Rushey Meadow Primary Hearing Impaired Resource Unit

View Rushey Meadow's Statement of Provision. 

Address:  Rushy Meadow Lane, Carshalton

Postcode:  SM5 2SG

Name of contact person:  Natalie Lindsay-Scott

Telephone:  020 8669 7588



Facebook:  N/A


Contact to discuss child needs

The Class Teacher is your first point of contact if you have concerns about your child. The Class Teacher will also contact you if they are concerned about your child’s behaviour, emotional wellbeing, social development, academic progress or anything else. 

If the class teacher cannot resolve your issue, or if it is more specifically a concern due to their hearing impairment, you may wish to contact the Teacher of the Deaf (ToD) Bethan Gelly who is in school everyday.

The Assistant Head Teacher (SENCo), Mrs Natalie Lindsay-Scott, takes day-to-day responsibility for the operation of the SEND policy and coordination of the provision made for individual children with SEND, working closely with staff, parents and carers, and other agencies. She ensures that you are kept involved in supporting your child’s learning and kept informed of the support they are getting and how they are doing. 

The SEND Governor has oversight of the school’s arrangements and provision for meeting special educational needs. 

The school aims to provide for the special educational needs of all our pupils as they are defined in our SEN Policy.

About the school

The Hearing Impaired Resource Base at Rushy Meadow allows for up to 11 pupils to access additional support whilst spending the majority of their day in their mainstream class within the school.  Rushy Meadow Primary Academy is a two-form entry academy and part of the Cirrus Primary Academy Trust.  

Assessing children

Your child’s progress is continually monitored by the class teacher through their responses to class discussions and in their work. 

Academic progress is reviewed formally twice a year and each child is assessed against the National Curriculum for their year group and given one of the following judgements in reading, writing and maths: working below, emerging in, expected or working at greater depth.  For those children who are working below the year group they are in, they are tracked using the curriculum for other year groups.  If your child is in year 1 or above, but not working on the Year 1 curriculum, we may use PIVATS.  These assessment tools break levels down into smaller steps, so we can more regularly show progress. 

In Reception, children are assessed using the EYFS framework.

At the end of each key stage (i.e. at the end of year 2 and year 6) all children are more formally assessed and the results are reported to the Local Authority.

The child’s individual SEN targets are evaluated at least termly and new targets are set.  This is done in collaboration between the child’s class teacher, the ToD and the SENCo.  Provision is also monitored at this time and changes made as necessary. 

Children who are receiving support from Speech and Language and/or Occupational Therapy within school will also have their progress in these areas assessed by the relevant professionals involved.

There will also be an Annual Review meeting at least once a year with all adults involved with the child’s education, including parents/carers participating where the EHC plan is reviewed and amended as necessary.

Informing parents and carers

Parents/carers are kept informed about their child’s progress through termly parent consultations as well as frequent target sheets and end-of-year written reports.  They are also encouraged to make an appointment to speak to the class teacher, ToD or SENCo should they have a worry or concern about their child’s academic progress, behaviour or wellbeing within school.

The termly provision map targets and targets/reports from SALT and OT are also emailed to parents.  

Updates on progress

How regularly will I be updated on my child’s progress? (see above)

If a child is not making progress

We encourage regular communication between parents/carers and the staff within school.  If the class teacher has a concern about your child’s progress, they will speak to you about it and let you know what is being put in place to support your child.

More detailed discussions about the progress and changes to provision that may need to be made will happen during the EHCP annual reviews


At Rushy Meadow we follow the National Curriculum and teach a broad and balanced curriculum.  All children are taught basic maths skills through discrete Maths lessons and arithmetic sessions.  Reading is taught through discrete phonics lessons in the early years and KS1, and through literacy skills and comprehension sessions throughout the school.  Writing, science, history, geography, art and design technology are taught thematically in ‘topic’ lessons which make links between these areas of the curriculum.  PE, RE and music are then taught discretely.

Adapting for child needs

Children in the HIRB will get support that is specific to their individual needs. This may be all provided by the class teacher or adults in school, ToD, HITAs or may involve staff from outside agencies including health, education, or children’s services. 

The level of need dictates the amount of resourcing the child should receive:

• Class teacher input via high quality teaching that is differentiated.

• Targeted support from the ToD and HITAs via specific small group work or 1:1 sessions. These may be run in the classroom or outside it in the Sunshine room, our HIRB classroom.

• Regular teaching of phonics in small groups with the ToD or HITA

• Visual timetables and behaviour motivators for class and individuals.

• Maximum use of visual resources. 

