King’s Hawthornes is committed to providing a high-quality, ambitious and inclusive education to all the children within our schools. We vow to make sure no child is left behind in their learning and this includes pupils with SEND.
Name of Special Educational Needs Co-ordinator:
Mrs E Spencer (SENDCo)
You can find details of the Local Authority SEND Offer here:
Primary school information (including teacher and key stage national test data).
Transition visits are made by the school SENDCo and head of year to identify pupils who will require additional support and possible further investigation on transition to secondary school.
Meetings with the local authority inclusion team. The Inclusion team works closely with the schools to highlight pupils transferring to secondary and to support those who it is felt require further high needs support.
School Assessments (access reading test, diagnostic spelling test, cognitive ability tests (CATs) and key stage 2 national tests
Concerns expressed by staff.
Concerns expressed by parents.
It is important that you speak to the school, either by contacting the teacher or asking to speak to the SENDCo about your concerns.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
Has a significantly greater difficulty in learning than the majority of others of the same age, or
Has a disability which prevents or hinders them from making use of educational facilities of a kind provided for others of the same age in mainstream schools or mainstream post-16 institutions.
Special educational provision is education or training provision that is additional to, or different from, that made for other children or young people of the same age in mainstream schools
The class teacher will raise a record of concern and share this with the SENDCo.
A meeting will then be arranged by the SENDCo with yourself, the class teacher (if appropriate) and the SENDCo to identify the best way forward.
Following the meeting, the SENDCo will conduct initial assessments to inform the nature and level of support required by the child.
During the meeting, the level of support required will be discussed.
This may be any or all of the following:
Step 1 - The child will be given precise teaching and targeted differentiation within the whole class setting.
Step 2 - The child will be given targeted small group intervention for a set period of time.
Step 3 - The child will be given targeted 1:1 support in a specific area of need for a set period of time. In some cases, additional and more specialist support will be sought through a referral to an outside agency.
If short term intervention does not address the issues raised and greater needs are identified, the child, with consent of the parent/carer will be placed on the Special Educational Needs & Disabilities Register (SEND).
All children on the SEND register will have a personal support Plan which details the support a child will receive and the targets that have been set for them.
Reports sent 5 times a year on assessment data
Parents’ evening contact between the parents and teaching staff
Regular updates on any support we have in place for your child and the next steps
If your child has been diagnosed with special educational needs and disabilities, you can find support information at the following links: