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SEN Policy

Shakespeare Infant School

Special Educational Needs (SEN) Policy

Educational Needs (SEN) Policy

Review date: May 2020


At Shakespeare infant school every teacher is a teacher of every child including those with SEN. We aim to provide high quality provision to meet the needs of children and young people with SEN. We believe that every child should enjoy their education and be happy, healthy and safe at school. We will value our children for their individuality, culture and heritage. We are committed to providing a place of excellence with high standards.  Children will learn how to learn as well as acquire knowledge. They will have the opportunity to achieve their full potential in their academic, creative, emotional and social, physical, moral and spiritual development. Learning will be recognised and celebrated by children and adults. The learning experience and environment will be creative, challenging, exciting, stimulating, relevant and forward thinking.  Our school will always be a caring place where children and adults make a valuable contribution and are inspired to be creative, think for themselves and feel confident to meet new challenges. Our children will respect themselves and others and have an understanding of their role in school and the wider community.  We believe effective partnerships between children, staff, parents, governors and the wider community are central to the success of our children.


  • To work within the guidance provide in the SEND Code of Practice, 2014
  • To provide inclusive quality first teaching for all pupils.
  • To ensure that transition between Preschool, Early Years Foundation Stage, Key Stage One, Two and on to Junior School is smooth and that a child’s individual needs are planned for appropriately. The Inclusion Partnership Agreement (IPA) process will be used to record this.
  • To identify, target and meet children’s individual needs.
  • To ensure provision is made for identified children to enable them to access the full school curriculum, including the EARLY YEARS FOUNDATION STAGE PROFILE and National Curriculum.
  • To differentiate tasks in any area where a child’s needs are assessed as different from and/or additional to those of their peers.
  • To encourage parents to be involved in all aspects of their child’s education.
  • To liaise with parents regarding their child’s learning programmes.
  • To access appropriate outside expertise to more closely meet a child’s individual needs.
  • To continually enhance staff knowledge and skills through a planned programme of continuing professional development (CPD) resulting in staff being reflective and effective practitioners.
  • To make rapid progress enabling any gaps in learning to be closed and to sustain this progress.
  • To continue to provide a Special Educational Needs Coordinator who will work with the SEN Inclusion Policy.



Definition of SEN:

As stated in the Special Education Needs Code of Practice 2014 “A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.”


“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 him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”


Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.


Children have a learning difficulty if they:


a) have a significantly greater difficulty in learning than the majority of children

of the same age; or


(b) have a disability which 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


(c) are under compulsory school age and fall within the definition at (a) or (b)

above or would so do if special educational provision was not made for them.


                                                                                                       SEN CoP 1:3


The categories of Special Educational Needs are

  • Communication and Interaction
  • Cognition and Learning
  • Social, Mental and Emotional Health
  • Sensory and/or Physical needs



Identifying Special Educational Needs


We identify the needs of pupils by considering the needs of the whole child which will include not just the special educational needs of the child or young person.


Class teachers and subject leaders, supported by the senior leadership team, will make regular assessments of progress for all pupils. These will seek to identify pupils making less than expected progress given their age and individual circumstances. This can be characterised by progress which:


  • is significantly slower than that of their peers starting from the same baseline
  • fails to match or better the child’s previous rate of progress
  • fails to close the attainment gap between the child and their peers
  • widens the attainment gap between the child and their peers
  • shows a decline in self help, social or personal skills or behaviour



We identify Special Educational Needs from a range of evidence, including;


  • liaison with nursery school or previous school before joining Shakespeare Infant School. 
  • Parental views and concerns
  • Baseline testing
  • Entry to school testing
  • liaison and open communication with outside agencies before joining and during your child’s time at Shakespeare Infant School. ( For example : medical services including health visitors, paediatric nurses and/or paediatricians, nurses, child psychiatrists, GPs, physiotherapists, speech and language therapists, and occupational therapists.)
  • Monitoring of class work and progress
  • Concerns raised by teacher for example when behaviour or self-esteem is affecting performance
  • KS1/QCA data
  • IPA transfer meeting
  • Local Authority Statements/EHC Plans



A Graduated Approach to SEN Support

At Shakespeare Infant School all pupils receive good quality personalised teaching and adjustments or interventions where necessary.

All teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. As recent research shows additional intervention and support cannot compensate for a lack of good quality teaching.

At Shakespeare Infant School we regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered. Teachers are closely supported in this process by the SENCO.

When deciding which children need special educational provision we involve the teacher and SENCO and consider all of the information gathered from within the school about the pupil’s progress, alongside national data and expectations of progress. This includes high quality and accurate formative assessment, using effective tools and early assessment materials.

For higher levels of nee we draw on more specialised assessments from external agencies and professionals.

