To contact one of our SEN/ Inclusion Team, please phone the school on 01962 772200. Alternatively, you can email the school office and mark your email for their attention. You can also email Mrs.Gillard or Mrs. Sivananthan directly on the email addresses below:

Mrs Gillard:  A.Gillard@fourmarks.hants.sch.uk

Mrs Sivananthan: Y.Sivananthan@fourmarks.hants.sch.uk

Special Educational Needs and Disabilities Information Report

HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP  AND WHAT SHOULD I DO IF I THINK MY CHILD HAS A SPECIAL EDUCATIONAL NEED OR DISABILITY?

At Four Marks C of E Primary School, children are identified as having SEND through a variety of ways including the following:-

• Liaison with pre- schools/previous school

• Child performing below age expected levels

• Concerns raised by Parent

• Concerns raised by teacher for example if behaviour or self-esteem is affecting performance

• Liaison with external agencies

• Health diagnosis through paediatrician

HOW WILL I RAISE CONCERNS IF I NEED TO?

• Talk to us – firstly contact your child’s Class Teacher, SENCo, Inclusion Team or Headteacher

• We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.

HOW WILL SCHOOL SUPPORT MY CHILD?

Who will oversee, plan, work with my child and how often?

• The SEND Pathway is a graduated approach to ways in which needs may be met as all children are unique and may require different provision.
• Our SENCo and Inclusion Managers oversee all support and progress of any child requiring additional support across the school.
• The Class Teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.
• There may be a Learning Support Assistant (LSA) working with your child either individually or as part of a group; if this is seen as necessary by the Class Teacher. The regularity of these sessions will be explained to parents when the support starts.

WHO WILL EXPLAIN THIS TO ME?

• The Class Teacher will offer to meet with parents at least on a termly basis (this could be as part of Parent’s Evening) to discuss a child’s needs, support and progress.
• The SENCo or Inclusion Team will liaise with parents with any other concerns
• For further information the SENCo is available to discuss support in more detail.

HOW ARE THE GOVERNORS INVOLVED AND WHAT ARE THEIR RESPONSIBILITIES?

• The SENCo reports to the Governors every term to inform them about the progress of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times.

• One of the Governors is responsible for SEND and meets regularly with the SENCo/Inclusion Team. They also report to the Governors to keep all informed.
• The Governors agree priorities for spending within the SEND budget with the overall aim that all children receive the support they need in order to make progress.

HOW WILL THE CURRICULUM BE MATCHED TO MY CHILD’S NEEDS?

What are the school’s approaches to differentiation and how will that help my child?

• All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Work is differentiated so that all children can access a lesson and learn at their level.

HOW WILL I KNOW HOW MY CHILD IS DOING AND HOW WILL YOU HELP ME TO SUPPORT MY CHILD’S LEARNING?

What opportunities will there be for me to discuss my child’s progress?

• We offer an open door policy where you are welcome any time to make an appointment to meet with either the Class Teacher, Inclusion Team or SENCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.

• We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.

• If your child is on the SEND Support register they will have an Individual Provision Map (IPM) and/ or an Individual Behaviour Management Plan (IBMP) which will have individual / group targets. This is discussed on a termly basis and parents are given a copy of the IPM. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed.

• If your child has SEND they may be part of an TPA (Transition Partnership Agreement) or have an Education, Health and Care Plan (EHCP), which means that a formal meeting will take place to discuss your child’s progress and a report will be written/ reviewed.

HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING?

•  As a school we measure children’s progress in learning against National expectations and age related expectations
• The Class Teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Year R through to Year 6, using a variety of different methods including the Early Years Foundation Stage Profile, National Curriculum levels, reading, spelling and Maths assessments, SATs, NFER assessments and Teacher assessment.
• Children who are not making expected progress are picked up through Review meetings with the Class Teacher and SENCo/ Assistant Headteacher. In this meeting, a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.
• When the child’s IPM is reviewed, comments are made against each target to show what progress the child has made. If the child has achieved their target, a new one may be set to extend this further or it may be decided that an IPM is no longer needed. If a child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.

WHAT SUPPORT WILL THERE BE FOR MY CHILD’S OVERALL WELL- BEING?

