Primary - Hackbridge Primary School

Record details

Name of school
Hackbridge Primary School
Hackbridge Road
Journey Planner
Miss N Robins – Deputy Headteacher & SENCo
020 8647 7974
Contact to discuss child needs
The information provided for our school pertains to the 2017-2018 academic year. Policies and practice may be adjusted at any point to take account of the needs of the pupils in the school, the school budget and any national or local updates.

The school aims to provide for the special educational needs of all our pupils as they are defined in our Special Educational Needs (SEN) and/or Disabilities (D) & Inclusion Policy.

Who should I contact to discuss the concerns or needs of my child?
o First point of contact: Class Teacher – monitors progress of pupil, identifies any difficulties a pupil might be experiencing, ensures lessons are differentiated to meet needs of pupil and liaises with key staff about interventions needed.
o Second point of contact: Year Group Leader – deals with concerns which cannot be dealt with by the Class Teacher or require additional discussion.
o Assistant Manager for SEND, EAL & Inclusion – Mrs Prior
o Assistant Manager for Inclusion with Child Protection Responsibilities – Mrs Stanek
o Special Educational Needs Co-ordinator (SENCo)/Inclusion Manager – Miss Robins
o Assessment Co-ordinator – Mrs Parker
o Deputy Headteacher – Miss Robins (EYFS & KS1) or Mrs Parker (KS2).
o Headteacher – Mrs Walford

