SEN Policy

Hindsford CE Primary School

Name of policy.  Special Educational Needs (SEN) and Inclusion (December 2016 updated)

Statement of Intent

Hindsford CE Primary School values the abilities and achievements of all its pupils and is committed to providing for each pupil the best environment for learning. We are an accredited Dyslexia Friendly School.

We recognise the entitlement of all pupils to a balanced and broad curriculum. Our SEN policy reinforces the need for teaching to be fully inclusive.  The Governing Body will ensure that appropriate provision will be made for all pupils with SEN. This policy and the SEN Information Report have been written having taken in to account the views of parents/carers an


  • To ensure that all pupils have access to a rich curriculum
  • To provide a differentiated curriculum appropriate to the individual’s needs and abilities
  • To ensure the identification of all pupils requiring SEN provision as early as possible in their school career
  • To ensure that SEN pupils take as full a part as possible in all school activities
  • To ensure that parents of SEN pupils are kept fully informed of their child’s progress and attainment
  • To ensure that SEN pupils are involved, where practicable, in decisions affecting their future SEN provision
  • To liaise with external agencies to seek expertise and advice
  • To uphold the principles of being a ‘Dyslexia Friendly School’

We recognise that many pupils will have special needs at some time during their school life. In implementing this policy, we believe that pupils will be helped to overcome their difficulties.  Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, teachers and pupils working together.

SECTION A: School Arrangements


A child has a special educational need if he or she has difficulties that call for special educational provision to be made: if they have a significantly greater difficulty in learning than their peers or they have a disability which prevents or hinders them from making use of educational facilities of a kind provided to others of the same age.

Hindsford CE Primary School will have due regard for the 2014 Special Needs Code of Practice when carrying out duties towards all pupils with special educational needs, and ensure that parents are notified when SEN provision is being made for their child. School will follow the Code’s outline of a graduated approach:  Assess, Plan, Do, Review.

Roles and Responsibilities

The SEN team (contact on 01942 882409 with any questions/concerns) in school is: SEN Coordinator (SENCO) Miss Rebecca Dempsey                                                  SEN TA:  Mrs Rachel Maloney                                                                               Pastoral Staff:  Mr Matthew Wigman, Miss Claire Costello                                             1:1 Support Staff: Miss Helen Baldwin, Mrs Pamela Collier, Miss Emily Broad, Miss Carrie Jones, Mrs Michelle Barlow (also Designated Governor for SEN)

Responsibility for managing Pupil Premium: Mrs Alison Bennett                       Designated Teacher for Safeguarding Pupils:  Miss Rebecca Dempsey, Mr Matthew Wigman                                                                                                               Designated Teacher for supporting CLA (Children Looked After)  Miss Rebecca Dempsey

Photographs of all the staff can be found in the school entrance hall

THE ROLE OF THE SENCO (Special Educational Needs Coordinator)

The SENCO plays a crucial role in the school’s SEN provision.  This involves working with the headteacher and Governing Body to determine that the policy is developed throughout the year.  Other responsibilities include: overseeing the day to day operation of the policy

  • Coordinating the provision for SEN pupils
  • Liaising with and giving advice to fellow teachers
  • Attending regular cluster meeting organised by the Local Authority
  • Managing learning support assistants
  • Overseeing pupils’ records
  • Liaising with parents, informally as and when requested, and formally twice a year at parent meetings
  • Making a contribution to INSET (staff training)
  • Liaising with external agencies
  • Ensuring targeted use of funding in order to secure equipment and facilities to support SEN pupils, appoint support staff and ensure appropriate training is available for all staff, through budget allocation and monitoring with review at termly Governor Finance Meetings
  • Monitoring the progress of SEN pupils by analysis of data analysed externally and in year data with due regard to narrowing the gap
  • Ensuring an updated list of contact details of support services for the parents of pupils with Special Educational Needs are available on request or to be given out where necessary
  • Liaising with the Designated Teacher where a Child Looked After has SEN


THE ROLE OF THE GOVERNING BODY The Governing Body’s responsibilities to pupils with SEN include:

  • Ensuring that provision of a high standard is made for SEN pupils
  • Ensuring that a ‘responsible person’ is identified to consult with about all pupils who carry a statement of special educational needs
  • Ensuring that SEN pupils are fully involved in school activities
  • Having regard to the code of practice when carrying out these responsibilities
  • Being fully involved in developing, monitoring and subsequently reviewing the SEN policy
  • Reporting annually to parents on the school’s SEN policy including the allocation of resources from the school’s devoted/delegated budget
  • To handle complaints from parents of pupils with Special Educational Needs concerning the provision made at school. The School Complaints procedure is outlined in the pupil planner.  A copy of the Complaints policy can be obtained by contacting the School Office (01942 882409).
  • To ensure that external bodies such as Health and Social Services bodies, Local Authority Support Services and voluntary organisations are coordinated within school to support families of pupils with Special Educational Needs


