND, transferring between other education providers are:
- During meetings to discuss a child’s EHCP consideration is given for the potential difficulties for a child adapting to a new environment, teacher, peer group, curriculum and expectations of a new key stage. Staff from both settings liaise to ensure the best possible transition is achieved through support
- Parents are strongly advised to visit all potential ‘next settings’ prior to making their final choice. The school offers support from the SENDCO to visit new settings with the parents if requested
- At the final EHCP meeting the SENDCO from the new school is invited to the review to meet the parents and child and to share information regarding specific needs to ensure smooth transition
- For children with ASD photographs of key places and people in the new setting are taken to form a ‘passport’ and shared with the child at home and school to familiarise them with the new setting and prepare them for transition. Additional visits are organised in the summer term of Year 2.
- For children with attachment needs a series of transition visits are made. Photographs of key places and people in the new setting are taken to form a ‘passport’ and shared with the child at home and school to familiarise them with the new setting and prepare them for transition
Haddenham Community Infant School’s Key Contacts
SENDCO Giselle Moore
Haddenham Community Infant School
SEN Governor Carol Murray
Contacts for compliments, concerns or complaints from parents of children with SEND
The arrangement for the treatment of compliments, concerns or complaints from parents of pupils with SEND concerning the provision made at the school aims to be resolved informally within the school setting. However, in extreme cases complaints may need to follow the procedure outlined below:
Stage 1 Initial discussion with the class teacher – pre-arranged formal discussion
Stage 2 Discussion with SENDCO/Headteacher – pre-arranged formal discussion
Stage 3 Headteacher will meet with Chair of Governors, Rachael Barnard
Stage 4 Buckinghamshire County Council (BCC) Formal Complaints Procedure Booklet will be issued to the parents by the school.
Headteacher Lucy McNeil
Haddenham Community Infant School
Chair of Governors Eleanor King
Haddenham Community Infant Schools link to the Bucks local offer
Information for the Local Offer for Buckinghamshire is available at www.bucksfamilyinfo.org/localoffer
The Bucks Local Offer provides information and advice on Special Education Needs & Disability provision, both inside and outside the Local Authority.
If you wish to contact Buckinghamshire County Council about the Local Offer please call
0845 688 4944 or email email@example.com