• We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well- being. We have a caring, understanding team looking after our children.
• The Class Teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required, the Class Teacher liaises with the SENCo/Inclusion Team for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Behaviour Support Team.
• The school also has two ELSAs (Emotional Literacy Support Assistants) who work under the direction of the SENCo, with vulnerable children and parents during the school day.
• If your child has complex or significant healthcare or physical needs a Healthcare Plan would be used to identify and manage care arrangements appropriately.

HOW DOES THE SCHOOL MANAGE THE ADMINISTRATION OF MEDICINES?

• The school has a policy regarding the administration and managing of medicines on the school site. (See Useful Documents Information section of our website.)
• Parents need to contact the Class Teacher if medication is recommended by Health Professionals to be taken during the school day.
• On a day to day basis the Admin Staff generally oversee the administration of any prescription medicines.
• As a staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations. Many staff hold full First Aid certificates.

• WHAT SUPPORT IS THERE FOR BEHAVIOUR, AVOIDING EXCLUSION AND INCREASING ATTENDANCE?

• As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. We have self-regulation toolkit, as part of a whole school approach, to help children understand their feelings and behaviours and give them an opportunity to make choices about how they self-regulate.  
• If a child has behavioural difficulties an Individual Behaviour Management Plan (IBMP) is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets.
• After any behaviour incident we expect the child to reflect on their behaviour with an adult. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour. The Primary Behaviour Support Team can offer support to pupils, teachers and parents if appropriate. They also offer Thrive assessments to help the pupil and class teachers put strategies in place to support a child's emotional health and wellbeing.
• Attendance of every child is monitored on a daily basis by the Admin department. Lateness and absence are recorded and reported upon to the Headteacher. The Inclusion Team will contact parents to discuss instances where attendance or punctuality is poor and giving cause for concern. A variety of support is available, for example, incentive schemes for individual children to encourage good attendance and punctuality.

HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS?

• We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through Class Circle Time or through the School Council which has an open forum for any issues or viewpoints to be raised.
• Children who have IPMs (Individual Provision Maps) or Individual Behaviour Management Plans (IBMP) discuss and set their targets with their Class Teacher.
• There is an annual pupil questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to a trusted adult if they have a worry.
•  If your child has an TPA (Transition Partnership Agreement) or Education, Health and Care Plan(EHCP) their views will be sought before any review meetings.

WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY THE SCHOOL?

• Our SENCo is fully qualified and accredited.
•  As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: - Behaviour Intervention; Health including – GPs, School Nurse, Clinical Psychologist, Paediatricians, Speech & Language Therapists; Occupational Therapists; Educational Psychologists, Social Services including - Locality Teams and Social Workers.

WHAT TRAINING HAVE THE STAFF SUPPORTING CHILDREN WITH SEND HAD OR ARE CURRENTLY HAVING?  

• We have two members of staff trained as ELSAs who receive regular support from the Educational Psychologist. 
• Another member of staff has had training in delivering Speech & Language programmes from Speech & Language therapists. 
• A number of Teachers and LSAs are trained to support children with behavioural difficulties.
• All of our LSAs have had training in delivering reading and spelling / phonics programmes and have had training in dealing with Autism and Dyslexia. They have also received training in improving memory, processing skills, de-escalation and self-regulation.
• The LSAs have a weekly meeting where they share good practice, disseminate CPD information and take part in training such as Forest Schools and play leader activities.

HOW WILL MY CHILD BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM INCLUDING SCHOOL TRIPS?

• All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
• A risk assessment is carried out prior to any off site activity to ensure everyone’s health, safety and dignity will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.

HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?

• Our school site has a number of levels and staircases. In addition, our school building is built into a hill, which means that there are several levels externally. Whilst our site is wheelchair accessible with ramps at specified fire exits, and has a disabled toilet large enough to accommodate changing, for pupils where mobility is difficult, our site would present on-going, additional difficulties. Please contact the school for a visit if you feel this would apply to you.
• We liaise with EMTAS (Ethnic Minority and Traveller Achievement Service) who assist us in supporting our families with English as an additional language and those who are part of a Traveller community.
• Our school has an Accessibility Plan, which can be found at the bottom of this page.

HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD WHEN JOINING THE SCHOOL AND TRANSFERING TO A NEW SCHOOL?

