Special Educational Needs and Disabilities Information Report 2018

Bandon Hill Primary School aims to meet the needs of all pupils in a secure, caring environment, where each pupil feels valued as an individual and respected as a member of the school community. Each member of staff has the responsibility to build confidence and self-esteem by planning and differentiating the curriculum in ways that will allow every pupil to experience success and achieve their potential. The school is aware of the need to identify special educational needs as early as possible and to make available appropriate provision to meet those needs without delay. The responsibility for initial recognition of needs rests with the class teacher whose job is to provide appropriate support for the pupil.  In addition, the class teacher will liaise with the Special Educational Needs Co-ordinator (SENCo) to identify the needs of an individual and together agree a plan of intervention to ensure that barriers to learning are removed. The school believes that parents have a right to know if their child is experiencing difficulties and to be informed about the provision that is taking place within school to facilitate their learning. 

Areas of need

There are four broad areas of need in the Department for Education and Health’s Special Educational Needs and Disability (SEND) Code of Practice (2014). These categories provide an overview of the range of needs that can be planned for. We consider the needs of the whole child but refer to these categories to explain the needs of a child and to consider the priorities for our provision. 

These are:

Cognition and Learning: Support for learning difficulties may be required when pupils learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs including moderate learning difficulties (MLD), severe learning difficulties (SLD), and Specific learning difficulties (SpLD); which encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Communication and Interaction: This describes pupils who have speech, language and communication needs, often displaying difficulties communicating with others, receptive and expressive difficulties. Pupils with Autistic Spectrum Disorders (ASD) such as Autism and Asperger’s Syndrome are likely to have difficulty with social interaction, communication and imagination. 

Social, Emotional and Mental Health difficulties: There are a wide range of social and emotional difficulties which may lead to children becoming withdrawn or isolated, as well as displaying disruptive or disturbing behaviour. These behaviours may reflect underlying health difficulties such as anxiety/depression, self-harming, eating disorders or physical symptoms that are medically unexplained.  Other children may have disorders such as attention deficit disorder (ADD), attention deficit hyperactivity (ADHD) or attachment disorder. 

Sensory and/or physical needs: Some pupils require special educational provision because they have a disability which prevents them or hinders them from making use of the educational facilities generally provided. Children who require specialist support and/or equipment to access their learning will also include those with a vision impairment (VI), hearing impairment (HI) or a multisensory impairment (MSI).

Each area of provision is then divided into three further sections to show the different levels of need, which are detailed below: 

  • Wave 1 Provision (QFT- Quality First Teaching) is the provision that is universal for all students. The majority of the students’ needs will be met through this provision. This provision includes high quality teaching and learning. 
  • Wave 2 (Targeted) Provision is additional, time-limited provision, normally in the form of small group interventions to accelerate progress and enable students to work at age-related expectations. These targeted interventions are not primarily for students with SEND and students do not have to be on the SEND register in order to access these. This type of provision would be implemented following careful analysis of progress data and/or teacher identification. 
  • Wave 3 (Personalised) Provision is specific, targeted interventions for pupils with SEND who are identified as requiring additional support. This will be put in place when QFT and Targeted provision are not, on their own, assisting the pupil to make appropriate progress. This will involve provision such as focused teaching activities that tackle fundamental errors and misconceptions and allow the pupil to make further progress. 

Special Educational Needs Coordinator (SENCo)

Wood Field

The SENCo at Wood Field is Miss Laura McCarthy. She is a qualified SENCo and holds the National Award for Special Educational Needs Coordinator.  Mrs Katie Fowkes-Smith is currently completing her NASENCO at Roehampton University and is the Assistant SENCo. They can all be contacted through the school office: Email: Tel: 020 8619 1120

Meadow Field

The SENCo at Meadow Field is Mrs Kathryn Coyne. The Assistant Head for Inclusion at Meadow Field is Mrs Lindy Sills. They can both be contacted through the school office: 

Email:  Tel: 020 86475377

Oak Field 

The Head of Base is Miss Claire Worthy and can be contacted through the school office:   

Email: Tel: 020 8619 1120. 

Useful websites

Sutton Local Offer: 

Sutton Information, Advice and Support Service:  

How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

• The school has a Special Educational Needs and Disabilities (SEND) policy which can be found on the school website. The new policy is based on the revised Code of Practice. 

• Rigorous monitoring by class/subject teachers and the senior leadership team is in place and tracks the progress of our pupils. 

• Staff are aware about the importance of early identification and decisions are then made to implement the appropriate steps to support the pupil and tie in with the school’s graduated response to meeting needs: ASSESS-PLAN-DO-REVIEW. 

