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Information Report for Children with Special Educational

Needs and Disabilities

Honeywell School

Honeywell School values the abilities and achievements of all its pupils

and is committed to providing the best possible environment for learning

for every child.

Our Special Educational Needs Co-ordinators are:

Kathryn Jessett – Infant School

Sally Sephton and Lorraine Blake – Junior School

Our Special Educational Needs Governor is:

Sarah Hall

“…. a positive, proactive and welcoming and supportive approach to children and

parents of children with special needs - a beacon of good practice …”

(a Honeywell Parent)

At Wandsworth schools all pupils, regardless of their particular needs,

are offered inclusive teaching which will enable them to make the best

possible progress in school and feel that they are a valued member of the

wider school community.

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Glossary 5

What is the Information Report for children with SEND’? 6

What do the SENCOs do? 6

What does the SEN Governor do? 6

How will I know how my child is doing? 7

How do I know if my child needs extra help? 7

What will the school do to give that extra help? 7

What is differentiation? 8

Who will decide how much extra support my child will get and how will I be involved in that process? 9

How will my child be involved in the process? 10

How will I know if it has had an impact? 11

How can I support my child’s learning at home? 11

What happens next if my child still doesn’t make good progress, even with extra help? 12 What specialist services and expertise can the school call on to support my child’s additional needs? 13 What is an Education, Health and Care Plan? 14

What is a Personal Budget? 15

What is the procedure if my child already has an Education, Health and Care Plan when he arrives at the school? 15 How is the SEND budget spent? 16

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What extra training do the staff have to enable them to support children with SEND? 17 What support is there in school for my child’s emotional wellbeing? 17 What support is there for my well being? 18

Will my child be included in all school activities including those outside the classroom? 18 What happens if my child has a medical problem, but is 19 still able to attend school? How accessible is the school premises to children with SEND? 20

How is my child supported when he joins the school or prepares to transfer to a new class, to the Junior School or into a secondary school? 20 The SEND policy 22

Your feedback 22

Who should I contact if I am considering whether my child should come to Honeywell and I would like further information? 22 Where can I go for further advice and support? 23

Links to other specialist services, organisations and sources 24 of information What should I do if I am unhappy with my child’s support 25 or progress?

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To make reading this document easier, on the next page you will find a

glossary which includes some of the many SEN terms which are often

abbreviated and can lead to confusion.

We hope that the answers to the following questions will give you the

information you are looking for. If there is anything else you would like

to know, please come and see us and we’ll do our best to help.

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ADD Attention Deficit Disorder

ADHD Attention Deficit & Hyperactivity Disorder

ASD Autistic Spectrum Disorder

BESD Behavioural, Emotional & Social Difficulties

BLSS Behaviour & Learning Support Service

CAF Common Assessment Framework

CAMHS Child & Adolescent Mental Health Service

COP Code Of Practice

CP Child Protection

DCD Developmental Co-ordination Disorder

EAL English as an Additional Language

EHCP Education Health & Care Plan

EP Educational Psychologist

EWO Education Welfare Officer

FSM Free School Meals

HI Hearing Impairment

IEP Individual Education Plan

KS Key Stage

LAC Looked After Child

LEA Local Education Authority

LSA Learning Support Assistant

MAP Multi Agency Panel

MDA Multi Disciplinary Assessment

MLD Moderate Learning Difficulties

NC National Curriculum

OT Occupational Therapy

PB Personal Budget

PD Physical Disability

SaLT Speech and Language Therapist

SEMH Social, Emotional and Mental Health

SEN Special Educational Needs

SEND Special Educational Needs & Disabilities

SENCO Special Educational Needs Co-ordinator

SpLD Specific Learning Difficulty

TAC Team Around the Child

VI Visual Impairment

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What is the Information Report for children with SEND’?

The term ‘SEND Information Report’ was introduced in the Children and

Families Bill 2014 and lays out everything that may be available to

children with SEND and their parents, from the school, from the LA and

from Health Services.

What do the SENCOs do?

Our SENCOs are responsible for supporting the teachers of all the

children in the school who have additional needs.

They co-ordinate the staff and the support provided to children

with SEND.