• Learning tasks are modelled by HITAs and deaf pupils are given extra time to process instructions and re-cap new vocabulary and concepts.

• Opportunities for Pre- and Post- teaching with HITAs and ToD.

• Additional weekly homework provided by ToD if appropriate

• Specialist involvement by outside agencies e.g. Speech and Language Therapy or Occupational Therapy. Assessment reports will be written by these specialists and suggested programmes or recommendations to be followed by specialist staff in school. 

Meeting child needs

Rushy Meadow are experienced in working with and supporting children with a wide range of learning, social, behavioural and specific learning difficulties and conditions as well as emotional and medical needs.  We will always seek advice from professionals and follow advice from these reports.

In terms of your child’s hearing impairment, specialist staff (e.g. ToD and Specialist SALT) work with the class teacher and HITA to support with the equipment and ensure the child can access the learning.

Please speak to the class teacher or the SENCo if you are concerned about your child’s need.  

Access to exams

What arrangements are available for pupils to access tests and assessments? • ToD liaises with class teachers and AHIT for Inclusion to enable our deaf pupils to access tests and assessments in quiet, 1:1 or small group settings.

• ToD co-ordinates signed support provided in tests and modifies language where appropriate, within test guidelines.

• ToD ensures that our deaf pupils access tests and assessments at a level that is appropriate for their learning needs.

• ToD liaises with SENCo, KS2 Lead and SLT to ensure appropriate information is provided for deaf pupils’ who qualify for additional time/support in exams.

• ToD notifies parents/carers of provision for deaf pupils who take exams. 

We always help to support our pupils with their emotional, social and behaviour needs so as to ensure there are no barriers to their learning. For example, pupils have access to communication cards, cool-down areas in their classroom and can access resources and support from our ELSA.

Additional support or time for exams

How will I know if my child qualifies for additional support or time to access tests? (please see above)

The KS2 Lead assesses each child for whether they qualify for extra time in end of KS2 assessments (SATs) on an individual basis following the government guidance for that year.

Comfort, safety and socialising

At Rushy Meadow, there is a family feel which helps children to feel secure and safe and know that they can talk to a member of staff about their concerns.

At playtime and lunchtime, there are familiar school staff on duty to support children in social situations and encourage them to develop their friendships and social skills.  The HITAs are on duty at playtimes and lunchtimes so that there will be a member of staff who uses BSL available at all times.

Playground equipment and games are organised on a rota basis so all children will receive a ‘turn’ on the different equipment on offer.

Developing social & emotional skills

Within the classroom, talk partners are often used as a learning tool to ensure all children are engaged with the learning and groupwork and collaboration are a frequent feature of lessons.  These encourage the children to work together in a supportive way and develop their social skills and teamwork.

Personal, Social, Health and Economic (PSHE) lessons take place weekly in class and also incorporate relationships education.

The ToD runs weekly circle time sessions for the children in the HIRB to promote a sense of deaf community and develop their social skills, listening and attention.

Children that are identified as needing support with their own emotional intelligence, are particularly struggling with their emotions or need support to develop their social skills may be offered ELSA sessions.  ELSAs are Emotional Literacy Support Assistants and give 1:1 bespoke sessions with children weekly for a number of weeks targeting a specific area of difficulty in this area.  Strength and Difficulty Questionnaires are conducted before and afterwards by parents and the class teacher to monitor the progress of these sessions.

Early Help Support in the Community (Tier 2)

( Emotional Literacy Support Assistant), counselling, Talk and draw, parent groups, support groups for parents and children e.g. Self Esteem and social skills, Clinical Psychology paid for by the school, Mentoring, Anger management / Feelings work. ELSA support within school (as above)

Children and parents may also be referred to other agencies for support:

• Social services

• Rae project

• Parenting support (general and for specific needs)

• Young Carers’ group


• Mentoring


Please see school bullying policy:

Disability support

What facilities are in the school to assist children with disabilities move around the building and take part in lessons? We fulfil our duties under the Equalities Act 2010.

• The school is fully wheelchair accessible

• There is currently one disabled toilet

• The car park has a dedicated disabled parking space that is always kept clear

• The school is fitted with flashing alarms to aid hearing impaired staff & pupils

• Sound field systems are fitted in classrooms to ensure better quality of sound for all pupils. Radio aids are linked to class sound field systems and children’s receivers.

• PA system for use in whole school assemblies, which links to radio aid system.

• HIRB TAs provide daily hearing aid/cochlear implant checks to ensure each deaf pupil's personal audiology equipment and radio aid is working. 

[Please refer to the Accessibility plan on the school website:]

Accessing lessons

Class teachers plan lessons according to the specific needs and abilities of all groups of children in their class and will ensure that activities are adapted to enable your child to access their learning as independently as possible.

Specialist equipment is used within school to support those children who use hearing aids, cochlear implants or other amplification for their hearing.  This includes soundfield systems and radio aids.

HI TAs support the children in the mainstream classrooms by using British Sign Language (BSL) or Sign Supported English (SSE) as appropriate to support the child with understanding the learning.

Depending on the learning needs of your child, they may be taught reading, writing and maths skills that is different from the rest of the class but they will still learn about the same topics as their peers.

Who we work with

• NHS Speech and language therapist (SALT)

• Cognus Speech and language communication need service (SLCN)

• Educational Psychologists

• NHS Physiotherapy

• NHS Occupational therapy

• Cognus Occupational Therapy

• CAMHS [children and adolescent mental health services]

• Behaviour support team 

• Paving the Way – team supporting with social communication, attention and concentration, attachment and mental health issues in the broader sense

• Autism Outreach service

• Sensory Impairment service

• School nursing service

• SIASS – Sutton Information and Advice Support Service

• Sutton Parent Carers Forum

• Portage / Playwise

• Early Years SEN Advisors

• Social worker

Working with other agencies

How does the school work with other agencies? The SENCo will refer to other agencies if appropriate having discussed the child’s needs and difficulties with parents/carers first.  This can then lead to direct work from the professional with the child in school (e.g. Paving the Way, ASD service).  Any reports or targets from these professionals are always shared with parents/carers.

If a child receives support from another agency outside of school, the ToD and SENCo ensure that any information received is disseminated to the appropriate adults and any targets are worked on within school (e.g. NHS SALT, OT, CAMHS, physiotherapy)

Sometimes outside agencies request information about a child’s presentation within school as part of a multi-agency approach, e.g. CAMHS, Paediatrician.  In these instances, the SENCo will liaise with the staff working with the child to provide appropriate information.

Informing parents and carers

How will I be informed? Parents/carers must consent to other agencies or professionals being involved with their child’s education.

During the initial assessment process, the professional would usually contact the parent/carer for their views and answer any questions they may have.  This may involve a telephone conversation or a meeting either in school or virtually by video call.  Once the assessment is complete, a report is usually produced which will be emailed home to parents.  Any targets produced and reviewed will then also be shared with parents.

Helping your child settle with confidence

How will the school help my child settle with confidence and manage change as they move between schools and year groups? Rushy Meadow is a friendly community of children from Nursery through to Y6. Our teachers regularly talk to each other, and many teachers know all the children in the school.

Before your child moves class, they will have the opportunity to meet the teacher, see their new classroom and meet their classmates.

There is always a handover meeting between current teachers and new ones. Key information is passed up, including any additional needs your child may have, and recommendations/provision.  

Your child’s progress and achievement will still be monitored by the ToD, SENCo and other senior leaders in the school. Procedures will be followed by the school regardless of the class your child is in.

Any specialist equipment will be passed up to the new teacher. 

When children move onto another school, including transferring to a different primary school or moving onto secondary school, the children’s SEN information is passed on – the paperwork is given to the receiving school and the SENCo at Rushy Meadow will discuss with the new school the additional needs of the child and the support they will require.  Many secondary school head of Year 7 or SENCOs will visit the primary schools to meet the children themselves too.

Many of the outside agency staff working in primary schools also work in secondary schools and your child is likely to have the same adults continuing to support them if necessary, e.g. the Specialist SALT therapist works in a secondary school which many of our HI children move onto.

A multi-agency meeting with parents/ carers and the child will be held if necessary.

Extended School Day

What additional facilities do you offer?e.g. Breakfast club; After school clubs; walking train to after school care We currently offer a range of lunchtime and after school clubs, encompassing sport, music, the arts, nature and games. Many of these are run by members of staff who volunteer their time to provide activities that reflect their wide range of talents as well as the children’s interests. 

In addition to this, we host a selection of fee-paying clubs run by outside agencies. Clubs are coordinated by Mrs Jennings, who will always be happy to hear any ideas you have about clubs that you or your child would like to see at Rushy Meadow.

Our wraparound care is run by an external provider on the school premises.  ‘Come and Play Childcare Breakfast and After School Club’ provides childcare for children at Breakfast Club from 7:30-8:30am and After School Club until 6pm for children aged between 4 – 11 years old.


Please see the following policies for more information:

SEN Policy

Equalities Policy

Accessibility Plan


October 2021