As a mainstream school we can cater for a wide range of special educational needs and disabilities. If you wish to know if we are the right school for your child a conversation with us is the best first step. 

As identified in our SEN policy children with SEN are identified and their needs determined and reviewed in accordance with the SEN Code of Practice. This code sets out a model of action and intervention that is designed to help children towards independent learning. When a child is identified as having a SEN the school will ensure that appropriate SEN provision is in place.

A child will move to SEN support where there is concern, underpinned by evidence, about a child who despite receiving differentiated learning opportunities makes:

• Little or no progress despite teaching approaches targeting a child’s identified area of weakness.
• Shows signs of difficulty in developing literacy or mathematical skills that result in poor attainment in some curriculum areas.
• Presents persistent emotional or behavioural difficulties, which are not overcome through the school’s usual behaviour management techniques.
• Has sensory or physical problems and continues to make little progress despite the provision of specialist equipment
• Has communication/interaction difficulties and continues to make little or no progress despite the provision of a differentiated curriculum

As set out in our Local Offer we use diagnostic tests to help support the identification of need. These include

• Dyslexia Early Screening Test/Dyslexia Screening Test –
• Salford reading test
• Lexplore Reading Assessment
• Vernon spelling tests
• Infant Language Link screening
• Sandwell maths assessment
• British Picture Vocabulary Scale
• The Boxall profile
• Emotional Literacy Support Assistant progress form
• YARC (York Assessment of Reading for Comprehension)

As set out in our Local Offer Our SENCo, along with the Head teacher, oversees all support and progress of any child requiring additional support across the school.

If your child receives additional support for either learning or behaviour, their targets will be written up as either a Learning Support Plan (LSP) or an Individual Behaviour Plan (IBP) and this will be shared with you and your child.

The class teacher will oversee, plan and work with each child with SEN in their class to ensure that progress in every area is made.

There will be a Learning Support Assistant (LSA) working with your child either individually or as part of a group if this is seen as appropriate by the class teacher and SENCo. In some circumstances an intervention may be led by the SENCo. The interventions and timetabling of support will be explained to parents in advance.

All work within class is pitched at an appropriate level through a variety of activities so that all children are able to access learning according to their specific needs.

The benefit of this type of variation of activities is that all children can access a lesson and learn at their level

• The progress made on the LSP will be regularly reviewed by the class teacher and monitored by the SENCo

As set out in our SEN policy The SENCo monitors the teaching and learning of children with SEN by observations and by reviewing planning to make sure the learning needs of those children are being catered for.

Teachers and Learning Support Assistants have access to LSPs during the day to tick of targets and annotate plans. LSP are updated half termly and are sent to parents before termly parents meetings to enable parents to input into the plan before the final version is agreed

The marking of children’s work follows the school marking policy. In addition, children with LSPs may have specific mention made to progress towards achieving those targets.

Year teams monitor levels and progress of SEN children during Pupil Progress meetings and report this to the SENCo.

Children identified from the pupil progress meetings are referred for specific interventions decided in consultation with the SENCo, head teacher, class teacher and LSA.

As set out in our Local Offer once, your child has been identified as having SEN the SENCo may decide that further advice or support from an outside agency is appropriate. We work in partnership with the following agencies:-

• School Nurse
• NHS Solent Therapy Team – Occupational Therapy/Speech and Language/Physiotherapy
• Alex Kelly – Speech and Language Therapy
• Educational Psychology Service
• Specialist Teacher Advisory Service
• Primary Behaviour Support Service
• Hollywater School outreach teacher
• Hampshire Ethnic Minority and Traveller Achievement Service (EMTAS) including access to their SENCo.
• Child & Adolescent Mental Health Services (CAMHS)
• Hampshire Children’s Services

As set out in our Local Offer We offer an open door policy where you are welcome any time to make an appointment to meet with either the class teacher or SENCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.

We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.

If your child is on the SEN register they will have a Learning Support Plan (LSP) which will have individual / group targets. This is discussed on a termly basis and parents are given a copy of the LSP. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed. Next steps are outlined on the LSP.

