Approximately 17% of our school population are on our SEND register with other children’s special needs being met within wave 1 and wave 2 of classroom practice. We are privileged to work with a range of children with special needs including children with physical disabilities, autistic children, children with literacy difficulties, ADHD, ADD, attachment issues, speech and language difficulties and anxiety

If a child is not meeting their academic potential, if there is some kind of barrier to their learning, if a child’s behaviour indicates unmet need or something is preventing a child from enjoying their school life, we would explore the possibility of some kind of special need. This is done by class teachers in collaboration with parents and the SENCo. In meeting a child’s needs, we speak with parents to discuss strengths, difficulties and strategies already employed to give support. From here, we would potentially develop a SEND Plan together which would be reviewed on a regular basis Our school’s SEND policy is on the school website or a copy can be obtained from the school office.

Our school’s SEND policy is on the school website or a copy can be obtained from the school office.

We first evaluate where the child is through teacher assessments in conjunction with discussion with parents. We consider observations from teachers and other staff, as well as more formal assessment data. We investigate what is preventing the child from making good progress, where the difficulty lies and what we can do to promote good learning. For the latter part of this process, we may take advice from various professionals who visit our school. We work with parents to develop a SEND Plan outlining the special provision for the child and clear, attainable targets for the near future. The success of the plan is measured against these targets. The Class Teacher monitors the progress of all the children in their class, which is shared with the senior leadership team, including the SENCo. If necessary, we request support from outside agencies.

We track the progress of all our learners and, as professionals, we regularly discuss any concerns we have as well as celebrate achievement. Pupils’ academic progress and outcomes are assessed and reviewed. Teachers meet with Senior Leaders to discuss the progress of every child in regular pupil progress meetings. Teachers discuss any concerns with their Team Leader and/or SENCo who may then support the teacher and family as appropriate. An individual SEND Plan will include targets that are updated regularly. This is overseen by the SENCo. SEND Plans are developed and shared with parents and pupils on a regular basis. Advice is sought from outside professionals when appropriate. Formal parent consultation meetings are held once a year and written reports issued annually. Parents are able to arrange informal meetings with their child’s Class Teacher throughout the year to discuss progress or concerns. Parents are able to arrange meetings with the SENCo to discuss their concerns.

Having identified a special need, we seek to match provision to need. We define expected outcomes and then monitor the impact through regular meetings and tracking of pupil progress. Our SENCo leads on this aspect and the Head Teacher shares this information with governors. The day-to–day management of this provision is the class teacher’s responsibility and any questions a parent may have should be directed to the Class Teacher in the first place. Additional meetings with the Class Teacher may take place as appropriate. When appropriate, teachers plan and deliver an individualised timetable/ curriculum. SEND scaffolding strategies are identified in teachers’ planning. Interventions are planned and tracked with the outcomes and impact reviewed regularly. Interventions are time limited with clear entry and exit data, to ensure progress is being made. The Deputy and Head Teacher report to the Curriculum and Standards Committees of the Governing Body. Most social, emotional and behavioural needs are met within our quality first teaching that follows the Therapeutic Approach. The school has Emotional Literacy Support Assistants (ELSAs) who may work with children.

Our building is one storey and has no steps. We have a disabled toilet. Where necessary, we adjust and seek advice from specialist professionals, which may include the provision of specialist equipment. When appropriate, teachers plan and deliver an individualised timetable/ curriculum. Scaffolding strategies are clearly identified in teachers’ planning. Interventions are carefully planned and tracked and the outcomes and impact reviewed. Accessibility audits are completed and acted on regularly.

Budgets are closely monitored and aligned to the school improvement plan of the school. The efficacy of provision is regularly reviewed and updated. A child’s individual SEND Plan clearly states any additional support a child is receiving. This provision is reviewed, evaluated and communicated to parents regularly. Our website includes a statement relating to our allocation of Pupil Premium funds.

Our Inclusion Policy promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met. Where applicable, parents/carers are consulted and involved in planning. In certain cases, special arrangements may be made to ensure access for pupils with SEND. Risk assessments pinpoint where special provision needs to be made

We apply the Therapeutic Thinking approach to all our children, which is a system of understanding behaviour as a form of communication. All our staff are trained in the Therapeutic Approach in order to provide a high standard of pastoral support. As a school, we have adopted the Jigsaw PSHE scheme of work, which supports children’s personal, social and emotional development. We have also developed our Garden Room: a quiet, calm environment to support our most vulnerable children. There is an emphasis on supporting sensory needs and providing a warm, welcoming environment. Relevant staff are trained to support medical needs and some cases all staff receive training. We have a medical policy in place. Our Behaviour Policy, which is driven by our commitment to the Therapeutic Approach, is fully understood and implemented by all staff. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence. Learner voice is central to our ethos and essential in a child’s journey to independence. ELSAs work with children to develop emotional literacy, self-awareness and explore supportive strategies. We make individualised transition arrangements for vulnerable children moving to and in The Hill as well as secondary school.

