FAQ's

Who will explain this to me?

• The class teacher will meet with parents at least on a termly basis (this could be as part of Parent’s evening) to discuss your child’s needs, support and progress. They will also be available to talk to if any issues arise throughout the term.

• The INCO Clare Mills or any member of the Senior Leadership Team is available to discuss any support in more detail. Please contact the school office to make an appointment.

• Other professional bodies are available for help for more specialised explanations. The INCo will liaise with parents and the agencies should the need arise. For example CAMHS (child and mental health service). 

• SENDIASS (Impartial Special Educational Needs and Disability Information, Advice and Support ) in Hampshire provides impartial advice, information and support to parents and carers of children and young people with special educational needs throughout Hampshire. They aim to ensure that parents and carers play an informed part in planning provision to meet their child’s special educational needs. They aim to build partnerships between parents and carers, the LEA and schools.  They also encourage parents and carers to be involved in the development of local SEND policy and practice.

https://www.hampshiresendiass.co.uk/

How are the governors involved and what are are their responsibilities?

• The INCo reports to the Governors to inform them about the progress of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times.

• One of the Governors is responsible for SEND and meets regularly with the INCo. They also report to the Governors to keep all informed.

• The Governors agree priorities for spending within the SEND budget with the overall aim that all children receive the support they need in order to make progress.

• The Governors are responsible for preparing and updating the linked Accessibility Plan (under paragraph 3 of schedule 10 Equality Act 2010).

. The INCo will liaise with parents and the agencies should the need arise. For example CAMHS (child and mental health service).

 

Further Info

 

How will the school prepare and support my child when joining the school and transferring to a new school? 

 

• Shakespeare school has a clear and detailed transition policy.

• There is a comprehensive transition plan for the children and parents including: stay and play sessions, new parents evening, a morning in school and a briefing session for parents. All families are offer a home visits either in the summer term or the first week of the autumn term. The home visit is conducted by the class teacher and EYA in accordance with good practice recommended by the LA. A brief questionnaire is completed. The children are given a book and placemat to share over the summer.

During the first 2 weeks of school, the children have a short “Getting to Know Me” project whereby they bring in photos of their family, and the children find out about the school and who’s who in school. The parents will also be able to join in with this and give lots of information about their child via a parent friendly leaflet.

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

 • For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings. If possible, the INCo would also visit them in their current school or Pre School and ensure the previous good practice is set up before your child starting.

 • When children are preparing to leave us for a new school, typically to go to Junior school, we arrange additional visits for children with SEND and those who will find the transition challenging. At our ‘feeder’ junior school, Shakespeare Junior school, we run a carefully prepared induction programme for the Summer term before they start in September. Extra hand over meetings are held for SEND children.

 • Our INCo runs a programme specifically tailored to aid transition for the more vulnerable pupils and these pupils will have extra visits in addition to the induction programme. Our INCo will ensure Preschools lead a Transition Partnership Agreement meeting. As well as parents or carers, someone who knows the child or young person best and has a current responsibility for that child or young person completes the form. Area INCO’s usually support preschools with this process. At the meeting we will discuss: What’s important to the child, how have they been helped in their current setting, what are their next steps, what is affecting their progress, what plans need to be made for transition? It will be the INCo, the new class teachers and parents shared responsibility to ensure the actions on TPA are carried out.

• We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork including a Personal Plan is passed on and all needs are discussed and understood.

 • If your child has complex needs then a TPA, Health Care Plan or Education Health Care plan (EHCP) review will be used as a transition meeting during which we will invite staff from both settings to attend. A mobility officer will attend the new school and set them targets if this is required.

 •We run induction programmes for children when they are moving year groups. They will visit their new class and staff and have opportunities to get to know the year group staff.

We have Personal Planning meetings at the end of the year to ensure all relevant information is shared with the new teacher and support staff.

 •We offer meetings for parents to meet the new year group staff in the Summer term. Here you can find out about the curriculum, trips and activities and ask any questions.

Parental Involvement

How are parents involved in the school? How can I be involved?

 

•Liaising and communicating effectively with the class teacher and INCo.

 •Working jointly with school on targets set by teachers and outside agencies. 

 •Helping with Home learning projects linked to each topic and weekly maths, spelling and reading homework.

 •Attending celebratory events for example: Christmas productions, Fun day and project outcome events.

 •Attending parents evenings.

 •Helping on school trips.

 •Keeping up to date with our web site and weekly news letters and half termly curriculum letters.

 •Attending parent workshops and coffee morning events.

 •Joining our FOSI ( please see their facebook page).

 •Informing school of any safeguarding concerns they have.

