How will you know if my child or young person needs extra help?
The school’s system for regularly observing, assessing and recording the progress of all children is used to identify those who are not progressing satisfactorily and who may have additional needs.
Teaching SEND pupils is a whole-school responsibility. The core of the teachers’ work involves a continuous cycle of planning, teaching and assessing; taking into account the differences in pupils’ abilities, attitudes and interests. Early identification of pupils with SEND is a priority as early identification and making effective provision improves long-term outcomes for a child. For some, SEND can be identified at an early age; however, for others difficulties become evident only as they develop. Pupils are formally assessed on entry to Nursery and Reception, as a matter of course during lessons with termly summaries of progress. Our WELCOMM Speech and Language programme in EYFS Screens children for Speech and Language difficulties during the Autumn term and then the children are reassessed in Spring Term. This helps to identify those pupils who may need additional support or onward referrals to outside agencies.
Children are also assessed through Early Year’s National Baseline Assessments, Year 1 phonics assessment and standardised assessments (three times a year through Year 1 to 6).

The school also uses appropriate screening and assessment tools to ascertain pupil progress for all through:
Evidence obtained by teacher observation/assessment.
• Baseline assessment results.
• NFER assessments
• Pupil progress in relation to objectives in the revised 2014 National Curriculum.
• Standardised screening or assessment tools carried out by the SENSS team.
• The Boxall Profile
• Assessments by a specialist service via agencies such as Educational Psychology or SALT.

Progress is the crucial factor in determining the need for additional support. Based on the school’s observations and assessment data and following a discussion between the class teacher, Inclusion Manager and parent; the child may be recorded on the school’s SEND register and supported through:
• Differentiated curriculum support within the class.
• SEND support through a graduated approach (additional support through a four part process).
• Additional support through an Educational Health Care Plan

We also liaise with previous settings, outside agencies and of course listen to concerns raised by parents or teachers about progress; not only academic but also social and emotional. All class teachers meet half termly with members of the senior leadership team to discuss pupil progress.
These systems seek to identify pupils making less than expected progress given their age and individual circumstances. This is 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 individual pupil and similar aged peers
It can include progress in areas other than attainment – for instance social development.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND.

What should I do if I think my child or young person needs extra help?
• If you have concerns about your child’s academic progress or social, emotional and mental health needs you should speak to your child’s class teacher/key worker initially.
• Or alternatively, you can arrange a meeting with our Inclusion Manager who is a qualified SENDCo who will be happy to discuss any concerns with you.

The below are available on our School Website:

SEND policy, Accessibility plan, Assessment Policy , Admission arrangements, Children with health needs who cannot attend school, SEND policy, Supporting pupils with medical conditions, Behaviour in schools, Schools Exclusion, Health and safety, Equality information and objectives (public sector equality duty) statement for publication, Teaching & Learning Policy and Remote Education Policy.

At Amington Heath Primary School, where it is determined that a pupil does have SEND, parents/carers will be formally advised of this and the decision will be added to the SEND register.
The aim of formally identifying a pupil with SEND is to help the school ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four-part cycle of ‘assess, plan, do, review’ which leads to an ever increasing understanding of needs and how to address them. This is known as the ‘graduated response’.
• Assess- Following any referral from a class teacher, parent concern or through data analysis. Staff will carry out a clear analysis of the pupil’s needs. The analysis includes data on progress, attainment, approaches to learning, the views of the pupil and their parent/careers and advice from any other support staff (including external agencies where necessary)

• Plan- We plan provision which can remove the barriers to learning for the pupil using evidence based and effective teaching approaches, appropriate equipment, strategies and interventions.
All those working with the pupil are informed of their individual needs, the support that is being provided and any teaching strategies that are required.
• Do- We provide support which may include differentiation, additional programs, small group and/or individual support. The class teacher retains the responsibility for the learning of the pupil even if the pupil is receiving support away from the rest of the class, for example, in a small group.

• Review- We review pupil’s progress and development at least termly as part of the Pupil Support Plan Review and decide on any changes to be made in consultation with the pupil and their parent/career.

