SEN Policy


Special Educational Needs Policy 

Deputy Head for Inclusion – Rachel Bates 

Assistant Head for Inclusion - Janna Murphy 

Acting SENCO – Emily Lack (currently earning the SENCO award) 

SEN Governor – Claudette Hansen 

This policy has been written following the 0-25 Special Educational Needs and Disability Code of Practice of 2014

Provision for children with Special Educational Needs (SEN) is a matter for the whole school and should be based on forming a working partnership with parents. All staff including the governing body, the Headteacher, the SENCO and all other learning support staff have important day-to–day responsibilities when meeting the needs of children with SEN. All teachers are teachers of children with SEN. Teaching children is therefore a whole school responsibility.

Hayes Park School is a large mainstream primary school that hosts the borough of Hillingdon’s Special Resource Provision (SRP) for children with Autism. Entry to the SRP is managed in conjunction with the Special Needs team in Hillingdon – and has different entry criteria from the mainstream. (Please see entry criteria on the Hayes Park School website)

Definition of Special Educational needs 

Children have Special Educational Needs if they have a Learning difficulty that calls for special educational provision to be made for them.

Children have a learning difficulty if they: 

  • Have a significantly greater difficulty in learning than the majority of children the same age.
  • Have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.
  • Are under compulsory school age and fall within the definitions above or would do so if special educational provision was not made for them.

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. In addition to this we are aware that children may have other reasons for their rate of learning. These may include:

  • Health and Welfare
  • Attendance and Punctuality
  • EAL
  • Being in receipt of Pupil Premium Grant
  • Being a Looked After Child
  • Being a child of Serviceman/woman 

A child’s behaviour will be a symptom of other factors and will require staff to work with parents to find out what the difficulties are. 

Our aim as a school is to develop effective working relationships with all those important to the child and focus on raising the aspirations of and expectations for all pupils with SEN. As a school we are developing a focus on outcomes for children and young people and not just hours of provision/support.

In order to provide a ‘whole school, whole pupil’ approach we provide support and advice for all staff working with special educational needs pupils, and aim for an open door policy with our parents, from a class teacher, SENCO or Assistant Head for Inclusion. 

The school will ensure that teachers are able to identify and provide for those who have special educational needs in order to allow for inclusion, where possible, in all school activities. We are aware of the duty to make “reasonable adjustments” where appropriate.

Identification, Assessment and Provision

At the heart of the work of every class in Hayes Park School is a continuous cycle of planning, teaching and assessing which takes account of the wide range of abilities, aptitudes and interests of children. The majority of children will learn and progress within these arrangements. Those children whose overall attainments and progress or attainment and progress in specific subjects fall significantly outside the expected range may have special educational needs. The SENCO and Assistant Head for Inclusion are responsible for ensuring teachers are confident in managing children’s needs and are trained in providing effective differentiation for all pupils. As a whole school we have adopted the ‘assess, plan, do, review’ cycle. Teachers are aware that the four broad categories for SEN are:

  • Communication and interaction 
  • Cognition and learning
  • Social, emotional and mental health difficulties 
  • Sensory and/or physical needs

Monitoring Children’s Progress

The school’s routine system for analysing data will provide information about areas where a child is not progressing satisfactorily. Under these circumstances, teachers may need to consult the SENCO and parents to consider what else might be done. This review may lead to the conclusion that the pupil needs additional help, and different to that which is normally available within the class. The key test of the need for action is evidence that current rates of progress are inadequate. Adequate progress can be identified in a number of ways. It might be progress which:

  • Closes the attainment gap between the child and their peers
  • Prevents the attainment gap growing wider
  • Is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers
  • Ensures access to the full curriculum
  • Demonstrates an improvement in self-help, social or personal skills
  • Demonstrates improvements in the child’s behaviour 

If a class teacher is concerned about a child they fill out a ‘Raising the Concern’ form with SENCO and monitoring of specific targets is then put in place to ascertain the specific area of need, in line with the four broad categories above. 

Parent Partnership 

Partnership with parents is vital in enabling children and young people to achieve their potential. Hayes Park School recognises that parents hold key information and have knowledge and experience to contribute to the shared view of the child’s needs and the best way of supporting them. All parents of children with SEN will be treated as partners and supported to play an active and valued role in their children’s education. 

Pupil Participation 

Children and young people with SEN often have a unique knowledge of their own needs, and their views about what sort of support they would like to help them make the most of their education will be ascertained. They will be encouraged to participate in all decision-making processes and contribute to the assessments of their needs, the review and transition processes.

