Supporting Educational Needs – Information Report Academic Year 2019/20
These pages set out information about our provision for those pupils who need school support for their educational needs and disabilities which impact on their academic, emotional or social development and learning. This report is updated annually. Our SEND policy, Equality Scheme, Accessibility Plan and other related policies can be found on our website.
About our school
John Hampden Primary School is a mainstream, 2 form entry school with 402 pupils on roll from Nursery to Year 6. JHS provides for children and young people with a wide range of more specific educational needs and disabilities including those with:
- Communication and interaction needs (C&I): This includes pupils who have speech, language and communication difficulties and pupils who have A-typical neurological development such as ASD (autistic spectrum) or ADD/ADHD (attention deficit/hyperactivity).
- Cognition and Learning needs (C&L): This includes pupils who have moderate, complex and or specific learning difficulties ranging from delayed learning, eg global delay, to specific learning difficulties such as dyslexia, dyspraxia, dysgraphia or dyscalculia.
- Social, Emotional and Mental Health needs (SEMH): including pupils with emotional or behavioural difficulties such as OCD, anxiety or attachment disorders.
- Sensory and/or Physical needs; (PD&S): This includes children who have visual, hearing or specific sensory processing needs or a physical or medical disability that impacts on their learning
Our SENCO (Special Educational Needs Co-ordinator) is Katherine Rose. Her working days are Wed-Friday. Contact details:
John Hampden Primary School, Park Street, Thame, OX9 3HU Tel. 01844 212291 extn. 3.
Our governor with responsibility for SEN is: Mrs R Bowling
How do we identify and give extra help to pupils with SEN?
The school uses Oxfordshire County Council’s guidance ‘Identifying and supporting Special Educational Needs in Oxfordshire schools and settings’. This guidance follows the revised SEN Code of Practice for 2014.
The guidance sets out clear practice for identification, early intervention and provision:
- How we identify if a child or young person has a special educational need.
- How we assess children and plan for their special educational needs, and how we adapt our teaching.
- Ways in which we can adapt our school environment to meet each child’s needs
- How we review progress and agree outcomes and involve our pupils in this.
For further information please see details of OCC guidance and the SEN Local Plan https://www.oxfordshire.gov.uk/cms/sites/default/files/folders/documents/childreneducationandfamilies/educationandlearning/specialeducationalneeds/SEND/CompilationFoundationYearsandPrimary.pdf
How do we work with parents/guardians and pupils?
We will always contact parents/guardians if we have a concern that a pupil may be presenting with any difficulty impacting on their learning, academically, socially or emotionally. We work hard to handle any issues that may be sensitive and voicing concerns may initially come from a teacher or from the SENCO. We work closely as a school team with pupils and parents/guardians to unpick difficulties, explain assessments, agree outcomes, plan provision for school and home and then review progress regularly. Pupil and parent views are always central to this process. We incorporate the pupil’s voice about their strengths, difficulties and targets on their Pupil Learning Plan, All about Me profile or a Pupil Passport at transition to Year 7. Parents are asked for their own views and contributions about their child’s needs and progress in good time for any meeting.
Following a range of assessments, pupil progress is reviewed termly and new outcomes set. Targets need to be simple for pupils to understand and take ownership of and should be their key learning targets within class. Dependent on the level of support needed there may be termly review meetings with the teacher or with the SENCO and any other external agencies involved with the pupil’s provision. Please see the information provided below about our register and review procedures. We will also review progress and provision for any transition to secondary school. We may also review progress during A Team around the Child or Family for appropriate pupils. Teachers and the SENCO are of course available to meet at any point by appointment.
Parents who would like impartial advice about SEN needs are able to contact the Oxfordshire Parent Partnership Service (SENDIASS) at: https://www.oxfordshire.gov.uk/cms/public-site/sendiass-oxfordshire-formerly-parent-partnership
Identifying Pupil Needs, Assessing and Providing Appropriate Provision
The SENCO and teaching staff are experienced in identifying and assessing learning difficulties so that pupils can be supported effectively. Most importantly at an early stage of identification is observation, discussion and assessment with the pupil’s whole team – pupil themselves, parents, teacher, TAs and SENCO.