This is an ongoing and collaborative cycle (including teachers, parents, professionals and the child) that enables the provision to be refined and revised. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

-Referral for an Education, Health and Care Plan
If a child has lifelong or significant difficulties, they may undergo a Statutory Assessment Process which is usually requested by the school but can be requested by a parent. This will occur where the complexity of need or a lack of clarity around the needs of the child are such that a multiagency approach to assessing that need, to planning provision and identifying resources, is required.
The decision to make a referral for an Education, Health and Care Plan will be taken at a progress review.
The application for an Education, Health and Care Plans will combine information from a variety of sources including:
• Parents/carers
• Teachers
• Inclusion Manager
• Social Care
• Health professionals
Information will be gathered relating to the current provision on offer, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by representatives from Education, Health and Social Care about whether the child is eligible for an EHC Plan. Parents/carers have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.
Further information about EHC Plans can found via the SEND Local Offer:
https://www.staffordshireconnects.info/kb5/staffordshire/directory/localoffer.page?localofferchannel=0

Amington Heath Primary and Nursery School will also provide the following interventions:

• Small group Teaching Assistant support in English and Maths.
• 1:1 Teaching Assistant support in English and Maths.
• Speech and language programs such as Welcomm and Neli.
• Communication work supported by Makaton.
• Nurture groups in Key Stage 1 and 2
• 1:1 Read Write Inc support
Reading and Spelling interventions such as Nessy , Stile, EP Literacy Approach and Precision Teaching
• Additional reading and comprehension work.
• Sprint programme to support Autistic pupils.
• Talking Tubs – communication and vocabulary building work.
• Occupational therapy programs.
• Lego Therapy and ESLA
• Social and emotional work e.g. social stories
• Fine and Gross motor skills sessions


At Amington Heath, all teachers are qualified professionals who strive to support and challenge the needs of all pupils. There are many ways support is offered to children.
1. All children in school receive a class teacher input via good/outstanding classroom teaching. This means all teaching is based upon building on what your child already knows, can do and understand. The teacher puts in place different ways of teaching so your child is fully involved in the learning process in class. This may involve things such as using more practical learning or providing different resources adapted for your child. In some cases, specific strategies are put in place (which have been suggested by the Inclusion Manager or outside agencies) to enable your child to access the learning task.
2. Any child who has specific gaps in their understanding of a specific subject/area of learning will receive specific small group work. This group may be run in the classroom and by a teacher of teaching assistant who has had training to run these groups. These are often called intervention groups by Amington Heath and may involve those identified by the class teacher or Inclusion Manager as needing some extra support in school. Some of the children accessing intervention groups are being monitored by school. Monitoring means they have been identified by the class teacher as needing some extra support in school.
3. Children who have been identified as having low confidence and self-esteem or need support with their behaviour or social skills will receive group work and 1:1 sessions to support emotional wellbeing and mental health. This work will run out of the classroom through Cherry Tree (our Nurture group) or/and include mentoring sessions with our Inclusion Manager/Nurture TA on a 1:1 basis. The nurture group leader, who is trained in delivering nurture groups, will work with your child (in a group no bigger than 6) one afternoon a week. A group is run for Key Stage 1 and Key stage 2. Sessions are planned on your child's Boxall profile. This profile looks at your child's social skills, confidence and behaviour; it identifies areas to help support your child's wellbeing. 1:1 sessions will discuss issues which are stopping them learning in the classroom. This issue may be with friends, at home or worries they have in school. Bullying may be addressed here too. If concerns continue, a referral, with your permission, may be made to CAMHS or DOVE for counselling support.
3. Children with specific areas to learning that cannot be overcome through whole class good/outstanding teaching and additional intervention groups can receive specialist group work recommended/facilitated by outside agencies. These children will be at SEN Support which means they have been identified by the class teacher/Inclusion Manager as needing some extra specialist support within school recommended by a professional outside the school. This may be from, Local Authority central services and/or outside agencies.
4. Children whose learning needs are severe, complex, lifelong and resources to provide this pupil can't be provided by school alone will be offered specified individual support. This is provided by an Education, Health and Care Plan. This means your child will have been identified by the class teacher/Inclusion Manager as needing a particularly high level of individual and small group teaching which cannot be provided from the resources already delegated to the school.

