Special Educational Needs

Information Report for Special Educational Needs and Disability (SEND)

At Castle Hill Infant School there are equal opportunities for all children. We aim to provide an environment in which all children, including those with special educational needs, can develop physically, intellectually and emotionally at a pace suited to their individual need and where all children have an equal opportunity to access the curriculum in order to realise their full potential.

We encourage, in all members of our school, a code of positive behaviour, which promotes consideration, and tolerance of the needs of others. We believe that every child should feel able to make a valued contribution to school life in order that self-confidence and self-esteem can develop. This takes into consideration the Children and Families Act 2014.

Read our SEND Policy >

Read our SEND Report >

SEN Offer

For further help and information, please see below:

SEND Documents

Below we have listed documents which are used to review the progress of children with Special, Educational Need and Disability (SEND) at Castle Hill Infant School. All of these documents are used in a termly process of ‘Assess, Plan, Do, Review’ with the child’s needs at the centre:

Cause for Concern: This document will be completed by the class teacher in consultation with the Parent/Carer. It is a form which is completed in the middle of a school term, if a child’s need causes concern and they are not yet receiving additional support in and out of school:

Cause for Concern Form

One Page Profile: This document is new to our policy and practice and is currently being launched. When established it will be completed, reviewed and updated by the class teacher/teaching assistant in consultation with the child, Parent/Carer and other professionals. It is a child-centered document for the child to feel ‘ownership’ of and to communicate their needs. The following as an example of a One Page Profile, but there are many different templates that the children are individually choosing from at Castle Hill Infants:

One Page Profile – Toy Story Example

Individual Education Targets (IET): This document is completed, reviewed and updated regularly by the class teacher in consultation with the Parent/Carer. This is a child’s targets document, which a child will have if they are identified as having ‘Additional Needs’ or as being on the school SEND list, known as ‘Single Category’ or ‘SEN Support’. This is the updated version of the previous ‘Individual Education Plan’ (IEP):

Individual Education Targets 

Individual Education/Behaviour Plan – for a pupil with a Statement of Special Educational Needs: This document is completed, reviewed and updated regularly by the class teacher in consultation with the Parent/Carer. This is a child’s targets document, which a child will have if they are identified as having a ‘Statement of Special Educational Needs’. A child with a Statement will eventually transfer to having an Educational Health and Care Plan and this will likely include a different document:

Individual Education Plan Form

SEND Format for Parents’ Evening: This document is completed by the class teacher in preparation for Parents/Carer Evenings. It will be started in the autumn term and added to throughout the year and includes reporting the child’s current attainment level and any other concerns or needs. It is intended to be a tool for shared consultation between home and school:

Parents’ Evening Document

SEND Parent/Teacher Consultation notes: This document is used by the SENCO in any consultation meetings with parents or teachers, when action points, such as a referral to an outside agency, have been agreed for a child:

Parent / Teacher Consultation Notes

Castle Hill Junior School is an inclusive school. We ensure that pupils are included in all aspects of learning and school life throughout their time with us.

                                                              CASTLE HILL SSC UNIT
What facilities are available in the SSC?

  • An outdoor learning space that is also used for a playtime for those children who are not able to play on the mainstream playground.
  • Access to Ipads and laptops for learning.
  • Use of the small and large hall as well as the Multi Use Game Area for development of motor control, PE, gym trail and sensory diet sessions.
  • A quiet room for Speech and Language therapy or meetings with professionals.
  • Activity area for messy play.
  • A calming area with sofa and calming toys.
  • A sensory room

The classrooms are part of the main building, providing a strong sense of inclusion and belonging.

The older children go out to play at lunchtimes and playtimes on the main playground and, on occasions, the younger children integrate with the reception children in their playgrounds.

 

How does the curriculum meet the needs of the pupils?

  • Learning is planned to be in small steps to meet the needs of the pupils and stages of their development. English and Maths are taught in small groups alongside a personal curriculum that includes interventions such as gym trail, finger gym, Lego therapy, communication, computing, speech and language therapy, reading, handwriting, phonics, emotions and art as well as foundation curriculum subjects for those children that are ready to learn at this level.
  • The day is carefully structured to include routine and variety designed to develop pupil independence.
  • There is an emphasis on learning basic skills, knowledge and concepts through focussed small-group work and practical activities.
  • When possible and with support, pupils are included in lessons with a mainstream class – for example PE or Music. There is also the opportunity to join mainstream children for clubs such as choir, football, drama.
  • Opportunities are always sought to include visitors and visits to enrich the curriculum.
  • Learning outside is important to give pupils the opportunity to work with independence and in groups on practical tasks.
  • There is great emphasis on Personal and Social Development, so the curriculum includes life skills, such as cooking, eating together, hygiene and health care.
  • We make use of a variety of strategies and interventions, including: Jolly Phonics, Letters and Sounds, Reading and Language Intervention, Rockstar Maths.
How are the children in the SSC assessed?

  • To gain a place in the SSC the child will already have been issued with a Statement or Education, Health and Care Plan. On the anniversary of the Statement and Annual Review meeting is held with parents/carers, the school and any other external professionals involved with the child to discuss progress that has been made towards the objectives in the Statement or EHC. The child is invited into the meeting if it is appropriate to the child and they are encouraged to express their views.
  • Each term the child is issued with an Individual Education Plan that contains targets that work towards the annual targets set in the annual review meeting as well as a review of the previous term’s targets. Children are encouraged to reflect upon their progress towards their target throughout the term.
  • Termly meetings take place to analyse the children’s progress between the child’s teacher, SSC Lead Teacher and Head teacher. It is at these meeting that the effectiveness of interventions are analysed and new strategies to try to increase progress are suggested.
  • The social and emotional development of the children are assessed using Thrive.
How are parents and carers kept informed?

  • Parents are invited to a parents evening once a term to discuss the new targets set in the IEP. Parents and professionals are also invited into school for the Annual Review meeting of the child’s Statement. We aim to run regular opportunities for parents/carers to come in and word alongside their child.
  • Regular observations of the children are shared with parents through Tapestry on-line.
  • When the children are in Year 5 we hold a meeting regarding the transition to high school and this provides an opportunity for parents to talk together about their hopes for high school and their worries.
  • Every child has a home school diary that is used as a means of communication between school and home. Any notes from the teachers are included and we encourage home to include news that their child might want to share. We also telephone home to share happy news or concerns about a child.
  • Many of the children arrive at school by taxi. When the children arrive, they are escorted by the SSC team to our outside area where they are supervised until 8.45. At the end of the day the gate is opened at 3.00 to allow parents into the outside area. The children are taken to the outside area where their teacher will release them to their parents.  Children who are taken by taxi are taken round to the taxi by a member of the SSC team.
  • If at any point you need to contact the SSC please ring the school office on 01473 741758 and ask to speak to Mrs Pope SENCo or Mrs Redbond, SSC Learning Leader.

View our SEND Local Offer >

SEND Report >

Department for Education SENd code of Practice January 2015

ALAT and Bright Tribe Special Educational Needs Policy