Elvetham Heath Primary School is a community of learning where each child is valued as an individual and will develop a sense of self-respect and self-confidence, alongside a love of learning. Through this each child will be motivated and supported towards achieving personal excellence, within a culture of celebration. The school is a learning and growing community where academic, social, cultural, spiritual and moral values are developed and nurtured, and where all children have equal access to the education provided.
2 How does the school know if children need extra help and what do I do if I think my child has special educational needs?
Elvetham Heath primary School is committed to early identification of SEN (Special Educational Needs). A range of evidence is collected through the usual assessment and monitoring arrangements, observations and information gathered from class teachers, parents, SENCo (Special Education Needs Coordinator) and external agencies if necessary.
Identification of SEN follows a graduated response which includes all or some of the following:
The SENCo overviews this process, liaising with parents/carers as well with other professionals involved in and, where appropriate, outside of the school. The school values parental input and the SENCo holds regular meetings with parents/carers to keep them informed of progress and to decide next steps. The SENCo will also advise on other external educational services available in addition to those the school can offer.
3 How will both you and I know how my child is doing and how will you help me to support my child’s learning?
General teaching practice at Elvetham Heath Primary School is well differentiated, covering the needs of all children. Progress is continually reviewed and where a child is failing to make expected progress this is shared with the SENCo. If the implementation of SEN intervention is considered appropriate, parents are informed and invited into school to discuss next steps. When necessary the SEN team will request parental permission to involve other professionals or agencies in SEND provision. School will liaise with them for advice and will keep parents involved/informed throughout the process. Once an appropriate course of action has been decided upon and implemented, the success of each intervention is regularly assessed and modified as necessary to meet the child’s needs. The school has an open door policy and parents are encouraged to discuss any concerns or raise any questions with their child’s teacher in the first instance. In many cases a school/home link book is issued to enable parents/carers to better support their child’s learning. Additionally, the SENCo can meet with parents at mutually convenient time.
SEN reports are submitted to the school’s governing body and the SENCo liaises with the SEN governor regularly to evaluate the effectiveness of provision and adherence to national and local legislation.
4 How will the school staff support my child?
The school has a policy of inclusion and wherever possible SEN learning support takes place within the classroom. Opportunities for support (both one-to-one and small group work) is built into teachers’ planning. Further differentiation is provided through learning objectives and outcomes. Where appropriate, additional adults will support children’s learning within the classroom setting. The school is committed to ensuring that staff training is monitored and kept up-to-date in order that this support is of maximum benefit. Within the school many members of staff have specialised SEN knowledge and training which is matched to need. Individual educational plans are written and followed for each child on the SEN register. These are reviewed each term. For pupils who have significant physical, sensory, learning, behavioural or communication difficulties, advice for inclusion and equal opportunity is obtained through consultation with external agencies (e.g. Educational Psychologist, Occupational Therapist, Speech and Language Therapist, Physiotherapist) and adhered to.
You can find our SEN policy and other associated policies on the school website:
5 How will the curriculum at your school be matched to my child’s needs?
All teachers are teachers of children with SEND. All teachers plan to include everyone in their lessons and work is provided at the appropriate levels for children to access their learning and make good progress. Planning is monitored by the senior leadership team.
6 How is the decision made about what type of and how much support my child will receive?
The school endeavours to support every child’s needs and allocates support accordingly. Resources are allocated as a best fit to the needs within the school. The school’s leadership meet regularly to discuss pupil progress and identify children who may require further support. Where this support is above and beyond usual classroom provision, parents will be notified and their views taken into account.
Where necessary, the school will gather evidence and apply for special arrangements for public examinations such as extra time, scribing, a reader and/or large-print papers.
7 What support will there be for my child’s overall well-being?
At Elvetham Heath Primary School we have Key Stage 1 and Key Stage 2 Social Emotional groups which run through the year to support those children with emotional or social difficulties. Children with greater need of emotional support have access to a nurture group or one-to-one support from an ELSA (Emotional Literacy Support Assistant) if required. Brief one-to-one personalised support can be arranged for some children to support them through specific times of difficulty.
We aim to be positive in our approach and to notice and reward good behaviour. We use a house point system where children are rewarded as a team and as individuals, this is followed by staff and children.
If a child has behavioural difficulties an Individual Behaviour Management Plan will be developed with the child, parents and staff working with the child to identify specific issues and put relevant targets and support in place.