Informal monitoring of pupil development and progress is always ongoing through observation and discussion. More formally, there are 3 whole school academic assessment weeks per year. In the Early Years Foundation Stage progress is tracked towards the Early Learning Goals. From Year 1-6 Maths is assessed using PUMA assessments, English assessments are through PERA/PIRA assessments and teacher assessment. As statutory tests, Year 1 have a phonics test at end of the year, Year 2 have KS1 SATS tests and Year 6 have KS2 SATS tests.
Our whole school assessment tool, Target Tracker, helps to ascertain progress and achievement, either individually or within a group but is also used in conjunction with external agency reports and where appropriate a range of specific SEN diagnostic assessment. Examples of diagnostic are such assessments as a Diagnostic Reading Assessment, Youngs Spelling, S&L Vocabulary assessment, Phab processing. Alongside these we have specific assessments to measure emotional, behavioural or co-ordination/motor difficulties. More in-depth cognitive assessments, language assessments or specific learning difficulty assessments eg autism, ADHD, dyslexia/dyscalculia are provided by our Educational Psychologist, Speech & Language Therapist or external professionals.
Once we have identified a learning need a pupil will be tracked on our register and provision planned to support them. Provision is planned on Year Group Provision maps and assessed regularly between pupils, teaching team, parents and SENCO.
Supporting Educational Needs and Disability Register (SEND Register)
Our register tracks and monitors those pupils for whom we need to provide specific provision to ensure that they make appropriate progress to meeting their relevant age related expectations or individual developmental targets. Pupil’s support needs falls across 4 stages to ensure effective provision that links into our Provision Maps. Pupils can move to different stages on the register and indeed come off it completely. This will always be discussed with parents.
Level 1: EHCP: Pupils with more complex needs are supported through an Educational Health Care Plan. There are termly and Annual reviews with all the team involved in the pupil’s provision. Pupils are supported in an educational setting until they are 25 and usually have a high level of adult support.
Level 2: SEN SUPPORT: Pupils who academically are scoring at around 30% below their peers or need a higher level of emotional/social provision. Their provision is supported with an Individual Educational Plan and they will have an appropriate element of 1:1 or small group support. Parents, teachers and SENCO meet termly to review progress.
Level 3: SEN SUPPORT: Pupils who academically are scoring at around 15% below their peers or have continuing provision for emotional/social issues and need some additional support individually or in small groups interventions. They will be supported with an Individual Pupil Profile and teachers will review progress with parents/guardians termly in conjunction with SENCO advice.
Level 4: Pupils who may be meeting their age related expectations or just falling below but have some difficulties for which there needs to be provision made through first quality teaching or specific interventions. They will be supported either through a Group IEP or on the Year group Provision Map.
REGISTER DATA NOVEMBER 2019 PUPILS WITH EHCP: 5; PUPILS WITH SEN SCHOOL SUPPORT: 76 (CENSUS OCT 2019)
TOTAL: 81 PUPILS
17.5% of total roll (462)
|PD & SENSORY|
|Year Group Totals:|
Year 1 11
Year 2 07
Year 3 12
Year 4 13
Year 5 12
Year 6 15
|Pupils with SEN|
& Pupil Premium
How do we adapt the curriculum to ensure it is broad, balanced and inclusive?
We offer a broad, balanced and inclusive curriculum for all of our pupils, whatever their need. The way in which we adapt this provision for pupils with SEN and/or disabilities is set out on our website in the School Accessibility Plan. Adaptations to the curriculum are dependent on individual pupil need and provide a holistic approach to their needs. Examples of current adaptations for individual or groups of pupils are below:
- Ensuring ongoing training to ensure strategies and provision is embedded throughout the school for inclusive teaching, eg from supporting emotional behaviour management, environment issues and awareness of sensory difficulties to provision of individualized, alternative curricula where necessary.
- Signing is used to support pupils with complex needs and is used routinely across EFYS and incorporated into school assemblies and productions. We have an experienced TA who leads on signing throughout the school.
- Incorporating provision for physical disabilities through modification of resources, environment and physical activities with highest level of expert TA support.
- Supporting emotional and behavioural needs through careful emotional management, high level TA support and training to ensure inclusion and pupil confidence.
- Supporting specific learning difficulties with handwriting and structuring written work with range of recording methods and an emphasis on teaching touch typing to support writing skills. We run specific touch typing programmes for pupils in Year 4/5/6.
