SEND Report & Offer

We know when pupils need help if:

• Concerns are raised by parents/carers, the teacher or the child.
• Continuing, limited progress is noted when reviewing pupil progress and after specific and intense intervention has been given.

If the school feels that a pupil is still not making sufficient progress and may have elements of SEND then the class teacher, with the support of the SENDCO, will discuss the school’s concerns with parents.  Other agencies may need to be involved, if deemed appropriate, and parental consent to this would always be sought.  The class teacher will also discuss how a parent can support their child in achieving their targets. 

• The first point of contact regarding parental concerns for a pupil’s difficulties with learning is to the class teacher who will in turn discuss the concerns with the Headteacher and /or the SENDCO.
• Continued concerns can then be discussed with the Headteacher and/or the SENDCO.

• Each pupil’s education programme is planned by the class teacher.  It will be differentiated accordingly to suit the pupil’s individual needs.  This may include general support by the teacher or teaching assistant in class or the purchase of specialist equipment.
• When a pupil is found to be making little or no progress, then the teacher must consider whether he/she has a full understanding of the pupil’s learning profile to understand if some elements of SEND could be impacting on their learning.  
• If the school decides that additional and different provision is necessary for the pupil to make progress they must contact the parents/carers and put effective and specific strategies in place via Enhanced Quality First provision (EQF) which defines specific and detailed recommendations and strategies to encourage smaller steps of progress.  
• If progress continues to be a concern then teachers will seek the opinion of the Senco as to whether outside agency advice is necessary.  The need for this is always discussed with parents/carers and parental consent sought.  Outside agencies can include: Educational Psychology (EP), the designated Inclusion Consultant for the school (IC), other professionals from Sefton’s Advisory and Inclusion Service (SAIS), Speech and Language Therapy (SALT), Occupational Therapy (OT), Physiotherapy etc.  
• Referrals to outside agencies may also follow discussions from SEND planning meetings, or an ongoing concern about a pupil.  After an outside agency has completed their assessments, school and parents/carers receive a report which includes recommendations for school and home to further promote progress.  The class teacher will then incorporate these strategies into their plans and review progress regularly.  Involvement with an outside agency does not mean a pupil has SEND.
• A SEND Support Plan is begun when a pupil has lifelong difficulties or if school feels that, after assessment from an outside agency, with all recommendations followed together with continued and intense support, a pupil’s progress remains severely limited.  The plan follows the four stages of the Graduated Approach: Assess, Plan, Do and Review.  Teachers have the responsibility of overseeing, updating and reviewing the SEND Support Plan.  Parents/carers are invited in for a review of progress once per term.
• Decisions regarding the allocation of support and resources to pupils with SEND will depend upon the SEND budget which is set in April each year, along with termly tracking of pupil progress and discussions with teachers, specialists and parents/carers.
• If it is decided that detailed and bespoke support needs to continue and the cost of support needed for the child goes beyond £6000 then the school can apply to the Local Authority for High Needs Funding (HNF) and /or an Educational Health and Care Plan (EHCP).  
• The EHCP is a legal document which the local authority and the school must follow. It identifies the help that a pupil is to be given to meet his or her SEND.  It sets out the pupil’s needs and the special help he or she will receive. It is divided into sections and reviewed every twelve months.  The Head teacher, class teachers, SENDCO, parents/carers, the school IC, the school EP and any other medical agencies will be involved in this process.
• Where appropriate, pupils are invited to be included and involved in their reviews and/or meetings, and also in meetings where their opinions, thoughts, hopes and aspirations can be registered on local authority documentation
• All documents relating to pupils with EQF support, SEND support or who have an EHCP are stored securely and are only accessed by the Head teacher, the SENDCO, class teachers and TAs working directly with that pupil.  

• When a pupil has been identified as requiring additional support, work will be differentiated in order to meet their own personal needs
• Teaching assistants (TAs) may work with the pupil on a one to one, or small group basis, as well as the teacher to target their needs
• Interventions may be planned, where lessons are delivered in a small group and are in addition to normal lessons
• Any specialist equipment required is provided by school

• You will be able to discuss your child’s progress at parents’ evenings
• Class teachers are available to deal with quick queries after school.  If you would like a longer discussion please make an appointment through the school office
• Class teachers will invite parents/carers in, with the support of the SENDCO if appropriate, to discuss concerns as they arise and how parents/carers can help school to support their child
• Parents/carers are expected to hear their children read every day
• If either the Educational Psychologist or Inclusion Consultant has undertaken assessments then parents/carers are invited in for a meeting to discuss their observations and their suggested strategies for support
• Review meetings will provide the opportunity to discuss in depth, the progress of children with a SEND Support plan. This will determine whether what has been tried has worked and should continue for a while longer, or whether something different needs to be tried