Following a behaviour incident we expect the child to reflect on their behaviour with a view to developing strategies that will be put in to place to avoid further incidents and improve their behaviour.
Attendance is monitored on a weekly basis by one of the DHT's and support is given to actively encourage good attendance throughout the school. Lateness and absence is recorded and reported to the school governors by the headteacher.
Medicines prescribed by a doctor are administered in the first aid room by our trained staff. A health plan is written for children who require one. We also work closely with the Hampshire Physical Disability Inclusion Officer who performs risk assessments where appropriate.
Our school kitchen is run through HC3S (Hampshire Caterers). We are a nut-free school. This means that all the products used in our menu are confirmed as having been manufactured in a nut free environment. HC3S can provide other special diets for children with medical problems. These include coeliac, dairy free and egg free options. For more information about special diets, visit their website www.hants.gov.uk/caterers.
To avoid /reduce instances of exclusion, behaviour plans are agreed by staff, pupils and parents for children who require them.
All children are encouraged to contribute to school life through their elected class members of the school council. The position of school counsellor is open to all pupils, and where necessary children with SEND will be supported in carrying out these duties.
8 What training is provided for staff supporting children with SEND?
The school’s SEN team consist of:
Tel. 01252 622205
The school is committed to ensuring that staff training is monitored and kept up-to-date in order that this support is of maximum benefit to pupils. Both the school’s SENCO and SEN manager are qualified teachers. Within the school many other members of staff have specialised SEN knowledge and training. Where new needs are identified for which the school is unprepared to offer provision, staff are selected and training is arranged.
Where necessary the school draws on the services of outside agencies and specialists such as Speech and Language, Educational Psychology, paediatric Occupational Therapy, Physiotherapy, the Behaviour Support Service, Henry Tyndale outreach support, the Parent Support Advisor, the school nurse, Ethnic Minority and Traveller Achievement Service (EMTAS), the advisory teacher for visual impairment, the advisory teacher for hearing impairment, the advisory teacher for physical disability, social workers, Children’s Services (child protection) and other specific trusts.
9 How accessible is your education setting (indoors and outdoors)?
Elvetham Heath Primary School is fully wheelchair accessible, has disabled changing and toilet facilities and disabled parking bays. There is also accessible parking at the next door shopping centre and church. For pupils with SEN who are different from those already provided, the school liaises with parents and any professionals involved before sourcing equipment or modifications required to enable full inclusion in all aspects of school life.
10 How are parent carers/children currently involved in the school? How can I get involved and who can I contact for further information?
The school values and encourages parental involvement in children’s education. In addition to routine parents’ evenings and new parents visits, the school has an active PTA (Friends of Elvetham Heath Primary School Association) which contributes greatly to school life and which all parents of children at the school are automatic members.
Our inclusion policy promotes involvement of all aspects of the curriculum, including activities outside the classroom. Where concerns of safety and access are expected, further action is taken to enable involvement by all children. If appropriate, parents and carers are consulted. We are a Rights Respecting school where we value each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has an open forum for any issues or viewpoints to be raised. Alongside this we also provide the following opportunities:
If your child has an IPA (Inclusion Partnership Agreement) or Statement of SEN their views will be sought before any review meetings.
11 What steps should I take if I have a concern about the schools SEND provision?
If, after consultation with your child’s teacher and/or the school SENCo, you are unhappy with the schools SEN provision for your child, you should address your concerns in the first instance to the headteacher. Should you remain unsatisfied with the school’s response, you should contact the school’s SEN governor or Chair of Governors.
12 How will the school prepare and support my child to join the school, transfer to a new school, or transition to the next stage of life?
When your child joins Elvetham Heath Primary School, you will have an opportunity to visit the school. This will be a chance for you to ask any questions that you may have.
Staff carry out visits to preschools to discuss each child’s individual needs with the preschool staff. When high level needs are identified, before the child joins the school, a transition meeting is arranged with parents, previous setting staff, any professionals involved, the SENCo and the member of staff who will be teaching the child on arrival.
Internal transition meetings take place every year as children progress through the school. Year six staff and the SENCO liaise with receiving schools and extra transition visits are arranged as necessary.
13 Where can I get further information about services for my child?
SEN information is provided as part of the local offer issued by Hampshire county council. This offer can be viewed in full on the following link:
The school would like to thank the parents of children with SEN at Elvetham Heath Primary School who contributed to the completion of this SEND information report.
Last updated on 26.01.16