• We encourage all new children to visit and be shown around the school, prior to starting.
•  For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.
• We write social stories with children if transition is potentially going to be difficult.
• When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits. At our ‘feeder’ secondary schools, Perins Sports Academy and Amery Hill, they run a programme specifically tailored to aid transition for the more vulnerable pupils.
• We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
• If your child has additional needs then a TPA (Transition Partnership Agreement) or an EHCP review may be used as a transition meeting during which we will invite staff from both schools to attend.

HOW ARE THE SCHOOL’S RESOURCES ALLOCATED AND MATCHED TO CHILDREN’S SEN NEEDS?

• We ensure that all children who have Special Educational Needs or Disabilities are met to the best of the school’s ability with the funds available.
• We have a team of LSAs who are funded from the SEND budget and deliver programmes designed to meet groups of children’s needs.
• The budget is allocated on a needs basis. The Children who have the most complex needs are given the most support often involving an LSA.

HOW IS THE DECISION MADE ABOUT WHAT TYPE AND HOW MUCH SUPPORT MY CHILD WILL RECEIVE?

• The Class Teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate.
• Different children will require different levels of support in order to bridge the gap to achieve age expected levels so we offer a graduated approach.
• There will be thorough on-going discussions with parents.

HOW DO WE KNOW IF IT HAS HAD AN IMPACT?

• By reviewing children’s targets on IPMs and ensuring they are being met.
• The child is making progress academically against national/age expected levels and the gap is narrowing – they are catching up to their peers or expected age levels.
• Verbal feedback from the teacher, parent and pupil.
• Children may move off of the SEND Support register when they have ‘caught up’ or made sufficient progress.

WHO CAN I CONTACT FOR FURTHER INFORMATION?

• First point of contact would be your child’s Class Teacher to share your concerns.
• You could also arrange to meet Mrs Cox, our SENCo or Mrs Sivananthan or Mrs Gillard, our Inclusion Managers.
• Look at the SEND policy on our website.
• Contact Parent Partnership - www3.hants.gov.uk/parentpartnership
• Contact IPSEA (Independent Parental Special Education Advice) - www.ipsea.org.uk/

WHO SHOULD I CONTACT IF I AM CONSIDERING WHETHER MY CHILD SHOULD JOIN THE SCHOOL?

• Contact the school Admin office to arrange to meet the Headteacher, Mrs Stoodley or our SENCo, Mrs Cox, who would willingly discuss how the school could meet your child’s needs.

Additionally, the school liaises with and can refer parents/carers to the following agencies for information and support:

• Parent partnership, offering independent, free advice for parents of children with SEND: www3.hants.gov.uk/parentpartnership.
• IPSEA (Independent Parental Special Educational Advice): www.ipsea.org.uk.
• The National Autistic Society Hampshire Branch:  http://www.shantsnas.org.uk/
• Hampshire Dyslexia: http://www.hantsda.org.uk/
• Parent Voice: http://www3.hants.gov.uk/parentvoice
• Hampshire Gateway Card, giving children and young people with SEND opportunities in the local area: http://www3.hants.gov.uk/gatewaycard
• Hampshire Inspectorate and Advisory Service Communication and Language Team: http://www3.hants.gov.uk/childrens-services/specialneeds/teacher-advisers/communication-and-language.htm
• Hampshire Educational Psychology Service, which includes an advice phone line and bookable consultations for parents/carers and school staff: http://www3.hants.gov.uk/servicesforschools/education-psychology.htm
• Speech and Language Therapy Service: http://www.hampshirehospitals.nhs.uk/our-services/a-z-departments-and-specialities/s/speech-and-language-therapy-(paediatric).aspx
• Hampshire Ethnic Minority And Travellers Advisory Service: http://www3.hants.gov.uk/education/emptas.htm
• School Nurse team: http://www.hampshirehospitals.nhs.uk/schoolnursing
• Winchester Young Carers: http://wycp.org.uk/
• Friends Of The Family, offering voluntary support for families who need help: http://www.friendsofthefamilywinchester.org.uk/
• Police Community Support Officers: http://www.wdsp.co.uk/communitysafety/anti-social-behaviour/community-safety-patrolling-officers/police-community-support-officers/
• Winston’s Wish, a national charity supporting families that have been bereaved: http://www.winstonswish.org.uk/
• Simon Says, a local charity supporting families that have been bereaved: http://www.simonsays.org.uk/
• SONUS, Hampshire Deaf association: http://www.sonus.org.uk/
• NDCS, National Deaf Children’s Society: http://www.ndcs.org.uk/