Skip to content ↓

SEND Information

Hassocks Infant School Special Educational Needs and/or Disabilities (SEND) Information Report

(Updated September 2019)

This report complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 2015 3.65 and has been written with reference to the following guidance and documents:

  • schedule 1 regulation 51 from the Special Educational Needs & Disability Regulations 2014, which includes the governing body’s policy and practice for pupils at the school with special educational needs (statements in black below); and
  • Equality and Disability information: namely the Equality Act 2010: advice for schools DfE Feb 2013
  • the school’s admission arrangements for pupils with SEN or disabilities;
  • the steps the school have taken to prevent pupils with SEN from being treated less favourably than other pupils;
  • the facilities provided to assist access to the school by disabled pupils;
  • Accessibility plan the governing body has written in compliance with paragraph 3 of schedule 10 to the Equality Act 2010.
  • Schools SEN Information Report Regulations (2014)
  • Statutory Guidance on Supporting pupils at school with medical conditions April 2014
  • The National Curriculum in England Key Stage 1 document Sept 2013
  • Safeguarding Policy
  • Teachers Standards 2012

SENCO – Mrs Jo Heath
Member of Senior Leadership Team
Contact via the school office – 01273 842549

Hassocks Infant School is a mainstream setting committed to meeting the needs of all pupils including those with special educational needs and disabilities (SEND).

Our expectation is that children and young people with SEND will receive an education that enables them to make progress so that they:

  • achieve their best
  • become confident individuals living fulfilling lives
  • make a successful transition into the next phase of their lives

We will use our best endeavours to make sure that a pupil with SEND gets the support they need, which means doing everything we can to meet the children’s special educational needs and/or disabilities.

Hassocks Infant School supports the principle of social inclusion and believes in an inclusive education for all.  We support the ethos that every teacher is a teacher of every child including those with SEND.

This report describes the way in which we meet the needs of children who experience barriers to their learning.  We recognise the various issues our children bring to, or experience in school and the need to respond to these.  These may derive from a variety of situations, such as inherent difficulties or factors within the learning environment.  These children will experience significantly greater effort in accessing learning and will need additional support to enable them to become lifelong learners and participate fully in school life. 

All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to: achieve their best, become confident individuals living fulfilling lives, and make a successful transition into adulthood, whether into employment, further or higher education or training.’ Every school is required to use their best endeavours to make sure that a child with SEN gets the support they need – this means doing everything they can to meet children and young people’s SEN.

(SEND code of practice: 0 to 25 years, 2015, p92)


We aim to create a web of supportive structures for individuals and groups of children and we recognise that children may need to engage with a number of options at one time.  Developing an inclusive culture is about building a secure, accepting, collaborative and stimulating community where everyone feels valued.  Inclusive school policies improve the quality of learning for all children and enhance participation.  The children’s perspective and future development form our starting point.

We aim to:

  • develop an inclusive culture for a wide variety of needs, which is about building a secure, accepting, collaborative and stimulating community where everyone feels valued
  • develop a whole school response to SEND and recognise and address particular needs as early as possible to ensure all children experience success and have every opportunity to make good progress
  • use our best endeavours to provide children with the support and provision they may require, which is additional, to achieve their best and become confident individuals living fulfilling lives
  • ensure that all children have the greatest possible access to a broad, balanced and relevant education, including an appropriate curriculum for the Early Years Foundation Stage and the National Curriculum in Key Stage One and provide a flexible approach to teaching and learning
  • provide equal opportunities, where reasonable adjustments are made for children with SEND so that they can engage in the activities of the school alongside other children who do not have SEND promoting successful and effective learning for all pupils
  • work in collaboration with parent/carer through every stage of the special needs provision involving them in discussions relating to their child’s SEND and provision, through open dialogue that encourages a learning culture
  • involve all children in the process of setting outcomes and identifying ways forward
  • utilise the experience of school staff to meet a child’s needs and continue to provide targeted professional development
  • share ideas, experience and expertise within the school as well as maintaining a cooperative and productive partnership with outside agencies to ensure a multi-professional approach to meeting the needs of all children

To do this, we will:

  • identify and provide for pupils who have special educational needs and/or a disability and other additional needs
  • work within the guidance provide in the SEND code of practice: 0 to 25 years
  • provide a Special Educational Needs Coordinator (SENCO) to oversee the day-to-day implementation and operation of the School Information Report
  • provide support and advice for all staff working with special educational needs pupils

Definition of Special Educational Needs and Disability

SEND code of practice: 0 to 25 years:

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she has a significantly greater difficulty in learning than the majority of others of the same age.