- Specific intervention programmes such as Word Wasp (dyslexia) Precision Monitoring and Tracking (for spelling, number work, reading), shared reading interventions eg paired reading; Spirals programme for social language; social stories to support Communication & Interaction difficulties.
- Whole school approaches eg Kagen groupings to encourage confidence in thinking, discussion.
- We have ensured intensive maths provision for lower ability groups with additional teacher for Year 6 and smaller groups where feasible across the rest of the school.
- We encourage pre-learning and over-learning for pupils and offer resources for home-school learning to ensure continuity of support. EYFS have a stay and play session every Friday to encourage parental involvement.
- We run 1:1 and group intervention work across the school to target difficulties pupils may be experiencing in developing their learning and/or social skills in line with age related expectations. We have a strong cohort of experienced TAs who work both 1:1 and with small groups. Provision of all interventions is monitored termly by the team of teachers, TAs and SENCO.
- Lunch time nurture sessions for vulnerable pupils led by trained Year 6 pupils and supported by SENCO and Wellbeing Team.
- All pupils are included in activities and trips following risk assessments where needed and in accordance with duties under the Equalities Act 2010. We communicate with parents and pupils when planning trips so that everyone is clear about what will happen. We will do a full risk assessment for individuals for whom we feel this is necessary.
- We ensure that we provide parents/guardians with relevant information about any activities and events for those pupils with SEND issues eg family support at Thomley Hall, Austism Family Support.
- For further information please refer to the Family Information Directory: http://fisd.oxfordshire.gov.uk/kb5/oxfordshire/fsd/disabilities.page
What expertise can we offer?
SENCO: Our SENCO has many years of teaching experience (20 years at JHS) and in SEN teaching across primary years and lower secondary school. She holds the National SENCO award and has been SENCO at JHS since 2010. She is a member of the Senior Leadership Team and is a Designated Lead for Safeguarding and Looked after Children and has a Mental Health First Aid award. She works in conjunction with Alison Charlton and Luci Watson to support SEN provision at Tetsworth. Katherine attends regular SEN meetings, training and conferences and is responsible for ensuring the JHS community are kept abreast with training and developments.
Teachers are responsible for the learning and progress of all the pupils in their class and we have a highly dedicated and hard working team who strive to help each child fulfil their potential. Teachers receive ongoing training across a range of special educational needs from cognitive learning to social/emotional difficulties and work hard to embed up to date, well researched strategies in their classrooms. There are regular meetings with the SENCO to share ideas, advice, resources and guidance. EYFS teachers are adept at recognizing early difficulties and working with the head of EYFS, Amy Begley, and the SENCO to address early intervention.
Teaching assistants are trained to support the particular needs of the children they work with as well as having in depth training in a range of learning difficulties. Over this past year, for example, training has taken place for TAs to support Downs Syndrome, Makaton signing, complex needs, ADHD, ASD, dyslexia, attachment and emotional disorders as well as a range of specific medical issues. TAs are encouraged to attend termly whole school training, in addition to the specific TA training during the term and monthly meetings. We currently have 24 TAs, all experienced and with a range of expertise.
Wellbeing Practitioner/Home School Link Worker
Our Wellbeing Practitioner, Sarah Weston, works in conjunction with the SENCO to provide support and signposting for families and individual pupils with a range of difficulties. Sarah is a teacher and qualified family therapist with many years of experience. She works at JHS 2 days a week.
Mrs R Bowling has Governor responsibility for SEND and meets with the SENCO to discuss SEN issues and developments.
Specialist Support Services.
We work with a range of specialist support services to ensure that we provide the most effective and appropriate support and provision. Parental discussion and consent is always sought prior to any referral. Examples of specialist support services currently used are below:
- SEN Officer at County level to advise on support and placements
- Educational Psychology
- SENSS team who support children with communication and language, sensory needs and physical needs
- Communication and interaction specialist teachers working to support ASD, OCD and ADHD pupils within school and at transition to Year 7
- Child and Adolescent Mental Health Services (Pcamhs and CAMHS)
- Therapy services including private speech and language, physiotherapy and play therapy
- Wellbeing Practitioner – Sarah Weston.
