ROWLANDS CASTLE ST JOHN’S CEC PRIMARY SCHOOL
SPECIAL EDUCATIONAL NEEDS AND DISABILITIES
Policy to be reviewed July 2019
Mrs Jayne Pavitt
Name of SENCo (Special Educational Needs Coordinator):
Emily Lander who was appointed in September 2018
The SENCo is also the Acting Deputy Headteacher and is a member of the Senior Leadership
The named Governor for SEN is Mandy Monahan
Contact details of SENCo: email@example.com
Qualifications of SENCo:
B.Ed Primary Education and Teaching with Honours
National Award SENCo accreditation
Definition of SEND
The Code of Practice 2015 defines Special Educational Needs and Disabilities (SEND) as:
A child or young person has SEND 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
• has a significantly greater difficulty in learning than the majority of others of the same age, or
• has a disability which prevents or hinders him or her from making use of facilities of a kind
generally provided for others of the same age in mainstream schools or mainstream post-16
At Rowlands Castle St John’s we value all pupils as individual learners with individual strengths and barriers. We believe that all pupils have the same entitlement to the curriculum and we are committed to making this accessible to all children through tailored differentiation and using a variety of teaching styles to remove barriers to learning and participation. We recognise that pupils learn at different rates and that there are many factors influencing achievement, including specific learning difficulties, preferred learning styles, emotional state, age and maturity.
We aim to identify any barriers to learning as they arise in order to proactively support pupils rather than waiting for these barriers to negatively impact on pupils’ progress. We believe that all members of the school community - pupils, parents/carers, volunteer helpers, students, external agencies, staff and governors– are stakeholders in both identifying and supporting pupils with Special Educational Needs and Disabilities. We strive for genuine communication and partnership when working with parents and where appropriate, involving pupils in the planning and reviewing
process of their provision.
This policy complies with the statutory requirements laid out in the SEND Code of Practice 2014
and has been written with reference to the following guidance and documents:
• The Equality Act 2010: advice for schools DfE Feb 2013
• SEND Code of Practice 2014
• SEND Information Report Regulations 2014
• Statutory Guidance on Supporting pupils at school with medical conditions April 2014
• Accessibility Plan
• Teachers Standards 2012
• Children and Families Act 2014 (and related regulations).
• Health and Social Care Act 2012.
• Mental Capacity Act 2005.
• Children’s Act 1989.
• Keeping Children Safe in Education (2016)
• Mental Capacity Act 2005
• Safeguarding Policy
• Inclusion Policy
• The National Curriculum in England, Key Stage 1 and Key Stage 2 document, Sept 2013 This policy has been created by the school’s SENco and the governor with responsibility for SEND
IDENTIFYING SPECIAL EDUCATIONAL NEEDS
The School’s procedure for identifying additional needs:
At Rowlands Castle St John’s, children are identified as having SEN through a variety of ways
including the following:-
• Liaison with playgroup/previous school
• Child performing below age expected levels
• Concerns raised by parent/carer/guardian
• Concerns raised by teacher, for example when low self-esteem is affecting performance
• Liaison with external agencies
• Health diagnosis through paediatrician
A child’s needs will be identified in relation to the four broad categories of need outlined in the
SEND Code of Practice, 2014.
• Cognition and Learning
• Social, emotional and mental health difficulties
• Communication and interaction
• Physical and sensory
The following is not identified as SEND but may impact on progress and attainment, provision
may be delivered where appropriate:
• Attendance and Punctuality
• Emotional wellbeing and Mental Health
• Health and Welfare
• Being in receipt of Pupil Premium Grant
• Being a Looked After child
• Being the child of a serviceman/woman
The School’s procedure for delivering additional provision for SEND:
It is primarily class teachers who are responsible for planning and monitoring the provision for the pupils with Special Educational Needs. Regular review meetings with SENCo and Learning Support Assistants are used to track pupils’ progress and make amendments to the provision pupils are receiving when needed. Reviews are formally carried out half termly but class teachers are encouraged to adapt interventions and targets as they are delivered depending on the pupil’s needs.