Allocation of Support and Resources 

Each year a provision map of interventions and support is constructed for all children on the SEN Register, this is continually monitored and updated. Our allocated team of Specialist Teaching Assistants, led by our SENCO, uses this mapping to manage the provision and resourcing of the additional support provided to children and where necessary staff and parents. This team is lead and managed by the Deputy Head for Inclusion. Together, with parents and class teachers we ensure that individual progress is monitored and measured. The team also facilitates communication between staff, parents and outside agencies, especially at times of transition.

The Role of the SENCO in Mainstream Primary Schools 

The Special Educational Needs Coordinator (SENCO) responsibilities may include:

  • Working closely with the Deputy Head for Inclusion overseeing the day-today operation of the school’s SEN policy 
  • Working with Class teachers in coordinating provision for children with special educational needs
  • Liaising with and advising fellow teachers, teaching assistants, learning support assistants 
  • Managing learning support assistants
  • Liaising with parents of children with SEN
  • Contributing to the in-service training of staff 
  • Liaising with external agencies including the LA’s support and educational psychology services, health and social services, and voluntary bodies. 

The Role of the Deputy Head for Inclusion

 The Deputy Head for Inclusion’s responsibilities may include:

  • Working closely with the SENCO overseeing the day to day management of the school’s SEN policy
  • Provide In-service training, support and advice for teacher colleagues and all SEN staff
  • Work closely with the SENCO in planning, reviewing and making decisions on support for individual children or groups of children
  • Work closely with the SENCO to ensure an open door policy is implemented for parents, including a relentless commitment to working with parents
  • Being aware of pupil progress of key groups and working with all concerned to maintain high expectations and maximise progress by having the correct support in place for specific children
  • Being responsible for presenting attainment and progress reports to governors and the Head teacher 

Identifying Needs and the Graduated Approach 

The Code of Practice identifies the need for early intervention and full partnership with parents; this is to be done through a graduated approach. 

No Specialist Assessment (NSA) 

The expectation at Hayes Park is that all children are expected to achieve age related progress and class teachers are responsible for providing the children with a fully differentiated curriculum to achieve this. When it is apparent that a child or young person is not making the expected progress, even with high levels of differentiation and appropriate monitoring and support the class teacher will work with the SENCO and parents. Together they will discuss the need of the child, and put in place a plan to identify the barriers to learning and monitor their removal. If the child is identified as having an SEN, the class teacher will provide interventions that are additional and different to those provided as part of the school’s usual differentiated curriculum. All children identified as having SEN are recorded on the school’s SEN register. The triggers for intervention through NSA will be concern, underpinned by evidence, about a child who, despite receiving differentiated learning opportunities makes:

  • Little or no progress even when teaching approaches are targeted particularly in a child’s identified area of weakness
  • Shows signs of difficulty in developing literacy or numeracy skills which result in poor attainment in curriculum areas
  • Presents persistent emotional or behaviour difficulties which are not ameliorated by the behaviour management techniques usually employed in the school’s SORT code of conduct
  • Has sensory or physical problems, and continues to make little or no progress despite the provision of a differentiated curriculum.

The child’s class teacher will remain responsible for monitoring the child’s progress on a daily basis and for planning and delivering an individualised programme in partnership with the Inclusion Team. Parents will be consulted and kept informed of the action taken to help the child, and of the outcome of this action. The SENCO and the child’s class teacher will decide on the action needed to help the child’s progress in the light of information gathered. This may include:

  • Different learning materials, resources or special equipment
  • Some group or individual support
  • Extra adult time to devise the nature of the planned intervention and to monitor its effectiveness.
  • Staff development and training to introduce more effective strategies 

Graduated Approach and Individual Educational Plans and Provision 

Strategies employed at NSA, or support given as part of a group will be monitored by the class teacher and the SENCO on both class records and our ‘Provision Map Writer’ detailed computer monitoring package. The SEN register is monitored and updated termly following necessary assessments. 

SEN Support 

A request for support from external services is likely to follow a decision taken by the SENCO and colleagues, in consultation with parents, following a review of a child’s progress. At SEN Support external support services will usually work with staff so that they can advise teachers on strategies and resources to enable effective teaching for learning. They may also provide more specialist assessments to inform planning and the measurement of a pupil’s progress, give advice on the use of new or specialist strategies or materials and in some cases provide support for particular activities. A child receiving SEN support will often have their support co-ordinated on an Individual Education Plan (IEP) or an Individual Provision Map (IPM) 

The triggers for SEN Support will be that, despite receiving individualised support under No Specialist Assessment (NSA) the child