They make sure that staff have the right training to meet your

child’s needs.

They make sure that specialists from outside the school are

involved if necessary and liaise with them regularly.

They meet with parents 1:1 and in support groups to make sure

they are involved in all stages of their child’s learning, in reviewing

progress and in planning next steps.

What does the SEN Governor do?

The SEN Governor meets the SENCOs regularly to keep up to date

with what’s going on in the school.

She then reports back to all the Governors and highlights current

issues.

She makes sure that the Governors give the right level of support

to children with SEND.

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She also regularly visits the classrooms, the playground and the

dining hall to monitor the well-being and progress of the children

with SEND.

How will I know how my child is doing?

You can discuss your child’s progress at the Parents’ Evenings in

October and February, as well as following the end of year reports.

If your child has SEND, extended Parents’ Evening appointments

may be offered to you and will also be available for the summer

term.

We have an ‘open door’ policy at Honeywell so you can talk to

your child’s teacher or LSA at the beginning or end of each day if

they have time.

At other times you can always make an appointment to see your

child’s teacher (by email or in person) if you have any concerns

about their learning or well-being.

You can make an appointment to talk with the SENCOs or you can

just drop in and see if they are available. The Junior School hold a

regular drop in on Wednesday between 3 and 3.30pm in the

staffroom. They will also always be available to meet with at

Parents’ Evenings.

And how do I know if my child needs extra help?

You will know that your child needs extra help if:

Significant concerns are raised by your child’s teacher at Parents’

Evening or at any other appointment after prior discussion with

the SENCOs.

Limited progress is being made.

There is a change in your child’s behaviour or self-esteem either at

school or at home.

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What will the school do to give that extra help?

The class teacher will plan your child’s learning activities to suit

their individual needs, using differentiation (see below).

If necessary, the class teacher will ensure that additional support

is given in class, either by them or by the Teaching Assistant.

Sometimes an additional Teaching Assistant will support your child

or a small group of children in class for a specific activity.

Where appropriate, your child may join a small focus group

outside the class for a short period – these short sessions

(typically 20-30 minutes) will take place at a time that has been

chosen carefully so he will not miss out on other important

classroom activities and are likely to be run by a Teacher or

trained Teaching Assistant.

The SENCO, class teacher and Teaching Assistant will review the

progress your child is making in this small group every 6 weeks

and use this information to make sure that it is effective and plan

the next steps.

Occasionally the school may be able to offer your child some 1:1

support for literacy or maths for a limited period.

All additional support offered to your child will be recorded on a

SEN Support Record or an Individual Education Plan (IEP) which

will show you the support your child is getting, who is providing it

and how often. It will also be a record of your child’s targets in

specific areas and the progress they are making. These provision

documents are updated at each half term (October, February and

May). Your child’s class teacher and the SENCOs will ask for input

from both you and your child.

You may be asked to follow up the group work by doing activities

at home with your child.

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What is differentiation?

Differentiation is what good teachers do in every lesson to make

sure that all the children have the best possible chance of

learning, whatever their level and learning style.

Our teachers use language that is accessible to all the children

whilst challenging those who are able to work at the level of their

peers.

Our teachers ask questions that are appropriate to each child’s

level of understanding.

Our teachers make sure that all the classroom activities are both

accessible and challenging to children at different levels.

Who will decide how much extra support my child will get and how will

I be involved in that process?

After each ‘in school’ assessment period (December, March and

July) the teachers and the Senior Leadership Team meet to discuss

all pupils’ progress with their class teachers. If your child has not

made the progress we expected, the class teacher and the SENCOs

will decide how much extra support your child will get and what it

will be.

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You will be informed of your child’s provision at Parents’ Evenings.

However, if you wanted to clarify the provision at other times then

you would be welcome to contact the SENCOs or class teachers.

The timing of both Pupil Progress meetings and the writing of

Provision Maps is specifically designed so that support is provided

to all children in need as soon as practically possible.

How will my child be involved in the process?

In the Infant School there are often additional adults in the

classroom. A wide range of children leave class for all sorts of

additional activities so we do not specifically address the issue with

each child.