Pupils on the Special Educational Needs register at St John’s receive a Personal Plan which communicates a pupil’s strengths, targets and the ways in which they learn best to parents/carers/guardians and all the adults working with them in school. These are then used to plan interventions that will best teach the pupil’s targets.
• External agencies, such as doctors, physiotherapists, speech and language therapists and
CAMHS (Child and Adolescent Mental Health Service) will also inform the school if there has
been a diagnosis and/or interventions that require school action.
• We recognise that attainment levels do not dictate whether or not a child should be registered
as having SEND. Every child working underneath the national expectation will receive
additional provision and we recognise that children with SEND can be working in line or
above the national expectation. The SENCo will use the criterion for SEN in order to place
children on the SEND register.
• As children join Rowlands Castle St John’s CEC Primary School from other schools, teachers
would refer to their previous assessments (both standardised and teacher) and notes and
carry out their own teacher assessments to identify the correct level of support the individual
will need. The child will then join the correct attainment group within the new class and the
SENCo will provide suitable intervention for the child, depending on their needs.
A GRADUATED APPROACH TO SEN SUPPORT
Rowlands Castle St John’s CEC Primary School offers three layers of support to meet the needs
of the children.
• Quality First Teaching (QFT): planned by the teacher, taught by the teacher and LSA in
guided groups or as a whole class. The monitoring of this is done by the Headteacher and the
Senior Management Team.
• Additional Guided Groups planned by the class teacher; some children may require
additional guidance to meet the expected rate of progress. Targeted guided group provision
will be informed by daily Assessment for Learning (AfL) and pupils’ personal plans in order to
teach their next steps.
• One to One Provision: some children will need individual teaching to meet the expected rate
of progress. These are usually following programmes of intervention. The Wave 3 provision
will be monitored by the SENCo and assessed by the LSAs who are delivering the provision.
• Parentscarers/guardians are informed and encouraged to be involved in meeting the needs
of their children in partnership with the school and involved in any decision making
concerning their child’s SEND provision. Parents/carers/guardians have the opportunity to
arrange meetings with the SENCo throughout the year in addition to the two formal parents’
evening meetings that they will have with the class teacher.
• Achievement targets are set and reviewed on a regular basis. LSAs and teachers liaise with
regards to targets through their class intervention folder and there is an expectation that
children will transfer the skills into the classroom.
• The SENCo is responsible for monitoring the effectiveness of the provision. If the provision is
deemed ineffective for that particular child, we recognise that this could be for a range of
reasons. In conjunction with other staff, the SENCo will alter one factor with view to making
the provision effective. If the child has made accelerated progress and is now working within
age related expectations, we may withdraw the provision and continue to monitor closely as
they fit back into Quality First Teaching.
SECTION 4 (A)
MANAGING PUPILS NEEDS ON THE SEN REGISTER
The class teacher is responsible for:
• recording progress towards the achievement of Personal Plan targets in liaison with LSAs
who have carried out one to one provision
• reading feedback from LSAs in their class intervention folder
• reviewing targets on Personal Plans each half term and more regularly if they believe a child
has met a target within the allocated time frame
• checking and updating the class medical list at least annually
• meeting with parents/carers/guardians at least twice a year at the Pupil Progress Reviews at
Parents’ Evening to inform them of progress made.
The SENCo is responsible for:
• monitoring the progress of pupils with SEN on the one to one programmes
• assessing the effectiveness of the interventions in place
• informing parentscarers/guardians on a termly basis of the provision made
• overseeing all record keeping
• determining the level of provision that is required, in collaboration with the class teachers
• involving external agencies and professionals for further guidance and support.
Links to other agencies
The SENCo is responsible for requesting and co-ordinating the services of external agencies
along with the Headteacher.
