Hatherley Infant School

Learn and grow {{tree}} together

SEND and Inclusion

Children have special educational needs when they have different or additional needs which teachers should address when planning. Each teacher has high expectations for each pupil and acknowledges they have an even greater obligation to plan for pupils with low levels of prior attainment.

A range of pupils have special educational needs, some of whom also have disabilities. Lessons are planned to minimise and reduce any barriers to learning, enabling all pupils to achieve.

A minority of pupils will need access to specialist equipment and different approaches. The SEND Code of Practice (2014) is clear about what should be done to meet their needs: The school makes all reasonable adjustments for a child with a disability by working with the pupil, parents and local authority to increase full access to the curriculum and everything else the school can offer, ensuring they are fully included in the school community. Adherence to the Equality Act 2010 through our Single Equality Scheme, ensures that steps are taken to prevent pupils with protected characteristics, including race, age, religious belief, sexual orientation and disabilities, being treated less favourably than others, and demonstrating our commitment to promoting an inclusive ethos and equality of opportunity.

The Inclusion Lead, Kali Rama is responsible for overseeing the provision of SEN support in school. Regular Pupil Progress Meetings are held, attended by all staff involved in supporting the child’s learning. Parents are actively encouraged to discuss their child’s progress.

Special Educational Needs and Disability (SEND) Information Report


 ‘A child or young person has SEND 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 educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

Special Educational Needs and Disability Code of Practice: 0 to 25 (2014)

They have a disability as defined under the Equality Act (2010), which affects their ability to access and benefit from the educational opportunities generally enjoyed by children of the same age.


To ensure that Hatherley Infant School meets the needs of all pupils to ‘learn and grow’ and achieve their full potential we will:

  • Provide a wide and balanced curriculum which is differentiated to meet the needs all pupils.
  • All children with special educational needs and or disabilities (SEND), are valued, respected and fully participate and included in the school community.
  • Some children have a particular learning and assessment needs that could create barriers to learning. Teachers take account of these needs in their planning to ensure that all children can participate and fully access the curriculum and opportunities available in school.
  • Detailed tracking of pupils with SEND identify pupils who have more complex needs and liaise with outside agencies as appropriate.
  • Class teachers have the responsibility to meet the needs of SEND pupils in their class with the support of the SENCo. The SENCo, headteacher and governors monitor the provision of pupils with SEND and ensure adequate provision is allocated to meet their needs and ensure full access to the curriculum and opportunities. 

SEND and Local Offer

The changes in the Children and Families Act 2014 affect the way children with special educational needs and/or Disability (SEND) are supported in schools. The new approach places pupils at the centre of planning.  The key principles of the new legislation are:

  1. Young people and their families should be involved in discussions about the support they need, so they can share their knowledge and liaise with the school on their child’s progress.
  2. ‘Education, Health and Care plans’ (EHC plans) will follow the EHC guidelines using the Gloucestershire graduated pathway and statutory processes.    
  3. There is a single school-based category for children who need additional support, ‘SEN Support’. This category has been broken down into ‘My Plan and My Plan Plus’ in the Gloucestershire graduated pathway.
  4. There are four main categories of needs including:
  • Communication and interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Sensory and or Physical Needs
  1.  Hatherley Infant school contributes to the Gloucestershire ‘Local Offer’, identifying any additional provisional to support pupils with SEND.

The Waves of Intervention

The school provides a graduated response to each child dependent on the level of need. These are often referred to as waves of intervention.

Wave 1: Universal support including Quality  first teaching through differentiation in all curriculum areas.

Wave 2: Small group support for those pupils who are achieving below age expected levels

Wave 3: Focused, individualised programmes for pupils working well below age expectation

Teaching Approach

Universal Whole School Approach 

Small Group Support

Specialised Intervention for those with Additional Needs 


Access to a varied and stimulating curriculum. Quality First teaching multisensory approach is used


Consideration of differing culture and beliefs

Use of Learning Gems

Circle time‘Successful Learners’ approach is used to develop independent learning

Use of the Pink curriculum to develop personal, social, health, citizen and Emotional skills.

Modification of organisation, routine and environment where needed

Opportunities for children to work with others of differing abilities

Read Write Inc grouping for supporting phonic skills and guiding reading.

Oracy Project in EYFS

Balanceability programme in EYFS

Talk for Writing 

Family Support Worker

Breakfast club 

Guided reading support

Comprehension groups

Handwriting groups

Spelling groups

Pre teaching and booster groups for English and maths

In class literacy support

In class maths support

EAL reading support

Sound discovery / small writing group support

Talk Boost

Nurture group

Confidence and self-esteem groups

Jimbo fun to support fine/ gross motor skills

1:1 RWI tuition

Precision teaching

Bearing Away

Language for Thinking


Personalised Speech and Language programme

Fine motor programme

Social stories

Memory games

Pastoral Support

Sand tray play/ Lego Build to Express P/ Colouring club to support social emotional needs

Calm box / fiddle toys

Self-help targeted skills Programme

Use of specific ICT programmes to meet individual needs

Physical aids where necessary or where advised by specialists

1:1 reading (targeted)


Transition plans to promote smooth transition for pupils with specific needs.  


