SEN Information Report
Head Teacher: Mrs M. Hone
SEN/D Governor: Mrs H. Betts
SENDCo/ Teacher in Charge - SL Centre: Miss C. Higgins
How does the school know if children need extra help?
At various times, many children require additional support for a set period of time to help meet their needs or improve their learning. The decision to do this is made by the school and is based on a variety of factors which may be based on:
What should I do if I think my child may have special needs?
Initially discuss any concerns you have with the class teacher. Further advice and support can be obtained by making an appointment with the school SENDCo/ TiC - SL Centre and/ or a member of the Senior Leadership Team (SLT).
How will school staff support my child’s learning?
Attainment, progress and behaviour are monitored by the class teacher.
The SENDCo and SLT monitor individual pupil performance and track progress in core subjects.
Where needs arise interventions are planned and are monitored for impact and effectiveness.
Pupils identified as having needs will be put on the SEN/D register at SEN Support so that they can be monitored more carefully. This enables the school to access further advice and support, where appropriate. This is discussed with parents/ carers prior to any referral being made.
At the end of each Key Stage (Year 2 & 6) all children are required to be formally assessed using Standard Assessment Tests (SATs). Results are reported to the Local Authority (Hounslow) and the Department for Education.
Children at 'SEN Support' will have an I.E.P. (Individual Education Plan) which will detail targets and strategies to achieve them.
The progress of children with an Education, Health & Care plan (EHCP) is formally reviewed at an Annual/ Phase Transfer Review alongside all adults involved with the child’s education.
The SENDCo/ TiC - SL Centre and/ or SLT will monitor progress within any individual work and in any group that they take part in.
Teacher/parent consultation meetings are held for all children in the Autumn and Sprimg terms.
Termly phone calls are completed by class teachers to parents/ carers of children on the SEN/D register to review and discuss their child's progress with their I.E.P. targets.
Parents/ carers will know what progress their child will be making via the Annual School report which compares your child with the national cohort.
|Who will explain to parents/ carers what is happening?|
Class teachers will initially discuss any concerns with parents/ carers. Your child's class teacher will give you details of the perceived need; what is planned in school and any additional help you can provide at home.
Depending on the need/s a range of ways will be used to keep you informed, which may include:
How will the curriculum be matched to a child’s needs?
Quality First Teaching (QFT), in every classroom, is the key to learning at school. A broad, balanced and creative curriculum offers learning matched to each pupils’ ability.
Learning opportunities are designed so that they are accessible for all pupils in the class. In some lessons, pupils are grouped with others that are working on similar targets. The opportunity for mixed ability learning is also provided.
Additional adult support may be used in a variety of ways; small groups, 1-to-1 support within and outside of class or to support the class teacher to plan for or work with a pupil or pupils.
At times, children may need differentiated work and/or different types of support. The support allocated will be dependent on the level of need across the school.
How will I know how my child is doing?
The class teacher/s and/or a member of the Senior Leadership Team will endeavour to be available to discuss individual needs and where necessary an appointment can be made at reception.
Class/ Year Group Learning Newsletters/ Curriculum are updated termly and can be accessed via the school website; these detail subject coverage, key information and when P.E./ Games sessions take place.
Weekly homework tasks which may include: spellings, English, maths/ number bonds/ times tables, etc. can be accessed via each child's class page on Google Classrooms (Pupil login details will be provided by the class teacher).
|How will the school support parents/ carers to help their child’s learning?|
Curriculum evenings/sessions are arranged, as appropriate, to assist parents/ carers in supporting their child’s learning.
Year Group/ Class pages on our school website have additional, recommended learning links.
Parents’/ Carers' Consultation Evenings are held in the Autumn and Summer terms and a full written report is provided in the summer term.
Children on the SEN/D register are supported by an I.E.P which is shared termly with parents/ carers.
Children with an Educational Health and Care Plan (EHCP) will have an Annual/ Phase Transfer Review meeting.
Where outside agencies are/ or have been involved, additional advice is given which may include recommendations as to how the child can be supported at school and/ or at home.
What support will there be for my child’s overall wellbeing?
At Lionel Primary School all staff share responsibility for the welfare and well-being of the pupils:
What specialist services and expertise are available or accessed by the school?
Parents/ carers are consulted before we refer a pupil to an outside agency.
What training will the staff supporting children with SEN/D have?
Lionel Primary has an on-going Continued Professional Development (CPD) programme. Weekly INSET is available to all teachers and where appropriate, support staff.
Individual staff members have undertaken additional training in a range of areas, for example,
Read, Write, Inc., Reading Recovery; Power of Reading; maths training; various areas of SEN/D (e.g. Autism; SLCN; Dyslexia, HI, etc.) and in the use of IT programmes.
The majority of our teaching staff have received 'Team Teach' training (Positive Behaviour Management Strategies).
All Teaching Assistants/ Learning Support Assistants (TA/ LSAs) are qualified First Aiders and several have had Epi-pen training.
How will children be included in activities outside of the classroom, including school trips?
When planning learning activities outside the classroom and trips, accessibility options are fully explored to ensure all pupils can be included.
A detailed risk assessment is prepared in line with Local Authority procedures for all trips.
If necessary, additional arrangements are made for those pupils who require higher levels of support and/or who have medical issues.
The school has two, fully accessible minibuses which are used on the majority of trips. These are serviced and checked regularly.
How accessible is the school environment?