• Parents are encouraged to speak to class/subject teacher about any concerns they may have. Where appropriate, further discussion will be held between parents/carers, class teacher and SENCo.  

• Strong links are formed with local feeder schools for Secondary transition to ensure appropriate transfer of information for all children including those with SEND. 

How will the school staff support my child?

• Bandon Hill Primary School is a large school based at three sites: Meadow Field (a two form entry school from Nursery - Year 6) and Wood Field (a four form entry from Reception - Year 4, expanding each academic year until full capacity in September 2019). The school also has Oak Field which is a specialist primary provision for children with Autism Spectrum Disorder who have a diagnosis of autism and an Education, Health and Care Plan. Staff have been trained so that they are able to cater for all learners who may have difficulties or needs in the following areas: Cognition and Learning, Communication and Interaction, Social, Emotional and Mental Health, Physical and/or Sensory. 

• The provision is carefully matched to the specific needs of individual pupils. Through Quality First Teaching, staff make reasonable adjustments to help include all children, not just those with SEND. Our school provision map shows the range of interventions in place in our school which will be used when we identify children who will benefit from these interventions (Please see SEND policy). All the interventions used are effective and are known to support children to make increased progress. The Class Teacher/TA/School Managers/Head of Year/SENCo will monitor the progress of all children receiving additional support to ensure that the provision we have put in place has the impact we are expecting. 

• The Head teacher, Assistant Heads and SENCo play an active role in monitoring the quality of SEND provision and the impact of interventions where possible. 

• All additional support is overseen by the SENCo and every teacher is a teacher of SEND.  Teachers are both responsible and accountable for the progress and development of all pupils in their class. 

How will the curriculum be matched to my child’s needs?

• Differentiation is embedded in the curriculum and practice. 

• Tailored personalised curriculum and regular Raising Attainment Reports (RAPS) with the senior leadership team help to monitor this and reflect on the next action steps. 

• All teachers are provided with information on the needs of individual pupils so that they can plan the learning within the curriculum to ensure that all pupils are able to make expected progress. 

• All teachers are clear on the expectation of wave 1 provision and this is monitored through appraisal observations, drop-ins and SEND learning walks. 

How will both you and I know how my child is doing and how will you help me to support my child’s learning?

• Progress feedback is regularly shared with all our learners and their families as part of the ASSESS- PLAN-DO-REVIEW cycle. There are also a number of opportunities where parents can meet with staff to discuss learner progress. 

• Bandon Hill host a number of curriculum sessions (assessment/maths mastery/SEND coffee mornings) to help families understand what learning is expected and how they can best support their child’s needs. 

• Should regular contact be required, parents and staff will make suitable arrangements to ensure this is put in place. 

What support will there be for my child’s overall well-being?

• Relevant staff are trained to support medical needs and in some cases all staff receive training. 

• Where appropriate, health care plans are devised and distributed to all members of staff so they are aware of individual needs. 

• Bandon Hill has a behaviour policy, which gives guidance on expectations. We have a zero tolerance approach to bulling in the school, which addresses the causes of bullying as well as dealing with negative behaviours. Our behaviour policy ensures that there are rewards/sanctions to encourage good behaviour and eliminate bad behaviour. 

• Bandon Hill has a school buddy system, which helps to develop peer interaction and encourage peer support in the playground. 

• Attendance is regularly monitored and necessary actions taken in order to prevent absence of any type. 

• Professionals from other agencies including physiotherapy, occupational therapy, health and CAMHS visit the school as appropriate. As well as supporting individual pupils, these professionals advise staff around strategies and offer training.

• All pupils are supported with the social and emotional development through the curriculum, assemblies and school trips. 

• At lunch times and playtimes, pupils are monitored by staff that oversee good interaction between pupils and assist when problems arise. 

• Bandon Hill has a school council so all pupils can contribute their views. 

• Emotional Support Literacy Assistants are available for interventions with individuals should the need arise.

What specialist services and expertise are available at or accessed by school?

• All teachers have qualified teacher status and receive further training through INSET days during the academic years.  

• At Bandon Hill we are very fortunate to offer the expertise of specialist teaching in music and French. Throughout the year there are also opportunities from various specialists to deliver PE. 

• Bandon Hill works alongside outside agencies such as speech and language therapists, Behaviour support, Educational Psychologists, Physical and Sensory Support, Occupational Therapy and Physiotherapy. Where external support is necessary, the school always communicates this with parents to receive permission for referrals.

What training are the staff supporting children and young people with SEND had or are having?