Hudson Primary can offer and arrange pastoral support which can include:

• The ‘Mindfulness’ Curriculum
• Visits from the School’s Educational Psychologist
• Outside groups addressing issues such as bullying e.g. Bully Busters, Internet Safety Awareness Workshops and Road Safety Sessions and Cycling Proficiency Training
• Referrals to Child and Adolescent Mental Health Services (CAMHS) for pupils who have emotional needs 
• Theraputic services, such as drawing and talking, Lego or Sand therapy

Hudson Primary School buys into: Sefton’s Educational Psychology and Portage Service (SEPPS) and is supported by: 

• Sefton’s Advisory and Inclusion Service (SAIS), 
• Speech and Language Therapy (SALT), 
• Visual Impairment Team (VI), 
• Hearing Impairment Team (HI)  
• Community Paediatricians.
• Occupational Therapy (OT)
• Physiotherapy (P)

Other services may be called upon when more specialist advice is required such as:

• Social Care
• CAMHS (Child and Adolescent Mental Health Services)
• Sensory Support Team
• Behaviour Support Team
• School Nurse Team
• Outreach Service
• Physical Disability Outreach
• ASC (Autistic Spectrum Condition) 
• Epilepsy Nurse

All members of staff are encouraged to attend appropriate meetings, courses or training days to broaden knowledge and share finding with others.  The following have been attended:

• Mental Health Concerns and Updates 
• Social Skills Workshop
• Precision Monitoring Training
• Use of an Epi-pen
• ‘Person Centred Approaches’ course
• Understanding Hearing Loss Training Days from Specialist HI Team
• Visual Impairment Training Days from Specialist VI Team
• Writing for Pupils with ASD workshop
• ADHD Foundation course
• Transition Focus Updates - led by SAIS
• ‘Barrington Stoke’ – Dyslexia Friendly Book Company 
• Maghull and District Cluster of Schools (MADCOS) SENDCO meetings 
• Charanga Music Therapy – Twilight training 
• Regular updated First Aid courses 

All staff have had up to date Child Protection training.

Activities and school trips are available to all and excursions do not go ahead unless ALL pupils are able to take part.

• Risk assessments are carried out and procedures put in place to enable all to participate
• If it is deemed that more specific 1:1 support is required then a parent/carer may be asked to accompany their child but only if the school is unable to provide the level of support needed
• Various clubs take place after school to which all pupils are welcome, unless the club specifies a certain age range.  Clubs can include sport, dance, drama, science, craft and technology 

The school is a two storey building in one section of the school used only for building maintenance.  At present access to the upper level is by stairs.  The ground floor his widened doorways and accessible main entrances and exits.

At Hudson Primary we are happy to discuss individual access requirements.  Our equality and accessibility plan is available on request.  Facilities we have at present include:

• Medical room and a toilet adapted for disabled users
• Double doors in some parts of the building

• There will be discussions between previous or receiving schools and settings, prior to a pupil joining or leaving Hudson.  All records from previous or receiving schools will be sent securely
• Transition visits are arranged between other settings and Hudson
• Additional visits are arranged for the pupils who will need extra time in their new school
• Year 6 teachers liaise closely with receiving High Schools and have face to face meetings with their staff
• SENDCO will visit a number of high schools with parents and pupils of SEND to ascertain suitability and what provision is on offer 
• The Early Years SEND team hold transition / inclusion progress meetings in the summer term for those primary schools receiving children with SEND from other Early Year’s settings
• The SENDCO ensures the secure transfer of any SEND records
• In house teacher to teacher meetings are arranged in the summer term to discuss each pupil in classes moving up in September.  These meetings are supported by individual pupil records and reports.  Transition sessions are arranged at the end of the summer term, these provide an opportunity for all pupils to spend time in their new class with their new teacher.  This is enhanced for those pupils with SEND, if necessary.

The SEND budget is allocated each financial year. The money is used to provide support or resources dependent on individual need.  The Headteacher makes the final decision as to how the budget is allocated.

These decisions are made in consultation with class teachers, the SENDCO and the Headteacher.  Decisions are made upon termly tracking of pupil progress and as a result of assessments / advice from outside agencies.  If further concerns are identified, then other interventions will be arranged.

All parents are encouraged to contribute to their child’s education.  This may be through:

• Pre booked discussions with the Headteacher, Classteacher or SENDCO
• Discussion during parents evenings
• Encouragement to discuss, comment and enhance a pupil’s SEND Support Plan
• Attendance at parental workshops which take place in school throughout the year
• Evidence of home learning uploaded to their child's portfolio on ClassDojo

We hope that this information helps to answer your questions.  However, if there is anything else you would like to know please telephone or email using the school contact page.

Please follow the procedure outlined in the complaints section located HERE