1. Hampton Infant and Nursery School
School Offer for SEND (Special Educational Needs and Disability)
This document provides information regarding what help there is for children and young people with Special Educational Needs or who have a disability and how to access that support. Parents/Carer’s Questions and answers

2. Talk to your child’s class teacher* about your concerns.
1. Should you have concerns, these are the people who support children with Special Educational Needs and Disabilities (SEND) or difficulties with learning at this school :
Talk to your child’s class teacher* about your concerns.
It is likely that the class teacher will have discussed your concerns with the school SENCo/Inclusion manager*. You may wish to arrange a meeting with the Senco.
If you continue to have concerns arrange to discuss these with Mrs Johnson Paul the Head teacher*.
(*See Roles and Responsibilities)

3. 2. How does the school know if children need extra help?
All children in our school have their needs assessed by class teachers as part of the quality teaching which happens every day in and around the school. Most children will have these needs met by teachers and staff having the highest possible expectations of all pupils in their class, and ensuring that all children’s learning is building on what they already know, can do and can understand.
When any member of our staff has concerns about a pupil, they will raise them with the appropriate Phase Leader and the Inclusion Manager who offer support.
We track the progress of all children closely so that we can quickly identify pupils who may benefit from extra support.
Parents should bring concerns or information about their child’s needs to the class teacher initially.
You can also contact the Inclusion Manager or Head Teacher via the school office.

4. 3. How will school staff support a child?
Senior staff and governors regularly monitor the quality of all teaching throughout the school, including the support given to pupils with special educational needs.
Class teachers are responsible for the learning of the children in their class, and will be able to explain what is being put into place for your child.
Extra support, which is additional to and different from the usual classroom experience, is planned by the class teacher with the Inclusion Manager. This additional support may be provided by a teacher, higher level teaching assistant (HLTA) or learning support assistant (LSA), in a small group or 1:1.
All additional support is overseen and monitored by the Inclusion Manager .
Talk to your class teacher or make an appointment at the office to see the Inclusion Manager if you would like to know more about your child’s additional support.

5. 4. How will the curriculum be matched to a child’s needs?
High quality classroom teaching is the key to learning at school. A broad, balanced and creative curriculum which engages and interests children will offer learning which is matched to pupils’ abilities.
Learning opportunities are designed so that all pupils in the class can take part.
Lessons are structured in different ways, and in some lessons, children will be grouped with others who are working on similar targets.
Additional adult support may be used in a variety of ways: small groups, one to one support in or out of class, or to support the class teacher to work with specific groups of pupils.
The support given to all children is assessed regularly by the class teacher. Because of this, the level and type of support given to children will change, depending on their current needs.

6. 5. What types of support may be suitable and available for my child?
This really depends upon the nature of your child’s needs and difficulties with learning. But our education provisions will match the needs of the four broad areas of need as defined in the SEN Code of Practice 2014;
Communication and interaction
Cognition and Learning
Social, emotional and mental health
Sensory and/or physical needs
At HWINS we have a 3 tiered approach to supporting a child’s learning.
Universal – this is the quality first teaching your child will receive from her/his class teacher and may include some very minor adaptations to match learning needs.
Targeted - it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning. This takes the form of a graduated four part approach of a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes.
Specific targeted one to one or small group interventions may be run outside the classroom. These will be limited to a number a weeks to minimise disruption to the regular curriculum. You will be kept informed of your child’s progress towards learning outcomes.
Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy, occupational therapy, sensory advisory teachers and the child development service. The school may need to prioritise referrals to these services. However, for a very small number of pupils access to these specialists may be through a Statement of SEN or an EHC Plan.
The current interventions provided at HWINS : Current Provision Document September 2014

7. Overview of DSEN Provision Autumn 2014
Literacy
Numeracy
Fine Motor / Handwritng Support
Social Support / Emotional Support
Other
Provision Map for Year 1 Autumn 2014
ELS (Early Literacy Support)
Phonics Support
Precision teaching
Daily Reading
Narrative group
Snap Maths
Write from the Start/ Letter formation
Fine motor skills group
Gross Motor Skills group
Sunshine Club – Social skills group
Guided Play
Speech & Language Group
Attention & Listening group
Provision Map for Year 2 Autumn 2014
Project X Code
Early Bird Literacy
Working to secure Level 1 Skills
Sunshine Club- Social skills group
Play therapy
Nurture Sessions

8. Hampton Wick Infant and Nursery School Provision Map flow chart
an example
3.Meet/speak with parents and pupil to agree a support intervention plan.
5.Teacher/TA/ monitor pupil progress to outcomes. Adapt if necessary.
4.SENCo plans and resources the intervention. Teachers and/or TAs deliver the support.
2.Teachers and SENCo discuss individual pupil learning needs and whether additional support would be appropriate and effective.
1.The school assesses all pupils’ strengths and areas for development.
6.Teacher and SENCo evaluate effectiveness of provision within time period agreed. Report to parents. Next steps?

