Hillary Primary Policy for Inclusion

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SEND Information Report
How we identify individual special educational needs • If you tell us you think your child has a SEND we will discuss this with you and then observe and assess your child appropriately. We will then share with you what we find and agree with you what we will do next and what you can do to help your child at home.

• If our staff think that your child has a SEND this may be because they are not making the same progress as other children; they may not be able to follow instructions or answer questions for example. We will observe them and assess their understanding of what we are doing in school and use tests to pinpoint what is causing them a difficulty. We will then share with you what we find and agree with you what we will do next and what you can do to help your child at home.

• If your child has identified SEND before they start here, we will work with the people who already know them and use the information already available to identify how we can meet their needs in school.
How we involve pupil and their parents / carers in identifying SEND and planning to meet them. • We are child and family centred.

• When we assess SEND we will discuss with you if understanding and behaviour are the same at school and home; we take this into account and work with you so that we are all helping your child in the same way and helping them make progress.

• Where appropriate we will write and review Individual Target Trackers with children and parents/carers.

• We use homework to repeat and practice activities that are new and maybe presenting a challenge to a child.
How we adapt the curriculum so that we meet SEND • All our staff are trained to make materials and ‘work’ easier or more challenging so that every child is able to make progress.

• Our staff are trained in Makaton signing and other communication resources such as PECS and STEMs.

• We use additional schemes/materials so that we have something at the right level for children with SEND. For example we use ‘Toe by Toe’, Rapid scheme,  Bug Club, Precision Teaching, STEMs to develop literacy skills; Rapid scheme, ‘Numicon’ and Pearson Maths to develop numeracy skills; Derbyshire scheme, Makaton and PECS to develop ,language and communication skills; ‘Talking Heads, Talk Boost and Mentoring to support personal, social and health education. 
How we modify teaching approaches • All our staff have received training in a variety of approaches which means we are able to adapt to a range of SEND needs.

• We use a number of approaches to teaching that support all children and their learning styles. This is evident in the teachers’ planning and the delivery of lessons and may take the form of whole class, group or individual teaching.

• Teachers and support staff have received specific training in relation to the use of resources, programmes and strategies to support our children. E.g. Numicon, Rapid, Talking Heads, Bug Club
How we assess pupil progress towards their targets • We use P scales to assess progress in smaller steps that allow children to see success quickly.

• Teachers regularly assess pieces of work to check their judgements are correct (moderating).

• We use nationally agreed guidelines on progress to check that progress is at least good.

• We check how well a child understands and makes progress in each lesson. This is done through plenary sessions at the end of lessons, through the school’s marking system, self assessment, peer assessment and ongoing teacher assessments.
How we review children’s progress to ensure that it is at least good • Pupil progress meetings with teachers enable the SLT to check the progress of all children each term.  These meetings help identify children who are not making expected progress and identify strategies/interventions to help.

• For children with SEND teachers discuss progress with parents every term or more often if we believe this will help.
What extra resources we bring in to help us meet SEND • We use workstations; picture timetables; support for communication; countdown timers, coloured overlays and specific coloured exercise books for children who need it.

• We use soundfield equipment for children with hearing impairment.

• We are currently looking at a variety of iPad Apps for children with communication difficulties.

• Specialist resources, e.g. PECS, STEMs, Makaton, Precision Teaching.
What extra support we bring in to help us meet SEND and how we work collaboratively

• We have support from specialist teachers/support staff for accessing the curriculum and extra work on SEND related needs (speech, language and communication; hearing impairment; visual impairment; behaviour related needs; severe learning difficulties; autism, educational psychologist, Walsall SEN Team).

• We get support from local authority services e.g. Early Years SEN Team, Advisory Teachers

• We get support from Speech and Language Therapy (SaLT) to train our staff; advise on strategies and programmes; we refer pupils for assessment if we believe they need a period of therapy.

• We get support from occupational therapy for pupils who need assessment, e.g. for special seating or writing equipment.

• We get support from physiotherapy for pupils who need it.

• Together we review the child’s progress and agree what everyone will do to make teaching more effective, learning easier and our target for the child’s achievement.  We will also decide how we will work together and what we will each do to ensure the child’s needs are met. At the following reviews we will discuss how well the child is doing and if we are making difference, and what we need to do next. We include the child and the parent in these discussions.

• We have shared Inclusion meetings with professionals to discuss what staff we need to use in school to meet the needs of our children.


• We get support from a Learning Mentor, who is able to provide support and guidance to help school pupils who are experiencing difficulties in learning due to social, emotional or behavioural problems.

What other activities are available for pupils with SEND • We have a number of before, lunchtime and after school activities, all children with SEND are given the opportunity to be included; we provide additional staff support for their equal access.

• We have a lunchtime play club; all children with SEND are given the
opportunity to be included.

• We have regular educational visits and the children of KS2 attend a residential. Children with SEND are always included in these. We provide additional staff support to ensure their full involvement. We choose visits that are accessible to all.

How we support pupils in their transition into and out of our school • If needed we have reduced timetables when children first start, to enable them to settle well into new routines.

• Children new into Nursery, all have a home visit from members of staff from school.

• We offer pictorial transition books when children start our school, move classes or have a new teacher, this can be shared at home to help prepare your child.

• When a child has an identified SEND begins our school, we ensure we make contact with the previous school.  We also ensure all paperwork is received and sent as necessary between schools.

• We fully support parents in making decisions about the Secondary Schools they choose for their children and work with them to ensure the transition from KS2 to KS3 is smooth.

• We invite all Secondary School transition co-ordinators into school to meet with any children with SEND.

• Visits to Secondary school are encouraged and supported where necessary.
How additional funding works • Schools receive funding for all SEND children and they provide what children need from this (including equipment). The local authority may contribute to very expensive items.

• If a pupil’s statement identifies something that is significantly different to what is usually available, there will be additional funding allocated. Parents will have a say in how this is used. You will be told if this means you are eligible for a personal budget. This must be used to fund the agreed plan.
Where pupils can get extra support • Your views are important and it is important that people listen to them and that you are satisfied with what happens.

• In school, the Inclusion Manager (Mrs Razzell) is our designated pupil advocate. They will follow up your concern and make sure something happens that you agree with.

• Before and after school there are senior members of staff in the playgrounds that will listen to any concerns and follow them up.
Where parents/carers can get extra support • We have 2 PSA’s (Parent support Advisors) in school, who will be able to help signpost you to the correct person or agency.  They are also available if you need to talk to someone.

• There are a number of parent support groups e.g. Parent Partnership. www.parentpartnership.org.uk

• The Parent/carer forum is called Family Voice. www.familyvoice.org.uk

• Walsall Families Information Service – www.mywalsall.org/fis
What to do if you need clarification over a decision made in regards to your child’s SEND needs. • Your first point of contact is always the person responsible – this may be the class teacher; the Inclusion Manager or the Head teacher. Explain your concerns to them first. If you are not satisfied that your concern has been addressed speak to the Head teacher then ask for the school governors representative.
(See complaints policy, available on our school website.  www.hillary.walsall.sch.uk)

• If you do not feel the issues have been resolved, we will work together to ensure the best possible outcomes for your child

• The Parent Partnership Service provides independent information and advice. www.parentpartnership.org.uk