 Accessibility at Shakespeare Infant School

How will my child be included in activities outside the classroom including school trips? How does the school increase the extent to which disabled pupils can participate in the school’s curriculum? (Paragraph 3 of schedule 10 Equality Act 2010

• As an inclusive school all children are included in all parts of the school curriculum and school life. All children would be included on school trips. We will provide the necessary support to ensure that this is successful. This includes: ensuring the travel arrangements are fully accessible for all – for example wheel chair accessible. Ensuring there are plenty of rest breaks for children with mobility problems. Preparing children with ASD in advance with a picture timetable of the day to avoid anxiety.

• 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. This may mean a high ratio of adults around one child in order for them to fully participate.

•Our school grounds are accessible to all. We have a pond area that has been recently levelled and a gravel path laid to make more accessible. There is a small decking area and low railing to allow pond dipping. All play equipment is low level. Any areas identified by mobility officers have always been adjusted to meet the needs of individuals. For example – for a child with VI, the raised areas in the playground were painted with high visibility paint.

•We work in partnership with parents to minimise additional risks

•For children who are anxious about change, they are prepared in advance.

How accessible is the school environment?

What facilities does the school provide to help disabled pupils to access the school?

What facilities do school provide to: increase the extent to which disabled pupils can participate in the school’s curriculum. Improve the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities and services provided or offered by the school.  Improve the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled ( Paragraph 3 of schedule 10 Equality Act 2010

 • There are regular open days for parents to view the setting and ask relevant questions.

 • There is a comprehensive transition plan for the children and parents please see in section below on transferring to a new school.

 • The school site is wheelchair accessible with 1 accessible toilet large enough to accommodate changing in, located in Year R.  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 to ensure their safety in an emergency situation.

 • The school is equipped with a hearing loop at reception.

 •The school has previously been made safe and accessible for any child with a visual impairment – all steps inside and out highlighted with high visibility paint and area’s kept safe from clutter. 

 •Any areas identified by mobility officers or a school risk assessment will be adjusted to meet the needs of individuals. For example, fitting hand rails in toilets.

Currently – we do not have a hygiene room, changing plinth or hoisting equipment. However, we would support this change if the local authority deemed this appropriate.

 •We ensure our classrooms are accessible and adapted to the individual needs of children diagnosed with Autism. Examples of this may look like: the use of mutually agreed routines, preparation for change, visual supports, sand timers, simplified communication and use of communication boards, the use of social stories, making the environment more comfortable with the use of ear defenders or wobble cushions, teaching peers about tolerance and acceptance, the use of workstations, incorporate special interests into learning, use of emotion and anxiety scales, time out cards, sensory diets and continued good communication with parents.

 •We ensure our classrooms are dyslexic friendly. This may look like: having a designated quiet area of the classroom to work in, having areas of the classroom with important information needed to start work, using high contrast coloured paper and backgrounds on the interactive whiteboard, using multisensory lessons, using scaffolding in lessons, giving more time to complete work and knowing the individuals particular needs.

 • 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 health teams and parents to ensure the dietary needs of individuals are met.

 •We have a special table in the dinner hall, with an adult support to enable special diets and extra support with feeding when required.

 • We liaise with EMTAS (Ethnic minority Achievement Service) who assist us in supporting our families with English as an additional language.

 • We liaise with specialist teachers to ensure individual needs are met through careful planning and resourcing to access learning. For example, the use of larger print books and work sheets at the correct size for the individual, ensure regular medication for instance for diabetes or eczema is given at times where key learning or physical activity is not missed.

 • School will endeavour to make any reasonable adjustment to meet the needs of individuals – this may include access to computer aided technology, providing a variety of different forms of print, use of Makaton and different arrangement of the classroom to allow access or walking aids.

Training

What training have the staff supporting children with SEND had or are currently having?

 •Our Head Teacher and Senior Management regularly attend relevant update meetings to ensure excellence.

 •Our INCO regularly attends relevant training on SEND and attends INCo update meetings and a local INCO circle group led by the Educational psychology team.

 •Subject leaders regularly attend training, update meetings and moderation groups.

 •All teachers receive regular updates on good practice to enable quality first teaching.

 • Our ELSA as well as a 6 day training programme also receives regular support from the Educational Psychologist every half term.

 • Our Speech & Language specialists attend programmes from Speech & Language therapists.

 • All of our LSAs have had training in delivering a range of reading and spelling / phonics programmes. This is refreshed and updated regularly and new staff and given a thorough induction.

 • If this training is individually attended key information is fed back to the rest of the team at staff meetings.

Emotional Wellbeing

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

What opportunities will there be for me to discuss my child’s progress?

 • You are welcome to make an appointment to meet with either the class teacher or INCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.

