1. How do we define Special Educational Needs and Disability (SEND)?

1. Special Educational Needs Information ReportHampton Wick Infant and Nursery School fully recognises its responsibilities for identifying and supporting all children with special educational needs and for promoting equality of opportunity for all children in its care. This document provides information regarding what help there is available for children and young people with Special Educational Needs or who have a disability and how to access that support. The Inclusion Manager shall have overall responsibility for co-ordinating SEN provision. The SEN provision shall be monitored by the Headteacher and the Governing Body to ensure that arrangements are in place to support all children with special educational needs or a disability and to ensure that we comply with the Special Educational Needs and Disability Code of Practice: 0-25 years. Parents/Carers Questions and Answers Updated March 2016

2. 1. How do we define Special Educational Needs and Disability (SEND)? We use the definition for SEN and for disability outlined in the SEND Code of Practice (2014 updated 2015): ‘A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England.’ (https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf) A disability under the Equality Act 2010 is defined as ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities.’

3. 2. Who are the best people to talk to at Hampton Wick Infant and Nursery School about my child’s difficulties with learning, special educational needs or disability? Inclusion Manager:  Marita Cunniffe Responsible for: • Coordinating all the support for children with Special Educational Needs and Disabilities (SEND) and developing the school’s SEND policy to make sure all children receive a consistent, high quality response to meeting their needs in school. • Ensuring that parents are involved in supporting their child’s learning, are kept informed about the support their child is getting and are involved reviewing how their children are doing. • Liaising with all the other people who may come into school to support the learning of children with SEND, e.g. Educational Psychologists, Speech and Language Therapists, etc. • Ensuring that excellent records are kept of the progress and needs of children with SEND. • Providing specialist support for teachers and support staff in the school so that they can help all children to achieve the best possible progress in school regardless of their needs and abilities. • Arranging and chairing annual review meetings. • Championing special educational needs as a member of the Senior Leadership Team.

4. Welfare assistant: Mrs Sharon Paget Responsible for: • Administering some medication prescribed by doctors. Please ask for the school’s policy on the administration of medicines. • Preparing Health Care Plans for children with diagnosed medical conditions and working with parents to make sure that these are kept current. • Giving medical assistance to pupils who need it All class teachers Responsible for: • Checking on the progress of all children and identifying, planning and delivering any additional help children may need (for example, targeted work, additional support) and making the Inclusion Manager aware of any concerns. • Ensuring that all staff working with children in their class are supported to deliver the planned work for that child, and are aware of the expected outcomes so that they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help, and specially planned work and resources. • Alongside the Inclusion Manager , regularly reviewing the progress towards their expected outcomes of children with SEND in their class. • Updating parents on the additional support that is being given to their child. • Ensuring that the school’s SEND Policy is followed for all children that they teach, including quality first teaching.

5. The Head Teacher: Mrs Heidi Johnson Paul Responsible for: • The day to day management of all aspects of the school, which includes the support for children with special needs. • Overseeing the Inclusion Manager and class teachers’ work ensuring that the needs of all children are being met. • Ensuring that the Governing Body is kept up to date about any issues in the school relating to SEND. SEND Governors: Emma Marfleet Responsible for: • Making sure that the necessary support is made for any child who attends the school who has SEND including appropriate management and use of the SEND budget allocation. • Liaising with the Inclusion Manager • Monitoring participation and progress of children with SEND. • Ensuring that the appropriate procedures are implemented and monitored. • Reviewing and evaluating the SEN provision. • Holding the school to account in the areas listed above.

6. 3. What are the different types of support available for children at Hampton Wick Infant and Nursery School ? Outlined below are the different types of support that are offered to children with SEND. Quality First Teaching For your child, this means: • The teacher has the highest possible expectations for your child and all pupils in their class • All teaching is based on building on what your child already knows, can do and can understand • Different ways of teaching are in place so that your child is fully involved in learning in class; this may involve things like using more practical learning. All children at Hampton Wick Infants have quality first teaching as a part of excellent classroom practice.