For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age in a mainstream setting.

  • The kinds of special educational needs for which provision is made at Hassocks Infant School

The SEND code of practice: 0 to 25 years, 2015, identifies four broad areas of need and Hassocks Infant School welcomes children and young people with a Special Educational Need and/or Disability (SEND) in one or more of the following areas:

  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health difficulties (SEMH)
  • Sensory and/or physical needs

Levels of SEND

Within these areas of need, children will require different levels of support.  These are outlined below.

Level 1

Children requiring additional support (least amount of additional support)

Support is based on good quality, inclusive teaching which takes into account the learning needs of all the children in the classroom.  This includes providing differentiated work and creating an inclusive learning environment.  Children will be included on the schools ‘Monitored Children’ list.  The child’s parents will be informed of any additional support they receive.

Level 2

School Support Level

Support is provided by specific, additional and time-limited Individual Learning Plans (ILP) for some children where progress has remained low and where children need support to reach the age expected level.  At this level, children will be added to the SEND School Support register with the parent’s consent.  The parents will be able to express their views, wishes and feeling about their child’s education and be involved in decisions about the child’s learning.  At this level, a child may be supported by an intervention.

Level 3

School Support Level with external agency support

The support at this level is similar to the above but a referral to an external agency is required.  The provision will be more targeted and for a small percentage of children who either require a high level of additional support/specialised provision to address their needs.  Some children may be involved in an intervention, which is designed to accelerate progress.

Level 4

Educational, Health and Care Plan (most amount of support)

At this level, a child will have had a statutory assessment.  It will be identified that their needs are profound and they are unable to make progress without a specialised programme of support.  They will be issued with an ILP to help them to achieve the identified outcomes in the EHC plan.

Additionally, where pupils have medical needs and special educational needs and/or a disability, we will plan and deliver educational provision in a co-ordinated way using a healthcare plan.  We will also follow the statutory guidance on supporting pupils at school with medical conditions.

Other factors which may impact on a child’s progress and attainment but are not considered SEND that the school may provide additional and targeted support for are:

  • Health and Welfare
  • EAL
  • Being in receipt of Pupil Premium Grant
  • Being a Looked After Child (LAC)
  • Being a child of Serviceman/woman
  • Information in relation to Hassocks Infant school’s policies for the identification and assessment of children with special educational needs and disabilities
  • How does the school know if children need extra help and what should I do if I think my child may have special needs and/or a disability?

The purpose of identification is to work out what action the school needs to take to provide additional support for a child, not to fit a child into a category.  At Hassocks Infant School we identify the needs of children by considering the needs of the whole child, which won’t solely focus on their special educational needs and/or disability.

The task of identifying and providing for the special educational needs and/or disabilities of a child is primarily the responsibility of the class teacher, with support from the SENCO and Headteacher.  It is important that early identification and intervention are in place to support children who may have SEND; however the precise nature of need can be problematic to identify.  Therefore, observing children closely and monitoring their progress and attainment each half term, allows the teachers to identify needs early on and plan effectively to meet these needs. 

Throughout the year, the school keeps a careful and continuous track on the progress of all children.  Good observation and continual assessment are carried out by all members of staff working closely with the children.  Alongside that, all children’s progress in English, Maths, Reading and Attitudes and Dispositions is monitored half termly through tracking.  Additionally, more formal half termly meetings, SEND surgeries and Provision Map meetings, with the SENCo are provided for the teaching staff: to enable them to raise concerns; to talk about children that might benefit from extra support; to identify support and resources; to implement support. 

SEND surgeries are one-to-one discussions between the class teacher and SENCo.  Provision Maps are written by the class teacher.  They help the teacher to plan support for the children in the class and monitor all the children’s needs closely.  This is overseen by the SENCo.  Often, support will be managed across the year group, especially where several children are working towards the same outcome.  The teacher and SENCo may meet at any time it is deemed necessary to discuss the needs of a child.

Teachers are supported by the Senior Leadership Team to regularly assess children’s’ progress.

