Hampton Infant and Nursery School
School Offer for SEND (Special
Educational Needs and Disability)
This document provides information regarding what help there is for children and young people
with Special Educational Needs or who have a disability and how to access that support.
Parents/Carer’s Questions and answers
1. Should you have concerns, these are the people who support children with
Special Educational Needs and Disabilities (SEND) or difficulties with learning at
this school :
Talk to your child’s class teacher* about your
concerns.
It is likely that the class teacher will have discussed
your concerns with the school SENCo/Inclusion
manager*. You may wish to arrange a meeting with
the Senco.
If you continue to have concerns arrange to discuss
these with Mrs Johnson Paul the Head teacher*.
(*See Roles and Responsibilities)
2. How does the school know if children need extra help?
 All children in our school have their needs assessed by class
teachers as part of the quality teaching which happens every day in
and around the school. Most children will have these needs met by
teachers and staff having the highest possible expectations of all
pupils in their class, and ensuring that all children’s learning is
building on what they already know, can do and can understand.
 When any member of our staff has concerns about a pupil, they will
raise them with the appropriate Phase Leader and the Inclusion
Manager who offer support.
 We track the progress of all children closely so that we can quickly
identify pupils who may benefit from extra support.
 Parents should bring concerns or information about their child’s
needs to the class teacher initially.
 You can also contact the Inclusion Manager or Head Teacher via the
school office.
3. How will school staff support a child?
 Senior staff and governors regularly monitor the quality of all
teaching throughout the school, including the support given to pupils
with special educational needs.
 Class teachers are responsible for the learning of the children in
their class, and will be able to explain what is being put into place
for your child.
 Extra support, which is additional to and different from the usual
classroom experience, is planned by the class teacher with the
Inclusion Manager. This additional support may be provided by a
teacher, higher level teaching assistant (HLTA) or learning support
assistant (LSA), in a small group or 1:1.
 All additional support is overseen and monitored by the Inclusion
Manager .
 Talk to your class teacher or make an appointment at the office to
see the Inclusion Manager if you would like to know more about
your child’s additional support.
4. How will the curriculum be matched to a child’s needs?
 High quality classroom teaching is the key to learning at school.
A broad, balanced and creative curriculum which engages and
interests children will offer learning which is matched to pupils’
abilities.
 Learning opportunities are designed so that all pupils in the
class can take part.
 Lessons are structured in different ways, and in some lessons,
children will be grouped with others who are working on similar
targets.
 Additional adult support may be used in a variety of ways: small
groups, one to one support in or out of class, or to support the
class teacher to work with specific groups of pupils.
 The support given to all children is assessed regularly by the
class teacher. Because of this, the level and type of support
given to children will change, depending on their current needs.
5. What types of support may be suitable and available for my child?
This really depends upon the nature of your child’s needs and difficulties with learning. But our education provisions
will match the needs of the four broad areas of need as defined in the SEN Code of Practice 2014;
•Communication and interaction
•Cognition and Learning
•Social, emotional and mental health
•Sensory and/or physical needs
 At HWINS we have a 3 tiered approach to supporting a child’s learning.
Universal – this is the quality first teaching your child will receive from her/his class teacher and may
include some very minor adaptations to match learning needs.
Targeted - it may be appropriate to consider making additional short term special educational
provision to remove or reduce any obstacles to your child’s learning. This takes the form of a
graduated four part approach of a) assessing your child’s needs, b) planning the most effective and
appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s
progress towards individual learning outcomes.
Specific targeted one to one or small group interventions may be run outside the classroom.
These will be limited to a number a weeks to minimise disruption to the regular curriculum.
You will be kept informed of your child’s progress towards learning outcomes.
Specialist – it may be necessary to seek specialist advice and regular long term support from a
specialist professional outside the school in order to plan for the best possible learning outcomes for
your child. This may include educational psychology, speech and language therapy, occupational
therapy, sensory advisory teachers and the child development service. The school may need to
prioritise referrals to these services. However, for a very small number of pupils access to these
specialists may be through a Statement of SEN or an EHC Plan.
The current interventions provided at HWINS : Current Provision Document September 2014
Overview of DSEN Provision Autumn 2014
Provision Map
for Year 1
Autumn 2014
Provision Map
for Year 2
Autumn 2014
Literacy
Numeracy
Fine Motor / Handwritng
Support
Social Support / Emotional
Support
Other



Write from the
Start/ Letter
formation
Fine motor skills
group
Gross Motor Skills
group

Sunshine Club –
Social skills group
Guided Play





ELS (Early Literacy
Support)
Phonics Support
Precision teaching
Daily Reading
Narrative group




Project X Code
Early Bird Literacy
Phonics Support
Precision teaching

Write from the
Start/ Letter
formation
Fine motor skills
group
Gross Motor Skills
group

Sunshine Club- Social
skills group
Play therapy
Nurture Sessions
Guided Play

Snap Maths



Working to secure
Level 1 Skills
Snap Maths









Speech & Language
Group
Attention &
Listening group
Speech & Language
Group
Attention &
Listening group
6.Teacher and SENCo
evaluate effectiveness of
provision within time
period agreed. Report to
parents. Next steps?
5.Teacher/TA/ monitor
pupil progress to
outcomes. Adapt if
necessary.
1.The school assesses all
pupils’ strengths and areas
for development.
Hampton Wick
Infant and
Nursery School
Provision Map
flow chart
2.Teachers and SENCo
discuss individual pupil
learning needs and
whether additional
support would be
appropriate and effective.
an example
4.SENCo plans
and resources
the intervention.
Teachers and/or
TAs deliver the
support.
3.Meet/speak with
parents and pupil to
agree a support
intervention plan.
6. How will parents know how their child is doing? How will the
school support parents to help their child’s learning?
 Parent consultation meetings are held each term and a written report is sent to all
parents in the summer term.
 Children with a Statement of SEN (to become Education and Health Care Plan –
EHCP) have an annual review meeting.
 Homework is set by class teachers and is appropriate for the age of the children
in the class. This may be differentiated for children with special needs.
 The home-school agreement will tell you what we expect from parents and pupils
in the school and what parents and pupils can expect from the school.
 Some children with Special Educational needs will be supported with an IEP
(Individual Education Plan)which will outline the support which a child will receive
and track how well that support is helping them to achieve their outcomes. This
plan, and the reviews, is shared with parents and the pupil.
 When agencies from outside the school have been involved, they normally
provide suggestions and advice that can be followed up at home.
 Parents are welcome to make an appointment to see the class teacher or other
relevant members of staff at other times. High quality classroom teaching is the
key to learning at school. A broad, balanced and creative curriculum which
engages and interests children will offer learning which is matched to pupils’
abilities.
7. What support will there be for children’s overall well-being?
 All staff have a responsibility for the welfare of all the pupils. Relevant
staff are trained to support the medical needs of pupils including those
with allergies. Health Care Plans are drawn up, in consultation with
parents and healthcare professionals, if a child has a diagnosed
medical condition, or when medication needs to be given in school.
 Safeguarding and child protection procedures are in place. The named
person is Mrs Heidi Johnson Paul/Mrs Hannah Dutton Waller
 Our behaviour policy is followed by all staff.
 Social skills groups and nurture groups support some children where
staff, parents or children themselves indicate there is a need.
 Attendance is monitored regularly to ensure that all children have good
attendance and arrive punctually. Please see the school’s Attendance
Policy for more details. High quality classroom teaching is the key to
learning at school. A broad, balanced and creative curriculum which
engages and interests children will offer learning which is matched to
pupils’ abilities.
8. What training will the staff supporting children with Special
Educational Needs and Disabilities have?
 All staff are trained in teaching pupils with special educational needs
through whole staff training sessions. Individual staff members have
also undertaken additional specialist training in a range of areas,
including speech and language work.
9. How will children be included in activities outside the classroom,
including school trips?
 Our outside learning activities and trips are accessible for all our pupils.
If necessary, additional adults are arranged to support a pupil with
special needs or a disability. This information is recorded on the risk
assessments which are prepared for all trips.
10. How does the school prepare and support children when:
they join the school or transfer to a new school?
 When a child is admitted to Hampton Wick Infant and Nursery
School, whether into Nursery or Reception, or into another year
group, the class teacher and Inclusion Manager work closely with
any previous childcare or school setting the child has attended to
ensure that we are able to support all children joining the school and
can decide how best to meet their needs in our setting.
 The Inclusion Manager meets with St John the Baptist Inclusion
Manager in the summer term to discuss the needs of children in
Year 2 who have been identified as having SEN. All staff have a
responsibility for the welfare of all the pupils. Relevant staff are
trained to support the medical needs of pupils including those with
allergies. Health Care Plans are drawn up, in consultation with
parents and healthcare professionals, if a child has a diagnosed
medical condition, or when medication needs to be given in school.
11.How is the decision made about the type and how much
support a child will receive?
 Each pupil’s need is assessed on an individual basis.
 Initially, support for children’s learning needs is through specific strategies
carried out by the class teacher.
 All interventions have entry and exit criteria based on more than one factor,
and these are flexible. Many children may need additional support for a short
period of time, whilst other children may need support for longer.
 For pupils with EHCP (formerly statements), the type of support needed will
be detailed on their plan. This is discussed at an annual review meeting with
parents and professionals.
 For a very few pupils, we may request that an assessment for an EHCP be
made by the local authority. Please speak to the Inclusion Manager if you
would like more information about this process.
 The Senior Leadership Team and Governors monitor all finances carefully.
 We use our resources to support the aims of our school as well as individual
learner’s needs.
 Where a pupil needs substantial support, we apply to the local authority for
additional funding to meet their needs.
12. Who can parents contact for further information, or to raise
concerns?
 If you think your child may have special educational needs please
see the class teacher.
 You can also contact the Inclusion Manager, Mrs Mary Rees at the
school office or by email m.rees@hamptonwick.richmond.sch.uk
 The Head Teacher, Mrs Heidi Johnson Paul can be contacted via the
school office.
 Parent Partnership Service is a free, independent and confidential
service that supports parents of children with special needs. You can
contact them at the Civic Centre.
 Rachel Robinson or Emma Maffre Phone: 020 8831 6179
 The Enhanceable Children’s Service offer comprehensive support
and advice on a wide range of disability, health and education
issues, and work to put parents in touch with relevant professionals
and support services. Contact them on children@enhanceable.org
13. Where can I find information about Richmond’s local offer?
 Each borough is working with parents, young people,
voluntary organisations, professionals in health and social
care to design a local offer that will set out information
regarding children with SEND in a clear, accessible way. Find
out about the services Richmond has to offer by clicking on
the following link:
http://www.richmond.gov.uk/home/services/children_and_family
_care/send/about_send/the_local_offer.htm
Hampton Wick Infant and Nursery
School Complaints Procedures
School Policies
SEN Code of Practice DfE