We use the code of practice criteria when making a decision to place a pupil on the SEN register using the ASSESS – PLAN - DO – REVIEW cycle.

 Parents, families, and children are at the heart of this process.


Managing pupils needs on the SEN register


If a child is identified as having a Special Educational Need, the following process will occur:


  • The child will be placed on the school’s SEN register and the parents will be informed. The  SEN register is the responsibility of the SENCO.
  • A personal plan will be completed according to the child’s needs by the child’s teacher and SENCO.
  • The personal plan will be shared with the child and parents.
  •  Interventions may be put in place to support the child in addition to high quality teaching. This will be documented on the personal planner and the school’s provision mapping system.
  • At the beginning and end of an intervention an entry and exit test will take place to ensure that the intervention helps to achieve rapid progress against outcomes.
  • Records of provision and progress will be kept, monitored and reviewed.
  • The personal plan will be regularly reviewed and evaluated according to the child’s progress.
  • Next steps will be decided according to the outcome of the intervention.


For higher levels of need or where the school is unable to fully meet the needs of the child, arrangements may be made to draw upon more specialised assessments from external agencies and professionals.


The pupil and their parents will be involved throughout the entire process.





Criteria for exiting the SEN register


If it is considered that the child no longer needs support that is additional to or different from the current educational provision, then a decision may be made to remove the child from the SEN register. Parents will be fully involved in this decision. The child will therefore continue to receive high quality teaching that is differentiated and personalised within the classroom setting.



Supporting pupils and families


A copy of our SEN Information Report can be found on our school website.

A copy of the Hampshire Local Offer can be found on


Accessibility to exams

SEN children may be eligible for Special consideration for their KS1 SATs. The class teacher will meet with members of the Senior Leadership Team (SLT) to see if the child meets the criteria set out by the test providers. The outcome of the process will be shared with parents and the relevant parties.




At Shakespeare Infant School we have created a bespoke induction program for our new children due to join in September in year R. In the SummerTerm, our INCO will visit pre-schools to become familiar with any children who may need additional support, and to make initial contact with their families. In May, we host a welcome meeting which the INCO attends to enable parents and carers to discuss any concerns. We have devised a Shakespeare trail, where parents and carers can explore the school and its grounds with their children to begin the acclimatisation of their new surroundings. In June and July the children will be invited to stay and play sessions, whilst during the second session, parents and carers will have an opportunity to meet with the Headteacher and representatives from other agencies such as the school nurse. We will also have an induction morning in July for the children to meet their new class teacher in their classroom. In the first week of September, home visits will be offered and new Year R children will start school in the second week of September on a full-time or part-time basis if required.


It is the role of the SENCO/ Inclusion Leader to liaise with the SENCO the junior schools or new school with information about the needs of children on the SEN register in order to ease the transition between schools and minimize disruption to their education.

A special transition timetable will be made for children on the SEN register and other vulnerable pupils going to our junior school to enable both parents and children to have more time to make the transition and share important information.

We encourage all new children to visit the school prior to starting when they will be shown around the school. We will prepare a photo book for SEN children or for children where transition will be potentially difficult to help welcome them to the school.


Please refer to our transition policy for more detailed information.






Supporting pupils at school with medical conditions

Shakespeare Infant school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.

Some may also have special educational needs (SEN) and may have a statement, or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed.



The school will work closely with parents and outside agencies to support pupils with medical conditions. They will hold a health care planning meeting with the appropriate health care professionals and will where appropriate ensure that staff is given appropriate training to support the pupil with their needs.  Training will be in line with the child’s needs under latest published guidance by DfE;


Monitoring and evaluation of SEND



SENCO and Inclusion Leader will:

The Inclusion Coordinator (INCO) of which Special Educational Needs and Disabilities (SEND) is part of her role is Mrs Clare Mills. She is the person responsible for the day-to-day running of the SEN policy. As the INCO she is involved at the strategic planning level and is a member of the Senior Leadership Team (SLT). Mrs Mills works two days a week in her role as INCO and 2 days a week in class. She is fully accredited on the National Award for SENCO’s.  As part of her role she will oversee termly reviews of personal plans. Run annual reviews of statements, EHC plans and IPAs. Liaise with parents and outside agencies and attend meetings. Meet with the Governor for SEN at least termly to monitor effectiveness of SEN Provision.  • Inform governors annually of progress made by those on SEN register including details of children moving on and off the SEN register.


Class Teacher will:

Class teachers will provide inclusive high quality provision for all pupils. They will review personal planners termly with support staff, teachers and parents. They will meet with any outside agencies to discuss individual needs. They liaise regularly with parents regarding child’s progress. Teachers will maintain in-class support for specific programmes and targets throughout the curriculum and keep up to date with changes and continued CPD in relation to SEN.