When considering if a child needs SEND support the school takes into account:

  • the age of the child
  • the child’s background and previous experiences
  • the child’s previous progress and attainment
  • the teacher’s assessment and experience of the child
  • the child’s development in comparison to their peers and national data
  • the views and experience of parents
  • the child’s own views
  • advice from external support services, where appropriate

Quality First and differentiated teaching for individual children is the first step in responding to children who have or may have SEND.  This could be in any of the four categories of SEND.  If a child is not making adequate progress following good quality personalised teaching and following any adjustments or interventions are put in place, the class teacher will discuss this with the child’s parent.  A child may also ask for help.  As a parent, our open door policy allows you to voice any concerns you might have with the class teacher or you can make an appointment to see our Special Educational Needs Coordinator (SENCo), Miss Jo Heath.  You can discuss your child’s needs, which may lead to further meetings and possible assessments and interventions.

Intervention Groups

Throughout their time at the Infant school the children may need to work in small groups to provide additional targeted support.  Usually this happens in class and provision will be altered for your child to access the learning.  At times, it may be considered necessary for your child to work in a small group outside the classroom environment and take part in an intervention programme. 

In school, we provide intervention programmes depending on a child’s need.  The three interventions offered most are: Jump Ahead, which focuses on the development of motor skills; School Start, a Reception-based intervention group to develop speech and/or language; Narrative Therapy, for children in Key Stage 1, which develops a child’s language skills through storytelling, sequencing and prediction.  Your child’s class teacher will approach you for consent if they feel these would be suitable to support your child’s progress.  These programs are delivered by trained teaching assistants. 

Other possible Interventions may include;

  • Daily readers
  • Reading Recovery
  • Forest Schools Nurture Group
  • Lego Therapy
  • Wesford 1 – Wiltshire Early Screening for Dyslexia
  • Precision Teach
  • Memory Magic
  • Write from the Start

Suitable interventions are identified by the class teacher and SENCo and are based on the needs of the child.  Interventions are not put in place unless it is considered that they will make a positive impact on a child’s progress.  They are put in place based on evidence.  The interventions are monitored and reviewed by the SENCo, class teacher and the member of staff running the intervention, usually a trained teaching assistant (TA).  Interventions are evaluated every six weeks to ensure that it is the best possible kind of support available.    Interventions are deemed effective if children are continuing to make progress in that given area of need and in relation to long-term outcomes.  Progress can be identified by the SENCo and class teacher using the half termly tracking and based on observations made and recorded by the TAs during an intervention. The SENCo continually seeks new interventions from training opportunities, other SENCos and external agencies to ensure that additional support is effective and specific.

We may also carry out some initial assessments to help us provide the most appropriate additional support. 

Please note that the above assessments are not a tool for diagnosing any particular needs but they can be used to identify additional support and possible outcomes for a child.

These are the most common assessment tools used by the school.

  • The Boxall Profile - an observational tool that focuses on identifying children's developmental needs and the levels of skills they possess to access learning
  • Lucid Cops – an assessment that consists of nine tests of fundamental cognitive skills that underpin learning
  • The British Picture Vocabulary Scale – which measures children’s receptive (hearing) vocabulary
  • Ravens – an assessment of general cognitive ability

We can also use the following assessments to help plan outcomes for a child;

  • Renfrew language scales – Word finding vocabulary test / Action picture test
  • Wesford Dyslexia and Phonological screen
  • Social play record
  • Fulton
  • HIS Dyslexia checklist
  • Identification of Speech, Language and Communication Difficulties in Primary Schools
  • B-squared
  • Sandwell maths diagnostic
  • Sensory Checklist
  • Kid sense fine and gross motor skill by age
  • Jump Ahead
  • Strengths and Difficulties questionnaire

Through the Woodlands Mead Alliance - a partnership between schools and other agencies that support children and young people with SEND living and learning in Burgess Hill and the surrounding area ( - other assessments may be accessed if necessary. 

Additionally, if we feel a child is not making the progress we would expect, our procedure is to refer them to external agencies that will then visit our school and discuss, assess, advise and support us with next steps for your child.   External agencies are able to provide support for both the child and their families.  We would always discuss referrals with parents.

