Hale Primary School
In The Heart of The New Forest
SEND
​All Hampshire maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities (SEND) are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with SEND being met in a mainstream setting wherever possible, where families want this to happen. Hale Primary School is a mainstream primary school.

Our aims:

​Hale Primary School will provide a stimulating and enriching environment which will enable children to become active learners.

To do this we will:
  • ensure children’s needs are our main priority
  • ensure children achieve the highest standards that they possibly can
  • foster respect, cooperation and tolerance
  • consult, cooperate with and involve the parents, wider community and other educational establishments

As a school we are committed to the development of all pupils, through providing an inclusive curriculum that is based on the principles of:
  • setting suitable learning challenges
  • responding to pupil’s diverse learning needs
  • overcoming potential barriers to learning

We believe that:
  • all children, including those with SEND, should have their needs met
  • the views of children should be sought and taken into account
  • parents have a vital role to play in supporting their child’s education
  • Children with SEND should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage and the national curriculum.

​How does Hale Primary School know if my child needs extra help?

​The school aims to meet the needs of all children, in so far as is possible, by providing good teaching in the classroom, which enables all children can learn appropriately. We are open and responsive to expressions of concern by parents, and take account of any information that parents provide about their child.

We track progress carefully, and if your child is not making expected progress, then a range of evidence will be looked at to determine where extra support and assistance may best be targeted. Some of the ways in which we identify a need to provide extra help are by:
  • ongoing observation and assessment by Class Teacher, which may be supported with additional information from the Teaching Assistant
  • outcomes from the Foundation Stage Profile
  • children’s progress against English and Mathematics targets
  • children’s progress data, looked at on a termly basis
  • End of Key Stage results at Key Stage 1

Sometimes we use standardised screening and assessment tools to provide us with extra diagnostic information. This helps to ensure that we have identified any problem correctly, and will inform our thinking about what we need to do next for your child.

​What do I do if I think that my child needs extra help?

​In the first instance, you should talk to your child’s Class Teacher, and discuss your concerns. The Class Teacher will respond to your concerns and if necessary set up a meeting with the Special Educational Needs Co-ordinator (SENCo) to ensure that everything possible is being done to support your child in school. The SENCo is Mrs. Leo.

If your child needs further assessment then the school can arrange for outside experts to be brought in to help with specialized programs – eg Speech and Language Therapy, Occupational Therapy. The school can call on support from an Educational Psychologist if necessary, and wherever an outside agency is called in, you will be fully involved in making sure that the experts are fully informed about your child’s needs. You will also be given their feedback, so that you know and understand what their recommendations are.

​How will my child be supported to access learning and make progress?

​All children’s learning needs are supported first and foremost by excellent quality teaching in the classroom.
  • The teacher has the highest possible expectations for your child and all children in their class
  • All teaching is based on building on what your child already knows, can do, and can understand
  • At times the teacher may direct a Teaching Assistant to work with your child as part of normal working practice
  • Different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve eg your child using a more hands-on, practical way of learning if this is what suits them best.Specific strategies (which may be suggested by the SENCo or outside staff) are in place to support your child to learn
  • Your child’s progress is carefully checked and the teacher has decided if there are any gaps in understanding / learning that mean that your child needs extra support

Where your child is not making expected progress, despite this quality provision, the teacher may provide a short-term extra program as a booster. This may be done for groups of children or for your individual child, and we will be expecting this extra help to enable them to catch up with their peers. The teacher will decide whether this is best carried out in the classroom, or in a different part of the school, such as the Tree House (a room set aside for working with small groups).

If your child is experiencing more difficulty than this, the Class Teacher, normally after discussion with the SENCo, will draw up an individual learning plan for your child. This may involve some 1 – 1 or group teaching, and it may involve withdrawal from the classroom. The school uses a range of specialized, targeted support schemes which enable children to make accelerated progress – eg the Reading CatchUp program for children who are falling behind with reading skills, and FirstClass@Number for those experiencing difficulty with Mathematical concepts. 

Decisions about which actions are appropriate for which pupils will be made on an individual basis:
  • by a careful assessment of your child’s individual needs (including health and emotional well-being)
  • your child’s response to different styles of learning and what has already been tried
  • the specific areas of difficulty
  • your child’s response to the school and classroom environment
In a very few cases, if your child needs a very high level of support, then the school (in consultation with you) can apply for an Education and Health Care Plan (EHCP) which will be drawn up in consultation with experts, and will detail the specific support that your child needs. This would be reviewed annually.