9. 6. How will parents know how their child is doing
6. How will parents know how their child is doing? How will the school support parents to help their child’s learning?
Parent consultation meetings are held each term and a written report is sent to all parents in the summer term.
Children with a Statement of SEN (to become Education and Health Care Plan – EHCP) have an annual review meeting.
Homework is set by class teachers and is appropriate for the age of the children in the class. This may be differentiated for children with special needs.
The home-school agreement will tell you what we expect from parents and pupils in the school and what parents and pupils can expect from the school.
Some children with Special Educational needs will be supported with an IEP (Individual Education Plan)which will outline the support which a child will receive and track how well that support is helping them to achieve their outcomes. This plan, and the reviews, is shared with parents and the pupil.
When agencies from outside the school have been involved, they normally provide suggestions and advice that can be followed up at home.
Parents are welcome to make an appointment to see the class teacher or other relevant members of staff at other times. High quality classroom teaching is the key to learning at school. A broad, balanced and creative curriculum which engages and interests children will offer learning which is matched to pupils’ abilities.

10. 7. What support will there be for children’s overall well-being?
All staff have a responsibility for the welfare of all the pupils. Relevant staff are trained to support the medical needs of pupils including those with allergies. Health Care Plans are drawn up, in consultation with parents and healthcare professionals, if a child has a diagnosed medical condition, or when medication needs to be given in school.
Safeguarding and child protection procedures are in place. The named person is Mrs Heidi Johnson Paul/Mrs Hannah Dutton Waller
Our behaviour policy is followed by all staff.
Social skills groups and nurture groups support some children where staff, parents or children themselves indicate there is a need.
Attendance is monitored regularly to ensure that all children have good attendance and arrive punctually. Please see the school’s Attendance Policy for more details. High quality classroom teaching is the key to learning at school. A broad, balanced and creative curriculum which engages and interests children will offer learning which is matched to pupils’ abilities.

11. 8. What training will the staff supporting children with Special Educational Needs and Disabilities have?
All staff are trained in teaching pupils with special educational needs through whole staff training sessions. Individual staff members have also undertaken additional specialist training in a range of areas, including speech and language work.
9. How will children be included in activities outside the classroom, including school trips?
Our outside learning activities and trips are accessible for all our pupils. If necessary, additional adults are arranged to support a pupil with special needs or a disability. This information is recorded on the risk assessments which are prepared for all trips.

12. 10. How does the school prepare and support children when:
they join the school or transfer to a new school?
When a child is admitted to Hampton Wick Infant and Nursery School, whether into Nursery or Reception, or into another year group, the class teacher and Inclusion Manager work closely with any previous childcare or school setting the child has attended to ensure that we are able to support all children joining the school and can decide how best to meet their needs in our setting.
The Inclusion Manager meets with St John the Baptist Inclusion Manager in the summer term to discuss the needs of children in Year 2 who have been identified as having SEN. All staff have a responsibility for the welfare of all the pupils. Relevant staff are trained to support the medical needs of pupils including those with allergies. Health Care Plans are drawn up, in consultation with parents and healthcare professionals, if a child has a diagnosed medical condition, or when medication needs to be given in school.

13. 11.How is the decision made about the type and how much support a child will receive?
Each pupil’s need is assessed on an individual basis.
Initially, support for children’s learning needs is through specific strategies carried out by the class teacher.
All interventions have entry and exit criteria based on more than one factor, and these are flexible. Many children may need additional support for a short period of time, whilst other children may need support for longer.
For pupils with EHCP (formerly statements), the type of support needed will be detailed on their plan. This is discussed at an annual review meeting with parents and professionals.
For a very few pupils, we may request that an assessment for an EHCP be made by the local authority. Please speak to the Inclusion Manager if you would like more information about this process.
The Senior Leadership Team and Governors monitor all finances carefully.
We use our resources to support the aims of our school as well as individual learner’s needs.
Where a pupil needs substantial support, we apply to the local authority for additional funding to meet their needs.

14. 12. Who can parents contact for further information, or to raise concerns?
If you think your child may have special educational needs please see the class teacher.
You can also contact the Inclusion Manager, Mrs Mary Rees at the school office or by
The Head Teacher, Mrs Heidi Johnson Paul can be contacted via the school office.
Parent Partnership Service is a free, independent and confidential service that supports parents of children with special needs. You can contact them at the Civic Centre.
Rachel Robinson or Emma Maffre Phone:
The Enhanceable Children’s Service offer comprehensive support and advice on a wide range of disability, health and education issues, and work to put parents in touch with relevant professionals and support services. Contact them on

15. 13. Where can I find information about Richmond’s local offer?
Each borough is working with parents, young people, voluntary organisations, professionals in health and social care to design a local offer that will set out information regarding children with SEND in a clear, accessible way. Find out about the services Richmond has to offer by clicking on the following link:

16. Hampton Wick Infant and Nursery School Complaints Procedures School Policies SEN Code of Practice DfE