However, at the end of each group session the children and their

teacher discuss what they have learned and what they will do next

time so that they have a clear idea of what is expected of them.

Success in the group sessions is celebrated with stickers and

reports of good progress to the class teacher.

The older children in the Junior School are more able to

communicate their views and are asked to comment on the

teachers’ marking, often in purple pen.

Where possible children are encouraged to contribute to their

learning. For example in the Junior School children with an EHCP

are invited to Annual Review meetings and are encouraged to

share their work and express their opinions on what they enjoy

and what they need help with. All children receiving SEN support

are encouraged to identify key areas of learning they need support

in and are involved in setting their targets.

In focused group sessions children are often asked to look at their

own work and that of their peers and, using clear guidelines to

help them, identify what they can and can’t do.

Group and 1:1 sessions are celebrated with a range of incentives:

for example, house points are awarded for effort as well as

achievement. Positive verbal praise and reports of good progress

are given to the class teacher.

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In order to maintain your child’s self- esteem we take every

opportunity to celebrate your child’s successes and ensure that

every child has a chance to shine.

How will I know if it has had an impact?

You will get positive feedback from your child and from his class

teacher.

You will also have the opportunity to discuss your child’s progress

at the regular Parents’ Evenings.

You can make an appointment to see the teacher or the SENCOs at

any time.

Your child’s progress will be discussed at the termly Pupil Progress

Meetings and, if appropriate, the additional support will be ended.

This does not mean that your child will not get extra support later

on if he needs it.

How can I support my child’s learning at home?

Your child’s teacher will suggest ways you can support your child at

home.

You can come to one of our regular literacy or numeracy

workshops in the Infant School or specific parent training sessions

in the Junior School.

In the Junior School, if your child is receiving 1:1 literacy support,

the SEN teacher will provide additional homework to reinforce

what is being done in school.

You can support your child using Abacus at home.

You can contact Kathryn Jessett, Sally Sephton or Lorraine Blake

for advice.

If any specialists from outside the school have been involved with

your child, they will normally provide suggestions for what you can

do to help at home.

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What happens next if my child still doesn’t make good progress, even

with extra help?

Occasionally a child may need more expert support from an

outside agency such as the Speech and Language Therapy Service.

The SENCOs and class teacher will meet you to discuss the possible

next steps and, if you are in agreement, the SENCOs will make a

referral to the most appropriate agency.

After a meeting with you and an assessment of your child’s needs,

a programme of support will be provided to the school and to the

family.

The programme will be followed by your child’s teacher and any

additional input will be delivered by a Teacher or Teaching

Assistant.

In certain cases, if it becomes apparent that this level of support is

insufficient and your child does not make the progress we all

expect, the SENCO will meet you again to discuss the possibility of

drawing up an Education, Health and Care Plan which would

provide extra funding from Wandsworth Council for a higher level

of support.

If your child has an Education, Health and Care Plan, the school will

fund the first £6000 of additional support your child receives each

year. The LA will provide top up funding. This amount will differ

according to the severity of your child’s needs and the amount of

support they require.

The school usually provides further top up funding where

necessary to ensure your child’s needs are fully met.

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What specialist services and expertise can the school call on to support

my child’s additional needs?

The Schools and Community Psychology Service (Educational

Psychology)

The Speech and Language Therapy Service

The Occupational Therapy Service

Paediatric Physiotherapy

Early Years Services

The outreach service from Greenmead School for children with

Physical Disabilities

CENMAC (advisory service for children with physical disabilities)

Garratt Park Advisory Service for children with a diagnosis of

Autistic Spectrum Disorder

The Hearing Impaired Service

The Visual Impairment Service

Child and Adolescent Mental Health Service

Beanstalk – support for children’s reading and nurture

(There are links to these websites at the end of this document.)

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What is an Education, Health and Care Plan?

An Education, Health and Care Plan replaced a Statement of Special

Educational Needs from 1st September 2014.

The first step is for the school to organise a TAC meeting to discuss

your child’s level of need with everyone involved.

If it is agreed at the meeting that your child needs a higher level of

support than is currently available in school, the school can request

a statutory assessment of your child’s needs, with your permission,

to see if he is suitable for an EHCP.