7. Specific small group work (sometimes called Intervention Groups in school) For your child, this means: • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress • Programmes of support will be put in place on a short term basis to help your child to ‘catch up’. This may be: • Run in the classroom or in the shared area • Led by a teacher or most often a Teaching Assistant or Learning Support Assistant using the teacher’s plan This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

8. Highly personalised support, called Special Educational Needs Support For your child, this means: • In consultation with you, your child will have been identified by the Class Teacher and Inclusion Manager as needing extra specialist support in school instead of, or in addition to quality first teaching and intervention groups • You will be asked to come to a meeting to discuss your child’s progress and help plan the focused support for your child and your child’s name will be added to the school’s Special Educational Needs Register which is updated termly. • Personalised support through specific strategies (which may be suggested by the Inclusion Manager or specialist professional) are in place to support your child to learn and make progress • A Learning Support Assistant or Teacher will run these small group sessions under the guidance of the Inclusion Manager You may be asked to give your permission for the school to refer your child to a specialist professional such as a Speech and Language Therapist or Educational Psychologist to help the school and yourself understand your child’s particular needs in order to provide focused support The specialist professional will work with your child to understand their needs and make recommendations, which may include: • Making changes to the way your child is supported in class, for example, some individual support or changing some aspects of teaching to support them better • Support to set better individual targets for your child, which will include their specific expertise • A group run by school staff under the guidance of the outside professional, for example, a social skills group • A group or individual work with the outside professional

9. This type of support is available for children with specific barriers to learning that cannot be overcome through quality first teaching and intervention groups. This is called Special Educational Needs Support (and replaces School Action and School Action Plus). • The SEN and disability support takes the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with an increasing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. For this the cycle of assess, plan, do and review is adopted. • If a child has a high level of need and is not making adequate progress through the extra support provided from school and external agencies, the school may apply for an Education, Health and Care Plan (EHCP).  The parents and child are at the centre of this process. The local authority considers evidence of progress towards outcomes and evidence of costed provision as outlined on the SEN Support Assessment and provision map. If an EHCP is provided, the local authority and the parents will set out the provision needed, following multi-agency meetings. This will be reviewed annually.

10. 4. REVIEW 1. ASSESS SEN Support: The child and their family at the heart of the process 3. DO 2. PLAN

11. Specified Individual support This support is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by the Class Teacher and Inclusion Manager asneeding a more intensive level of specialist help that cannot be met from the resources available to schools to provide SEND Support. For your child this means: • The school (or you) can ask the Local Authority for an Education, Health and Care Plan (EHCP) needs assessment for your child • An initial multi agency meeting is held prior to any request, to ascertain appropriateness of the case • This is a legal process which sets out the amount of support that will be provided for your child • After the school have sent in the request to Local Authority (with information about your child, including meeting notes and specific information from you and your child), the Local Authority may consider your child’s needs (as described in the paperwork provided), complex enough to need an EHCP assessment. • If this is the case, the Local Authority will ask you and all professionals involved with your child, to write a report outlining your child’s needs with specific strategies and targets • After implementing, monitoring and evaluating past interventions and all reports have been submitted, the Local Authority will decide if your child’s needs require an EHCP. • If the request is approved, an Education Health and Care Plan is written, outlining long and short term outcomes as well as the support your child will receive, in order to achieve these outcomes. • If an EHCP is not considered necessary by the Local Authority, the school will continue to support your child, meeting with parents at least termly, putting a plan with specific strategies in place, to ensure your child makes the best progress possible. • An EHCP is available for children whose learning needs are complex and long term.