• Hampshire Educational Psychologist Service
• the School Nurse/Doctor
• the Educational Welfare Officer
• Speech and Language Therapy (SLT)
• Specialist Teacher for Visual Impairment (STAVI)
• Primary Behaviour Support Team (PBST)
• Occupational Therapy / Physiotherapy
• Child and Adolescent Mental Health Team (CAMHS)
• Locality Team eg to offer Positive Parenting
• colleagues from the Inclusion Services provide advice for staff and parents/carers/guardians
on how to best provide for children with SEN.
The SEN budget is managed by the Headteacher, SENCo and the Administrative Officer. The
LSAs in the school are used across the school to impact pupil progress and not specifically for
Additional funding is given to pupils with an Education Health Care (EHC) plan or a Special
Educational Needs Support Agreement (SENSA). The SENCo will provide a clear plan to where
and how this funding will be allocated.
• have access to the school’s SEN Policy in an appropriate format and will be provided with
information about their child’s entitlement within the SEN framework
• be informed where there is a concern about their child’s needs and be encouraged to
contribute to the assessment of their needs by the SENCo or Headteacher
• be involved in decision making, developing Personal Plans and setting targets through liaison
with the SENCo and the class teacher
• be supported in understanding the roles of other professionals by the SENCo
CRITERIA FOR EXITING THE SEN REGISTER/ RECORD
We recognise that, in the majority of cases, there is a possibility of exiting the SEN register after
securing good progress. In order for the child to be removed from the register, the child will be
working at least in line with age related national expectations. Once this has been secured, the
SENCo will remove the additional provision after consultation with the class teacher. If progress is
maintained, the SENCo will contact the parents/carers/guardians to discuss the removal of the
child from the SEN register.
SUPPORTING PUPILS AND FAMILIES
• Parents/carers/guardians can access the LA Local offer that identifies the support that is available for children online.
• The school has a statutory requirement to provide a SEND Information Report. This has been provided as an appendix to this report and this also can be accessed through the school web site.
• The admission arrangements for Rowlands Castle St John’s CEC Primary School can be found on the school website
• Families with children being considered for statutory assessment will be supported throughout the process and directed to appropriate advice agencies.
• A smooth transition from class to class, across key stages and to other schools will be ensured through discussions between parents/carers/guardians, staff and the SENCo. When the children transfer to secondary school the school ensures the pupil’s records are sent prior
to the child joining the new school.
• The school will hold Individual Partnership Agreements (IPA) for any children with complex
needs that require specific support to ensure their transition into a new year group is
successful and progress continues.
SUPPORTING PUPILS AT SCHOOL WITH MEDICAL CONDITIONS
• The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be physically disabled and where this is the case the school will comply with its duties under the Equality Act 2010.
• Some may also have an Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed.
• The school will request advice from external agencies on how best to cater for the needs of children with medical conditions. This is completed in accordance with D4 Supporting pupils at school with medical conditions document, released by the DfE in September 2014.
• Medical information and the agreed procedures in place to support pupils with this is shared with all staff at the start of each academic year and staff are asked to sign that they have read and understood this.
• Class teachers are asked to provide supply teachers with medical information regarding the pupils in their class.
MONITORING AND EVALUATION OF SEND
The school has processes in place for regularly and carefully monitoring and evaluating the quality of provision it offers all pupils. This is completed through regular audits, sampling of parent views, pupils views and staff views.