If your child has complex SEN they may be part of an Inclusion Partnership Agreement (IPA) or have an Educational Health Care Plan (EHCP), which means that a formal review meeting will take place at least yearly to discuss your child’s progress and a report will be written

• The progress made on your child’s LSP will be emailed to you termly and can then be discussed at parents evening. All comments regarding progress and achievement will be shared, as well as any emotional, social or behavioural challenges
• An annual report is written for every child, detailing the academic achievement
• Any updates regarding your child’s needs will be passed on as soon as they arise – all programmes and reports that are written for a child are sent to parents as well as school
• Any advice or support on how best to cater to your child’s needs will be given throughout their time at our school
• If your child has an Education, Health and Care plan, annual reviews will be held in school to discuss progress and changes to their plan, and parents are invited to this

As set out in our Local Offer Our school is dedicated to providing the best quality support for all pupils with SEN. Prior to your child joining our school we would ensure appropriately trained staff were in place to support them. We are constantly revising and improving our provision through continuing professional development for all our staff. If a child joined us whose type of needs had not previously been supported within the school, members of staff would receive appropriate training.

• We have two members of staff who have completed the ELSA training and have regular support from Educational Psychologists
• We have members of staff qualified as Higher Level Teaching Assistants who are able to teach children in groups and cover classes
• All staff have been trained by Speech and Language Therapists in recognising and supporting Speech and Language difficulties and specific members of staff specialise in delivering Speech and Language programmes. Further members of staff have been trained in ‘Infant Language Link’ and are able to carry out assessments and interventions
• Two members of staff have been trained in ‘Lexplore Analytics’ to aid and support reading skills and understanding
• All members of staff have been trained to deliver ‘Precision Teaching’
• All Learning Support Assistants have received ‘in house’ SEND training and have all attended various training in specific areas of expertise and interest

As set out in our SEN Policy there is close liaison with Bordon Junior School to ensure that all records relating to children with a SEN are transferred effectively. We have a programme of transition support in the summer term prior to children leaving us and this is extended for any of our more vulnerable children with a range of needs. If a child has an EHCP the receiving school will be invited to review meetings in Year 2, and transition arrangements put in place. The SENCo and class teachers have close links with the staff at Bordon Junior School to ensure smooth transition and transfer of records. Similar close links are made with nurseries and pre-schools and parents prior to the admission of children to school.

As set out in our Local Offer We are an inclusive school; we welcome and celebrate diversity. All staff believe that having high self-esteem is crucial to a child's well-being. We have a caring, understanding team looking after our children. The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required, the class teacher liaises with the SENCo for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and / or the Primary Behaviour Service. The school also has two ELSAs (Emotional Literacy Support Assistant) who work under the direction of the SENCo and Head teacher, with vulnerable children during the school day.

We believe in working in partnership with our parents and we want to talk with and understand parental concerns to work together as a team to support your child. If parents have concerns then they should contact either the Headteacher, SENDCo or class teacher straight away. If parents wish to make a complaint about the provision at the school, full details of how to make a complaint can be found in the school Complaint Policy

• You could make an appointment with the class teacher
• You could ask to meet with Hannah Brown, the SENCo
• You could look at the SEND policy on the policy of the school website
• If you have any concerns over the provision your child is getting, please contact our SENCo or the Headteacher who would be more than happy to talk to you and work with you to resolve any issues. 
• You can contact Hampshire SENDIASS for support. Hampshire County Council provides information and support for parents of children with SEND through Core Assets Children’s Service which provides from both Support4SEND and Parent Voice. This website provides SEND information, advice and support and can be accessed via this link – https://www.hampshiresendiass.co.uk/parents-carers
• Please click here to see the Hampshire Local Offer.
• If you are considering a place for your child at Bordon Infant School, you can arrange to make an appointment to meet the head teacher, Matt Greenhalgh, and the SENCo, Hannah Brown, to discuss whether this school can cater to the needs of the child

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Hannah Brown, the SENCo, can be contacted via email – h.morton@bordon-inf.hants.sch.uk. Alternatively, to discuss matters over the telephone, please call the school office, 01420 472358.