You can initiate this process yourself.

You can see what support is available from an EHCP by going onto

the local Authority’s Local Offer website:

https://thrive.wandsworth.gov.uk/kb5/wandsworth/fsd/localoffer.page

After the EHCP form has been completed at a further TAC meeting

and all the professionals involved with your child have sent in

reports, the LA will make a decision.

If the LA accepts that your child does need an EHCP, it will then

decide how much extra support to give and make arrangements to

fund the school.

You may request a Personal Budget for your child as part of an

EHCP.

We currently have 13 children across both schools who have an

EHCP.

What is a Personal Budget?

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A Personal Budget is an amount of money identified by the LA to deliver

parts of the provision set out in an EHCP. It must be related to the

outcomes identified for your child in the EHCP and has to be agreed by

everyone involved with your child – you as parents, the school, the

professionals and the LA.

It can come from the top- up money the school receives from the LA

once your child has an EHCP or from the £6000 the school puts into each

child with an EHCP but only with the agreement of the Headteacher.

What is the procedure if my child already has an Education, Health and

Care Plan when he/she arrives at the school?

You will meet the SENCO and your child’s new teacher before your

child arrives. Together you will decide on the level of support your

child needs.

The SENCO will ensure that members of staff are allocated to

support your child where necessary and that these people have

the appropriate training.

The SENCO will contact all the professionals already involved with

your child and arrange initial visits.

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How is the SEND budget spent?

We spend our money in the most effective way we can to meet the

needs of individual children.

We provide additional adults to support children’s learning in class.

For children with an EHCP we provide 1:1 support from LSA’s. The

LSA will support your child during activities and at times of the day

when he/she needs it most. In some cases an LSA works with a

child for the full school day.

We also provide additional adults to support children who find the

playground a difficult place to be.

We buy extra equipment and materials.

We provide specialist training for the whole staff and for

individuals working with children with SEND.

We provide access to a range of programmes designed to support

children with SEND.

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What extra training do the staff have to enable them to support

children with SEND?

Different members of staff have received training relating to specific

areas of SEN. These have included:

How to support pupils on the autistic spectrum

How to support children with a hearing impairment

How to deliver social skills groups

How to support children with speech and language difficulties

How to support children with dyslexia

How to support children with fine and gross motor and co-

ordination difficulties

Kathryn Jessett, Sally Sephton and Lorraine Blake attend regular training

sessions to keep them up to date with new ideas and developments in

the world of SEND.

What support is there in school for my child’s emotional wellbeing?

The school offers a wide variety of support and activities in this area.

These include:

Lunchtime clubs for children who find the long playtime difficult

Social skills groups

Nurture groups

1:1 reading sessions with a Reading Partner

1:1 reading/nurture sessions with a trained specialist from

Beanstalk

Homework club

Playground buddy system

Transition ‘passports’ and additional visits to new classes

Y5 Reading Partners/mentors for Y2 children moving into the

Junior School.

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What support is there for my well- being?

We have an ‘open door’ policy which enables you to talk to your

child’s class teacher at any time and to get advice and support

from the SENCOs whenever you need it.

Contacts you make through The Parent Teacher Friends

Association (PTFA) and the network provided by the Class

representatives.

Coffee mornings eg. for parents of children who have a diagnosis

of Autistic Spectrum Disorder.

We have volunteer parent supporters who we can put you in touch

with. They have personal experience of children with SEND and the

SEN process and will be happy to provide support to parents of

children with significant needs and/or an EHCP.

We have an in-school SEND support worker for vulnerable children

and families who can help with a variety of issues eg. housing or

attendance.

We can arrange for parent sessions with Place2Be.

We can put you in touch with a wide range of local organisations.

Will my child be included in all school activities including those outside

the classroom?

Activities and trips are available to all children in the school

If your child has an Education, Health and Care Plan and needs

additional support to take part in an activity, the school will

provide this support if you are not able to do so yourself.

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What happens if my child has a medical problem, but is still able to

attend school?

If your child has a medical condition, the school will put together a

Care Plan with you, with support from the School Nurse and/or a

specialist from the child’s medical team.

The staff involved with the medical care of your child will receive

specialist training if it is appropriate.