All class teachers have a responsibility to ensure that the SEND policy is put into practice. Class teachers’ responsibilities include:
• understanding the expected progress rates for the year group that they are teaching
• offering QFT (Quality First Teaching), which is suitably challenging and differentiated
• identifying pupils who make little or no progress in spite of the differentiated learning
• working with the SENCo and parents/carers/guardians in collecting and recording information about the pupil in determining the action to be taken
• identifying the targets for the next steps in learning and sharing this with the SENCo, relevant LSA, child and parents/carers/guardians
• completing the Pupil Progress and Class assessment records each half term to monitor the progress of identified children
• working with LSAs to ensure they are familiar with pupils’ targets
• planning lessons for children identified on the SEN register in the light of targets set
• allowing children to leave the classroom for one to one intervention when appropriate
Pupils will be involved at every stage of the process. The Personal Plan targets (identified by the teacher) will be shared and discussed with the child by the LSA responsible for running the provision. In the case of guided group teaching, the LSA or teacher will discuss the targets with the whole group at one time. They will have a copy of the Personal Plan and will be aware of the timetabled support they are due. During each session, they will identify what they are learning and this will be recapped at the start of the following session. The child will take an active role in assessing their progress towards their overall targets on the Personal Plan and will have the opportunity to discuss with the teacher further targets where appropriate.
The SENCo is responsible for:
• monitoring the progress of pupils with SEN on the one to one programmes
• overseeing all record keeping.
The Governors at Rowland’s Castle St John’s are responsible for ensuring that:
• the SEN policy is in place in line with the requirements of the Code of Practice
• access to the policy is readily available to all staff including supply staff
• the policy is clearly articulated and consistently applied
• SEN records are maintained by all staff and kept up to date
• the Governing Body will receive details regarding the success of the SEN policy and any changes
• the policy is available to parents/carers/guardians in a parent-friendly format.
Criteria for success
The following are the criteria to be used to evaluate the success of the SEN Policy:
• Everyone knows about the Policy and is using it
• Pupils with SEN are identified quickly
• Parents/carers/guardians are fully informed and, as far as possible, involved in supporting their child
• Pupils are well informed and involved in identifying, monitoring and recording progress in their learning
• Provision is matched to pupils’ needs
• There are close links with the Inclusion Services and other external support services.
TRAINING AND RESOURCES
In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development. In line with the process for CPD at school, training opportunities are determined as a result of
observations, performance management and the SLT identifying need to grow capacity in certain areas.
Staff are informed and involved in special needs through:
• staff meetings
• directed time given to discuss SEN issues with other staff/SENCo
• INSET by SENCo, colleagues from Inclusion Services or other external agencies as appropriate
• staff training will support the development of the skills of all teachers in meeting the needs of pupils with special educational needs
• 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 pupils.
• the school’s SENCo regularly attends the LA’s SENCO network meetings in order to keep up to date with local and national updates in SEND.
• termly opportunities to meet with the attached Educational Psychologist to discuss strategies for overcoming barriers.
ROLES AND RESPONSIBILITIES
• The role of the SEN Governor is to link with the SENCo on a termly basis to discuss the provision for the pupils with SEN and alongside the full Governing Body to ensure the statutory responsibilities are being met. The discussion informs, supports and evaluate this aspect of the school improvement plan.
• LSAs have a responsibility to:
The name of line manager is Emily Lander
• The administrative staff of the school are responsible for checking and updating the class medical list at least annually
• The name of Designated Teacher with specific Safeguarding responsibility is Emily Lander
STORING AND MANAGING INFORMATION
All documents relating to SEND children are stored safely and securely. All members of staff recognise that they have a duty of confidentiality towards the school both as employees and former employees and therefore must not divulge to any person, company or organisation confidential information relating to the school. Furthermore, any notes or documentation held electronically or otherwise by members of staff remain, at all times, the property of the school. Staff will take great care when producing confidential documents. Any such documents will not be printed to a remote source unless the sender is present to receive them. All unwanted confidential documents are shredded. Sensitive information about individual children should be emailed to staff using the school’s outlook 365 secure system only.
REVIEWING THE POLICY
The policy is reviewed annually by the SENCo and link governor for SEND and is then shared with the Full Governing Body.
We want to ensure that the physical environment in and around our school is accessible to all children especially those with Special Educational Needs. The school site is a one-storey building so the vast majority of areas are accessible to all. Fire drills are performed regularly and include all children whether they attend on a full- or part-time basis as dependent on their specific needs. PEEPs (Personal Emergency Evacuation Plans) are in place for vulnerable children who require one to one assistance in leaving the school building
and these are reviewed annually.