Currently we can refer a child to:

  • The Speech and Language Team (SALT)
  • The Sensory Support Team (hearing and visual impairments)
  • The Educational Psychologist (also via telephone consultations)
  • Family Link Worker
  • Learning and Behaviour Inclusion Team (LBAT – for support with learning, behaviour and/or social communication needs)
  • School nursing team – the School nurse are able to refer children to the Child Development Centre part of the Nightingale Primary Care Centre
  • Woodland’s Mead SEND Alliance
  • Early Help Forum
  • Occupational Therapist
  • CAHMS – Child and Adolescent Mental Health Services
  • EMTAS – Ethnic Minority and Traveller Achievement Service

Please note that for referrals to be accepted by external agencies, the school must provide a range of evidence about how they have supported a child and where they are having specific difficulties.  It can take time for a school to gather this important information.  It is necessary that the school takes this time to assess the child carefully, as this allows the agency to provide the most suitable guidance for a child.  Not all referrals will be accepted and during busy times agencies can limit the amount of referrals that are accepted.

For contact details please see the West Sussex Local Offer

Information about Hassocks Infant school’s policies for making provision for children with special educational needs and/or disabilities whether or not they have an EHC plan including;

  • How Hassocks Infant School evaluates effectiveness of the provision

When a child first receives additional support they are placed on a provision map and the school’s ‘Monitored Children’ list.  This allows the school to put support in place and track progress carefully.  Following this, and if differentiated teaching and identified support fails to ensure adequate progress, the class teacher, in consultation with the SENCO, parent and the child, will initiate School Support procedures.

School Support

If a child is identified as requiring additional support they will be added to the School Support SEND register.  A child on this register will receive support, which is additional to or different from the normal resources of the classroom (see Levels of SEND above). 

An Individual Learning Plan (ILP) will be put in place by the SENCo and the class teacher outlining achievable outcomes, which are developed alongside the child and their parents/carers.  We believe that evaluation and monitoring arrangements promote an active process of continual review and improvement for all children.  The ILP consists of long term outcomes that will be broken down into smaller outcomes.  These smaller outcomes are reviewed by the class teacher and SENCo every 4-6 weeks.  New outcomes are developed based on previous progress and the child’s specific needs.  If a child has an EHC plan, the outcomes outlined in this document will be supported by outcomes in the ILP to make the provision more manageable and progressive. 

If your child is referred to the Speech and Language Team and the agency identifies that they require additional support, they will provide a Goal Sheet.  Like an ILP, this will identify the provision a child should receive in school and at home to make progress.  The class teacher and TA will use this Goal Sheet to plan for support in school.  It is not necessary to write an additional ILP to accompany this plan.  Once a child has been assessed by the Speech and Language Therapist, they will be discharged from the service.  The school can re-refer a child if they feel there are still ongoing needs to be met.  As a parent of a child receiving a Goal Sheet, you will be sent reports and copies of the Goal Sheet to help you support your child at home.  A child supported by a Goal Sheet will be added to the SEND School Support register.

Hassocks Infant School’s Graduated Response

Hassocks Infant School follows the Graduated Response of Assess, Plan, Do, Review. 

We assess a child’s needs and identify achievable outcomes for the child to work towards.  Provision is planned specifically round these outcomes.  We review provision over a four to six week period by considering how well the child has achieved the identified outcomes. 

The child and parent are encouraged to plan an ILP alongside the class teacher during ILP meetings.  These meetings take place three times a year, in addition to Parent’s Evenings.  The child will work towards the outcomes in school, with either the teacher or TA and at home with family support.  In school, support could be provided by a mixture of short and long tasks, 1:1 support or small group work, and differentiated whole class work.  The child may also benefit from an Intervention Programme and the parents will be informed of this.

In cases where the child has not been able to meet the outcomes consistently, the SENCO, and the class teacher will consult with the parent and then may seek advice from external agencies.  Strategies will then be implemented which are additional to or different from those already available in school.  The ILP will be modified to include these new outcomes and strategies to ensure the best provision is in place. 

The SENCo oversees the setting and reviewing of ILP’s, planning of daily work and the implementation of Intervention groups.  To ensure that that any additional support is having an impact, the SENCo reviews ILPs every four to six weeks and intervention programmes every six weeks.  The SENCo use a range of processes to inform them about the effectiveness of any additional support in place and they use this to make decisions about the next steps for the child’s provision.  The SENCo may use evaluations of a child’s progress in Intervention Programmes, assessment data, discussions with teachers and other school staff involved in the child’s support, reviews of ILPs and discussions with the parent. 

The SENCO and the Headteacher report regularly to Governors on the quality of SEND provision and the progress towards outcomes being made by children with SEND. Governors also consider the attainment data for children with SEND.  This helps to ensure that the approaches used to meeting SEND are based on the best possible evidence and are having the required impact on progress.