A number of staff have had both First Aid and Epipen training.

If your child is prescribed medication by your doctor and you give

your consent, it can be given to your child by a senior member of

staff during the school day.

If your child has a severe or chronic illness which results in him

missing school for prolonged periods, his teacher will work with

the Home/Hospital tuition service to make sure he does not fall

behind in his learning.

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How accessible is the school premises to children with SEND?

The school was built in 1891 and is a typical large Victorian structure. It

has 4 main floors and several half landings with many sets of stairs.

Inevitably, moving around the school can be an issue especially as your

child gets older and moves up into the Junior School which is located on

the top floors. The Nursery is at ground level. The school is more than

willing to make reasonable adjustments where appropriate.

How is my child supported when he/she joins the school or prepares to

transfer to a new class, to the Junior School or to a secondary school?

After an initial meeting about your child’s SEND, the SENCOs will

visit your child in his current setting or at home to assess the level

of support he will need when he comes to school for the first time.

We will arrange for your child to visit his new class prior to his

arrival and from that visit will prepare a Transition Passport, which

is a book full of information and pictures that you can share

together before he arrives.

Prior to starting in Nursery or Reception, the teachers and

Teaching Assistants will come and visit your family at home and

you will have the chance to tell them all about your child and any

needs he may have.

Where appropriate, a Transition Passport can be made by your

child and his class teacher for each transition into a new class.

In addition to the above, on transfer into the Junior School,

there is a meeting for all parents at the beginning of Year 3. At

that meeting the Junior School SENCOs outline briefly the SEN

support provided in the Junior School.

The Junior SENCOs also make appointments available for parents

of Year 3 children receiving SEN support to discuss their concerns

at the start of the academic year.

As part of the Secondary school transfer process, you are invited

to a 1:1 consultation with the Head teacher. Where appropriate or

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at your request, the SENCOs may also meet you to ensure a

successful transfer to Secondary School.

The Junior School SENCOs liaise with all Wandsworth Secondary

schools through the Primary Secondary Transfer meeting ensuring

any important information about your child’s needs is passed on.

For other state and independent schools the information is sent

directly.

Secondary transfer programmes are put in place at the end of

Year 6 to support your child’s smooth transition to Secondary

school. These are tailored to suit your child’s needs and can be

supported by outside agencies such as the Garratt Park Advisory

Service.

If your child has an EHCP and transfers to a specialist school, a

transition programme is put in place by Kathryn Jessett (Infants),

Sally Sephton and Lorraine Blake (Juniors) and the SENCO of the

new school. This will entail visits from staff of the new school to

Honeywell and visits by the child and their LSA to meet their new

teacher and classmates. Great care is taken to ensure that the

new school knows all about your child and their specific needs.

The SEND policy

The school has updated the SEND policy to meet the requirements as set out in

the SEN code of practice effective from September 2014. This has been co-

producing with our families and children.

Your feedback

This report is intended to give you clear, accurate and accessible

information. It is accurate now and will be reviewed regularly to keep it

as up to date as possible. If you would like to comment on the content or

make suggestions to improve it, please email Lorraine Blake, Sally

Sephton or Kathryn Jessett.

Who should I contact if I am considering whether my child should come to

Honeywell and I would like further information?

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You can phone or email the school and ask to speak to Laura (the

Admissions Secretary):

Tel: 020 7228 6811/7223 5185

@honeywell.wandsworth.sch.uk

They can arrange for you to join one of our regular parent tours.

You can also phone or email and ask for either Kathryn Jessett (Infants)

or Sally Sephton, Lorraine Blake (Juniors) and we will make an

appointment for you to come in and tell us about your child.

Infant.sen@honeywell.wandsworth.sch.uk

Junior.sen@honeywell.wandsworth.sch.uk

Tel:020 7228 6811/7223 5185

Where can I go for further advice and support?

The Wandsworth Information, Advice and Support Service for

parents/carers of children with SEN and Disabilities provides an

impartial and confidential service to all parents of children with SEND.

Visit their website at www.wandsworth.gov.uk/wiass or telephone 020

8871 8065.