At Amington Heath Primary School, we adopt a “high quality teaching” approach. High quality teaching is our first step in responding to pupils who have SEND. This will be differentiated for individual pupils.
The key characteristics of high quality teaching are:
• Highly focused lesson design with sharp objectives
• high demands of pupil involvement and engagement with their learning
• High levels of interaction for all pupils
• Appropriate use of teacher questioning, modelling and explaining
• An emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups
• An expectation that pupils will accept responsibility for their own learning and work independently
• Regular use of encouragement and praise to engage and motivate pupils
• Ongoing informal and formal assessment

In order to make progress a child may only require differentiation of the plans for the whole class. The differentiation may involve modifying learning objectives, teaching styles and access strategies. Under these circumstances, a child’s needs will be provided for within the whole class planning frameworks and individual target setting. Differentiation will be recorded in the daily planning by the class teacher.
Teachers are responsible and accountable for the progress and development of all the pupils in their class.

We make the following adaptations to ensure all pupils’ needs are met:
Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
Adapting our resources and staffing
Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

At Amington Heath, we have a highly qualified and experienced SENDCO. They are allocated 2.5 days a week to manage SEND provision. During their maternity leave, this role will be covered by the Deputy Head Teacher.
We have a team of teaching assistants, including higher level teaching assistants (HLTAs) who are trained to deliver SEND provision.
The Inclusion Manger attends regular cluster meetings to update and revise developments in the area of SEND and Inclusion.
• Where there is a requirement to meet a pupil’s additional needs or an issue of inclusion the school will set targets to meet those needs and, where appropriate, action points added to the School Improvement Plan. In-Service training and individual professional development is arranged matched to these targets.
• In-house additional needs and Inclusion training is provided by the Inclusion Manager via staff meetings.
• Support staff are encouraged to extend their own professional development and the headteacher will ensure tailor-made training is provided where appropriate.
• Working with the head teacher and governing body to determine the strategic development of SEN policy and provision in the school.
• Day-to-day responsibility for the operation of SEND policy and co-ordination of specific provision made to support individual pupils with SEND.
• Providing professional guidance to colleagues and working closely with staff, parents and other agencies.
• Being aware of the provision in the Local Offer and working with professionals to provide a support role to families to ensure that pupils with SEND receive appropriate support and quality first teaching.
• Liaising with the relevant Designated Teacher where a pupil who is looked after has SEND
• Advising on the graduated approach to providing SEND support.
• Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively.
• Liaising with parents of pupils with SEND.

• The school budget, received from Staffordshire LA, includes money for supporting children with SEND.
• The Headteacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of the needs of the children currently in the school.
• The Headteacher and the Inclusion Manager discuss all the information they have about SEND in the school, including:
o the children getting extra support already
o the children needing extra support the children who have been identified as not making as much progress as would be expected.
They then decide what resources/training and support is needed.

At each point of the decision making process, you will be consulted as a parent/carer. This will involve discussions with the class teacher and Inclusion Manager. At these meetings, you will be able to raise any concerns you may have and the support offered to your child will be fully explained. If we need to consult any external agencies, we will always gather your permission first.

• The type of support, equipment and facilities needed to support children with SEND is led by the child’s individual need. Children with an ‘Education, Health Care Plan’ will have an amount of time to be given as a minimum, to ensure that they are able to meet their targets. Their EHCP clearly lays out the type of support needed as a recommendation.
• Other children will also receive support linked to their needs as indicated on their Individual Education Plan. This support may take various forms:
• In class support from teaching assistants
• Small group support
• Specialist 1:1 support
• Support from external agencies
• Provision of specialist resources

Amington Heath Primary School firmly believes in developing a strong partnership with all parents/carers to enable children to achieve their potential. We recognise that parents/carers have a unique overview of the child’s needs and how best to support them and this gives them a key role in the partnership. We consider parents/carers of pupils with SEND as valued partners in the SEND process.
Depending upon age and appropriateness, pupils with SEND will be encouraged to participate in any decision-making affecting them.
At Termly review meetings with parents/carers, we will try always to make sure that the child’s strengths as well as difficulties are discussed. Where we make suggestions as to how parents/carers can help at home, these will be specific and achievable and that all parents/carers leave the meeting clear about the action to be taken and the way in which targets will be monitored and reviewed. Learning Passports will include targets to work towards at home, and parents/carers are always invited to contribute their views to the review process. Parents/carers will be provided with a copy of the Learning Passport and minutes of the review following the meeting.

