Special Educational Needs
At Clifton Hampden, we recognise that all children have a right to a broad, balanced and befitting curriculum. We aim to create a happy, educationally exciting and positive environment in which all pupils can develop to their full potential. Appropriate support is given according each child’s specific needs. All teaching is adaptive to ensure that every child, regardless of their ability, has access to the whole curriculum. When appropriate, a range of external agencies are consulted to support the teaching of children with special educational needs.
Our Special Educational Needs Co-ordinator (SENDCo) is:
Tel: 01865 407700
For a copy of the SEND policy and other related documents please go to the Policies and Guidance page.
SEND Information Report
The information below outlines our provision for children and young people with special educational needs and disabilities (SEND). This information was updated in September 2022 and it is updated annually. A pdf of the information below can be provided upon request.
About our school
Clifton Hampden CE Primary School provides for children and young people with a wide range of special educational needs including those with:
- Communication and Interaction needs; this includes children who have speech language and communication difficulties including autistic spectrum conditions.
- Cognition and Learning needs; this includes children who have learning difficulties and specific learning difficulties like dyslexia, dyspraxia and dyscalculia.
- Social, Emotional and Mental Health needs
- Sensory and/or Physical needs; this includes children who have visual or hearing needs, or a physical disability that affects their learning
As a school with a strong Christian ethos, we acknowledge and celebrate the fact that each child is unique and is a valued part of our school community.
Our special educational needs co-ordinator (SENDCo) is: Jade Hodgkins
She can be contacted on: SENDCo.email@example.com or 01865 407700
Our governor with responsibility for SEN is: Mark Oughtred
Our SEND and Equality policies can be found here.
How do we identify and give extra help to children with SEND?
The school uses Oxfordshire County Council’s guidance ‘Identifying and supporting Special Educational Needs in Oxfordshire schools and settings’.
The guidance sets out:
- How we identify if a child or young person has a special educational need.
- How we assess children and plan for their special educational needs, and how we adapt our teaching.
- Ways in which we can adapt our school environment to meet each child’s needs
- How we review progress and agree outcomes and involve you and your child in this.
Click here to read it: https://www.oxfordshire.gov.uk/cms/sites/default/files/folders/documents/childrenedu cationandfamilies/educationandlearning/specialeducationalneeds/SEND/Compilation FoundationYearsandPrimary.pdf
How do we work with parents and children?
The partnership between school and home is important to us at Clifton Hampden School. We will always contact parents if we have a concern that a child or young person may have a special educational need. We work closely with children with SEND and their families to agree outcomes and to plan how we will all work together towards these and then to review progress.
This communication happens in a variety of ways:
- Each child has a Pupil Profile which outlines their strengths, what they need help with and any support, strategies and interventions used to support the child’s learning.
- Review meetings are held between the parents and class teacher at least twice a year to review the Pupil Profile and to discuss the child’s progress, attainment and any other issues.
- Parent’s evenings are held twice a year.
- Parents/carers can speak with the class teacher when they have concerns.
- An annual report to parents/carers is written by the class teacher which details the achievements, strengths and areas of development in the different curriculum areas.
- The school will seek external support/advice for children continuing to experience significant difficulty – this may involve an application for an Education Health and Care Plan assessment.
- School staff may informally discuss progress with parents/carers as needed.
- Children with EHC Plans have an annual review, where progress is discussed and new targets set. Written reports are provided and sent out in advance. Children are invited to contribute to this review.
- The targets of children with EHC Plans are reviewed termly.
Adapting the curriculum
We offer a broad and balanced curriculum for all children including those with SEND. Teachers are skilled in adapting the learning to meet the needs of all pupils.
At Clifton Hampden Primary School:
- Class teachers are responsible for the learning of all children in their class and they ensure all children receive Quality First Teaching.
- Teachers are skilled at adapting teaching to take account of individual pupil needs.
- Teachers take into account different learning styles and use them to ensure they meet the needs of all the children in their class.
- First hand learning experiences are explored through class visits when topics are planned.
- Grouping arrangements are organised carefully to maximise learning opportunities for all.
- Additional adults may be used to support groups, but independence is encouraged.
- Children may be identified as benefitting from intervention programmes. Progress within these programmes is carefully monitored.
- A range of intervention programmes in the areas of English, Maths, language, social/emotional, and motor skills are available to support individuals and groups and there are staff trained to deliver them. The use of intervention programmes complements the Quality First Teaching that all children receive.
- The effectiveness of the intervention programmes is monitored by assessing their impact. The intervention a child completes is kept under review to ensure it is helping the child in their learning.
- Advice from educational agencies such as Special Education Needs Support Service, Educational Psychologists, Speech, Language and Communication Service, Behaviour Support and health agencies such as Speech and Language Therapy, Occupational Therapy and CAMHS may be sought.
What expertise can we offer?
We have a Special Educational Needs Co-ordinator (SENDCo) who works with teachers, teaching assistants and outside agencies to organise and oversee provision for children with special educational needs (SEND). All of our teachers are experienced in making adjustments to meet the needs of individual children. Our teaching assistants (TAs) have a range of experience and expertise in the different areas of SEND and the types of assessment and interventions we use. We have an in-house fully qualified Emotional Literacy Support Assistant (ELSA) who supports our children with SEMH needs.