Criteria for exiting the school SEND register

Where a child continues to make good progress towards their individual outcomes and in consideration of data and observations by the class teacher, they can be removed from the SEND School Support register.  The child’s parent will be consulted and informed of any such change.  The child will be moved to our ‘Monitored Children’ register to ensure their progress continues to be closely monitored.

Full assessment of Special Educational Needs

The majority of children and young people with SEN or disabilities will have their needs met within local mainstream early years settings, schools or colleges (as set out in the information on identification and support in Chapters 5, 6 and 7). Some children and young people may require an EHC needs assessment in order for the local authority to decide whether it is necessary for it to make provision in accordance with an EHC plan. 

(SEND code of practice: 0 to 25 years, 2015)

A request for a statutory assessment may be brought by the school, the parent or an external agency.  The request will be developed by the teacher, SENCo, child, parent and any outside agencies working with the child.  The Special Educational Needs Assessment Team (SENAT), as part of the Local Authority, will then decide whether to issue an Educational Health Care plan.  A referral can take place once a child has been in receipt of additional support for at least two terms.  A range of evidence must be gathered and show that a child is making very small steps of progress even with the implementation of a highly differentiated curriculum and/or that a child’s attainment for their age range is well below what is expected.  The SENAT will advise within 6 weeks of receiving a request as to whether an EHC Assessment will take place.

Educational Health Care plan (EHC plan)

If a statutory assessment is agreed the child may receive an Educational Health Care plan.  This determines the level of additional support which the child will receive.  Once this is in place ILPs are used to meet the long term outcomes in consultation with the class teacher, SENCO, child, parent and other relevant professionals. 

The EHC plan is reviewed annually, during an Annual Review, and allows all parties involved time to reflect on the child’s progress towards their outcomes over the previous year and to develop next steps and outcomes for the next year.  The review will normally be attended by the SENCO, class teacher and/or teaching assistant, member of the Senior Leadership Team, parent, child and the relevant professionals supporting the child.  Where necessary this may include a Special Educational Needs Officer (SNO) from the SENAT.

  • Hassocks Infant Schools arrangements for assessing and reviewing the progress of children with special educational needs and/or disabilities
  • How will both you and I know how my child is doing and how will you help me to support my child’s learning?

The children’s progress is monitored and reviewed half termly using the school tracking procedures.  Children’s ILP targets are reviewed every four to six weeks by both the class teacher and SENCo.  The SENCo oversees the Intervention groups and the teachers and the SENCo are provided with updates of a child’s progress from the TA running any intervention.  Progress is recorded and used to assess progress linked to the child’s expected outcomes and then next steps can be put in place. 

Speech and Language Goal Sheets

If your child is supported by a Goal Sheet from the Speech and Language Team, you will receive reports throughout the year from them about your child’s progress in relation to their outcomes.  You may request additional meetings with your child’s class teacher or the school SENCo if you would like further updates about your child’s progress or support. 

Individual Learning Plans

If your child is issued with an ILP, you will be invited to attend three ILP meetings during the school year.  You will be able to review your child’s progress with the class teacher and your child.  This will give you a clear view of what your child should be achieving and how we will provide further support to do this.  The class teacher will explain how the learning is supported and you will be given ideas about how you can support your child at home. 

At any time, you can ask to meet with the class teacher or the SENCo to discuss your child’s progress. 

Throughout the school year, in Key Stage 1, there are opportunities to find out how your child is doing during Parent’s Evenings in the Autumn and Spring terms.  In the Summer term, parents will receive a report about their child’s progress and academic acheivements over the year.  There are opportunities for parents to learn more about their child’s learning during termly curriculum chats and phonic and maths evenings.  Class teacher’s will also keep you informed as necessary.

  • Hassocks Infant School’s approach to teaching children with special educational needs
  • How will school staff support my child?
  • How will the curriculum be matched to my child’s needs?

A child will work towards the outcomes in school, with either the teacher or TA.  Support could be provided by a mixture of short and long tasks, 1:1 support or small group work, and differentiated whole class work.  The child may also benefit from an Intervention Programmes and the parents will be informed of this. 

Teachers plan their lessons carefully and consider the wide range of different needs in their class.  They use the information from assessments to set targets which are challenging but achievable.  Teachers plan their lessons to ensure that children with a SEND will study a broad and balanced national curriculum along with their peers. 