Frequently Asked Questions

How will the school identify if my child has Special Educational Needs or Disability?

Children may be identified as having Special Educational Needs and/or Disability (SEND) through a variety of ways including the following:

  • Liaison with Pre-school group/ nursery/ previous school
  • Child performing below age expected levels
  • Concerns raised by Parent/Carer
  • Through termly Pupil Progress Meetings held between the Teachers and Inclusion Lead (SENCo)and Headteacher
  • Concerns raised by the teacher that behaviour or self-esteem is affecting performance
  • Liaison with external agencies e.g. Speech & Language Therapist/ Health Services
  • Health diagnosis through paediatrician/doctor
  • Discussion through Parent/Teacher meetings

As a school we measure children’s progress in learning against national expectations and age related expectations. The class teacher continually assesses each child and records areas where they are improving and where further support is needed. As a school, we track children’s progress from entry in Early Years Foundation Stage through to Year 2, using a variety of different methods to ensure at least expected progress is being made.

Children who are not making expected progress are identified through our termly Pupil Progress Review meetings with the Class teacher, Inclusion Lead and Headteacher.  Any gaps in learning or barriers to learning are identified and the support needed to address these concerns.  

What should I do if I think my child may have Special Educational Needs and/or Disabilities?

Firstly contact your child’s class teacher. If you require more inmformation contact our Inclusion Lead or Head teacher. We aim to build positive relationships with Parents/Carers and through mutual respect and communication to meet the needs of your child.

How will the school staff support my child?

Our Inclusion Lead will closely monitor all provision and progress of any child requiring additional support across the school. The class teacher will oversee, plan and work for each child with SEND in their class to ensure that the expected progress is made. There may be a Teaching Assistant (TA) working with your child either individually or as part of a group. This is reviewed regularly and explained to parents during Parent Teacher meeting and SEN Reviews. Where additional needs or SEND is identified additional intervention and support is provided.

How will the curriculum be matched to my child’s needs?

Teachers are aware that children have different learning styles and incorporate multisensory approach into their Quality First Teaching, including the use of visuals, demonstrations, practical activities in lessons, interactive elements using ICT where appropriate. The benefit of this type of differentiation is that all children can access a lesson and learn at own their level. Work within the class is differentiated so that all children are able to access objectives according to their specific needs and abilities. This might mean that in a lesson there would be different levels of work or different resources provided to support groups or individuals.

How do we know if the support or strategies used have had an impact?          

In school individual progress in English and Mathematics is reviewed termly. We use a range of tracking including Assessment for Learning (AfL), Insight Tracking System to monitor knowledge and progress, and identify any gaps in learning.   We are able to use these assessment tools to monitor pupils’ progress academically against national/age related expected levels. Children who are not making expected progress are identified at termly Pupil Progress Meetings with the Inclusion Lead and additional support interventions are identified. All interventions are assessed to measure the impact of the intervention for your child. Parents/Carers are at the heart of decision making they are always informed and are able to discuss any issues they unsure of.

How will I know how my child is doing and how will you help me to support my child’s learning?

The school uses Parent Teacher meeting which are organised twice a year. These meetings will explain how well their child is performing against National Expectations, details of any interventions and targets are shared with parents and how Parents/Carers can support their child. If there are continued concerns about progress children may be put onto the SEN register, with parental agreement. Children may move off of the SEN register when they have made sufficient progress. In addition, you are welcome any time to make an appointment to meet with either the class teacher, Inclusion Lead, Head teacher to discuss any concerns you have about your child’s progress as we believe that your child’s education should be a partnership between parents and teachers.  If your child has SEND needs there may be additional meetings:

  • Your child will have individual targets which are reviewed termly.
  • They may have ‘My Plan Plus’ reviews or ‘Team around the Child’ meetings if other agencies are involved.
  • If your child has complex SEND they may have a an EHC Plan (Education, Health Care Plan) which means that a formal Annual Review will take place to discuss your child’s progress.

How will my child be able to contribute their views?

We value and celebrate each child expressing their views on all aspects of school life. One of the ways we do this is through the School Council which has an open forum for pupils. In addition there is also an annual pupil questionnaire for Year 2 pupils. If your child has an EHC Plan then their views will be obtained before any meetings and they are encouraged to participate in their Annual Review. A pupil profile is completed for any pupil with SEND.

What support will there be for my child’s overall well-being?

Hatherley Infant school serves a diverse community. All staff appreciate the importance of supporting pupils’ self-esteem and emotional well–being ensuring all pupils are able to develop in a caring, fair and understanding environment where they are valued and respected.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class. In addition we have a Family Support Worker, Mrs Sam Buckley, who may provide additional support for your child and families. There are good links with outside agencies to support children and families with a range of additional needs including routines at home, behaviour, emotional needs. The Family Support Worker can make a referral to the School Nurse and give advice on strategies such as sleeping and toileting and access the Early Help team including ‘Family First’. Parents will always be consulted and involved in any decisions and referrals following the protocols provided by the Local Authority. If you feel there are any issues that you need support with please make an appointment through the school office.