Ideas and materials for supporting learning at home will be discussed with parents/carers and distributed on request. Parents/carers will also be invited to work alongside pupils in the classroom where this is appropriate. Parents’/carers’ evenings provide regular opportunities to discuss concerns and progress. Parents/carers are able to make other appointments on request. Regular communication between our school and home will ensure that concerns are promptly acted upon. Where this does not happen, however, parents/carers are able to make a complaint by contacting the Headteacher or, if this fails to resolve the issue(s), the governing body.

• Supporting your child’s learning at home through hearing him/her read, helping with spellings and times tables.
• Supporting events organised by school.
• Hearing Readers in class/volunteer to support in class.
• Attending assemblies.
• Attending the termly SEND discussion meetings with the teacher and Inclusion Manager.
• Attending workshops,
• Talking Issues through with our Family Worker, Cristie Silcock. She can help you make referrals to the local support team so as to get some support at home, help with paperwork involving your family and discuss strategies to support your child at home. Cristie works Monday's to Thursday's.

• Children are involved in the planning and Reviewing of their learning through discussion and gaining the child’s views throughout the process.
• Through the School Council , Well Being Warriors and our Eco Council
• Children and adults work together to write One Page Profiles.
• Children have the opportunity to discuss and review their learning passport targets with their class teacher and through pupil voice.

We evaluate the effectiveness of provision for pupils with SEND by:
Reviewing pupils’ individual progress towards their goals each term
Reviewing the impact of interventions after 8 weeks
Carrying out focused learning walks
Monitoring books by the SENDCO and SLT
Using and evaluating provision maps to measure progress
Holding annual reviews for pupils with statements of SEND or EHC plans

At Amington Heath, it is our upmost priority to ensure children are kept safe at all times.
At the start of the day, we ensure that doors children enter through are manned by a member of staff. During the school day, doors are locked and coded which only members of staff have access to. Handover and end of day arrangements for SEND needs are considered on a 1:1 basis with parent consultation where adaptations are needed.

At playtimes, children are all encouraged to engage with each other and the equipment on the playground. We understand this may be difficult for some children and therefore our behaviour support manager offers a lunchtime nurture club daily. If a child is identified as needing 1:1 support at playtimes through their EHCP or individual behaviour plan, then this will be ensured in the staffing structure implemented by SLT.

Risk assessments are carried out before school trips. We will ensure the correct adult to children ratio is carried out. Any children with an individual behaviour plan, risk assessment or EHCP will be identified and planned for in our risk assessments. This is then reviewed by a member of SLT and uploaded to Evolve.

• We provide support for pupils to improve their emotional and social development in the following ways:
• We have been awarded The Staffordshire Trauma Informed and Attachment Aware Schools Award’. Through embedding emotional coaching into our everyday School life, our School is a happy, vibrant and supportive environment. Our Children are not robots but show emotional understanding and resilience due to the time and dedication of staff to ensure that we focus on the whole child’s needs both academic and emotional.
• Pupils with SEND are encouraged to be part of the school council
• Pupils with SEND are also part of ELSA Nurture sessions and Lego therapy sessions to promote teamwork/building friendships etc. Sessions may also be delivered by external agencies such as Autism Outreach, Malachi or CAMHS.
• We have a zero tolerance approach to bullying. Our staff are all trained in recognising and dealing with peer on peer abuse.
• All pupils participate in PSHCE sessions within class time.
• For pupils with SEND there will be a personalized approach to behaviour management (in line with the appropriate).

• The 2014 Act requires us to make arrangements to support pupils with medical conditions. These requirements extend beyond children and young people with SEND and disabilities.
• Individual healthcare plans will normally specify the type and level of support required to meet the medical needs of pupils with such conditions. Where children and young people also have special educational needs, their provision should be planned and delivered in a co-ordinated way with the healthcare plan.
• Any member of staff providing support for a pupil will medical needs will have had appropriate training .

