SEND Information Report
Hassocks Infant School Special Educational Needs and/or Disabiltiies Information Report
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 and Deputy Designated Safeguarding Lead
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/or 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 ensure that a pupil with a Special Educational Needs and/or a Disability receives the support they require to meet their needs.
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:
- 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 parents/carers through every stage of the special needs provision involving them in discussions relating to their child’s SEND and provision, through open dialogue
- involve 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 using the West Sussex Graduated Approach and professionals with the Local Authority
- work within the guidance provided 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.
1. The Kinds of Special Educational Needs for which provision is made at Hassocks Infant School
Hassocks Infant School is a mainstream 4-7 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, emotional and mental health difficulties (SEMH)
- Sensory and/or physical needs
Within these areas of need, some children will require different levels of support. These are outlined below and follow the guidance of the West Sussex Graduated Approach. This document can be found on the West Sussex Local Offer webpages.
Inclusive Quality First Teaching (QFT)
Support is based on good quality, inclusive teaching which takes into account the learning needs of all the children in the classroom. This includes a planned range of teaching skills, strategies and approaches are deployed to engage all pupils. Discussions with parents may be initiated at this point and support is managed by the class teacher.
Targeted Support – A child is added to the SEND School Support register
Support will be plan using targeted and time limited Individual Learning Plans (ILP) when:
- A child’s attainment and progress continue to be below age related expectations and the gap between their peers’ attainment continues to grow
- Despite at least two terms of support at the QFT level and using the guidance of the West Sussex Graduated Approach and Ordinarily Available Inclusive Practice tool to inform practice
Targeted support and Individual Learning Plans will be initiated by the class teacher and overseen by the SENCo. The parents will be able to express their views about their child’s learning and next steps. At this level, children will be added to the SEND School Support register with the parent’s consent.
Specialist Support – The school will seek support from a specialist
At this level, support continues to be planned using an ILP and specialist support will be accessed from external agencies. The class teacher will implement specialist reports in consultation with the SENCo. The SENCo will liaise with external agencies.
Educational, Health and Care plan
A child may be referred for an Education, Health and Care Needs assessment by the school if:
- A child’s needs are deemed persistent and severe and a child is making little to no progress after implementating specialist provision for at least two terms
- The child is working below age related expectations, which meets the thresholds for an Education Health and Care Needs assessments (as identified in the West Sussex Criteria for making a request for an education health and care needs assessment document updated August 2018)
- The child’s provision is inclusive of 20 hours of additional support per week
The decision to apply for an Education Health and Care Needs assessment will be discussed with a child’s class teacher, the SENCo, external agencies and parents. An Education, Health and Care plan (EHC plan) is a legal document which describes a child or young person’s special educational needs, the support they need, and the outcomes they are working towards.
Individual Healthcare plan
Where pupils have medical needs, we will plan and deliver provision in a co-ordinated way using an Individual 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
- Children with EAL
- Being in receipt of Pupil Premium Grant
- Being a Looked After Child (LAC)
- Being a child of Serviceman/woman
2. Information in relation to Hassocks Infant School's policies for the identification and assessment of children with Special Educational Needs and/or 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 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. It is important that early identification and intervention are in place to support children who may have a SEND; however, the precise nature of need can be take time to identify.
We follow guidance from the West Sussex Graduated Approach to identify and assess children with a Special Educational Need and/or Disability. We do this termly using the process of Assess, Plan, Do and Review.
It is the school’s responsibility to know where pupils are in their learning and development. Decisions about whether special educational provision is needed for a child will be informed by:
- insights from parents/carers and children;
- setting high ambitions and stretching measurable targets, appropriate to their needs, promoting high standards and the fulfilment of potential;
- tracking of children’s progress towards their goals;
- keeping under review the impact of the additional or different provision that is made for them;
- promoting positive outcomes in the wider areas of personal and social development;
- ensuring the approaches used are based on the best possible evidence and that they are having the required impact on progress and development.
When considering if a child needs Targeted or Specialist SEND support the school also takes into account:
- the age of the child
- the child’s background and previous experiences
- the child’s development in comparison to their peers and national data
- advice from external support services, where appropriate
We encourage parents to contact their child’s class teacher should they want to discuss their child’s progress or wellbeing. A parent can speak to the class teacher during Parent Consultation Evenings or arrange to discuss their child at any point in the year.