The school uses the ‘Pink curriculum, to meet social emotional needs of pupils. ‘Learning Gems’ and 'Successful Learner' programme are used to develop independence skills promote good learning styles.

Will school administer medicines for my child?

The school has a policy regarding the administration and managing of prescribed medicines on the school site. Parents need to contact the School Office to discuss this and if agreed complete a consent form.

All emergency medication is kept in the classroom accessible to the children under adult supervision. This may include medication for asthma or diabetes. In such cases a ‘Care Plan’ in liaison with the School Nurse and parents will be developed.

No medication can be brought onto the school premises without prior consent from the School Office.

What specialist services and expertise are available at Hatherley Infant school?

English as an Additional Language

The school has a range of expertise and experience of supporting pupils with English as an Additional Needs (EAL). The Inclusion Lead will work closely with class teachers to assess and to produce individualised programmes of support for children New to English, to ensure that their needs are met. The needs of these pupils are reviewed by the Inclusion Lead and teachers at Pupil Progress Meetings termly.

How do we Support pupils with physical needs?

We liaise closely with outside agencies such as the Advisory Teaching Service, Paediatricians, Physiotherapists and Occupational Therapists and other health professionals to ensure that we effectively meet the needs of pupils with physical needs.

Teachers and Teaching assistants supporting individual pupils implement any guidance and provide interventions recommended by outside agencies.

The school building has been adapted to increase access for disabled pupils including an accessible toilet and ramps to access classrooms and the school office. Any additional reasonable adaptions that are required and recommended to support full access the school facilities for particular pupils are considered and implemented.

We value what parents/ carers tell us about their children and use that information to meet their needs.

How do we support children with social communication and interaction needs?

Training and advice is provided for all staff on how to support pupils with social interaction and communication difficulties including children with Autistic Spectrum Difficulties. The school works closely with the Advisory Service for Social Interaction and Communication and their strategies and recommendations are implemented. Social stories are used to help individual pupils understand social rules, to develop social skills and improve interactions with their peers. In addition we use Transition plans, stress toys, calm boxes and risk assessments for individual pupils. Personalised language programmes for individual children in liaison with the Speech and Language Therapist are delivered.

What recent training have staff had?

The Inclusion Lead, Kali Rama, is fully qualified and accredited with the National Award for Special Needs Co-ordinators. In addition she has a ‘RSA Diploma for Specific Learning Difficulties’, and has undertaken training on Supporting Pupils with Speech and Language Difficulties.

Any SEND training needs are identified and prioritised with the schools’ annual programme of CPD.

Our TAs have had training in delivering reading, spelling, writing and maths interventions including Talk Boost, Total Communication, Bearing Away, Numicon Intervention, Speech and Language support, Precision Teaching, Read Write Inc. 1:1 support.

We have two members of staff who are full 'First Aid in the Workplace' trained and eight Paediatric First Aid trained staff

What are the Governors responsibilities?

At Hatherley Infants school the Governor with responsibility for SEND, Inclusion and Looked after Children is Mrs Susanne Lewis.

How will my child be included in activities outside the classroom including school trips?

All children are included in all parts of the school curriculum and are included on school trips unless this is a risk to their own safety and the safety of other children. A risk assessment is carried out prior to any off site activity to ensure all health & safety are addressed.

How is the Local Offer reviewed?

The school contributes to the local offer provided by Gloucestershire County Council which will be reviewed annually to reflect the changing needs of the children who join and are developing in our school.

The Inclusion Lead

The Inclusion Lead is Mrs Kali Rama

The Inclusion Lead works closely with the Senior Leadership Team all staff, parents and outside agencies. Co-ordinating the provision for individual children with Special Educational Needs and or Disability, English as an Additional Language and More Able pupils.

How does the school liaise with outside agencies?

The school has established good links with a number of specialised outside agencies such as:

  • The Advisory Teaching Service including Communication and Interaction, Physical Disability Team
  • The Local Authority SEN Caseworker Team
  • Children and Young Peoples Service
  • The National Health Service including the School Nurse, Occupational Therapist, Physiotherapist, Speech and Language Therapist
  • Educational Psychologist Service
  • The Early Help team.

Who should I contact if I am considering whether my child should join Hatherley Infant School?

You can contact the school Office to arrange a visit and a meeting to discuss how the school could meet your child’s needs.

The school follows all the admissions arrangements in accordance with the Local Authorities procedure. It is aware of its responsibility to admit pupils with identified SEND needs.

Who should I contact if you have any concerns about the support provided or wish to make a complaint?

Please come into school to discuss any issues with;

  • The class teacher
  • The Inclusion Lead
  • The Headteacher

Good communication between school and home will ensure that concerns are managed promptly. If a parent does not feel that the issue has been resolved the parent can submit a formal complaint to the headteacher. Any issues that remain unresolved will be managed according to the schools ‘Complaints Policy’