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The Wandsworth Parents’ Forum “Positive Parent Action” works with

the Council to improve all provision for children and young people with

SEN and Disabilities aged 0 to 25. If you want to get involved in

influencing services visit their website at

www.positiveparentaction.org.uk or telephone 020 8947 5260.

Independent Parental Special Education Advice (Ipsea) is a national

charity which provides free legally based advice to families who have

children with SEND. Visit their website at http://www.ipsea.org.uk/

More information about the Local Offer of services and support

for children and young people with special needs and disabilities

in Wandsworth can be found on the Family Information Service

website at:

http://fis.wandsworth.gov.uk/kb5/wandsworth/fsd/localoffer.pag

e

Their helpline number is: 020 8871 7899. It is open from 9am to

5pm Monday to Friday.ith special educational needs. All our advice is

given by trained

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Links to other specialist services, organisations and sources of information:

New SEN Code of Practice https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/318926/Code_of_Practice-Final-10June2014-2.pdf Contact a Family: http://www.cafamily.org.uk/advice-and-support/in-your-

area/offices/wandsworth/

Parent Partnership:

http://www.wandsworth.gov.uk/info/200473/special_educational_needs/438/information_for_

parents_of_children_with_special_educational_needs

Schools and Community Psychology Service:

http://www.wandsworth.gov.uk/homepage/140/schools_and_community_psychology_service

Speech and Language Service:

http://wandsworth.childrensservicedirectory.org.uk/kb5/wandsworth/fsd/service.page?id=F25Mzt-

t0ag

Occupational Therapy Service: www.stgeorges.nhs/service/therapies/occupational-

therapy/

Hearing Impaired Service: www.wandsworthhearingsupportservice.org.uk/

Visually Impaired Service:

http://wandsworth.childrensservicedirectory.org.uk/kb5/wandsworth/fsd/service.page

?id=EXnTETQI_OA&familychannel=2054

Paediatric physiotherapy: https://www.stgeorges.nhs.uk/service/therapies/physiotherapy/

Child and Adolescent Mental Health Service: www.swlstg-tr.nhs.uk/ Our services

Special Needs Assessment Section:

http://www.wandsworth.gov.uk/info/200473/special_educational_needs/424/about_the_special_e

ducational_needs_service

Garratt Park Advisory Service: http://www.garrattpark.wandsworth.sch.uk/about-us/garratt-

park-advisory-service/

Early Years Services:

http://wandsworth.childrensservicedirectory.org.uk/kb5/wandsworth/fsd/family.page?f

amilychannel=5655

Portage Service:

http://wandsworth.childrensservicedirectory.org.uk/kb5/wandsworth/fsd/service.page?id=r3xwsFM

ssDY&familychannel=0

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Hospital/Home Tuition Service:

http://fis.wandsworth.gov.uk/kb5/wandsworth/fsd/service.page?id=IZIAqQdUvNc

CENMAC (advisory service for children with physical disabilities): www.cenmac.com/

Greenmead Advisory Service for children with physical disabilities:

www.greenmead.wandsworth.sch.uk

Young carers:

http://wandsworth.childrensservicedirectory.org.uk/kb5/wandsworth/fsd/service.page?id=AMmNG

O6C6gk

British Dyslexia Association: www.bdadyslexia.org.uk/

Beanstalk Reading Charity: www.beanstalkcharity.org.uk/

National Autistic Society: www.autism.org.uk/

National Deaf Children’s Society: www.ndcs.org.uk/

Downs Syndrome Association: www.downs-syndrome.org.uk/

Royal Academy of Dance (SEN): www.RAD.org.uk/more/step-into-dance

What should I do if I am unhappy with my child’s support or progress?

Go and see your child’s classteacher or the SENCOs Ask for an appointment with your child’s Headteacher, either Jane Neal

or Duncan Roberts, at office@honeywell.wandsworth.sch.uk Contact the Chair of Governors, Paul Nicholls, at

honeywellgovernors@honeywell.wandsworth.sch.uk Email the LA using the link below:

http://www.wandsworth.gov.uk/info/200288/student_welfare/263/how_to_make_a_complaint

This document should be read in conjunction with the Honeywell Schools SEN policy.