- Children’s social care services LCSS
- Attachment team
- Behaviour support and outreach service
- Parent Partnership
- We also liaise with other agencies when necessary to support any need, eg adult education
Information and details about the services above can be found on the Oxfordshire County Council SEN web pages about the Local Offer. https://www.oxfordshire.gov.uk/cms/public-site/special-educational-needs-and-disability-local-offer
Oxfordshire’s accessibility strategy can be read at:
What do we do to support the wellbeing of pupils with SEN provision?
Developing a pupil’s self-esteem, confidence, sense of achievement and progress is key and underpins all of our inclusive provision. We have a strong holistic ethos and our teams work hard to build positive relationships with children and parents so that wellbeing concerns can be addressed easily and sensitively. All children have the opportunity to share thoughts with teachers 1:1, in circle times, classroom worry boxes, PSHCE, assemblies, class or school council. Teachers are encouraged to promote both a growth mindset and mindfulness approach to help to foster resilience and positivity. TAs supporting pupils with any level of emotional/social difficulties run talk time sessions, positive diaries, friendship groups and we have a specific art therapy series of sessions. Classroom activities are often offered for children for whom the playground causes difficulties. Additionally, several pupils work 1:1 or in a small group with Ms Rose, Sarah Weston (Wellbeing Practitioner) or our C&I advisor teachers. TA support and external agency support provide play and friendship groups.
Pupil voice is crucial for all pupil learning – discovering how they learn best, what they enjoy, what they find tricky, what worries or excites them. Pupils contribute to their targets in their Pupil Learning Plans, EHCP targets and classroom.
We take bullying and any form of discrimination very seriously through anti-bullying week, class discussion, PSHCE lessons and effective school rules. We have run power point presentations by pupils with ASD to help to explain their feelings and how tricky life can be to ensure there is a broader understanding amongst their peers. We work with Young Carers and their parents to foster a sense of calmness and wellbeing within school.
Team Around the Child or Around the Family are ongoing multi-agency support meetings to support families with pupils who also have SEN needs and provide a forum for bolstering wellbeing for both pupil and family.
Transition for Pupils with SEN needs
We encourage new pupils to visit the school before starting and arrange a meeting with parents to find out about the pupil, their needs and past experiences. Current or past teachers are contacted so there is a complete picture. Pupils coming from different nurseries are visited in situ by the EYFS team and the SENCO where there are more complex needs. EYSENIT liaison and documentation for any more complex pupils are used to address provision and planning.
From February Year 6 transition is planned so that all pupils with SEN needs are able to have either more visits to their chosen secondary school, parents and pupils meet appropriate staff and that there is timely liaising between SENCO, Year 6 and Year 7 staff. Additional transition over the last year involved our SENCO and C&I teachers working with small groups, as well as Pioneers Plus visits and extra visits for individual pupils with the HSLW. Transfer meetings for pupils with an EHCP take place in September of Year 6 and a final review meeting with Year6/7 staff takes place in June. Ongoing liaison between SENCO and Year 7 Head continues during the first term of Year 7 and sometimes beyond.
From May transition is planned carefully throughout the school, particularly in transition phases from EYFS to Year 1, Year 2 to Year 3 and Year 5 to Year 6. All teachers and TAs contribute to detailed profiles and IEPs for the pupils on the register. Several transition meetings are held for TAs and teachers to liaise re individual pupils and groups of pupils with any necessary training delivered or planned.
Highlights of Developments 2018-19
- Writing focus for SEND pupils to be developed to close the gap. Best inclusive practice in classrooms for varied recording methods, speaking for writing frameworks, structured mind mapping and writing frameworks, task management boards, visuals and aid-memoires, use of ICT including laptops, ipads and touch typing skills, vocabulary extension.
- Reading focus for SEN pupils to continue to be developed to close the gap. Specific focus on early reading in EYFS into Year 1 and developing higher levels of inferential, more complex comprehension understanding.
- Vocabulary extension for pupils to support oracy skills, reading and writing. Training sessions whole school to incorporate specific vocabulary teaching, continued developing of word walls.
- Ongoing training to embed understanding of neurodiverse needs of pupils within the provision needs for ASD, ADHD, dyslexia, dyspraxia, dyscalculia and dysgraphia to ensure first quality inclusive classroom practice, resources and strategies. Particular focus on understanding impact on self esteem, confidence and mental wellbeing of pupils to strengthen emotional behaviour practice.