​Who will help my child in the classroom?

​As well as the Class Teacher, each class will normally have a teaching assistant (TA) who assists the Class Teacher in providing good quality learning experiences for the children in that class. The TAs are deployed according to the needs of the class. TAs are trained to take small groups of children or individuals and work on specific targets with them, and your child may well work on that basis with the TA, as directed by the Class Teacher.

The Reception class has a TA full-time.  Normally, other classes have TA support in the morning, and support as it is needed in the afternoons, although this can vary.

​Can I be involved with helping my child?

​You almost certainly will be! The school really values the contribution that parents and carers make to supporting children’s education. Your child’s Class Teacher will be able to advise you on what you can do at home to help, and if your child has been referred to outside experts, they will also have ideas of programs that you can follow to support your child.

The school regularly holds parent workshops to help keep you updated and informed about how your child is being taught in the classroom, and these usually include ideas for parents / carers to use.

​How will I know how my child is doing?

​In the first instance, you will be able to discuss the arrangements for your child at Parents’ Evenings. If you need a longer time slot for the discussion, then your child’s teacher will make sure that this happens, possibly on a different date, so that you will have the opportunity to be kept fully informed, and to let the school know about your thoughts and feelings.

If there have been particular issues in school, your child’s Class Teacher will try to talk to you at the end of the school day. If you have issues to raise that can’t be sorted out at the end of the day because of other commitments, then you can make an appointment to see the teacher at another convenient time. The meeting could involve the SENCo or HeadTeacher if further advice is needed. Your child will also have a Contact Book in which you can write your concerns, and school staff can use this to make sure that you are aware of anything that happens during the day that you need to know – particular achievements or difficulties.

There will be regular progress review meetings to ensure that we are making the best possible provision for your child, and that your child is making the progress that we expect. You will be invited to attend these.

​Who are the best people to talk to in this school about my child’s difficulties?

​Your child’s Class Teacher
The teacher is your first point of contact, and will be the person making sure that your child’s needs are met on a day-to-day basis.

The SENCO (Mrs Rosemary Leo).
The SENCO has responsibility for coordinating provision for pupils with SEND. This involves ensuring that if your child needs extra support, this is identified early. The SENCo will also provide support and advice to the School’s staff to make sure that your child’s needs are met.


The Executive HeadTeacher
The HeadTeacher is responsible for the day-to-day management of the Federation, including the provision for SEND. The HeadTeacher keeps the governing body informed.

The SEND Governor
This is the governor with specific responsibility for making sure that the necessary support is made available for any child who attends the school and has SEND.  This role is currently undertaken by Dr Katherine Gunn.


The Governing body
In co-operation with the HeadTeacher they determine the school’s general policy and approach to provision for children with SEND, establish the appropriate staffing and funding arrangements and maintain a general oversight of the school’s work.

​What support will there be for my child’s overall well-being?

​Your child’s overall well-being is at the very heart of what we do. A child who is struggling emotionally will find it hard to learn. School staff are all well attuned to providing for children’s emotional needs, as well as their academic needs, as we recognize the interdependence of these. In addition, the school employs a trained Emotional Literacy Support Assistant (ELSA), who is able to run a variety of specialized extra programs to support children with specific emotional issues. School staff work in collaboration with parents to help children to behave well in school. Your child will be involved in the process too, and their views will be taken into account where this is appropriate. There are a range of different strategies that the school may use to make sure that your child has the support to learn to behave appropriately. They may be assigned a specific plan, which will all staff will be aware of, so that there is a consistency of expectation across the school. Often there will be a program of support offered by the ELSA. At all stages, you will be consulted and kept informed, as a consistency of approach across home and school will be of real benefit to your child.

All children, across the school, regardless of whether or not they have SEND are encouraged to take on responsibility for themselves, and for the well-being of others.

​What support will there be for my child’s medical needs?

​If a child has a medical need, then a detailed Care plan is compiled, with expert advice where necessary, and in consultation with parents. This will be discussed with your child, and all staff will be aware.

All staff receive regular training on the use of Epipens. The school has several staff that are trained in First Aid.

You should contact the school office if your child needs regular medication, and the procedures for ensuring that this happens will be explained.

​How will my child be included in activities outside the school classroom, including school trips?

