Special Educational Needs
In line with the Special Educational Needs and Disability Code of Practice (2014) and the Children & Families Act (2014), all schools are required to produce a SEN information report (sometimes known as the ‘school’s local offer’).
The link below is for our SEN Information Report, which includes information about our provision for children with special educational needs or disabilities (SEND).
SEND Information Report for Local Offer – download
Please see the above link for information about the Hampshire Local Offer.
Hampshire Local Area Partnership Strategy - download
The Special Needs Coordinator (SENCo) is Mrs Nicky Parrott and she works in school all day, Mondays to Thursdays.
She co-ordinates the additional support throughout the school and works with a brilliant team of Learning Support Assistants (LSAs).
At the Infant school, our SENCo is based in the Beehive, which is opposite the Community room. In the Junior School, our SENCo is based in the Learning Hub, which is in the centre of the school.
Special Educational Needs
We aim for all groups of children to make great progress. We know our children well and support them through appropriate challenging learning pathways.
We are an inclusive school and work in partnership with parents and other agencies to help children overcome barriers for learning. Our core offer outlines how the school can enable all children to succeed and grow in confidence.
The Federation of Liphook Infant School and Liphook CofE Junior School is a mainstream school that strives to provide the best learning opportunities for all children. Our core values promote an inclusive school community. The school, including the governing body, recognise that all children are individuals who have different learning needs. We work hard to ensure all children are given the right balance of support and challenge.
Before the children start in Year R, the SENCo liaises with pre-schools. Throughout their time at the Infant School the children will undertake various assessments and based on all the information we gather, we will decide on which children need additional support, this may vary as to when and what support the children might need. As the SENCo works in both the infant and the junior school, the transition to Year 3 is strong, which allows for a seamless transition of additional support for those children who require it.
Before the children start in Year 3, the SENCo ensures that they have undertaken appropriate assessments and monitors progress both in interventions and in class-based learning. Throughout their time at the Junior School, the children will undertake various assessments and based on all the information gathered, we will decide on which children need additional support. This may vary as to when and what support the children might need. At the end of their time with us, the SENCo liaises with secondary schools to ensure that all children who require support have the best opportunities as they move through their education journey.
All children may at some time in their school life require additional support. It may be for only a short period, or it may be for longer and it may be for a variety of reasons.
We support children with emotional, social, and behavioural needs; those with speech and language difficulties; those with physical needs and of course those with many different learning needs. We also offer support for parents in the form of training in Trick Box strategies which help parents to support their children to manage their own mental health and well-being.
During your child’s time at the Federation of Liphook Infant School and Liphook CofE Junior School, if we feel that your child may need additional support, we will talk to you and explain what will happen next and give you the opportunity to find out about all about the strategies and programmes we use.
The SEND policy details the principles and procedures we follow but you are most welcome to contact the school for more detailed information.
We welcome all children and look forward to working closely with parents in order to achieve the best outcomes for every child. We aim to keep you well informed and if you have any concerns or worries you can pop in or phone to make an appointment.
SEN Resources
Our SEN Coordinator Mrs Parrott has produced a resource with lots of links for anyone in need of support for a child with Special Educational Needs, including:
- ASD
- ADHD
- Dyslexia/Dysgraphia/Dyscalculia
- Memory
… and many more.
Please follow this link for more information: SEN Support
How does our school identify and assess SEND?
The Special Educational Needs Coordinator (SENCo) coordinates SEND provision, liaising with parents, school staff and specialist advisors from the local authority and health service. In Hampshire, there are clear guidelines set out in the SEND Code of Practice, which indicate what are considered special educational needs, and as a school, we work closely with these guidelines when identifying children with SEND. Throughout the school, we continually monitor and assess the progress of all our children. We track the progress of children, and where expected progress is not being made, steps and interventions are put in place to support areas of need. We also work closely with our local pre-schools and previous schools to identify any special educational needs children may have prior to them joining us, in order to ensure we have appropriate support in place when they come to us.
If parents/carers have any concerns at all regarding the progress of their child or believe they may have an area of special educational need, then we would urge them to talk to the class teacher, SENCo, Head of School or Executive Headteacher.