At Amington Heath, children are exposed to three rules. These are, respectful, responsible and ready and communicated to children through our behaviour policy.
Children who demonstrate as having additional needs with their behaviour will have an individualised behaviour plan and/or risk-assessment agreed in consultation with parents. These will support the child in positive interactions within school and ensure reasonable adjustments are made where needed. External agencies may be consulted with parental permission for further advice.
Children who are identified as struggling to manage their behaviour and are at risk of exclusion by the class teacher will be made known to the SLT. A discussion with parents will then be carried out and with permission a individual behaviour plan and risk assessment will be written.
Children who are at risk of exclusion will also be known to SEN Hub.
Amington Heath Primary School will always look to understand any underlying causes of behaviour and support with these as required for example through one to one mentoring and/or nurture.

The processes and procedures described in this SEND information report are fully implemented for looked after children with SEND. Consultations with key workers are regular and SEND needs are always discussed. Support from virtual schools may be requested as part of this consultation process.

Class Teacher - He or she is responsible for:
• Ensuring that all children have access to good/outstanding teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation).
• Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support, adapting resources etc..) and discussing amendments with the Inclusion Manager as necessary.
• Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable them to be included and make progress.
• Ensuring that all staff working with your child in school are supported in delivering the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
• Ensuring that the school’s SEND Policy is followed in their classroom for all the pupils they teach with SEND.
A Teaching Assistant (TA) may be allocated to a pupil with exceptional special educational needs and/or disabilities and whilst they take a very valuable role in your child’s education we would prefer that questions regarding your child’s learning and progress are directed, in the first instance, to the staff members named above. Of course, as a school we welcome daily dialogue between parents and TAs on how a child’s day has been and we do actively encourage this continued feedback.

-The Inclusion Manager/ SEND Co-Ordinator - Mrs Fennelly is a Qualified SENDCo and her Working days –Monday, Tuesday and Friday. Mrs Fennelly can be contacted on: 01827 337465 or email:
senco@amingtonheath.staffs.sch.uk

The SEND co-ordinator is responsible for:
• Coordinating all the support for children with special educational needs (SEN) and or disabilities, and developing the school’s SEND Policy to make sure all children get a consistent, high quality response which meets their needs in school.
• Ensuring that you are:
• involved in supporting your child’s learning
• kept informed about the support your child is getting
• involved in reviewing, with their class teacher, how they are doing part of planning ahead for them.
• Liaising with all the other people who may be coming into school to help support your child’s learning e.g. The Speech and Language Therapy Service, The Educational Psychologist, Autism Outreach Service
• Updating the school’s SEND record of need, (a system for ensuring all the special educational, physical and sensory needs of pupils in this school are known and understood) and making sure that there are excellent records of your child’s progress and needs.
• To provide specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEND and/or disabilities in the school) to achieve their potential.
• Supporting your child’s class teacher to write your child’s Learning Passport or Classroom Support Plan
• Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.

HeadTeacher- Mrs Davies
Mrs Davies is responsible for:
• The day to day management of all aspects of the school, this includes the support for children with SEN and/or disabilities. She will give responsibility to the Inclusion Manager and class teachers but is still responsible for ensuring that your child’s needs are met.
• She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

To ensure that SEND information about a child is shared and understood by teachers and all relevant staff regular meetings with the SENCO take place. During these meetings, class teachers can raise any concerns and the Inclusion Manager can offer advice and support where necessary. Teachers are taken through the learning passport process to ensure all targets set for children are SMART and necessary for their needs.
At key transition points, vigorous handovers take place. Teachers and relevant staff meet to ensure that routines are carried through to the following year to ensure a smooth transition. Any new staff to the setting will have a SEND update as part of their induction process.
A robust and vigorous CPD and monitoring cycle is implemented to ensure all staff have the relevant knowledge to support children throughout the school.

- Qualified SENDCo
- All staff trained in Autism level 1
- Forest School Trained staff
- We have been awarded ‘The Staffordshire Trauma Informed and Attachment Aware Schools Award’. Through embedding emotional coaching into our everyday School life, our School is a happy, vibrant and supportive environment. Our Children are not robots but show emotional understanding and resilience due to the time and dedication of staff to ensure that we focus on the whole child’s needs both academic and emotional.
- Lego Therapy trained staff
- Emotional Literacy trained staff- ELSA
- All staff have received Staffordshire Safeguarding Level One Training
- Trained in Teacher Assistance in delivering Speech and Language programmes
- Read Write Inc trained staff
- Bereavement training
- Team Teach trained level 1

At Amington Heath, we are committed to working with other professionals and practitioners to maximize the learning opportunities and well-being of our pupils. We ensure that we always seek the expert advice of education and health professionals to ensure the maximum impact of our interventions whilst minimizing duplication and disruption for pupils, families and practitioners.