• The SENCo at Wood Field has completed the National Award for SENCo at Roehampton University in September 2015.  The SENCo also attends local SENCo cluster meetings with local schools and SENCo network meetings run by Sutton Cognus. 

• All staff are regularly updated on matters relating to Special Educational Needs and Disabilities. 

• Where required, Teaching Assistants/Learning Support Assistants receive training relating to the needs of the children they support. 

• All staff have the opportunity to request training that would enhance their ability to perform their job as part of their professional development.

How will my child be included in activities outside the classroom including school trips?

• Bandon Hill policies and teaching practice support the involvement of all learners in all aspects of the curriculum, including activities that take place outside the classroom. Provision is always made to ensure that all children enjoy the experiences and activities are modified accordingly. For residential trips where appropriate, 1:1 support will be put in place, in discussion with the parent. 

• If a parent is unable to pay for all activities offered, alternative funding is looked into to ensure everyone has the chance to be included. 

• Where applicable, parents are consulted and involved in planning to ensure that individual needs are met. 

• A risk assessment is completed for all residential and school trips. 

• Additional adult support is placed on a ratio of 1:1 or 1:2 if the needs of the pupil are high and this is required for school trips. 

How accessible is the school environment?

• Bandon Hill has a full Accessibility Plan (2016) in place and the environment is fully accessible. 

• There are 2 disabled toilets in the school building. 

• There is a lift to use should the need arise. 

• Appropriate resources are provided to children who need to access learning in a different way. 

• Bandon Hill Primary School policies and practice adhere to and embrace The Equality Act 2010.

• Bandon Hill is committed to making reasonable adjustments. 

How will the school prepare and support my child to join the school, transfer to a new school / or the next stage of education and life?

• All pupils joining Bandon Hill have access to an transition programme at the end of Year 6 with their secondary school.

• When children are joining the school and they have an EHCP, the SENCo will liaise with the previous school prior to joining to ensure information is handed over. 

• Additional transition visits are arranged for pupils who would benefit from this.

• Transition booklets are provided for pupils who would benefit from visual support. 

How are the school’s resources allocated and matched to children’s special educational needs?

• Pupils are continually monitored and depending on their needs, provided with support in class and may have access to interventions. 

• Additional Literacy support for Years 1-6 is currently in place to ensure children can access the learning, with delivery at a more appropriate pace. 

• Bandon Hill’s finances are monitored regularly and resources are utilised to support the strategic aims of our setting as well as individual learners. 

• Equipment and resources are purchased, where necessary, to support the specific needs of pupils. 

• The school provision map looks at the impact each intervention has had on the progress of each learner. Decisions are made as to whether specific interventions are effective both in time and finance used. 

• Pupil Premium funding is allocated to various resources such as Teaching Assistants, PPG teacher and funding to enable pupils to attend school day/residential trips.  

How is the decision made about what type and how much support my child will receive?

• Pupils with EHCPs are allocated a certain number of hours by the Local Authority and learning support assistants are employed to cover those hours. 

• Quality First Teaching (as identified within Bandon Hill Wave 1 provision) is clearly defined in the school and all staff are expected to deliver this. 

• All interventions are monitored for impact. Baselines and outcomes are identified at the start of interventions. All teachers complete a class monitoring form to ensure that interventions are implemented successfully. 

• Parents are informed about interventions to which their child will have access. 

• The SENCo tracks pupils in intervention groups and monitors value added. 

• Should additional support be required, this is undertaken after consultation with relevant staff, the learner and their parents following Consultation Meetings or SEND Review meetings. 

How are parents involved in the school?  How can I be involved?

• Bandon Hill has an open door policy enabling parents to be able to talk to the class teacher about any concerns they have. Every opportunity is taken to strengthen this dialogue. 

• For children who are on the SEND Register, Pupil Outcomes are discussed with parents and they receive a hard copy of the outcomes their child is working towards. 

• Annual Review meetings are set up for parents of children with an EHCP, outside agencies and the school to ensure that there are opportunities to discuss pupil’s provision and progress. 

• Parents are invited to contribute and become involved in Bandon Hill through a number of ways including termly open mornings/afternoons, becoming a parent helper, offering additional support for school trips.   

Who can I contact for further information?

• For the first instance, parents are encouraged to talk to their child’s class teacher. 

• Further information and support can be obtained from Wood Field: Laura McCarthy, Meadow Field: Lindy Sills and Kathryn Coyne and Oak Field: Claire Worthy. 

• The school office will be able to direct you to the most relevant person. 

• If you have concerns about the provision that is being provided, please contact the school SENCo to arrange an appointment to discuss the matter further.