The school building is wheelchair accessible.
Disabled parking is available in the staff car park.
The main school building has appropriate disabled changing and toilet facilities. There are also disabled toilets in both the Early Years block and the Upper Junior (UKS2) block.
The Upper Junior (two-storey) block has lift access.
The school has an accessible evacuation plan in place.
How will the school prepare and support my child when they:
For new arrivals, we liaise with the previous school where possible to identify any additional need/s.
Transition arrangements are in place for each phase, to prepare pupils for change. These may include: home visits for pupils joining Nursery; parents/ carers spending a morning with their child in class prior to starting Reception; classes meeting their new teaching staff at the end of the year or visiting a new school.
Year 6 pupils attend a transition day to their new secondary school during the summer term. Where possible, secondary staff come to Lionel to meet the pupils.
Where necessary, additional transition arrangements are made to support the successful transition of more vulnerable pupils in Year 6. These might include additional visits to the secondary school; meetings between staff and parents/ carers and/or transition work in a small group or 1-to-1 setting.
The SENDCo attends an annual meeting to hand over relevant paperwork to SEN/D representatives from Hounslow secondary schools and to discuss any relevant issues/ information.
Phone calls will be completed by Year 6 class teachers and/ or the SENDCo regarding pupils with additional needs who are transferring to secondary schools outside the Local Authority.
How are the school’s resources allocated and matched to children’s needs?
The school budget received from the Local Authority includes money for supporting children with special educational needs and/or disabilities (SEN/D).
The schools SEN/D budget is allocated for resources and training and is used to support pupils at SEN Support and with an EHCP.
The Head teacher decides on the budget for Special Educational needs in consultation with the school governors, on the basis of the needs of the children currently in school.
The Senior Leadership Team and SENDCo discuss:
All resources/ training and support are reviewed regularly and changes are made as needed.
Where a pupil requires substantial, additional support and they meet the criteria set by the local authority (LA), we apply to the LA for additional funding to meet their needs, by requesting a statutory assessment, which may or may not result in an EHCP.
How is the decision made about the type and how much support a child will receive?
Pupil need is identified via teacher observation, assessment outcomes and progress tracking.
Initial support is provided through specific strategies carried out by class teachers. This may include differentiated work, additional tuition in small groups or on a 1-to-1 basis.
Intervention groups are arranged based on specifically identified needs; these may not be the same in every year group.
It is recognised that one pupil may need ongoing additional support throughout the year and other pupils may only need it for a short time.
We endeavour to provide prompt and effective support for all pupils where needed.
EHCP’s detail the level and type of support a child requires which will be reviewed annually with parents/ carers and other professionals, as required.
For a small number of pupils, who meet the criteria set by the LA, we may request that a statutory assessment, for an EHCP, be made to the LA.
How are parents/ carers involved in the school, and how can they become involved?
Class teachers notify parents/ carers of ways they can help, e.g. reading, assist on trips or for special events.
Parents/ carers can volunteer to help to hear pupils read; this is arranged through the English Co- ordinator (Mrs E. Gomez).
Every parent/ carer automatically becomes a member of ‘Friends of Lionel’ our Parent, Teacher Association (P.T.A.). Termly newsletters contain details of upcoming events, for example, Uniform Sales; Christmas & Summer Fairs; Year Group Discos and these detail how parents/ carers can become involved.
How does the school listen to pupil views?
During the course of an academic year, all pupils, within their classes, have the opportunity to take on the role of 'Chair' or 'Note-taker' during regular School Council meetings. As part of these sessions, all pupils discuss and feedback their views', in small groups, on a specific question and these are collected and returned electronically, via the Smart School Council programme, to the Senior Leadership Team. Prior to the next School Council class discussion, the pupils see how the rest of the classes' voted and the overall response.
Pupils take part in a range of surveys, related to their learning topics and well-being.
Pupils are encouraged to share their views in: weekly PSHE sessions; assemblies and during circle time.
Pupil views are recorded on their Annual School Report.
All pupils with an EHCP record their views on the 'All About Me' document which is then collated with other professional reports for the pupil's EHCP review paperwork.
Where appropriate, pupils are invited to attend meetings, e.g. parents’/ teachers' consultation evenings and Annual/ Phase Transfer reviews for EHCPs.
How do Governors make sure pupils with additional needs are met?
The school has a designated Special Education Needs and/or Disabilities Governor, Mrs H. Betts.
The Headteacher and SENDCo provide reports at Governing Body and Committee meetings.
Governors visit the school regularly and, where appropriate, are invited to take part in lesson observations.
How do pupils gain admission to Lionel Primary’s Speech and Language Centre?
The Speech and Language Centre is Hounslow's Local Authority primary resource-based SLCN provision, with very specific entry criteria.
Please refer to the 'Speech & Language Centre' section on the Lionel Primary School website, for further information.
Who can parents/ carers contact for further information, or to raise concerns?
In the first instance, if you think your child has and/or might have additional needs please see your child's class teacher/s.
Should parents/ carers require additional information after talking with the class teacher they can contact the SENDCo/ TiC - SL Centre or a member of the Senior Leadership Team; an appointment time may need to be arranged with the school office.
Hounslow Parent Partnership Service (PPS) is a free, independent and confidential service that supports parents of children with additional needs.
See links below: Hounslow Families Services Directory and Hounslow Parent & Carer Forum.
Dated: March 2022