With inclusion at the heart of our practice, risk assessments are carried out ahead of school trips with the aim of ensuring risks can be minimized sufficiently to allow all children to participate. We endeavor to use transportation with wheelchair access where possible. When relevant, we would
liaise with parents/carers/guardians about transportation to and from an event.
DEALING WITH COMPLAINTS
Arrangements for complaints
• Should any parent/carer/guardian have cause for complaint, they should be addressed in the first instance to Emily Lander (SENCo)
• The complaint may be directed by the Headteacher, to the Chair of Governors and/or the Governor for SEND
• Parents/carers/guardians will also be advised of their right to refer matters of dispute to the Disagreement Resolution Service
• Should action need to be taken the complaints procedure will be followed.
The aim of the School Behaviour Policy is that children and staff at Rowlands Castle St John’s CEC Primary School are treated with respect. All staff know the procedures to follow when bullying is suspected and we endeavour to work in collaboration with parents when this is the case. All Standards, Regulations or Guidelines referred to herein shall include all subsequent Standards, Regulations or Guidelines amending or replacing the same.
DATE OF POLICY: September 2018
DATE FOR REVIEW: July 2019
Special Educational Needs and Disability Information Report
Who does St John’s cater for?
Rowlands Castle St John’s Primary School is a mainstream school for children between the ages
of 4 -11. At St John’s Primary School we value the abilities and achievements of all our pupils. All
pupils have equal entitlement to the whole school curriculum and we are committed to making
this accessible to all through differentiation and by using a variety of teaching and learning styles
according to the individual needs of the pupils.
Our ethos ‘Learning Together’ is encompassed within all aspects of all school life and we strive to
create a curriculum that is inspiring and inclusive for all children including: those with disabilities,
those with special educational needs, those from all cultural backgrounds, those whose families
need extra support, those children who are looked after, those who are currently seeking asylum,
those who are refugees, those who have English as an additional language, those who are young
carers, those who demonstrate a gift or talent, those who are ill and those who are at risk of
exclusion. At St John’s we know that all children have something to share and a reason to shine
and it’s our job to help them find it.
How do we identify a child who may have a Special Educational Need or Disability?
The Special Educational Needs and Disability Code of Practice: 0 – 25 years states that:
‘A pupil has SEN where their learning difficulty or disability calls for special educational
provision, namely provision different from or additional to that normally available to pupils
of the same age.’
Children may have an identified learning difficulty on entry to school or may develop a need
requiring special educational provision at any time throughout their time at school.
This may be in one or more of the following areas:
· Communication and interaction,
· Cognition and learning
· Social, mental and emotional health
· Sensory and/or physical
Children may have difficulties that fit clearly into one of these areas; some may have needs that
span two or more areas. It is therefore essential that as a school we make early assessments and
put appropriate support in place. We also contact pre-schools and previous schools to obtain
information on children who have already been identified as needing support.
At St John’s, teachers are responsible for developing a secure understanding of every child in
their class and providing a curriculum that is accessible and inclusive for each and every child.
The teachers will identify children who are showing difficulties and who are not making expected
progress in relation to their peers. The teachers will then follow a clear procedure and share their
concerns with parents and the SENCo who will advise next steps.
Parents will be informed about their child's progress throughout the year through parents’
meetings to discuss their child’s Personal Plans and targets. However, if at any time a parent has
any concerns about their child’s progress and development they are encouraged to contact their
class teacher or the SENCo.
How does the school evaluate the effectiveness of its provision for children with SEND?