The SENCO, supported by the Senior Leadership Team ensures that the staff have sufficient skills and knowledge to deliver the interventions that a child may need.  The type of SEND support provided is based on reliable evidence of what works. We are careful to avoid the over reliance of one-to-one individual support for children as evidence shows that in many cases this prevents children from becoming independent learners.

  • How Hassocks Infant School adapts the curriculum and learning environment for children with special educational needs and/or disabilities

We are committed to meeting the needs of all children with a SEND.  We have a duty not to directly or indirectly discriminate against, harass or victimise disabled children and young people. We make all reasonable adjustments to the curriculum and the learning environment to make sure that children with a SEND are not at a substantial disadvantage compared with their peers.

The curriculum is adapted and adjusted by the teacher, using an ILP, guidance by the SENCo and, where necessary external agencies, to suit a child’s needs.  This allows the child to access all areas of learning.  The adult-led work is differentiated to enable children to work at an appropriate level.  A child may have access to adult intervention, 1:1 support, peer support or independent learning over a week.  In some circumstances specialist equipment may be available.  

We work closely with families, previous settings and external agencies to work out what children with a SEND might need before they start with us, and what adjustments we might need to make. We discuss with families what we can do to adapt the curriculum and/or the building as necessary, and how to get additional resources and support if required.

Teachers will be supported by the SENCo to assess, plan and differentiate the curriculum or make adaptations to meet the needs of a child with a SEND.  This may also involve working with external agencies.

By considering what adaptations we need to make, the SENCo will work with the head teacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) regarding reasonable adjustments and access arrangements. A link to the Equality Act 2010 can be found here:

  • Additional support for learning that is available to children with special educational needs and/or disabilities
  • How is the decision made about what type and how much support my child will receive?
  • How are the schools resources allocated and matched to children’s special educational needs and/or disabilities?

The school assigns support based on a child’s specific needs, whether this is social, emotional, medical or academic.  Support can be directed by an Education Health Care plan however support for children without this will be determined through discussions held by the class teacher, SENCo, senior management team, external agencies and parents.  This is also determined by a child’s individual progress and attainment.

The school’s resources are allocated based on priority and need.  As the children’s progress is assessed throughout the year, different priorities and needs may arise.  A child’s needs can be discussed with the parent’s and the class teacher and/or SENCo and if necessary by the Senior Leadership Team.  The school’s funding for additional provision is determined by the West Sussex Local Authority.

If at any time a child needs to be administered with medicine, where possible, the school staff can do this once a parent/carer has completed a medical form, available from the school office.  We have two trained first aid staff.  As appropriate, the necessary school staff members are given training to support children with specific medical needs.  This can be discussed with your class teacher or the SENCo. 

  • How Hassocks Infant School enables children with special educational needs and/or disabilities to engage in the activities of the school together with children who do not have special educational needs
  • How will my child be included in activities outside the classroom including schools trips?

We try to make sure that all pupils with SEND can engage in the activities of the school alongside children who do not have SEND.  Depending on the child’s needs, the level of support is established prior to any school trip/activity, including discussion with the parents to establish the best approach.  This is then written into the Risk Assessment so all staff are aware of the needs.  We would also seek advice from the relevant external agency supporting a child.

We value outside learning and children self-initiate in the classroom and the outside area. 

There are some after school clubs that are supported by school staff.  Please ask at the office for more information.

  • Support that is available for improving the emotional and social development of children with special educational needs and/or disabilities
  • What support will there be for my child’s overall well-being?

Our school ethos means that we are fully committed to looking at the whole child and drawing on their strengths and individuality.  Teachers and TAs have a good, close working relationship with the children, and they are very sensitive to the child’s needs.  The ILPs are developed using child friendly speak so that the child really understands their outcomes and what they need to do to meet these.  They also incorporate the children’s views about their successes, attitudes towards learning and their interests so that they feel involved in the process.  

To further support a child’s emotional, mental and social development we are able to provide additional support.

Support may include:

  • advice and support for the child’s teacher to help them manage the child’s behaviour within the classroom, taking into account the needs of the whole class
  • small group sessions to promote positive behaviour, social development and self-esteem
  • 1:1 differentiated and planned support, which may aid the children during transition periods, break times  or in the classroom to help them cope better within the classroom

Where necessary, we will seek advice from external agencies and use this guidance to develop further provision.

  • Who is the SEND Co-Ordinator and how do I contact them?