The code of practice clearly acknowledges the importance allocated to the teacher, whose responsibilities include:

  • Being aware of the school’s procedures for the identification and assessment of, and subsequent provision for, SEN pupils
  • Collaborating with the SENCO to decide the action required to assist the pupil to progress
  • Working with the SENCO to collect all available information on the pupil
  • In collaboration with the SENCO, develop targets for SEN pupils
  • Working with SEN pupils on a daily basis to deliver targets within class as well as identifying a timeslot for additional support from the SEN TA
  • Ensuring that the school’s teaching and learning policies are followed, with due regard to differentiation (teaching at an appropiate level for all levels of attainment) through resources, support and outcome
  • Developing constructive relationships with parents
  • Being involved in the development of the school’s SEN policy
  • Develop and maintain a Dyslexia friendly environment and use resources which are deemed Dyslexia friendly for all pupils


The headteacher’s responsibilities include:

  • The day to day management of all aspects of the school including the SEN provision
  • Keeping the Governing Body well informed about SEN within the school
  • Working closely with the SENCO/SEN team
  • Informing parents of the fact that SEN provision has been made for their child
  • Ensuring that the school has clear and flexible strategies for working with parents, and these strategies encourage involvement in their child’s education

For effective coordination staff must be aware of:

  • The roles of the participants
  • The procedures to be followed
  • The responsibility of all teachers to have in making provision for SEN pupils
  • The commitment required by staff to keep the SENCO well informed about pupils’ progress
  • Mechanisms that exist that allow teachers access to information about SEN pupils
  • What exactly constitutes a ‘level of concern’ and at which point Red, Amber or Green status is initiated
  • Mechanisms that exist to alert the SENCO to such levels of concern
  • The procedure by which parents are informed of this concern and the subsequent SEN provision. Additionally, parents must be given clear guidance to the means by which they can contribute to coordination and how they can provide additional information when and if required


Admission Arrangements

Hindsford CE Primary strives to be a fully inclusive school in which all pupils are welcome. The Governing Body believes that the admissions criteria should not discriminate against pupils with SEN and has due regard for the practice advocated in the Code of Practice.


Identification, Assessment and Review

  • Communication and Interaction
  • Cognition and Learning
  • Social, mental and emotional health
  • Sensory and/or physical

All teachers are responsible for identifying pupils with SEN and, in collaboration with the SENCO, will ensure that those pupils requiring different or additional support are identified at an early stage. Assessment and observation are the processes by which pupils with SEN can be identified and evidence will be gathered at this point.


While for many children, SEN can be identified at birth or at an early age, some difficulties only become evident as children and young people grow. It is therefore important that all those who work with children and young people are alert to emerging difficulties and respond early. In particular, parents know their children best, and it is important that all professionals listen and understand when parents express concerns about their child or young person’s development. They should also listen to and address any concerns raised by children and young people themselves. Early identification of pupils with SEN is a priority.  The school will use appropriate screening and assessment tools, and ascertain pupil progress through:

  • Evidence obtained by teacher observation/assessment
  • Their performance against year end objectives
  • Pupil progress in relation to objectives
  • Standardised screening or assessment tools via the TESS Team (Targeted Educational Support Service)
  • Liaison with pre-school settings
  • Liaison with parents


On entry to the school, and regularly throughout, children’s attainment will be assessed and an appropriate differentiated learning programme will be designed. The teacher will use records of assessment to:

  • Provide starting points for an appropriate curriculum
  • Identify the needs for support within the class
  • Assess learning difficulties
  • Ensure on-going observations/assessments provide regular feedback on achievements/experiences for planning next steps in learning
  • Involve parents in a joint home-school learning approach


Provision for each SEN pupils will be mapped across their journey through school. The main methods of provision made by the school are:

  • Full time education in class with additional help/support through a differentiated curriculum
  • Periods of withdrawal to work with members of the SEN team
  • In class support with adult assistance
  • Differentiated homework tasks
  • Support from specialists
  • Adult support during unsupervised time such as playtimes where adults provide monitoring and support for pupils with additional needs from a distance
  • Support during transitions through the use of a visual timetable
  • Support for pupils with behavioural difficulties through a pastoral team and personalised rewards and sanctions to which pupils have contributed their own ideas
  • 1 to 1 and small group mentoring for pupils with social and emotional difficulties
  • The use of Dyslexia Friendly teaching approaches and resources


Particular care will be needed in considering provision for pupils whose first language is not English. Teachers will closely follow their progress across the curriculum to ascertain whether any problems arise from uncertain command of English or from special educational needs.  It will be necessary to assess their proficiency in English before planning any additional support that might be required.