Governors with a special interest in SEND – Mrs Prior, Mrs Baughan & Mrs Cook.
Assessing children
Within the school there is an on-going process of review, teach and assess. Termly progress meetings are held with the principal, class teacher and the Inclusion Manager.
Informing parents and carers
o Class Teachers write a comment in pupils’ Home-School Contact Books at least once every three weeks.
o Informal contact with Class Teacher at dismissal point every day.
o Parent/Teacher Consultations are held in the Autumn and Spring terms.
o Annual Reports are written and sent home to parents/carers at the end of the Summer term along with national Phonics Check results at the end of Year 1 and national end of key stage assessment results in Reception, Year 2 and Year 6.
o Parents can request a formal meeting with their child’s Class Teacher at any point in the year to discuss specific concerns.
o Class Teachers meet termly with the parents of pupils with special educational needs and/or disabilities to set and review targets within their class’ Provision Map.
Updates on progress
o Parent/Teacher Consultations are held in the Autumn and Spring terms.
o Annual Reports are written and sent home to parents/carers in the Summer term along with national end of key stage assessment results (where applicable).
If a child is not making progress
o Class Teachers will meet with parents/carers to discuss concerns about pupils who are not making progress.
o Class Teachers and the SENCo will use the London Borough of Sutton’s Graduated Support for Special Educational Needs document to determine the type and severity of any special educational need.
o Additional support will be documented within class Provision Maps and within the school’s overall Provision Map.
o Targets within the Provision Map are reviewed at least termly to enable the evaluation of any intervention and the Class Teacher will share these with parents/carers.
o According to availability and within set criteria, additional support may be provided via additional resources after discussions with the SENCo, parents/carers, the pupil and, where relevant and the budget allows, an external agency.
o The Assistant Manager for Inclusion and the Child & Family Support Worker is available to support families as needed.
o The SENCo may seek additional external support for a pupil who is continuing to experience significant difficulties, which may involve an application for an Education, Health and Care Plan assessment where the pupil meets the local authority trigger criteria.
o School staff may informally discuss progress with parents/carers in addition, as needed.
o The Governors’ Inclusion Advisory Group meets termly and is provided with anonymised attainment and progress information for identified pupils. Their role is to provide challenge to staff in raising the attainment of pupils with SEND, as well as to provide support. Individual anonymised cases may be discussed and actions agreed.
o The Early Years Foundation Stage is followed in Nursery and Reception and the National Curriculum is followed in Years 1 to 6. Since September 2014, we have been using ‘Imaginative Learning Projects’ published by ‘Cornerstones’ to aid in the delivery of this. This provides an experience based and cross-curricular approach to learning. Further information is available on the school's website.
o Educational visits and/or experiences are organised which enhance each ‘Imaginative Learning Project’ first-hand. These take place at the beginning of each project and are called our ‘Engage’ experiences.
o Teaching takes place within class groups of 30.
o RE is taught following the local SACRE guidance.
Adapting for child needs
o Teachers are skilled at adapting learning objectives and activities to meet the different levels of need within their class and planning is differentiated to take account of individual pupil needs.
o Grouping arrangements are organised carefully to maximise learning opportunities for all.
Teacher flexibility on child needs
o Teachers are trained in differentiating learning to meet the needs of groups and/or individuals. The curriculum has to be followed, but there may be variation in the target objectives for children with special educational needs and/or disabilities based on their level of learning in a particular area/subject.
Additional support
o Additional adults may be used to support groups within the classroom with the aim of enabling pupils to become more independent leaners.
o Where it has been agreed with the SENCo, identified interventions providing additional support may be used with individuals and/or groups.
o Using the trigger and referral criteria within the London Borough of Sutton’s Graduated Support for Special Educational Needs document, advice from external agencies (where these are offered by the local authority as part of their core offer or where the school budget allows and expertise is not already available in-house) may be sought by the SENCo.
o Using individual agency referral criteria, referrals may be made by the SENCo to the NHS Speech & Language Therapy Service (currently up until the end of a child’s year in Reception), Community Paediatrics or Child & Adolescent Mental Health Services.
o Referrals to Occupational Therapy (up until a child is 6 years old) or the Enuresis Clinic may be sought via the School Nursing Service, which the SENCo can arrange.
Learning strategies
o Daily Phonics sessions are taught to all pupils from Reception to Year 2 using ‘Letters & Sounds’ (DfE).
o Phonics sessions continue in KS2 for those pupils for whom the need is identified.
o Targeted teaching objectives are planned in English and Maths lessons to focus the teaching and learning to meet the needs of different groups.
o Lessons are differentiated to meet the needs of all learners.
o Teachers demonstrate and model learning for the pupils. Teaching points are addressed in the lesson and learning is reshaped according to outcomes.
o Teachers work with a ‘guided group’ in English and Maths lessons to target teaching to meet the needs of different groups.
o Some year groups/classes/identified pupils may be allocated additional support staff and have access to additional guided group work.
o Pupils with an identified special educational need and/or disability have targets identified within the class’ Provision Map which identifies targets for the pupils and strategies to support these to enable them to achieve agreed outcomes.
o Some pupils may have a visual timetable which details their daily planned learning and activities.
o Some pupils may be included in additional intervention group programmes delivered by educational support staff, under the direction of the Class Teacher and the SENCo.
o Within the availability of the school’s allocation, some pupils may receive external agency support if their need meets the criteria set out by those agencies where the service is provided by the local authority as part of their core offer to schools or is within the school’s purchased additional agency support (budget allowing).
o The SENCo and Assistant Manager for SEND, EAL & Inclusion manage resources to ensure that reasonable adjustments are made to supply pupils with additional equipment where a need is identified, such as pencil grips, sloped writing desks, wobble cushions and coloured overlays. Provision of these additional resources is managed within a set budget and each adjustment is individually considered.
o Where possible, all strategies employed to support pupils with special educational needs and/or disabilities are planned to encourage and promote independence.
Meeting child needs
Class Teachers meet with the parents/carers of pupils with special educational needs each term to discuss targets within the Provision Map and explain the strategies in place to meet these. They also discuss what can be done at home to support the children’s targets also.
Access to exams
o Children who would benefit from additional time or a reader during tests and assessments will be provided with this if entitled within the administration guidelines. This may be for children with a diagnosis or those awaiting an assessment.
Additional support or time for exams
o Your child’s teacher will advise you if your child qualifies for additional support or time to access tests.
o At the end of KS2, if your child is performing below the level of the tests, then their teacher will advise whether they will be participating in these.
Comfort, safety and socialising
o The school operates an ‘open door’ policy with parents/carers.
o Class teachers deliver Personal, Social & Health Education lessons, which include Circle Time activities as part of the curriculum.
o Pupils are involved in establishing class rules and signing up to the school rules.
o The school’s rewards and sanctions system was drawn up with input from pupils.
o Pupils in upper KS2 are trained as ‘Young Sports Leaders’ to facilitate games and assist younger pupils in the playground.
o A range of lunchtime and after-school clubs are offered at different points throughout the year, such as Art Club, Library/Reading/Games Club, Home Learning Club, Dance Club, a variety of sports clubs, Choir, Cooking, Multi-Skills etc.
o Home-School Contact Books are used for home-school liaison.
o Visual timetables are used in classrooms.
o There is a strong ethos of pastoral care throughout the school.
o End of year transition work is carried out with all pupils, with some pupils receiving additional transition work to meet identified needs.
Developing social & emotional skills
o From Reception onwards, pupils may be offered to participate in ‘Nurture’ groups to develop a range of different social skills and enhance self-confidence and self-esteem.
o Senior Teaching Assistants, Emotional Literacy Support Assistants or the Higher Level Teaching Assistant for Behaviour who are trained in emotional and social skills interventions may work with individuals or groups.
o The Assistant Manager for Inclusion or the Child & Family Support Worker may work with individual pupils and their families on a referral basis from the SENCo.
o Some pupils may be referred for specialist support from external agencies where needs meet eligibility and referral criteria.
Early Help Support in the Community (Tier 2)
We employ a drama therapist from roundabout - -
for one day a week and we have two qualified ELSAs within school. One member of staff has also been trained in Talking and Drawing. We have a full time family liaison and pastoral support officer who supports parents whose children have additional needs. If you child is identified as needing additional support we will always contact you in the first instance and have the option to refer to outside agencies, if necessary.
The school has a Behaviour & Anti-Bullying policy which sets out our expectations and the way in which we promote and manage behaviour. Our aim is to promote and encourage a positive attitude to self-discipline in everyone, however young. We aim to encourage everyone to be aware of the consequences of their own actions and/or words on others and to understand the difference between acceptable and unacceptable behaviour and to act appropriately, with or without support.