12. Our interventions provide help for children with SEND and those who require additional support, to accelerate their progress and catch up with their peers. These well-structured, short-term programmes may be delivered by a teaching assistant working with a teacher. Many of our interventions address more than one area of need. SOCIAL MENTAL AND EMOTIONAL HEALTH • TIME TO TALK is a Reception small group programme building self-esteem, recognising and expressing feelings, and engaging in positive communication and interaction. • Talkabout group helps children recognise and manage their emotions, understand the feelings of others and how to be a good friend. • SPARKLES is a social group for usually three children where children have individual targets. We promote awareness of others, self confidence and an understanding of turn taking. The group meet at least twice weekly, depending on need. • PLAY THERAPY is utilized to help children cope with difficult emotions and find healthy solutions. It allows children to change the way they think about, feel toward, and resolve their concerns. • Other strategies to support children include: further differentiation of activities; personalised group interventions: time out card; fiddle toy; lunchtime mentor; social stories; comic strips and anger management support

13. SPEECH, LANGUAGE AND COMMUNICATION • TIME TO TALK is a Reception programme to develop oral and social interaction skills • LEGO THERAPY helps verbal and non-verbal communication, joint attention and task focus, collaborative problem-solving, sharing and turn-taking • COLOURFUL SEMANTICS reassembles sentences by cutting them up into their thematic roles and then colour codes them. The approach can be used with children with a range of need including: Specific Language Impairment, Developmental Delay or Disorder, Autistic Spectrum Condition and Literacy difficulties • PERSONALISED PROGRAMME focus on specific aspects of language development, depending on need. These strategies include: modelling language, pre teaching vocabulary, using sequencing / picture/text, talking about the picture, playing language barrier games, working on listening skills activities • We have close links with our assigned school therapist and will seek advice or support if necessary.

14. COGNITIVE AND LEARNING • ELS (Early Literacy Support)/PIPS is an intervention for up to six children, identified as needing additional support in year 1.There is a developmental sequence of phonic, sentence-level and text-level work in reading and writing. • Project X, is a Year 2 book reading intervention programme, revisiting phonic knowledge and building key reading, comprehension skills and children's confidence • Precision teaching is a personalised intervention used to accelerate progress in word/letter reading. • Small phonic groups in Reception, Year 1 and 2, planned and monitored by class teacher address gaps in children’s’ knowledge and learning. • If appropriate, SpLD personalised programmes are delivered to an individual child or small group. • SNAP - an established year 1 mathematics intervention programme, is designed to identify and address gaps in knowledge as well as building confidence.. • Early Bird Maths revises basic number work and patterns in Year 2, building confidence and helping children enjoy mathematics through hands on activities.

15. PHYSICAL • Individual Occupation Therapy programmes help develop large and fine motor skills. • Write from the Start develops fine-motor and perceptual skills for effective hardwiring. • In the classroom small groups are guided using different resources: large writing materials, bead threading, tweezers, small construction materials, play dough, pegs, junk modelling • Tasks are modified to take into account of difficulties. • Sensory diets and activities provides the sensory input some children need, to stay focused and organized throughout the day. Planned activities and specific resources may help children with poor concentration, low arousal and those who are overly responsive to their environment. • Individual children may use the following to help their learning : pencil grips; wobble cushions; writing slopes; weighted bands to aid concentration; weighted belts; fiddle toys; coloured overlays; deep pressure exercises; calming activities; therapeutic putty

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

17. 4. How can I let the school know I am concerned about my child’s progress in school? • If you have concerns about your child’s progress you should speak to your child’s class teacher initially • If you are not happy that the concerns are being managed and that your child is still not making progress, you should speak to the Inclusion Manager or Head Teacher • If you are still not happy, you can speak to the school SEND Governor

18. 5. How will the school let me know if they have any concerns about my child’s learning in school? If your child is identified as not making expected progress, the school will set up a meeting to discuss this with you in more detail and to: • Listen to any concerns you may have • Plan with you any additional support your child may receive • Discuss with you any referrals to outside professionals to support your child’s learning • Agree targets Over an agreed period of time, the school will deliver the additional support and arrange a review meeting with parents to discuss: • The effectiveness of the support • Progress towards the agreed outcomes • Set new targets if required. Where appropriate, we will also have a conversation with your child about their learning and fully involve your child in agreeing the desired outcomes and how we will achieve them.