You can contact the school’s SENCo, Miss Jo Heath via the school office on 01273 842 549 or use the contact form on this website.

  • Information about the expertise and training of staff in relation to children with special educational needs
  • What specialist services and expertise are available for access by the school?
  • What training are the staff supporting children and young people with SEND had or are having?

The responsibility for ensuring staff have the appropriate training and expertise to meet the needs of pupils with SEND training is shared between the Headteacher, SENCO and the Governing body. We closely monitor the training and development needs of our staff annually and in consideration of individual children’s needs.

There are frequent formal and informal SEND staff meetings where training and support is given to all members of staff.  Staff will be trained in an aspect of SEND at least once a year, which takes place during the weekly staff meeting.  The SENCo gives staff feedback and support every half term after monitoring the provision. All teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENCO to explain the systems and structures in place around the school’s SEND provision and practice and to discuss the needs of individual children.

Teachers and Teaching Assistants attend external training when a need arises to maintain and develop quality first teaching in relation to their understanding and knowledge of SEND.  This could be provided by the external agencies such as Sensory Support or via the SEND Woodlands Meed Alliance.  There are also highly trained staff at Hassocks Infant School who can disseminate their learning to others.     

Where possible, the school’s SENCO attends meetings held by the local network of SENCos (Woodland Meed SEND Alliance) to keep up to date with local and national reforms in SEND.  Jo Heath has completed a Masters degree in Inclusive Education, which also includes the statutory National Award for Special Educational Needs Coordination.

Role and Responsibilities

Role of the SENCO – Jo Heath

  • To be responsible for the day-to-day operation of the school’s SEND policy and School Information Report
  • To co-ordinate the provision for children with SEND and implement where possible
  • To advise and support school staff
  • To ensure that appropriate Individual Education Plans are in place and support class teachers when writing them
  • To ensure relevant information regarding children with SEND is collected and recorded
  • To liaise with parents of children with SEND when appropriate
  • To liaise with outside agencies to support children with SEND
  • To attend relevant courses and disseminate information as appropriate
  • To analyse data and use this to inform planning and provision in discussion with class teachers

Role of Headteacher – Mr Adrian Bates-Holland

  • To ensure the school’s SEND policy and School Information Report are properly followed and implemented
  • To ensure the SENCO is informed of current issues and provisions
  • To keep the Governing Body fully informed and work closely with the schools SENCO

Role of SEND Governor

  • To do their best to secure that the necessary provision is made for any child who has Special Educational Need and/or Disability
  • To take an interest in and monitor the schools SEND policy and quality of SEND provision
  • To collaborate with the Headteacher to establish appropriate staffing arrangements and maintain a general overview of the school’s work

Role of the Class Teacher

  • To identify children who may require additional support using observations and analysing data
  • To discuss concerns with the SENCO and Headteacher
  • To inform parents of their concerns and provide practical advice
  • To implement suitable programmes
  • To complete necessary record keeping liaising with the SENCo
  • To liaise with the necessary school staff to ensure support is in place
  • To review provision with parents, children and any other persons involved

Role of Teaching Assistants

  • To assist children in class and support teachers in the implementation and record keeping of programmes
  • To attend relevant training

Designated Teacher with specific Safeguarding responsibility

Mr Adrian Bates-Holland – Headteacher

  • Information about how the equipment and facilities to support children with special educational needs and/or disabilities are secured
  • How accessible is the school environment?

The school environment is very accessible and caters for a variety of SEND.  As a school staff we continuously assess the environment to ensure it is conducive to learning and to develop independence.   If necessary and where possible we will make reasonable adjustments to adapt the environment to ensure it continues to be an accessible, stimulating and enriching environment for all.  This may involve seeking advice from an external agency.

You can find further information in our Accessibility Plan available on the school website.

  • What are the arrangements for consulting and involving parents of children with SEND in their child’s education?
  • How are parents involved in the school? 
  • How can I be involved?


As a school we recognise and highly value the central role of the parent in their child’s personal and educational development.  We recognise that the support from parents helps to secure the best possible outcomes for any child, particularly with a SEND.  Parents are consulted and informed at each stage of the school’s involvement with their child in the area of SEND.  Whenever a child gets extra support from the school we ask parents to come in and talk in more detail about the child’s history and current experiences to gain a holistic picture of the child and to offer the parent a chance to ask us about any aspects of our SEND policy and practice.  The children are also encouraged to be part of this process and they should attend ILP review meetings and Annual Reviews (linked to Education Health Care plans).