Miss Katie Gumbrell senco@hill.reading.sch.uk

If you think your child has special educational needs or a disability, firstly arrange an informal meeting with your child’s Class Teacher to discuss your concerns. If you and your teacher feel specialist provision were required then a discussion with the school SENCo would be advised.

Our Special Needs Coordinator (SENCo) is in the process of completing the mandatory National SENCo Award and is an experienced, qualified teacher. Our staff receive regular training and our teachers hold, or are in the process of obtaining Qualified Teacher Status (QTS). We build understanding of special educational needs into our strategic training programme. Some examples of the training staff have engaged with includes sensory integration, therapeutic training, trauma informed practice, Autism training, Precision Monitoring intervention training, speech and language training. Our outside professionals regularly deliver training to all of our staff on SEND matters. The SENCo cascades information and/or training and updates in SEND matters. See below for training developed this year.

Where necessary we adjust and seek advice from specialist professionals, which may include the provision of specialist equipment.

Parents hold a wealth of information about their children and we encourage parental collaboration in their child’s learning. We also welcome feedback. Communication between parents and school are encouraged through newsletters, surveys, PATHS (Parents at The Hill School), regular PATHS events and parents may volunteer as parent helpers.

Pupil voice is very important to us at The Hill Primary school and we involve children with their SEND Plans as far as possible. In the journey to becoming independent, it is important that children feel they are active in their own learning and can make decision regarding the efficacy of their provision

The Hill Primary School follows Reading’s model policy for complaints. The policy is published on the School website.

We have a number of established relationships with professionals in Health and Social Care. All external partners we work with are vetted in terms of safeguarding and when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service. Referrals can be made to a range of services, which include, but are not limited to: • Children’s Action Team – including family workers and primary mental health workers • Educational Psychologist • Sensory Consortium (hearing and visual impairment) • CAMHS • Physiotherapy • School Nurse • Speech and Language Therapy

Reading Information, Advice & Support Service for SEND (SEND IASS). It offers free confidential and impartial advice and support to Reading parents and carers who have children (up to the age of 25) with special educational needs or disability.

We have an induction programme in place for welcoming new learners to our setting and assisting students beyond primary school. We liaise closely with our preschool and secondary colleagues to ensure a smooth transition for all pupils who may need additional support through periods of change. The SENCo and Early Years staff communicate with pre-school settings to discuss individual provision and arrangements for transition into school in advance. Extra transition visits, in addition to those in place for all pupils, are encouraged for vulnerable pupils transferring into school. The SENCo may visit preschool settings. The SENCo communicates with SENCos from other settings to ensure smooth transitions. The SENCo may attend annual review meetings for children in pre-school settings or transferring from other schools. Parents of pre-school children are encouraged to visit the SENCo to discuss individual provision for their child in school. The SENCo and teachers become familiar with children’s records before they start school. Individualised transition arrangements are made for vulnerable year 6 pupils transferring to secondary school.

The SENCo can make referrals and write reports for other professionals, e.g. GPs to support referrals to Occupational Health. The SENCo can provide contact details for organisations such as the Children’s Action Team. School can arrange and host meetings to help parents access other services. Further information can be accessed through Reading SEND IASS and the Local Offer as well as other voluntary organisations such as The Families Forum and Parenting Special Children.

Progress in children with identified SEND needs will be closely monitored against their individual SEND Plans, which are reviewed at least 3 times a year. Individual plans are put into place for all children with identified special educational needs or disabilities. Some of these plans may include clear and achievable targets, which are agreed with parents and the SENCo at the beginning of every academic year. These are collectively reviewed approximately every 8-10 weeks, but teachers will assess and renew targets when necessary. At these collective reviews, successes will be celebrated, interventions reviewed for impact and new targets agreed. Parent consultation meetings with teachers are formally held once a year and written reports supplied every year. Parents are able to arrange informal meetings with their child’s Class Teacher throughout the year to discuss progress or concerns. Parents are also able to arrange meetings with the Team Leader, SENCo and/or Head Teacher to discuss their concerns.