Head Teacher will:

Mrs Skinner will monitor the progress of those pupils on the SEN register by close liaison with class teachers and the SENCO.  She will feed SEN issues and developments into the SIP to further SEN provision and promote inclusion. She will decide on time and resources available to SEN.


SEN Governor will:

Ms Claire Newton is our SEN Governor.  Through regular planned meetings with the SENCO she is informed about the schools current needs, provision, assessment and results. This information is then disseminated to the full governing body who ensure that the SEN objectives are being met.  


These members of staff can be contacted through the school reception team details available on the school website.





Training and Resources


We will meet a child’s needs by providing appropriate support as identified through assessment and a range of evidence. This may be specific for a child or for a group of children.


All staff keep up to date with current research and practices and are given opportunities to further their professional development with SEN as and when required. This includes the delivery of interventions and use of resources.  


Our INCO regularly attends Local authority (LA) SENCO circle meetings in order to keep up to date with local and national updates in SEND. They also attend network meetings and other forms of professional development workshops. She disseminates any information required to both teachers and learning support assistants.



Roles and Responsibilities


The Class Teacher has responsibility for:

Planning and teaching a differentiated personalised and inclusive curriculum that meets the individual needs of all children. Continuously assessing and tracking the progress of all children, identifying any gaps in progress and responding accordingly. Maintaining individuals personal planners and monitoring progress of any interventions. Managing classroom support and the use of specific programmes within year groups. Encouraging parental participation in the child’s learning. Liaising with the SENCO and any relevant outside agencies.



The SENCO and Inclusion Leader have responsibility for:

For the day to day operation of the SEN policy and SEN information report. Maintaining a register of children with SEN. Advising class teachers on teaching strategies for children with SEN. Advising colleagues on appropriate programmes and use of Learning Support Assistants. Monitoring the effectiveness of specific support programmes for children with Education Health Care Plan and SEN support. Advising Learning support assistants on strategies and interventions when working with SEN children. Keeping up to date on current thinking and new resources relating to SEN. Maintaining SEN resources including managing a budget for purchasing additional resources. Liaising with, and coordinating the use of outside agencies, e.g. educational psychologists, speech therapists and occupational therapists. Supporting the class teacher in liaising with parents and liaising with parents personally. Co-ordinating the support of LSAs linked to children with Special Educational Needs. Co-ordinating the support and review process for children with a statement or EHC plan.



The Learning Support Assistants (LSAs) have responsibility for:

Supporting the class teacher to deliver a differentiated personalised and inclusive curriculum  by supporting groups and individuals in the classroom. Implementing and resourcing programmes and interventions under the guidance of the class teacher and SENCO. Feeding back information verbally and in written records to the pupils, class teacher and Inclusion Leader.


Emotional Literacy groups and individual support are run and delivered by qualified Emotional Literacy Support Assistant (ELSA) to raise self-esteem and address issues of emotional wellbeing and self-discipline. This work is supported within the wider curriculum by all teachers and support staff.



Storing and Managing Information

The school has robust systems to ensure that any information is stored confidentially and securely. Information will only be shared with those that have permission who are directly involved in the support process. SEN registers will be kept until the cohort reaches the age of 25.


Reviewing the Policy

The policy will be reviewed annually in line with statutory requirements.





As an inclusive school all children are included in all parts of the school curriculum and school life.

The school site is wheelchair accessible with a disabled toilet large enough to accommodate changing. The school is all on one level with ramps at specified fire exits. An evacuation plan is kept for any child or adult with a disability. The school is equipped with a hearing loop at reception. An assessment of an individual’s needs is undertaken and the relevant professional bodies consulted to ensure the schools facilities and resources match the needs of the individual. A risk assessment will ensure the safety of an individual. We work with Specialist teacher advisors to ensure equality of access to the school and curriculum. Shakespeare Infant has clear communication through its website and weekly newsletters and communicates effectively with all its stakeholders. The school website has a facility that will translate all the information available to a variety of languages. We liaise with EMTAS (Ethnic minority Achievement Service) who assist us in supporting our families with English as an additional language. All children would be included on school trips. We will provide the necessary support to ensure that this is successful. A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. We ensure the recommended adult to child ratio and will increase this ratio if we feel it would benefit the group. We work in partnership with parents to minimise additional risks. The school operates an open door policy and the SENCO runs a drop in clinic every Monday morning.


Dealing with Complaints

If a parent had any concerns they would be asked to contact the school Admin office to arrange to meet the Head teacher Mrs Skinner, SENCo Mrs Mills  or the Chair of Governors who would willingly discuss any concerns.

Concerns or complaints that are not resolved as a result of this action should be referred to the LA and parents informed of the services offered by the Parent Partnership Officer. Our complaints policy and procedure is available from the school office.




Please refer to the school’s anti-bullying policy.