The Head teacher, teachers and the SENCo meet once a term during pupil progress meetings to
review the impact of additional support in place and discuss the child’s development. Outcomes
are reviewed, and new targets are set. The school has established positive links with outside
agencies who we would contact with your permission if necessary. These include Educational
Psychology, Speech and Language Therapy, Occupational Therapy, School Nurses, Outreach
providers (such as Riverside special school) and Specialist Advisory services. The Governors,
Head teacher and all staff are responsible for all children having access to good and outstanding
teaching and ensuring that the curriculum is adapted to meet all children’s needs. We follow the
Code of Practice’s guidance of ‘Assess, Plan, Do, Review’. The class teacher will regularly
assess the progress of children receiving support or interventions against the outcomes that have
been set and use this information to plan the next steps. At the end of any intervention, progress
will be reviewed so that new outcomes can be set.
Every child’s progress at St John’s is tracked in the following ways:
1. Regular meetings with class teachers and SENCO to discuss the impact of interventions
in the classroom, each half term.
2. SENCO looking at data and progress of children with SEN at each milestone (November,
February and July).
3. Targets on Personal Plans reviewed at least termly.
4. SENCO discusses progress with support staff delivering interventions to children.
5. Interventions reviewed regularly to assess impact and progress made.
6. Use of pre/post assessments around interventions.
How accessible is the school both indoors and outdoors?
St John’s is a one storey building. All classrooms and the main hall have high quality acoustics
and white boards to ensure that all children can access the curriculum easily and effectively. We
have blinds that enable us to protect children with sensitive skin from the sun. We work with
specialist teachers and advisors to provide specialist equipment and facilities for children with
SEN to ensure that they can fully access the curriculum. There are currently no disabled
changing or toilet facilities. There are no identified disabled parking bays but we do cone off
areas. Families work alongside staff if they feel their child needs extra equipment or facilities.
Advice is sought from outside agencies as to the type of equipment needed for a child with
Special Educational Needs (SEN).
How will I know how my child is doing and how you will help me to support my child’s
Teachers plan outcomes for children thinking carefully about what they want the child to have
achieved by the end of the year. Teachers set targets to work towards these outcomes and these
are constantly reviewed. The school has an inclusive policy where you are encouraged to share
your views on your child's progress. Teachers will share your child’s progress with you termly,
and you will also be invited to discuss these at parents’ meetings. If your child is on the SEN
register they will also have a Personal Plan with individual targets. This is reviewed when targets
are achieved which will be a least termly. The targets set are Specific, Measurable, Achievable,
Realistic, Time scale (SMART) targets with the expectation that the child will achieve the target by
the time it is reviewed.
If your child has a complex Special, Educational Need or Disability (SEND) they may have an
EHCP (Education, Health and Care Plan), which means that a formal meeting will take place to
discuss your child’s progress and a report will be written annually.
Home link books for children with specific learning/behaviour difficulties are used to help
communication between home and school. Parents are given the opportunity to give their
feedback at the end of certain interventions for example ELSA and Smarties (Nurture / Social
How will the staff in school support my child?
Job role responsibilities include:
• Provide high quality teaching to all children and differentiate tasks appropriately
• Track and monitor the progress of all children
• Identify the needs of individual children
• Liaise with the SENCo regarding children on the SEND register
• Write Personal Plan targets for children on the SEND register
• Plan for learning support assistants to support groups of children and individual children in
• Co-ordinate all the support for children with SEND
• Provide specialist support and advice for teachers
• Support teachers when writing Pupil Passports
• Monitor the effectiveness of intervention programmes
• Track the progress of children on the SEND register
• Ensure parents are kept involved
• Liaise with outside agencies
• Day to day management of the school.
• Give responsibility to the SENCo and the class teachers but have overall responsibility for
ensuring your child’s needs are met
• Ensure the governors are kept up to date on SEND issues
• Ensure SEND policy is kept up to date
• Monitor the use of the school budget for provision for SEND children
• Visit the school, meet with the Headteacher/SENCo to monitor the support in place
What specialist services and expertise are available at or accessed by the school?