  • Continues to make little or no progress in specific areas over a long period of time 
  • Continues working at national curriculum levels substantially below that expected of children at a similar age 
  • Continues to have difficulty in developing literacy and numeracy skills 
  • Has emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the class or group, despite having an individualised behaviour management programme 
  • Has sensory of physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service 
  • Has an ongoing communication or interaction difficulty that impedes the development of social relationships and causes substantial barriers to learning. When schools seek the help of external support agencies, those agencies will need to see the child’s records in order to establish which strategies have already been employed and which targets have been set and achieved. The resulting IEP for the child will set out fresh strategies for supporting the child’s progress. These will be implemented at least in part, in the normal classroom setting. The delivery of the interventions recorded in the IEP continues to be the responsibility of the class teacher:

An IEP will include

  • Outcomes set for the child
  • The teaching strategies to be used
  • The provision to be put into place 
  • Parent involvement 
  • Pupil involvement 
  • When the plan is to be reviewed 

IEPs will be written each term after the previous targets have been reviewed, following an ‘assess, plan, do, review’ approach. 

School Request for a Statutory Assessment for an Education and Health Care Plan 

Where a request is made by a school to an LA, the child will have demonstrated significant cause for concern. The LA will need information about the child’s progress over time, and will also need documentation in relation to the child’s special educational needs and any action taken to deal with those needs, including resources or special arrangements put into place. The school will also have to break down the financial cost of the intervention and support that has already been inplace. The school will provide this evidence through records from No Specialist Assessment and SEN Support. This information may include:

  • Individual Education Plans (IEP) for the pupil 
  • Records of regular reviews and their outcomes 
  • The pupils health, including the child’s medical history where relevant 
  • National Curriculum attainment levels in literacy and numeracy 
  • Educational and other assessments, for example from an advisory specialist support teacher or an educational psychologist 
  • Views of the parents and of the child 
  • Involvement of other professionals such as health, social services or educational welfare service. 
  • Any additional information that maybe impacting on the child’s learning 
  • Any reports from Health professionals such as Speech Therapist and Occupational Therapists

Statutory Assessment of Special Educational Needs 

Statutory assessment involves consideration by the LA, working co-operatively with parents, the child’s school and, as appropriate, other agencies, as to whether a statutory assessment of the child’s SEN is necessary. A child’s case will be brought to the attention of the LEA by either a request from the school, from a parent or by referral from another agency. Where the evidence suggests that the child’s learning difficulties have not responded to the action taken by the school and other agencies and also meets the LA’s criteria for specific categories of need, the LA will consider the case for statutory assessment of the child’s SEN. This may result in the issuing of an Education Health Care Plan. 

An Education, Health Care Plan consists of:

  • The pupil's name address and date of birth
  • Details of all the pupil's special educational needs 
  • Identification of the special educational provision necessary to meet the pupil's special educational needs 
  • Identification of the name of the school where provision is to be made 
  • Non-educational needs of the child 
  • Information and needs relating to health and care practices 
  • Outcomes for the child 
  • Specific strategies, resource and support necessary for the child’s effective education and life outcomes 

All children with an Education Health Care Plan will have short-term targets set for them that have been established after consultation with the parents, child. These targets will be set out in an IEP and be implemented, at least in part and as far as possible, in the normal classroom setting. The delivery of the interventions recorded in the IEP will continue to be the responsibility of the class teacher, with the support of the SENCO.

Annual Review of a Statement or EHCP of Special Educational Needs 

All statements/EHC plans must be reviewed at least annually with the parents; the pupil, the LA (if a transition review) the school and professionals involved invited to consider whether any amendments need to be made to the description of the pupil’s needs or to the special educational provision specified in the statement/EHC plan. The annual review should focus on what the child has achieved, as well as on any difficulties that need to be resolved. 

At the review in Year 5, the aim should be to give clear recommendations as to the type of provision the child will require at the secondary stage. It will then be possible for the parents to visit secondary schools and consider appropriate options within similar timescales as other parents. The SENCO of the receiving school should be invited to attend the final review in primary school of pupils with statements/EHC plans, to allow the receiving school to plan an appropriate IEP to start at the beginning of the new school year and enable the pupil and parents to be reassured that an effective and supportive transfer will occur. 

Inclusion Folders 

Each class at Hayes Park School has an Inclusion Folder; this folder is an ongoing record for each child with additional needs, including SEN. 

Other related policies: 

  • Inclusion 
  • Single Equalities
  • Behaviour 
  • Positive Handling 
  • Anti-bullying

The Role of the Governing Body 

The governing body supports and challenges the school and its members to secure necessary provision for any pupil identified as having special educational needs. They ask probing questions to ensure all teachers are aware of the importance of providing for children with SEN and ensure that funds and resources are used effectively. This policy has been written in conjunction with the governing body of Hayes Park School.