Positive Safe Handling Training (Team Teach) to be delivered to appropriate staff to support more complex behaviours.
- Developing TA Teams to support complex pupil needs.
- Continuing to develop transition good practice to ensure all pupil provision/resources and strategies are up and running for September start.
Special arrangements in relation to COVID-19.
From the week commencing 1 June 2020, the Government announced plans for a phased return to school for these pupils: children in Nursery, Reception, Year 1 and Year 6. From the 4th of June, John Hampden will open to Reception, Year 1 and Year 6 Pupils. Due to staffing challenges and physical space constraints we are unable to accommodate the return of all four additional year groups at this time so have taken the difficult decision to not reopen for Nursery children.
Vulnerable children and children of key workers have continued to be supported in school since the end of March. This group of vulnerable pupils includes those pupils with SEND needs.
- For those children who have an education health and care plan (EHCP), we will continue to work with parents and external agencies, where appropriate, to determine if their child’s needs and provision can be met more safely at home or at school. Through a risk assessment of their needs, a pupil will an EHCP will either be offered a place at school or have their needs met at home using Local Authority Best Endeavours guidance to support all the provision within their EHCP. Regular discussion with parents will take place to monitor the provision from school for the pupil’s ongoing needs. In turn the SENCO is supported in managing the Risk Assessment and Best Endeavour protocols by the Local Authority SENSS team.
- Return to school for sessions within the vulnerable group for all pupils with an EHCP or indeed SEN needs that make them particularly vulnerable will be monitored regularly to allow for flexibility of need. The SENCO will continue to signpost additional support and provide guidance and support to parents for academic learning and emotional wellbeing. This will be via phone calls, emails and virtual conferencing. Katherine Rose, SENCO, can be reached at: firstname.lastname@example.org
- Katherine Rose, SENCO, and Sarah Weston, Wellbeing Practitioner, will continue to offer virtual meetings to support SEND and vulnerable pupils. This is managed through school Risk Assessment and Online Safeguarding Policy protocols.
- As well as communication with SENCO, parents of SEND pupils requiring additional support or advice from class teachers have access to staff and class emails to allow for private communication.
- Class teachers will send work for individual SEND children relating to the outcomes on their EHCP or Pupil Learning Plans to ensure appropriate differentiation.
- Work set by class teachers takes in to account the needs of the pupils in their classes and is open-ended in nature to allow pupils to engage with and further their own learning. Provision for all our pupils is through the Purple Mash Platform with hard copies delivered to appropriate pupils where there are difficulties accessing Purple Mash for practical, emotional or learning reasons. The SENCO, and where appropriate, class teachers will work with individual pupils and parents to provide advice and guidance for alternative resources to support engagement.
- We are aware that the transition period for our pupils with SEND will be affected by the current situation, particularly for our Year 6 pupils. We will continue to work alongside our secondary colleagues to ensure transition information is shared and to keep parents informed of other transition opportunities that might be available as the summer term continues. Our SENCO and Wellbeing Practitioner, Mrs Weston, will continue to support pupils individually where appropriate.
- Additional resources and signposting to support our pupils’ SEND needs are uploaded on to the school Purple Mash site in the SEND and Wellbeing sections. These will continue to be updated.
- All pupils with SEND needs who are returning to school either within their year group or within a vulnerable pupil group, will be taught in ‘bubbles’ of 15 pupils with a teacher and adult support. Where appropriate a highly experienced TA may lead a group with additional adult support.
- Adult support will be available for younger children who may need support with social distancing.
- Children will have access to the curriculum through planned lessons, set by class teachers, which take into account the learning needs of the children and linked to outcomes on Pupil Learning Plans or EHCPs. This will include activities and planning to emotional literacy and wellbeing, eg social stories.
- Children will have access to usual classroom resources to support their learning eg – visual supports, ear defenders, coloured overlays, sensory or calm boxes, now/next task boards, timers etc.
- Children will have access to technology where appropriate, such as laptops and iPads.
Due to staffing capacity, within the ‘bubbles’ some other provisions eg 1:1 interventions or therapy sessions will not be possible.