The team at St John’s Primary School receive regular professional development which will
include a focus on inclusion and SEND support. All staff were trained in how to deliver Precision
Teaching in January 2018. The training was carried out by a team of Educational Psychologists
and its delivery is monitored by the SENCo. As well as this, our team includes expertise and
qualifications in the following areas:- Emotional, Literacy, Support Assistant (ELSA), Higher Level
Teaching Assistant (HLTA), National Vocational Qualification (NVQ) Level 3, Speech &
Language, Screening & Intervention for Dyslexia Notably in the Early Years using the Dyslexia
Early Screening Test and SIDNEY resources.
Our Special Educational Needs Co-ordinator (SENCO) is fully qualified and accredited. There is
an SEN Governor who liaises regularly with the SENCO.
We also use experts from Child & Adolescence Health & Mental Service (CAHMS), Primary
Behaviour Service, Occupational Health, Speech & Language Therapists, Educational
Psychology Service, Advisory teacher for Physical/Visual & Hearing impairment.
St John’s also accesses support from a local special school, Parent Liaison Officer, Domestic
Abuse Services, CIN (Children in Need), Social Workers and the Early Help Hub.
What support will there be for my child’s overall well-being?
We are committed to growing positive, strong relationships with all children in our care. All
children take part in weekly personal, social, emotional and health education lessons. Children
may also attend social and behavioural groups focusing on behaviour, attitudes towards others,
social communication and understanding feelings. Children from all classes are invited to
become a class rep on the school council and this will include children with SEN. The school also
has an ELSA (Emotional Literacy Support Assistant) who works under the direction of the
SENCO, with vulnerable children and their parents during the school day. Should a child need it,
we can refer to Hampshire Youth Access for group or 1:1 counselling. We are a fully inclusive
school with a set behaviour policy which can be viewed on our website.
How will my child be included in activities outside the school classroom including school
We are a fully inclusive school. We carry out risk assessments and make any reasonable
adjustments to ensure that all children can take part in all activities safely. Children with SEN are
involved in all aspects of school life. Any extra curriculum activities are well planned (risk
sssessments will be carried out to ensure the safety of ALL children).
Here is a list of some of the activities your child may be offered:
• Additional transfer days to secondary schools if required
• After school clubs
Parents will be consulted when there needs to be extra planning for a child with a physical
How does the school manage the administration of medicines?
The school has a policy regarding the administration and managing of medicine on the school site
and to support children with medical needs. If a child needs an inhaler it will be kept in their
classroom. On a day to day basis the Admin staff generally oversee the administration of any
medicines prescribed by health professionals and a form needs to be completed at the office. We
will administer paracetamol-based medicine, such as Calpol, as long as a form has been
completed by the parents of the child, in the office.
How are parents involved in the school? How can I get involved? Who can I contact for
The first point of contact is always the class teacher. At St John’s we believe the knowledge,
views and experience of parents are vital. Effective assessment and provision will be secured
where there is the greatest possible degree of partnership between parents and their school.
Parent workshops are held throughout the year to support curriculum developments. There are
regular parent evenings where parents will be able to talk to class teachers and the SENCO.
New parent visits take place before the children start school.
How will my child be able to contribute their views?
Children talk through their targets on the Personal Plans with their class teacher and parents.
Children are given opportunities to give feedback about the interventions they are receiving
through pupil conferencing. When working with outside agencies, particularly the behaviour
support team, children are given time to reflect/talk about how they feel, what they have done or
achieved, the implications if applicable and what successes have been celebrated.
How will the school prepare and support my child to join the school, transfer to a new
setting or to the next stage of education and life?
The following details are our procedures:
• Transition meetings from one class to the next ~ meeting next teacher/LSA discussing
specific children and strategies.
• Transition meetings ~ meetings with nurseries/secondary schools and all professionals
working with that child including parent/carers.
• Transition Days ~ Secondary School and New year R children.
• School transition meetings.
• Visits to the school lead by the Headteacher/assistant heads.
Who can I contact for further information?
• First point of contact would be your child’s class teacher to share your concerns.
• You could also arrange to meet our SENCO.