 • We believe that your child’s education should be a partnership between parents/ carers and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.

 •We have 2 parents evening’s per year with individual targets and an attainment report and next steps for learning are shared. At the end of the academic year your child will receive an end of year report, which you are welcome to discuss with your class teacher.

 • If your child is on the SEN register, they will have a Personal Plan indicating the progress and support required over time. This is discussed on a termly basis and parents are emailed the Personal Plan. Teachers and LSA’s will be using these Personal Plans on a weekly basis to inform their planning and best meet the needs of your child. The teacher will report to you more frequently if required.

 • If your child has complex SEND they may be part of an IPA (Inclusion Partnership Agreement) Education Health Care Plan ( EHCP), which means that a formal meeting will take place at least once a year to discuss your child’s progress  and set new outcomes and a report will be written. All relevant outside agencies will be invited to attend at this time.

 • If required we may operate a home / school link book which your child will bring home regularly so that comments from parents and teacher can be shared and responded to when needed.

 •Teachers will inform parents of any social emotional concerns – usually expressed by undesired behaviours, directly (on pick up from school or by phone call).  This maybe followed up by a letter home. If a pattern arises the INCo will become involved and planning with teachers and parents will take place. Please refer to sections below on wellbeing and behaviour. School will either sign post for support with concerns or will provide in school support through teacher/parent meetings or offer regular courses.

 

How does the school manage the administration of medicines?

• The school has a policy regarding the administration and managing of prescription medicines on the school site. Please refer to our medicines in school policy.

 • Parents need to personally contact the admin team and complete the appropriate paper work for prescribed medication to be administered.

 • Staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations. All staff are trained to administer Epipens for anaphylaxis and in the use of a defibrillator which is located in our school reception.

A member of staff will be identified and trained to meet the needs of more specific medical needs under the supervision of the INCo and identified on a Health care plan. For example, to administer insulin injections for diabetes.

 •Asthma inhalers are kept in class for children to be able to access when needed. Parents will need to complete the appropriate paper work at the school office if their child uses an inhaler. It is the responsibility of the parent to ensure the inhaler is in date and make replacements.

 

How will my child be able to contribute their views? 

 •At Shakespeare Infant School we highly value our children’s thoughts and ideas. We value and celebrate each child being able to express their views on all aspects of school life.

 •Each year a group of 6 children (3 from Year 1 and 3 from Year 2) are chosen by their class mates and make up our Children’s Voice group. They meet each half term with Mrs Wilson and sometimes Governors to talk about ways to improve the school.

 • Children discuss their targets for learning on a regular basis with their class teacher.

 • Children are encouraged to share their views in a range of ways for example collaborative talk, working with a talk partner, circle times and questionnaires.

• Through our Personal, Social, Health and Economic (PSHE) and British Values curriculum The children take part in daily discussions and reflections through a range of activities including celebration assemblies, collective worship and ‘We CARE time’. Our ethos is ‘We Care’ and during ‘We CARE time’ the children are able to discuss and think about a relevant focus for the week.

At Shakespeare Infant School we recognise and value the children’s thoughts, feelings and viewpoints. Each class has a representative who takes part in regular children’s voice meetings to discuss school community matters and share their class’s viewpoints, they then feed back to the rest of the class.

 • If a member of staff becomes aware of how a child might be feeling they would encourage all children to tell a grownup they trust if they are unhappy about anything. We use the Zones of regulation / Colour monsters which develops awareness of feelings, energy and alertness levels while exploring a variety of tools and strategies for regulation, prosocial skills, self-care, and overall wellness.  This curriculum provides us an easy way to think and talk about how we feel on the inside and sort these feelings into four coloured Zones, all of which are expected in life.

 • If your child has an Education Health Care Plan (EHC) or a Personal Education Plan their views will be sought before any review meetings. The children can use their tapestry account for visual support and records of their progress, which are able to capture moments in time.

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

What are the school’s approaches to differentiation and how will that help my child?

 •At Shakespeare Infant, we provide inclusive quality first teaching for all pupils.  All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically, this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated. All staff will seek to remove all barriers to learning and participation. Planning the tasks carefully to match each child’s next steps and considering their ‘ways in’ to the learning. On-going, responsive, diagnostic (formative) assessment, monitoring and review, which informs and shapes the teaching and learning, including in real-time.

 • Work is pitched at an individual’s level of understanding within whole class, small group and some individual attention but with high expectation for all which are practiced in the teaching and learning they experience.

 • Teachers regularly review groupings within class and make changes according to need.