19. 6. How is extra support allocated to children? • The school budget, received from Richmond Local Authority, includes money for supporting children with SEND • The Head Teacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of needs in the school • The Head Teacher and the Inclusion Manager discuss all the information they have about SEND in the school, including: • The children already accessing extra support • Those children needing extra support • The children who have been identified as not making as much progress as would be expected The Head Teacher and Inclusion Manager decide what resources, training and support is needed via a Provision Map • All resources, training and support are reviewed half termly by the Head Teacher and Inclusion Manager and changes made as needed

20. 7. Who are the other people providing services to children with SEND at Hampton Wick Infant and Nursery School ? At Hampton Wick Infant and Nursery School we work in partnership with a range of professionals in order to support children with SEND. • Additional Educational Psychology Service input to provide a higher level of service to the school • Sensory Service for children with visual or hearing needs • Speech and Language Therapy • School Nurse • Occupational Therapy In addition the Inclusion Manager can make referrals to: • The Child and Adolescent Mental Health Service (CAMHS) • The Primary Mental Health Team (PMHT) • Social Care services

21. 8. How do the teachers in school work with children with SEND and what training do they have? • The Inclusion Manager’s job is to support the class teacher in teaching children with SEND • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This involves whole school training on SEND issues such as Autism and Speech and language difficulties • Individual teachers and support staff attend specialist training courses run by outside agencies that are relevant to the needs of specific children in their class but our philosophy is that every teacher is a teacher of educational needs.

22. 9. How will the teaching be adapted for my child with SEND? • Class Teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child’s needs are met • Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary • Specific resources and strategies will be used to support your child individually and in groups • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs

23. 10. How will we measure the progress of your child in school? • Your child’s progress is continually monitored by his/her class teacher • Your child’s progress is reviewed formally every term • Information is shared with you every term at parent’s evening • If your child is in Year 1 and above, but is not yet working at National Curriculum levels, a more sensitive assessment tool is used which shows their achievements in more detail and will also show smaller but significant steps of progress, this is called ‘P levels’ • At the end of year 2 the government requires all children to be formally assessed using Standard Assessment Tests (SATS) and the results are published nationally In addition: • For children at SEN Support, they will have targets that will be reviewed with your involvement, every term • The progress of children with a Statement of SEND or EHC Plan is formally reviewed at an Annual Review meeting with all adults involved in the child’s education • The Inclusion Manager will also check that your child is making good progress within any individual work or in any group that they take part The effectiveness of the school’s provision for pupils with SEND is evaluated through the schools on-going monitoring cycle by the Senior Leadership Team. This includes: • Termly pupil progress meetings • Regular Book looks • Provision Management audit

24. 11. What support do we have for you as a parent of child with an SEND? • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used. • The Inclusion Manager is available to meet with you to discuss your child’s progress or any concerns or worries you may have • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report • SEN targets are reviewed monthly, alongside those in the children’s individual target books • Homework will be adjusted as needed to your child’s individual needs • A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child • The Inclusion Manager will share information with you about local support groups, courses for parents and holiday activities that are relevant to your child’s needs.

25. 12. How is Hampton Wick Infant and Nursery School accessible to children with SEND? At Hampton Wick Infant and Nursery School we strongly believe in fulfilling our statutory requirement to be an inclusive school. • The school site is fully accessible to children with physical disability via ramps • We ensure that equipment used is accessible to all children regardless of their needs • After school provision is accessible to all children including those with SEND • Extra-curricular activities are accessible for children with SEND • Support is provided for children with SEND who require it at lunchtimes and breaks

26. 13. 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 receiving school’s SENCo in the Summer term to discuss the needs of children in Year 2 who have been identified as having SEND. 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.

27. 14. 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 at via the school office • 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 020 8891 1411 or Emma Maffre Phone: 020 8831 6179 • 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 children@enhanceable.org

28. 15. 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: http://www.richmond.gov.uk/home/services/children_and_family_care/send/about_send/the_local_offer.htm

29. Hampton Wick Infant and Nursery School Complaints Procedures http://Complaints ProceduresSchool Policies School PoliciesSEN Code of Practice DfE www.gov.uk