• Look at the SEN policy on our website.
• See Hampshire’s ‘Local Authority’ website for the ‘local offer’ www.hantslocaloffer.info
If I have a complaint?
• We will always encourage parent/carers to try to resolve a complaint with the class
teacher and SENCO first. If it cannot be resolved then we would follow the procedure on our
‘Complaints Policy’ which is on our webpage.
Glossary of Terms
This involves building a picture of your child’s
abilities, difficulties, behaviour, his/her special
educational needs and the support required
to meet those needs. A statutory assessment
is a formal procedure which involves the
collection of information from as many people
as possible who have detailed knowledge
about your child. This may lead to the issue of
an EHC plan.
The review of an Education, Health & Care
Plan. This must be completed within 12
months of making the Plan and then on an
annual basis. An interim review will be held
every six months for children in early years.
Thinking and reasoning abilities. A term often
used by psychologists instead of intelligence.
SEND Code of Practice: A guide to schools and
local education authorities about the help to
be given to children with special educational
needs. Schools and local authorities must
have regard to the Code when working with a
child with Special Educational Needs and
Disabilities Education, Health & Care assessment
A single, integrated assessment which
replaces the current assessment process.
The assessment process should be carried
out in a ‘timely’ manner and it should not take
longer than 20 weeks to issue an EHC Plan.
Education, Health & Care (EHC) Plan (EHCP)
An EHC Plan will replace current Statements
of SEN and Learning Difficulty Assessments.
The plan will be a legal document describing
a young person’s needs, the provision to
meet those needs and the most suitable
educational placement. Government has
stated that the Plan must be person centred,
focusing on the needs and aspirations of the
child. EHC Plans will continue into further
education and training, and for some young
people up to the age of 25. If a child/young
person has a health or social care need only,
they will not get an Education, Health & Care
Plan unless these needs impact on their
Equality Act 2010
The Equality Act 2010 legally protects people
from discrimination in school, the workplace
and in wider society. It replaced previous antidiscrimination
laws with a single Act, making
the law easier to understand and
strengthening protection in some situations. It
sets out the different ways in which it’s
unlawful to treat someone.
A person, with a degree in psychology,
training and experience in teaching and a
further degree in educational psychology. An
educational psychologist, employed by the
local authority, will give advice and support to
Educating children with special educational
needs, together with children who do not
have special educational needs, in
mainstream schools, wherever possible.
Ensuring that children with special
educational needs engage in the activities of
the school together with the other children.
Assess how to maximise and maintain
individual independence in everyday living
skills. They can advise on aids, equipment or
All families whose child has an EHC plan will
have a right to request a personal budget.
The personal budget will allow young people
or parents to buy support identified in the plan
directly, rather than relying on the local
authority. Parents or young people will be
given a choice of whether they want to take
control of the personal budget by an agency
managing the funds on their behalf or by
receiving direct payments, where they can
purchase and manage the provision
themselves. Under current proposals, only
where an Education, Health and Care Plan is
in place will a parent or young people be able
to have a personal budget. A personal budget
can be requested by a parent or a young
person over 16 once the local authority has
agreed it will issue an Education, Health and
Care Plan or during the annual review
Employed by the local health service to help
people who have physical disabilities. They
can help your child with exercises and
provide specialist equipment.
Speech and Language Therapist
Assesses children’s speech, language and
When a child or young person has been
identified as having special educational
needs, schools should take action to remove
barriers to learning and put effective special
educational provision in place called SEN
Support. This SEN Support should take the
form of a four part cycle
(assess/plan/do/review) through which earlier
decisions and actions are revisited, refined
and revised with a growing understanding of
the child’s needs and what support the child
in making good progress and securing good
outcomes. This is known as the graduated
Special Educational Needs Co-ordinator
The teacher responsible for Special
Educational Needs within a school.
Specific Learning Difficulties
(SpLD) General learning abilities in the
average range but difficulties in one or more
particular areas of learning. Also known as