Throughout the school year there are opportunities for a parent to find out how thier child is doing during Parent’s Evenings.  A parent can learn more about their child’s learning during termly curriculum chats and other curriculum evenings.  A child’s class teacher will also keep parents informed as necessary.  However, parents are encouraged to arrange a meeting with their child’s class teacher and/or the SENCo if they feel this would support them and their child. 

Additionally, after the initial transition period following each new school year, all parents are welcomed to support children in the school, with activities such as reading or cooking.  It is advised that you speak to your child’s class teacher to arrange this where possible.  You may also have the opportunity to accompany your child on a school trip.  There may also be the opportunity for you to be part of the School Governing body.

  • What are Hassocks Infant School’s arrangements for consulting and involving pupils with SEND in their education?

Engaging all pupils as active participants in their own education and in making a positive contribution to their school and local community is a priority for the school. All children are consulted about their learning.  The views of the individual child and young person sit at the heart of the SEND assessment and planning process.  Where possible, we include children with SEND in planning their own provision, as well as asking for their views when reviewing their progress during ILP meetings and Annual Reviews.  Where a personal budget is being used for those with an EHC plan, the school will support the child’s involvement in decisions about their support.

Additionally, the children have opportunities to voice their views during an Autumn and Summer term child conference.  They may also get the chance to be part of the school council.

  • What are the arrangements for parents raising concerns and making a complaint about the SEND provision at the school?

Most complaints can be resolved through discussion with the Headteacher, to whom any complaints should be directed in the first instance. If this does not prove to be satisfactory complaints will be handled through the appropriate procedure about which the Headteacher can advise parents (see school/borough complaints procedure).

  • How does the school involve others in meeting the needs of pupils with SEND and in supporting the families of such pupils?

Where a child continues to make less than expected progress, despite evidence-based support and interventions that are matched to the child’s area of need, we seek advice and support from specialists from outside agencies.  See previous.

We always involve parents in any decision to involve specialists.

The SENCo is the person who usually coordinates the contact and works with these outside agencies.  We mainly use other agencies outside of the school to:

  • help train staff e.g. linked to specific needs, interventions
  • get more specialised advice e.g. advice on hearing impairment
  • carry out assessments
  • ask for a service to be delivered e.g. block speech and language therapy
  • setting programmes for implementation at home and in school
  • review progress and plan provision e.g. at annual reviews
  • The contact details of support services for the parents of children with special educational needs and/or disabilities

As a parent of a child on the School Support SEND register, you will be asked if you would like to join the school’s mailing list to receive information about services and events in the area to support children with a SEND and their families. 

If you want to contact/find a service, you could use the Local Offer pages for support.  If you would like further information about who to contact please enquire at the school office or make arrangements to speak to the SENCo or Headteacher.

You can also access the Meeds SEND Alliance, which has set up a parent carer forum on the Woodlands Meed website  This is a supportive platform for parents and carers to gain support, advice and guidance from each other but also from a member of the Woodlands Meed staff team who is experienced in the area.  You can suggest discussion topics that you would like to receive more support about too.

  • Hassocks Infant School’s arrangements for supporting children with special educational needs and/or disabilities in transferring between phases of education
  • How will the school prepare and support my child to join the school or transfer to a new setting?

If you are thinking of applying to Hassocks Infant School, and your child has a SEND, you can arrange a visit to discuss your child’s needs with the SENCo.  For more information about admission arrangements, please go to the West Sussex Website.

Once your child has been allocated a place in our school, we work closely with the parents, nurseries/previous settings and external agencies to ensure the required provision is in place.  The school aims to make reasonable adjustments, where possible, to provide for a range of SEND through discussion with the appropriate external agencies and parents. 

Meetings can be arranged to discuss the child’s needs and to set up initial ILPs, if necessary, to support transition.  The meetings can include the parents/carers, the SENCo, current and future class teachers and any professionals that are already involved.  

Future Reception parents and children are invited to visit the school, during and after the school day.  Appointments can be made with the relevant member of staff at the school office.  

During the transition period to the new school at the end of Year 2, children can make extra visits to their new school, where necessary and appropriate.  This is additional to the transition process happening within the child’s class.  Additional support could involve meeting the new SENCo and class teacher and/or to make transition books that the child use during the summer to familiarise your child with the new setting, key adults and routines.

Updated: September 2019
Review: September 2020