Progress is the crucial factor in determining the need for additional support. Adequate progress is that which:

  • Narrows the gap in attainment between the pupil and peers
  • Prevents the attainment gap widening
  • Is equivalent to that of peers starting from the same baseline but less than the majority of peers
  • Equals or improves upon the pupil’s previous rate of progress
  • Ensures full curricular access
  • Shows an improvement in self-help and social or personal skills
  • Shows improvements in the pupil’s behaviour

If a teacher concludes that a child may need further support to help their progress, the teacher should seek the help of the SENCO. The teacher and SENCO will review the approaches adopted.  Where additional support to that of normal classroom practice is needed, it will be provided through School Action.  If a more sustained level of support is needed it would be provided through School Action Plus.  Where concerns remain, despite sustained intervention, the school will consider requesting a statutory assessment.  Parents will be fully consulted at each stage.  The school also recognises that parents have a right to request a statutory assessment.


The school will record the steps taken to meet pupils’ individual needs. The SENCO will maintain the records and ensure access to them.  Documents will be stored confidentially according to school policy.  In addition to the usual school records, the information will include:

  • Notes from review meetings
  • Information from outside agencies
  • Reports on assessments undertaken
  • Additional information forms
  • Copies of pupils’ targets
  • Health Care Plans for pupils with medical needs and those which outline areas of need for personal care



‘Red’ is characterised by a sustained level of support and, where appropriate the involvement of external services. Placement of a pupil at this level will be made by the SENCO and parents will be informed. This type of intervention will usually be triggered through continued concern that despite receiving differentiated teaching and a sustained level of support, a pupil:

  • Still makes little or no progress over time
  • Continues to work at end of year expectations which are considerably lower than expected for their age
  • Has emotional/behavioural difficulties that often substantially impede own learning or that of the group, and this may be despite having an individualised behavioural management programme
  • Has sensory or physical needs requiring additional specialist equipment
  • Has communication or interaction problems that impede the development of social relationships, thus presenting barriers to learning.


‘Amber’ is characterised by interventions that are different from or additional to the normal differentiated curriculum. ‘Amber’ intervention can be triggered by concern that, despite receiving differentiated teaching, pupils:

  • Make little or no progress
  • Demonstrate difficulty in developing literacy or numeracy skills
  • Show persistent emotional/behavioural difficulties which are not affected by behaviour management strategies
  • Have sensory/physical problems, and make little progress despite the provision of specialist equipment
  • Experience communication and/or interaction problems and make little or no progress despite experiencing a differentiated curriculum

If the school decided that a pupil requires additional support to make progress, the SENCO, in collaboration with teachers, will support the assessment of the pupil and have an input in planning future support. The class teacher will remain responsible for planning and delivering individualised programmes.  Parents will be closely informed of the action and results.  At this point individual targets  will be put into place which will be regularly reviewed and developed.


‘Green’ is the level at which pupils no longer need the sustained level of intervention outlined at ‘amber’ level. At this point the pupil will no longer be deemed to have a Special Educational Need but will require close monitoring to ensure that the progress they have made can be maintained.


Strategies for supporting pupils’ progress will be recorded on an ITP which will contain information on:

  • Short term targets
  • Provision made
  • Date for review
  • Details of who will oversee and plan the support programme
  • How often the support programme will be delivered

The ITP will record only that which is different from or additional to the normal differentiated curriculum and will concentrate on targets that closely match the pupil’s needs. The ITP will be discussed with the pupil and the parents and will form the basis of all work which the pupil does with the SEN TA.


ITPs will be reviewed termly and parents will receive information about the outcomes of the review. Pupils will be involved in this process where appropriate.  Upon receipt of the target sheets, parents/carers can make an appointment with the SENCO or classteacher to discuss progress and next steps.


The school will request a statutory assessment from the LA when despite an individualised programme of sustained intervention, the child remains a significant cause for concern. A Statutory Assessment might also be requested by a parent or outside agency.  The school will have comprehensive information about each pupil and will record this using the relevant paperwork.  During the period of application, the pupil in question will continue to receive intensive adult support.  School will discuss with parents an Education Health and Care Plan (EHC).  During this process, a costed provision map (document to compile spending so far) will be complied and the relevant pathway will be followed (outlined in the high Expectation for All file on Wigan Council website).  An EHC Plan will be focussed on the outcomes the child seeks to achieve across education, health and care and set out how services will work together to meet their needs.  EHC plans will be based on a coordinated assessment and planning process which puts the child and their parents at the centre of decision making.