We also have access to a range of specialist support services including:
- An Educational Psychologist, employed directly by the Didcot Partnership of Schools;
- SENSS, who support children with communication and language (also Autism Outreach), sensory needs, Downs Syndrome and complex needs and physical needs;
- Child and Adolescent Mental Health Services (CAMHS);
- Oxfordshire School Inclusion Team;
- Therapy services (Speech Therapy, Occupational Therapy and Physiotherapy);
- SEN/ICT for children who require and alternative methods of recording;
- Early Intervention (EYSENIT);
- Children’s Social Care.
Information about these services and what they offer can be found on the Oxfordshire County Council SEN web pages.
We always discuss the involvement of specialist SEND services with parents first. We also work with other services and organisations that are involved with a family, with the family’s permission
How do we know if SEND provision is effective?
The progress of all children is tracked throughout the school on Integris.
In addition, for children with SEND, we regularly review progress towards agreed outcomes assessing whether the support that’s been in place has made a difference and what we need to do next. We evaluate this progress against age related expectations.
When we run special intervention programmes for groups of children, we assess how successful they have been and use that information to decide on how best to run them in the future.
Information about how the governing body evaluate the success of the education that is provided for pupils with SEND is contained in the governors’ annual SEND report. You can read it these reports below.
How are children with SEND helped to access activities outside of the classroom?
All children are included in activities and trips following risk assessments where needed and in accordance with duties under the Equalities Act 2010. We talk to parents and young people when planning trips so that everyone is clear about what will happen.
There is information about activities and events for disabled children and those with SEND in Oxfordshire in the Family Information Directory: http://fisd.oxfordshire.gov.uk/kb5/oxfordshire/fsd/disabilities.page
What do we do to support the wellbeing of children with SEN?
All children have the opportunity to share their views through their school council meetings. We listen to the views of children with SEND by meeting regularly to discuss their needs and thoughts on school life. This is used to update their Pupil Profiles.
All children have access to ELSA support and other, shorter interventions if concerns about their wellbeing or mental heath arise. We take children’s wellbeing seriously and are proactive in addressing these concerns.
We take bullying very seriously. Information on how we help to prevent bullying of children with SEND can be found here.
Joining the school and moving on
Early Years Transition
- SENDCo and class teacher can attend transition meetings for pupils with SEND making the transition from pre-school to Nursery or Reception. Class teacher will visit the child in their current setting.
- Parents are invited to a pre-admission meeting.
Moving on at Year 6
- Key staff and representatives from the secondary school visit to speak to the Year 6 pupils transferring to their school.
- The SENDCo and the Year 6 teacher liaise over the transfer procedure
- Pupils in Year 6 are invited to a familiarisation day at their secondary school. Children are prepared for the visit and given information in advance as necessary.
- Additional visits to the secondary school may be arranged for individuals or groups as needed.
- Transition arrangements are planned at Year 6 Education, Health and Care Plan reviews. Secondary schools are invited to attend.
- SENDCo can attend Year 6 to Year 7 SEND transfer meeting.
- Use of social stories/transition books/comic strips
- A planned programme of transition, which may include mentoring to help prepare children.
- Class teacher/ SENDCo meets with key staff from new school.
- Information transferred in advance of move.
If your child is moving to another school we will:
- Contact the school SENDCo and ensure they know about any special arrangements or support that need to be made for your child.
- Make sure that all records about your child are passed on as soon as possible.
If your child joins us from another school we will:
- Contact the school SENDCo to find out any special arrangements or support that needs to be made for your child.
- Meet with parents to discuss any concerns and plan any support.
- A hand over meeting will take place between the present and the new teacher.
- Transition visits to new classes are planned in the second half of the summer term. Identified pupils can have a number of additional visits to the new class.
- Social stories and transition books for children who would benefit.
- Meet the teacher meetings take place early in the autumn term which give a chance for parents to find out about arrangements for such things as homework, the curriculum topics and reading expectations.
Who to contact
If you are concerned about your child, contact your child’s class teacher to arrange a mutually convenient time to discuss you concerns. You can do this in person or via the office email address – firstname.lastname@example.org
At Clifton Hampden School, we welcome feedback from parents. If a parent or guardian is concerned about SEND provision for their child, initial contact should be made with the class teacher. A meeting will then be arranged with the teacher and SENDCo.
If you’d like impartial advice from Oxfordshire’s parent support service contact SENDIASS.
If you’d like to know more about opportunities for children and young people with SEN and their families, support groups or information about SEND these are listed in the Family Information Directory: http://fisd.oxfordshire.gov.uk/kb5/oxfordshire/fsd/disabilities.page
Oxfordshire’s Local Offer contains lots of information for parents.
Click here to see it: SEND: The Local Offer
CLIFTON HAMPDEN SEND ANNUAL REPORTS:
- CH SEND annual report 2021 - 2022
- CH SEND annual report 2020 - 2021
- CH SEND annual report 2019 - 2020
The Oxfordshire County Council Local Offer for Children with SEN and disabilities can be found at: https://www.oxfordshire.gov.uk/cms/taxonomy/term/278