Where Specialist support is necessary, the school may make a referral to seek further advice from external agencies. The agencies may provide support for the school, the child, and their families. We would always discuss the referrals and any suggested outcomes with parents. The agencies we work with include:
- The Meeds SEND Alliance
- West Sussex Speech and Language Therapy Services
- Sensory Support services (for children with hearing and visual impairments)
- West Sussex Educational Psychology services (telephone consultations also available)
- Learning and Behaviour Inclusion Team (LBAT)
- The Autism and Social Communication Team (ASCT)
- School nursing team
- Woodland’s Mead SEND Alliance
- Early Help (Enabling Families and Early Help support)
- West Sussex Occupational Therapist
- CAHMS – Child and Adolescent Mental Health Services
- EMTAS – Ethnic Minority and Traveller Achievement Service
Please note that for some 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 information alongside the teacher, external agencies and parents/carers. It is necessary that the school takes time to fully ‘assess, plan, do and review’ the child’s attainment and progress in response to any provision to ensure the referral and support sought is appropriate for a child.
For contact details and more information about SEND services in West Sussex, please see the West Sussex Local Offer.
3. 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 does Hassocks Infant School evaluate effectiveness of the provision?
The progress of all pupils is monitored and formally updated by the class teacher each term. This is then reviewed by the Senior Leadership Team. Decisions about directed support is discussed and implemented based on need. Individual Learning Plans are reviewed and updated half termly. The progress of all pupils on the SEND register is also reviewed by the SENCO. If a child is receiving Specialist support, the external agency may also be involved in reviewing the effectiveness of provision. If a child is not making expected progress, this may be looked at in more detail by:
- Looking at provisions that are in place and whether they have been effective in raising attainment
- The SENCo liaising with the class teacher about what is working well, next steps and any assessments that may help make provision more specific
- Gathering pupil voice about what they feel is going well and what could improve things for them
- Observations of the pupil and scrutiny of their work
- Discussing with parents to review the current situation and discuss the next steps needed to support their child to make progress.
4. Hassocks Infant School arrangements for assessing and reviewing the progress of children with speical educational needs and/or disabilities
How will both you and I know how my child is doing?
There are a variety of ways a parent or carer can find out about a child’s progress.
- Parents may contact the school to request information on how their child is getting on.
- Parent Consultation Evenings offer parents the opportunity to meet with the class teacher to discuss pupil progress.
- If concerns are raised, parents may be contacted by the school to discuss progress in more detail.
- Information regarding any interventions put in place for a pupil will be shared with parents.
- Individual Learning Plans will be shared with parents and reviewed at least termly.
- Speech and Language Goal Sheets, from the Speech and Language Team will be shared with parents, initiated by the Speech and Language therapist.
- All children receive end of year reports.
How will you help me to support my child’s learning?
A child’s class teacher should be contacted in the first instance to discuss support and next steps. The SENCO will meet with parents, alongside the class teacher, to discuss how home and school can best work together to support learning. This will usually be relevant when a child is receiving Targeted or Specialist support. Staff will be happy to advise parents on strategies to support their child at parent consultation evenings.
The Hassocks Infant School website has a range of web links and suggested courses suggested by agencies working within the West Sussex Local Authority. See link below.
Support for Parents and Carers – Parent Support
5. Hassocks Infant School's approach to teaching children with Special Educational Needs and/or Disabilities
How will school staff support my child?
All pupils with identified special needs are included on the school’s SEND Support Register. The register is organised into three levels of support: Targeted support; Specialist support; EHCP support. Support for children is prioritised based on need.
Information regarding a pupil’s needs will be shared and discussed by the teacher, SENCO, parents and any other professionals involved. This will be reviewed termly and passed on to any new staff working with the pupil.
Teaching staff will tailor methods and materials to meet the needs to a pupil, with the focus on quality first teaching and ensure that all pupils study a broad and balanced national curriculum along with their peers
The progress of all pupils is closely monitored and pupils who are not making expected progress despite quality first teaching in the classroom, may be offered additional support. This may include modified provision, 1:1 support, interventions or small group work and in-class support from a Teaching Assistant. We are careful to avoid the over reliance of one-to-one individual support for the majority of children as evidence shows that in many cases this prevents children from becoming independent learners.
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 having consulted external agencies.
Pupils with Education and Health Care Plans and other students with identified needs have an Individual Learning Plan, co-produced with the pupil and their parents, containing detailed information about their needs; appropriate teaching and support strategies and desired outcomes.
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 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.
Please see the school’s Accessibility plan.
How will the curriculum be matched to my child’s needs?
We are committed to offering a broad and balanced curriculum to all children. We acknowledge that reasonable adjustment may be required to ensure that pupils are able to make progress.
Adjustments to a pupil’s curriculum and learning environment will depend on need as identified in the Graduated Approach and be discussed with the teacher, child, parent and relevant professional.
By considering what adaptations are required, 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. Please click here for a link to the Equality Act 2010
6. 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?
The school assigns support based on a child’s specific needs. This may be linked to a need in one or more of the following areas: Communication and Interaction; Cognition and Learning; Social, emotional and mental health; Physical and/or Sensory Need; Medical. 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 and following the Graduated Approach. This is also determined by a child’s individual progress and attainment.