Some children will receive catch up programmes or extra support for literacy and numeracy that concentrate on a particular area of need to enable them to work at age related expectations or above. They may work within the class with extra support from the teacher or an LSA to target a specific need. The benefit of this type of differentiation is that all children can access a lesson and learn at their level.

 The teaching of phonics and reading will be targeted at your child’s level with decodable texts, reducing cognitive load and working towards fluency.

Following DFe Guidance “Choosing a phonics teaching programme” Updated March 2023  we use Little Wandle systematic synthetic phonics teaching program (SSP). This ensure that every child receives daily Phonic input. Ensures that every child possesses a developing phonic knowledge that they can independently apply; enhancing spelling skills through carefully planned practice, rigorous assessment and intervention. Instils confidence in every child with their encoding and decoding skills.

 • Our aim is to provide early intervention so the gap between your child and their peers is reduced as quickly as possible. It can include progress in areas other than attainment– for instance where a pupil needs to make additional progress with wider development or social needs in order to make a successful transition to adult life.

 • Intervention strategies and additional support will be introduced as soon as a child starts school if their skills are below those expected for their age or for those who are not making the expected progress. Support can address a range of needs for example: Speech and Language, Fine and Gross Motor difficulties, Emotional Health and regulation, Social skills, Sensory needs, Reading and Writing support and Number support.

•The INCo will check that staff recognise and allow for mental effort expended by some disabled pupils – e.g. physical exercise, lips reading or posture.

•All staff have had training from the Educational Psychology Service on being an Autistic Inclusive school and will make all reasonable adjustment to include your pupil to our best ability. We have areas of the school that can support a sensory diet. However, it must be noted that SIS remains a busy three form entry setting.

•It must be noted that we are a mainstream school and whilst we can make adaptions and deliver bespoke support, we cannot offer 1:1 support for children even if they have an EHCP. If you feel your child would require 1:1 support this should be discussed with Hampshire SEND.

What is SEND

How does Shakespeare infant school know if children need extra help?What are the arrangements for the admission of disabled pupils? (section 69 The Children and families act 2014)

 What is SEND?

• “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 them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

(a) have a significantly greater difficulty in learning than the majority of others 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 others of the same age in mainstream schools or mainstream post-16 institutions. “

Reference: DFE-00205-2014

The Children & Families Act 2014 defines Special Educational Needs and Disability (SEND) in the following way: 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.

• The four areas of special educational need are:  communication and interaction, cognition and learning, social, mental and emotional health and sensory and or physical.

• You’re disabled under the Equality Act 2010 if you have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.

• At Shakespeare Infant School children are identified as having SEND through a variety of ways including the following:-

 - Excellent liaison and open communication with nursery school or previous school before joining Shakespeare Infant School.  This will including risk assessments, Health Care Plans, multiagency meetings with specialist teachers and health care professionals, advice around reasonable adjustments to the school environment and classroom to meet the needs of each individual and careful planning with families to ensure a good start at school.

-A multiagency approach through excellent 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, specialist teachers and occupational therapists, Portage and Inclusion.)

 -Through careful monitoring of pupils who are performing below age expected levels or not fully participating in school life.

 -Concerns raised by Parents or Pupils and a designated person (INCO) to act on their behalf

 -Concerns raised by teachers for example when behaviour or self-esteem is affecting performance, access to the curriculum or participation in any other aspects of school life.

 -Health and disability diagnosis through paediatrician and health practitioners liaising with school  

 • Admission arrangements for children with a disability will be specific to their need and be led by advice from the specialist teacher advisory service. Currently the entire curriculum is accessible and available to disabled pupils with reasonable adjustments. To date all areas of the school are accessible for disabled pupils. To date all disabled pupils are able to participate in offsite activities.

To date – we do not have a hygiene room, changing plinth or hoisting equipment.

Complaints

If you have a complaint relating to SEN, please use our school complaints policy in the first instance.

This complaints procedure is not limited to parents or carers of children that are registered at the school. Any person, including members of the public, may make a complaint to Shakespeare Infant School about any provision of facilities or services that we provide. Unless complaints are dealt with under separate statutory procedures we will use this complaints procedure. This policy can be found on or website Here

Hampshire County Council Children's Services is responsible for providing a range of services to pupils and their parents or carers such as:

• the process for a education and health care plan (EHCP)
• a Hampshire SENDIASS service for parents and carers of children with special educational needs
• assessments, support and advice by the educational psychology, education welfare and behaviour support services

 

For all complaints about SEN education services, please use the County Council’s formal complaints process.

The Children’s Services complaints team will remain responsible for managing your complaint and will be your point of contact.

Put your complaint in writing to the Children’s Services Complaints Team. You have these options:

• use the Children's Services complaints form
• email childrens.services.complaints@hants.gov.uk