​Risk assessments are carried out for each activity and procedures put into place to ensure that all children are included in all activities, unless, in line with County guidance, there is a reason why the activity is specifically inappropriate. Your views will be listened to and taken into account if this is the case, and alternatives will be put in place to meet your child’s needs. If the activity requires 1:1 support and you are able to accompany the child, then you may have the option to do so.

Your child will be encouraged to join school clubs – we have a wide variety on offer.

What training is provided for staff supporting children and young people with SEND?

​All staff are trained in identifying and providing for children with SEND, and the school is constantly assessing training needs to ensure the best possible provision for every child. The SENCo and HeadTeacher regularly review training needs and identify where extra training can be accessed. This could take the form of individual staff members attending specific training courses, or a whole school training session on a particular aspect of SEND.
If your child is coming to our school with a need that we have not previously supported, then we will talk this through with you before your child starts, and we will make sure that training and advice is provided for staff, if it is needed. The school has access to a number of outside organisations that can provide help. 

The County organize a SEND conference which provides updated advice for schools, and the SENCo / HeadTeacher will attend this when necessary.

Teaching assistants meet regularly, and training issues may be raised at these meetings. Staff also meet together as Key Stage teams, and these meetings may identify a need for further training.

Governors have access to training via the Hampshire governor training services to which they subscribe.

We have links with other schools in the area and meet with them to share information and advice.

​How accessible is the school (indoors and outdoors)?

​The classrooms in the school building are all on one level, and accessible by wheelchair. Classrooms are equipped with whiteboards and sound systems. There is a disabled toilet and changing facility. If your child is coming to this school and needs further accessibility options, then we will discuss this with you and make sure that his/her needs are catered for when they arrive.

​Will my child be consulted about their wishes?

​Where practicable, this will always be the case. Children who are involved in and understand their own learning generally make better progress. Your child will be involved in setting individual targets for progress, and helped to understand the ways in which they learn best. Their input is valued and used to make sure that the provision that the school makes is accurately matched to their needs.

​What should I do if I have a concern about the school’s SEND provision?

​In the first place, you should talk to the Class Teacher, and see if the issue can be resolved. If you are still concerned, then you should contact the SENCo or the HeadTeacher. If you are still not happy, then you should speak to the SEND governor.

​How will the school support my child on transition to another school?

​The school has close links with the secondary schools that children go on to from here (Trafalgar School and Burgate), and works with their staff to ensure a smooth transition. Information is shared about teaching approaches and provision, and your child can take part in extra induction sessions organized by the secondary school. This will be organized by the SENCo / Year5/6 teacher and the SENCo / Year7 staff at the receiving secondary school. If your child needs specific help and support, we will arrange this too. In addition, your child could access additional ELSA sessions which specifically focus on this big change. Generally, we will begin to plan how this should happen (in consultation with you) as your child approaches the end of Year 5.

​Which outside agencies can the school call on to support my child?

​The school has links with:
  • Healthcare professionals, including Child and Mental Health support,
  • Speech and Language therapists, Occupational therapists, school nurse
  • Social Services Departments
  • Specialist LEA support Services – including Educational Psychologists,
  • SEND advisers

​What specific teaching programmes might the school use to support my child’s learning?

​The school may use some of these strategies to support your child:

Reading CatchUp
A structured reading program which is delivered on a 1-1 basis by a fully trained / qualified TA.

ReadWrite Inc
A structured phonics program to help your child to gain those all-important Phonics skills

Acceleread accelewrite
A spelling program that focuses on spelling patterns, and uses a talking word processing package to help children to pick up on mistakes

Precision teaching
A program to help children become fluent in reading and/or spelling by frequent practice and aiming to beat their own personal best score

Paired reading
A reading ‘intervention’ that gives children confidence to read independently, and encouragement and support as they read alongside and adult, or an older reading buddy

FirstClass@Number
A half term’s program of number support, giving children better understanding of basic number concept
 

​What assessment tests might the school use to obtain useful information about how my child is progressing?

​During their last term in Reception, your child might be assessed using DEST – an early screening for Dyslexia and associated problems.
From Year 2 onwards, TAs may be asked to use Salford / MacMillan Reading tests and Vernon spelling tests to identify and monitor the progress of children who have difficulties with reading and/or spelling. These are often then used on a termly basis to track progress, alongside the school’s regular tracking system.

The school may also use the Junior dyslexia screening test (DST).

Other standardised tests available are:

BPVS – to determine language comprehension skills – throughout the school

WRAPS – to determine phonics skills – mainly KS1
Mrs Rosemary Leo is our SENCo - you can contact her through the school office. 
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