EHC Plans must be reviewed annually. The Local Authority  (LA) will inform the headteacher at the beginning of each school year which pupils require a review.  The SENCO will organise these reviews and invite:

  • The child’s parent
  • The child if appropriate
  • The relevant teacher
  • Any other person deemed to be able to provide relevant advice eg. Occupational Therapist, Speech Therapist
  • A representative from secondary providers where this is a transitional review

The aim of the review will be to:

  • Assess the pupil’s progress in relation to targets
  • Review provision
  • Consider appropriateness of the existing statement/EHC Plan
  • Set new targets

Year 5 reviews will indicate the provision required at secondary school. The EP (Educational Psychologist) recommends that transfer arrangements be discussed in the Year 5 review in order to enable the receiving school to plan ahead and parents the opportunity to liaise with secondary providers.

The SENCO/Headteacher will write a report of the annual review within 14 days and send it, with any supporting documentation, to the LA. The school recognises the responsibility of the LA in deciding whether to maintain, amend or cease a statement of SEN.


Arrangements are put in place to ensure the smooth transition of pupils with Special Educational needs:

  • The transition between each academic year is achieved through meetings with the current and receiving class teacher and a member of SLT (Senior Leadership Team). Prior to this, the SEN Teaching Assistant, who works across the school with all SEN pupils, will meet with the current class teacher to discuss the needs of the SEN pupils and their targets for the start of the new academic year.  These will then be shared with the receiving teacher.  All of these phases will be overseen by the SENCO.
  • The transition from Year 6 into Year 7 will take the form of a formal meeting between the Year 6 teacher, the SENCO and the Inclusions team from each of the receiving high schools. During these meetings, pupil information will be discussed and any documents such as external reports etc will be shared.
  • School makes extra provisions for pupils with a Special Educational Need who are due to start school each September. This includes additional taster days, the SENCO accompanying the Reception teacher to the nursery for an information gathering visit, a meeting with the Early Years Inclusions Team, additional meetings with parents and visual images for the children to support their understanding of key staff and raise their awareness of how they will access the building.
  • For children with ASD (Autistic Spectrum Disorder) transition can be particularly challenging and therefore a tailored programme of support will be put in place for these individuals.

Curriculum access and inclusion Hindsford CE Primary School strives to be an inclusive school, engendering a sense of community and belonging through its:

  • Inclusive ethos
  • Broad and balanced curriculum for all pupils which is adapted through precise AFL (precision teaching to specific needs) to meet the needs of SEN pupils
  • Systems for early identification of barriers to learning and participation
  • High expectations and suitable targets for all children
  • Stimulating learning environment which is adapted to meet the needs of SEN pupils through such elements as: smaller teaching spaces, technology, displays, visual timetables etc, accessible changing and toilet facilities
  • Wide ranging activities which are available to pupils with SEN such as after school clubs where additional staff are deployed and additional 1:1 tutoring

At this school we have adopted a whole school approach to SEN policy and practice. Pupils identified as having SEN are, as far as is practicable, fully integrated into mainstream classes.  Every effort is made to ensure that they have full access to the National Curriculum and are integrated into all aspects of the school.  Curriculum content and ways in which parents/carers can support their child at home can be found on the school’s website.

Evaluating Success

The success of the school’s SEN policy and provision is evaluated through:

  • Monitoring of classroom practice
  • Analysis of pupil tracking data and test results
  • Value added data for each pupil on the SEN register (for SEN pupils challenging targets are set and expectations are high: pupils are expected to progress in line with national expectations (currently under review at national level)
  • Consideration of each pupil’s success when reviewing ITPs
  • Headteachers report to Governors
  • Meetings with the TESS team
  • School Improvement Planning meetings

In evaluating the success of this policy, the school will consider views of:

  • Teachers
  • Parents
  • Pupils
  • Governors
  • External professionals


All staff are encouraged to attend training which will help them to acquire the skills needed to work with SEN pupils. Part of the SENCOs role is to develop awareness of resources and practical teaching procedures for use with SEN pupils.  LSAs’ (Learning Support Assistant) requirements in supporting pupils’ needs  will be considered frequently.  NQTs (Newly Qualified Teachers) and new staff to the school will have access to the school’s SEN policy as part of their induction.  The school’s training needs will be included in the School Development Plan.

Links with other agencies, organisations and support services

The school recognises the important contribution that external support agencies make in assisting to identify, assess and provide for SEN pupils. School will access support and advice from a range of agencies which can be contacted through the SENCO.

Partnership with parents

Hindsford CE Primary School firmly believes in developing a strong partnership with parents and this will enable children and young people with SEN to achieve their potential. The school recognises that parents have a unique overview of the child’s needs and how best to support them and this gives them a key role in the partnership.  Parents are encouraged to communicate with school regularly through the homeschool planner and attend any training sessions provided by school such as Phonics and Early Reading, in order to support their child’s development.

Key documents:

Parent Consultation completed on 29th November 2016

This policy will be reviewed annually.




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