Meeting the Needs of Children with Special Educational Needs and Disabilities

Roles and Responsibilities

Class Teacher Responsibilities

If you have any concerns about your child, your first point of contact should always be the class teacher. They know your child best in the classroom and can discuss progress, strengths and next steps. Where appropriate, they may involve the SENCo.

Class teachers are responsible for:

• Delivering high-quality teaching that is carefully adapted to meet the needs of all pupils.
• Monitoring your child’s progress and identifying when additional support may be needed.
• Planning and delivering targeted support where appropriate.
• Contributing to personalised learning plans and reviewing next steps.
• Implementing the school’s SEND policy in daily practice.

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Special Educational Needs Coordinator (SENCo)

Mrs Larkman
Email: admin@hayes-pri.bromley.sch.uk

The SENCo is responsible for:

• Coordinating provision for pupils with SEND.
• Developing and reviewing the school’s SEND policy and practice.
• Working in partnership with parents and carers to ensure they:

1. Are involved in supporting their child’s learning and access to the curriculum.
2. Are kept informed about the support in place.
3. Contribute to reviewing progress and planning next steps.
4. Are supported through key transition points (for example, moving class or school).

• Liaising with external agencies to secure specialist advice and support.
• Providing guidance and training to staff to ensure confidence in meeting a range of needs.
• Monitoring and evaluating the impact of SEND provision through observations, progress tracking and feedback from pupils, parents and staff.

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Headteacher

Mrs Howell

The Headteacher is responsible for:

• The day-to-day leadership and management of the school, including SEND provision.
• Ensuring that provision for pupils with SEND is effective, well-coordinated and aligned with the school’s inclusive ethos.

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The Spring Trust Board of Trustees

The Trustees are responsible for:

• Holding school leaders to account for the quality and impact of SEND provision.
• Ensuring the school meets its statutory duties in relation to pupils with SEND.
• Supporting strategic development to secure strong outcomes for all pupils, including those with additional needs.

If parents or carers have concerns that cannot be resolved through discussion with the class teacher, SENCo or Headteacher, they are invited to follow the school’s complaints procedure, which is available on the website.

All pupils are carefully monitored by their class teacher. Through ongoing assessment and regular review, we identify children who may not be making expected progress or whose needs are affecting their ability to engage fully in learning.

Where concerns are identified, the class teacher will discuss these with key staff, including the SENCo where appropriate.  Additional support may then be put in place. This could include:

• Adapted teaching strategies
• Targeted small group support
• 1-1 interventions
• Additional resources
• Movement breaks
• Consideration of the classroom environment (considered seating etc)

If a child continues to experience difficulties despite targeted support, we may seek further specialist advice, following conversations with parents.  In some cases, additional funding may be requested from the Local Authority.  Further details about this process can be found in the Local Authority’s Local Offer.

https://www.bromley.gov.uk/LocalOffer

In consultation with the SENCo and parents, short-term targets are agreed. These focus on key areas of learning or behaviour and allow progress to be clearly measured. Where external professionals are involved, their advice and recommendations are incorporated into planning.

Support strategies are considered over time and if concerns persist, the child may be added to the school’s SEND register.  Discussions about the child's strengths while addressing identified barriers to learning would be recorded and short-term targets set in a learning plan or pupil passport document.

These documents would be reviewed in meetings held with parents on a termly basis.  During these meetings we consider:

• The impact of the support provided
• Progress towards agreed targets
• Any adjustments needed to provision
• Whether further advice or specialist involvement is required

Parents and carers are informed and involved at every stage, through parents’ evenings and additional meetings where needed.

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Planning and Reviewing Support

Additional support is recorded in one or more of the following ways:

• Learning plan
• Pupil passports
• Consistent management plans
• Risk assessments
• Individual health care plans

How We Support Children at Hayes

At Hayes Primary School, high-quality teaching is the starting point for every child. Our teachers are skilled at adapting lessons so that all pupils feel supported, challenged and successful. Daily planning takes account of individual strengths and needs, and support is built naturally into classroom learning.

Where additional help is needed, we provide targeted support alongside classroom teaching. This may include small group interventions, focused programmes in reading or maths, speech and language support, or personalised strategies to build confidence and independence.

Additional adults work flexibly within classes to support learning.  Our aim is always to develop resilient, independent learners rather than reliance on adult support.

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Supporting Wellbeing

We know that children learn best when they feel safe, confident and understood. We offer a range of pastoral support, including:

• Small group social skills programmes
• Mentoring and structured conversations
• Lunchtime clubs and buddy systems
• Transition support and reduced timetables where appropriate
• Playground Pals and Anti-bullying Ambassadors
• ELSA interventions

We work closely with families to reduce anxiety, strengthen self-esteem and support positive behaviour.

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Medical and Physical Needs

We support pupils with medical or physical needs through individual care plans, support from trained staff and adapted equipment where necessary. Our goal is always to ensure full access to learning and school life.

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At Hayes, we believe that every child can thrive with the right support, encouragement and high expectations. We work closely with families to ensure each pupil feels valued, included and able to succeed.