Bullying in any form is not tolerated within the school. The procedures set out in the ‘Anti Bullying’ guidelines accompanying the Behaviour and Anti Bullying Policy are implemented whenever bullying is reported.

Online safety and cyber-bullying are addressed at an age-appropriate level across the school.

Staff are present during playtime and lunchtime to supervise children during unstructured times.
Disability support
o At present there is wheelchair access to all buildings, except to one hut.
o The school has an induction loop system fitted to the Central Hall and School Office.
o There are disabled toilet facilities.
o The school has a strong ethos of including all pupils, including those with SEN and/or disabilities.
o The curricular provision takes account of children’s individual needs.
o Reasonable adjustments are made by staff to ensure access to the buildings and grounds, learning and teaching and communication methods for children with disabilities and parents/carers with disabilities.
o Parents or carers seeking the admission of a pupil with special educational needs or mobility difficulties are advised to approach the school well in advance so that consultations can take place.
o The Accessibility Plan and the Equal Opportunities Policy detail the school’s compliance with the Disability Discrimination Act and the Equality Act of 2010.
Accessing lessons
o Transition meetings with the SENCo, parents/carers and any other professionals involved in the child’s care are held for any pupil joining the school who has a special educational need and/or disability which may require reasonable adjustments to be made in order that these can be discussed, planned for and agreed in advance of admission.
o Meetings are held with the SENCo, parents/carers and any other professionals involved in the child’s care for any pupil at the school who develops a disability at any point in their primary school career so that needs can be discussed.
o Where needs meet the criteria set out in the London Borough of Sutton’s Graduated Support for Special Educational Needs document, a request for additional support from other agencies or an assessment for an Education, Health & Care Plan may be made for pupils with specific and high levels of need.
Who we work with
We access the London Borough of Sutton’s services as required. We can make referrals to all services and use the speech language communication service and the educational psychology service. We have an allocated school nurse. We make referrals to Sutton Child and Adolescent Mental Health Service as necessary. Before an agency is able to work with any child will be always seek the parents’ views and consent.
Working with other agencies
We can make referrals to all services and use the speech language communication service and the educational psychology service. We have an allocated school nurse. We make referrals to Sutton Child and Adolescent Mental Health Service as necessary. Before an agency is able to work with any child will be always seek the parents’ views and consent.
Informing parents and carers
o The Class Teacher, Assistant Manager for SEND, EAL & Inclusion, Assistant Manager for Inclusion or the SENCo will discuss the possibility of a referral with parents/carers, and also the pupil where appropriate.
o Parent/carer permission is always sought before any referral is made for additional support.
o Where appropriate, parents/carers may be invited to meet with the professionals from the agency that the referral has been made to, to enable the sharing of background information and to discuss and review the outcome of any assessment or intervention that takes place.
Helping your child settle with confidence
o Home-School Visits for new pupils joining Nursery or Reception are carried out by the Class Teacher and another member of the Early Years team.
o Mid-term Admissions Meetings carried out with the pupil, parent/carer and a member of the school’s leadership team and/or the Assistant Manager for Inclusion.
o Mid-term admissions are supported through a ‘new pupil induction’ programme undertaken by a member of staff from the school’s inclusion team.
o Transition ‘meet the new teacher’ afternoons take place for pupils in July. Additional visits may be organised for identified pupils.
o ‘Moving On’ booklets are prepared for some pupils to support the transition into a new year group or class.
o Curriculum Overviews are sent home by each year group each term detailing information about the learning for that term. These are also available on the school website.
o The SENCo attends transition meetings for individual pupils joining the school where the need is identified. Telephone contact is made with the previous school as a minimum.
o The SENCo attends the local authority Early Years Transfer Meeting and the SEN Secondary Transfer Meeting in the summer term each year to share information.
o Key staff from secondary schools visit Hackbridge Primary School to speak to the Year 6 pupils transferring to their school.
o Transition arrangements for individual pupils are planned at Year 6 Statement/Education, Health and Care Plan reviews.
o All pupils in Year 6 are invited to a familiarisation day at their secondary school.
o All records are passed onto the new school SENCo.
Extended School Day
o Breakfast club is available at Harris Carshalton and all children must be booked in advance for this.

After school club is run on our school premises by Busy Bees.
September 2018