It is vital that any support provided is appropriate to the needs of the pupil and gives them opportunities to learn independently and develop skills to enable them to cope outside of the school environment. The level of support given to a pupil will be reviewed regularly, taking into account the impact that the support is having in terms of the pupil’s progress, both academic and social. Parents and the students themselves will be involved wherever possible in decisions relating to the support offered.
How are the school’s resources allocated and matched to children’s special educational needs and/or disabilities?
The school’s resources are allocated based on priority and need of the cohort. As the children’s progress is assessed throughout the year, different priorities and needs may arise. The SENCo meets with the Senior Leadership Team to prioritise need through resources, including staffing and interventions. 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. Individual Healthcare Plans are completed with a child’s class teacher and parent and support is agreed with external support as necessary.
7. How Hassocks Infant School enables children with Special Educational Needs and/or Disabilities to enage 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 school’s trips?
We try to make sure that all pupils with a SEND can engage in the activities of the school alongside children who do not have a 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 and to make reasonable adjustments. We would also seek advice from the relevant external agency supporting a child.
8. 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 build good working relationships with the children, and they are very sensitive and responsive the individual needs of a child.
Support for a child’s wellbeing includes:
- Jigsaw, a whole school PSEHE curriculum that has strong emphasis on emotional literacy, building resilience and nurturing mental and physical health
- A clear and consistent safeguarding systems overseen by the Designated Safeguarding Lead, with all member of staff responsible for the implementation of the school’s Child Protection and Safeguarding policy
- 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. This may be from the SENCo, DSL or external agency
- Whole class and/or small group sessions that teach strategies to become more aware of and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts (Zones of Regulation)
Parents should contact the school if they feel their child would require additional support for their wellbeing. The school can liaise with external agencies about support for children and their families at home.
9. Who is the Special Educational NEeds and/or Disabilities Co-ordinator and how do I contact them?
You can contact the school’s SENCo and Deputy Designated Safeguarding Lead, Mrs Jo Heath via the school office on 01273 842 549 or firstname.lastname@example.org.
10. 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?
The school has access and support from the external agencies listed in Section 2.
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.
Where possible, the school’s SENCO attends meetings held by the local network of SENCos (Meed’s 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.
11. 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, such as the West Sussex Occupational Therapist or Rehabilitation Officers.
You can find further information in our Accessibility Plan available on the school website.
12. What are the arrangements for consulting and invovling 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 during parent consultation meetings, ILP review meetings and Annual Reviews (linked to Education Health Care plans).
Parents are encouraged to arrange a meeting with their child’s class teacher if they feel this would support them and their child. The SENCo will work alongside the teachers, parents and pupils.
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. The level of discussion regarding a pupil’s SEND provision will depend on the age and understanding of the child, but they will always be an integral part of the planning and reviewing process (ILPs and Annual Reviews). We have various ways of gaining pupil voice and will often ask the children about their perceived strengths, what is working well and what they find difficult and would like to improve. The class teacher will then use this insight to develop provision.
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?
Parents are advised to discuss any concerns with the class teacher or SENCO, in the first instance, and if they feel they need to make a complaint, there is a complaints procedure: details of which can be found on the school website.
How does the school involve others in meeting the needs of pupils with SEND and in supporting the families of such pupils?
There is a named Governor for Vulnerable children, Diane Bowles, who liaises with the SENCO. The Governing Body are involved in decisions regarding the admission and provision planning for pupils with SEND. The SENCO will be asked to attend Governors Meetings if a SEND item is to be discussed. The SENCO writes the SEN Information Report, which is agreed by the Governors. This is also an opportunity for Governors to raise questions with the SENCO.
13. The contact details of support services for the parents of children with Special Educational Needs and/or Disabilities
Parents should make contact with their child’s class teacher in the first instance and they can help direct parent’s to relevant support with guidance from the SENCO.
The Hassocks Infant School website has a webpage dedicated to signposting parents/carers to useful websites, including those relating to SEND or wellbeing – See Parent Support
Parents can use the Local Offer pages to find out about more support services in West Sussex.
If you would like further information about who to contact, please enquire at the school office or make arrangements to speak to the SENCo.
14. 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 Special Educational Need and/or a disability, you can arrange a visit or telephone call to discuss your child’s needs with the SENCo. For more information about admission arrangements, please go to the West Sussex Admissions website.
We have a carefully planned approach to transition at Hassocks Infant School both for children starting the school in Reception and for those leaving us in Year 2. We work closely with the nurseries/previous settings and Junior schools to plan provision carefully.
Where it is thought necessary, additional meetings and visits are organised to ensure that the pupil, parents and all professionals involved are completely informed and prepared.
Updated: Autumn 2020
Review: Autumn 2021