West Hove Infant school is an eight form entry Infant school. Currently we have 700 children on roll. We extended onto a second site, Connaught Road (CR) one mile from the main building, School Road site (SR) in September 2011, officially as three forms of entry in YR, with the site expanding each year.
However, in September 2012, 2013, and 2014 we admitted an additional form of entry to offer local places to local children. Both sites are situated in an urban area and housed in mainly Victorian buildings. The SR site has an attached Children’s Centre and a swimming pool. This site is shared with the adjoining Junior school.
West Hove Infant School – How we meet SEND needs
- How do you know if my child/young person needs extra help?
Teachers are continuously monitoring and assessing children’s learning and development: Teacher assessments take place each term. These assessments give information about academic, social and developmental needs. Pupil progress meetings then follow, where individual children and their needs are discussed, based on teacher assessment data. Based on the information provided by class teachers, some children are identified as needing additional support. This support may be in the form of an intervention group, or something more intensive. In addition teachers can raise a concern about a child at any stage in between.
At key points throughout your child’s school life, they will take part in assessments as well as specific screening programmes as appropriate. These can also be used to help identify an additional need. Transition information is also shared between schools and other professionals, e.g. Pre School Special Needs Service (PRESENS), Speech and Language Service (SALT) for children moving into school or between schools. Support is put in place to ensure all children progress in their learning and development.
If a teacher has a concern about a child, they will discuss this with parents initially and also with our school’s special needs coordinator. Following these discussions the special needs coordinator may get in contact with you directly.
- What should I do if I think my child/young person may have special educational needs?
If you are worried that your child may have a special educational need, you should contact the class teacher in the first instance.
- How will staff support my child/young person?
We have a Special Needs Coordinator (SENCO), who coordinates provision for all children with identified special needs across our school. The SENCO works in close consultation with class teachers to devise and monitor support for children. Support is based on the targets set for them. Your child’s class teacher will provide daily high quality teaching, targeted at each individual child’s needs within the class room.
Where necessary, individual targets will be developed by the teacher in consultation with our special educational needs coordinator. These will take account of your views and incorporate advice from any specialist services as required. You will be kept informed throughout so you will know and understand what the targets are, how they will be delivered, by whom and how often. Support staff incorporate programmes, devised by school or other agencies, adapted to the curriculum wherever possible.
The school staff will liaise with parents regularly. We have a governor supporting SEND who regularly visits the school and is in close contact with the SENCO. There is an SEN report to governors termly included in the Head teacher’s Report. Some children have a Provision Map showing support they receive. If a child has very individual needs they may have an individual education plan. This will highlight specific targets a child is being supported to achieve.
- How will the curriculum be matched to my child/young person’s needs?
The content of every lesson is differentiated to take account of the children’s differing abilities and needs. This may take the form of : Providing learning tasks that present different levels of challenge or provide particular and/or specialist equipment for the children to use. When a child needs a specific learning programme, it is designed to the child’s particular needs and will have small learning steps that will ensure that progress is being made at the appropriate pace and level of challenge.
Many visual resources in classrooms are in place to support different learning styles. If there is an issue with your child’s progress you will be informed and a plan will be put in place to support your child. Where appropriate, the school will refer to outside agencies for additional support, advice and programmes and they will meet with parents to offer advice and support. Your child’s progress is monitored by staff leading interventions and teacher assessments will give additional information. The use of ICT support and inclusive technologies where appropriate.
- How will both you and I know how my child/young person is doing?
We will liaise with you at least once every term and we will share what we are doing with you so we can work closely together in meeting the needs of your child. You do not have to wait for us to contact you. If you have a worry or a concern you should make an appointment to speak to your child’s class teacher. When necessary we will seek out specialist professional support and advice to help support identified needs.
This could include observation, feedback and advice for teachers and parents. Sometimes we invite these specialists along with parents to attend a meeting to discuss support and how your child is progressing. We also run sessions for all teachers and other support staff on how to make work more accessible for those with complex needs. Every child has an end of year report written by the class teacher.
- How will you help me to support my child/young person's learning?