SENDIASS can also offer valuable advice and can be contacted by telephone on 0808 1645504 or by e- mail: info@hampshiresendiass.co.uk.
Hampshire SEN team can also be contacted by telephone on 01962 846569 or by email: easthants.sen@hants.gov.uk
How does our school provide support for children with SEND and involve parents?
The SENCo, supported by the SEND Governor, regularly checks how well SEND support is helping children in our school.
Through monitoring, observing and assessing a child’s needs, staff work together with the SENCo to put in place appropriate support and provision. Progress of all children is shared termly. In both the Autumn and Spring terms, parent teacher meetings are held, to discuss how children are doing. Children with SEND will be set individual targets, recorded on a Learning Plan, which will be shared and reviewed with parents. In the summer term, parents/carers will be provided with an end of year written report, detailing progress within all areas of learning. However, we have an ‘open door’ policy and would encourage parents to discuss any concerns they may have with the class teacher or SENCo. We firmly believe that effective SEN provision is secured when children, parents and staff work together to support a child’s individual need.
Class based learning is adapted for all children. Some targets will be supported within lessons by the class teacher or a Learning Support Assistant (LSA), others may be supported outside of a lesson through a specific intervention programme.
Teachers work hard to ensure work is adapted for children, providing appropriate support but also challenge. We aim to deliver a stimulating and exciting curriculum in a multi-sensory way that engages all children. Where necessary, children may be supported by an LSA. We aim to make sure our learning environment meets all our children’s needs.
We value highly the benefit of education outside of the classroom and believe that all children should have the opportunity to participate in these experiences. Prior to any trips, a pre-visit is made by staff, and a risk assessment is carried out, which considers the needs of children with SEND, making changes where necessary. Where necessary we will meet with parents to discuss concerns and additional support that may be required. We aim to ensure all children have the chance to be part of lunchtime or after school clubs.
The social and emotional wellbeing of our pupils is valued, and we have worked to develop and maintain a strong community ethos. Personal, health and social education provides the opportunity for children to discuss issues such as low self-esteem, positive relationships and teamwork. We have trained Emotional Literacy Support Assistants (ELSAs) who are able to offer additional support. Where necessary, specific plans may be put in place to support a child’s wellbeing; parents will be consulted.
How can I contact the SEN Coordinator?
The SENCo can be contacted through the contact form below.
What specialist services and expertise are available at or accessed by the school and what training have the staff supporting children with SEN had, or are currently having?
We have links with a wide range of outside agencies who offer specific guidance and support to our school and families. These include;
- Educational Psychologist
- Therapists including Speech and Language Therapists and Occupational Therapists and physiotherapists
- County advisors
- Primary Behaviour service
- Health services including school nurse and CAMHS
- Social care
- Outreach services
We will seek support from outside agencies for staff and families if it is needed.
We have a SENCo overseeing the provision within the school and an effective team of teaching assistants; training is ongoing to ensure the school is kept up to date with any changes and priorities. The training needs within the school reflect the needs of the staff and children we work with. Our SENCo meets regularly with SENCos from other local schools, chaired by an Educational Psychologist.
How accessible is the school?
The school site is wheelchair accessible with accessible toilets in both buildings, which are large enough to accommodate changing. The school is all on one level with ramps at specified fire exits. Some classes are fitted with ‘Sound field’ systems in order to support children who are hearing impaired.
Who can I contact for further information?
If you are unsure about any of the support or provision being made for your child, please do not hesitate to contact the school office to make an appointment with their class teacher or SENCo. If you feel your concern is not resolved through this process, please refer to our complaints procedure which can be found on the policies page of our school website.
How will the school prepare and support my child to join the school or transfer to a new setting?
The transfer to a new setting can be an anxious time for both child and parent, and we encourage visits to the school before applying. Careful planning is made for all children, but for children with SEND, an additional transition plan may be put in place. This will generally include early discussions with the school they are coming from or going to and any existing support from external agencies. Parents will be involved in discussions. During this time, the needs of the child and any particular concerns are shared. Staff at the new setting will then meet with the child. Specific visits are often planned, allowing the child to familiarise themselves with the learning environment and the staff who will be working with them.
A TPA (Transition Partnership Agreement), which details clear targets and action points, may be put in place to support transition if it is felt necessary.