Teachers hold Meet the Teacher sessions where they outline many ideas to support your child at home. We share the children’s individual targets so you know what they are currently working towards. We will liaise with you at least once every term either through a meeting or report. We encourage you to work with us and support any extra interventions that your child may undertake. Some interventions require extra reading at home whilst others may have maths games etc.
- What support will there be for my child/young person’s overall wellbeing?
We believe in supporting all aspects of a child’s life, including their social and emotional development, to ensure their successful learning and progress. We offer a wide variety of support for pupils who may need support with their social and emotional development such as: Nurture and friendship groups, offered following teacher assessments. Some support on a 1:1 basis, for children with high level behavioural needs. Some children have a person to meet and greet them every morning and settle them into school. A clear structured behaviour policy is adhered to by the whole school, offering: A safe caring environment where all children thrive. Clear safeguarding procedures and policies. All staff receive regular training for safeguarding. A number of social intervention groups including specific social language programmes, friendship support groups and anger management sessions. Support at unstructured times such as play and lunchtime. There are a number of children who need supervision at lunchtime; this may be to help them to eat or to help them to socialise.
- How will you prepare and support my child/young person with transitions?
We meet you and your child before they start here, whether your child is beginning Reception or joining our school later. We will gather as much information as possible that we can use to help us prepare for your child starting our school. There are a number of additional ways we can also help your child’s entry. These include relevant staff visits to early years settings and liaison with the pre-school SEND service or the SENCO at your child’s previous school. When a child moves school there is a high level of communication with the new school to make sure that they are fully aware of the needs of your child and the support that we are successfully giving.
We have close links with our local junior school. SENCOs liaise closely in the term before transition. When your child is about to transfer to their next school, we will: Hold a transition meeting and invite relevant staff from the new school and professionals involved to attend. We will offer to take your child on additional visits to ensure they are feeling familiar and confident about the impending move. Some children will be supported in making transition booklets to take to the new school.
All Year 2 children have transition visits where they spend time in their new classrooms with their new class teacher. Additional visits are also arranged where necessary. All Year 2 children have transition visits where they spend time in their new classrooms with their new class teacher. Additional visits are also arranged for pupils who need extra time in their new school.
- How are resources allocated and matched to children/young person’s special educational needs?
The school receives a Special Educational Needs and Disability (SEND) budget from the local authority. We review this annually and the school frequently spends additional money on top of this to support our children. Needs are mapped out using meetings and provision maps and the funding is matched appropriately.
- How are decisions made about what type and how much support my child/young person will receive?
As all children’s needs are different we have to be flexible in the way in which we assess and meet their needs. We have regular meetings with SENCO, senior teachers, class teachers and parents to review the needs of each child. We are flexible and will change the support needed for your child according to his or her changing needs. It is a three way process between parent, school and outside agencies and we all work together to make sure your child is being supported in the best way possible. The School in consultation with parents and relevant professionals will make the decision about how much and what type of support your child will receive.
- How are parents involved in the setting?
We seek to work in a close and mutually supportive partnership with parents. There are several ways you can become more involved: as a parent volunteer helper in the classroom, by joining the parents association, “The Friends of West Hove”, or by becoming elected as a parent Governor if a vacancy arises. More information about all of these can be found on the school’s website. In addition, your views will be sought when we review our Special Educational Needs Policy.
- What specialist services and expertise are available at or accessed by the school?
- Speech and Language
- Educational Psychology
- Occupational Therapy
- Behaviour Support Service
- Sensory Needs
- Language Support Service
- What training and experience have the staff supporting children with Special Educational Needs and/or Disabilities had or having?
Autumn 2013: All staff received Maybo Conflict Management training; relevant INAs received manual handling training, epipen training gastrosomy training, ICW training from Hillside Special School, First Class at Number training, SENCO and teacher received Visual Impairment Awareness training.
Four teachers and 4 TAs received training in Every Child a Reader. BILT delivered individually tailored training as did ASCSS. 2012-13 Training was held in Use of Numicon, Use of Makaton. Teachers received restrant training and 2 TAs received learning mentor training.
Some teachers, INAs and TAs received Hearing Impairment Awareness training.
- Accessible toilet
- Accessible changing facilities
- Hearing loop
- Accessibility Plan
Contact: David Knight (SENCo)
Phone: 01273 733386