For example:
-The Educational Psychologist visits the school regularly, following discussion with the Inclusion Manager as to the purpose of each visit.
-The LA Special Needs Support Service visits regularly to provide specific information, shares resources and provide teacher and TA clinics.
-Specialist, direct teaching from the above service is used where we do not have the necessary in-house expertise - for example, in relation to children with Autistic Spectrum Disorders or severe emotional and behavioural difficulties etc.
-Teachers from the sensory Impairment Team will work in school to support children, both with and without Education Health Care Plans, who have vision or hearing impairments. The specialist teachers work directly with children where this is indicated on a Statement. Class teachers plan alongside these specialist teachers who also attend and contribute to Learning Passport reviews.

The Inclusion Manager liaises frequently with a number of other outside agencies, for example:
• Social Services
• Education Welfare Service
• Autism Outreach
• Community Paediatrician/Medical Officer
• Speech and Language Therapy
• Educational Psychology
• Malachi and Saplings

Parents/careers are always consulted if any outside agency is involved.

The first point of contact would be with the class teacher or keyworker. This can be via their email address or contacting the school office on 01827337465.

The Inclusion Manager/ SEND Co-Ordinator - Mrs Fennelly is a Qualified SENDCo and her Working days –Monday, Tuesday and Friday.

Mrs Fennelly can be contacted on: 01827 337465 or email: senco@amingtonheath.staffs.sch.uk

The Inclusion Manager/ SEND Co-Ordinator - Mrs Fennelly is a Qualified SENDCo and her Working days –Monday, Tuesday and Friday.

Mrs Fennelly be contacted on: 01827 337465 or email:
senco@amingtonheath.staffs.sch.uk

The SEND co-ordinator is responsible for:
• Coordinating all the support for children with special educational needs (SEN) and or disabilities, and developing the school’s SEND Policy to make sure all children get a consistent, high quality response which meets their needs in school.
• Ensuring that you are:
• involved in supporting your child’s learning
• kept informed about the support your child is getting
• involved in reviewing, with their class teacher, how they are doing part of planning ahead for them.
• Liaising with all the other people who may be coming into school to help support your child’s learning e.g. The Speech and Language Therapy Service, The Educational Psychologist, Autism Outreach Service
• Updating the school’s SEND record of need, (a system for ensuring all the special educational, physical and sensory needs of pupils in this school are known and understood) and making sure that there are excellent records of your child’s progress and needs.
• To provide specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEND and/or disabilities in the school) to achieve their potential.
• Supporting your child’s class teacher to write your child’s Learning Passport or Classroom Support Plan
• Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.

Mr Bullock Our SEND Governor is responsible for:
• Making sure that the school has an up to date SEND Policy
• Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school.
• Making sure that the necessary support is made for any child who attends the school who has SEN and/or disabilities.
• Making visits to understand and monitor the support given to children with SEND in the school and being part of the process to ensure your child achieves his/her potential in school.
Mr Box, our safeguarding and looked after children governor is responsible for:
• Making sure their is a safeguarding policy which includes information on looked after children is up to date
• • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school.
• Making sure that the necessary support is made for any child who attends the school who is looked after by the local authority.
• Making visits to understand and monitor the support given to children that are looked after in the school and being part of the process to ensure your child achieves his/her potential in school.

• Once a term targets are set for our SEND pupils and a support plan called a Learning Passport is created. These targets are discussed with the pupil. They are mini-reviewed at 6 weeks and the pupil voice gained and then full reviewed at the end of the term period.
• One Page profiles created in collaboration with pupils, parents and teachers to share pupil views.
• Twice a year discussions are held with a cross section of our SEND pupils to gain their views.
• When an Education Health Care Plan is being applied for the pupil is consulted on their thoughts and views about their learning and how they want to be supported. If a pupil already has and EHCP, their views are taken each year for their annual review.

At Amington Heath, we pride ourselves on our close-knit community and relationships with parents. We offer:
• Coffee mornings
• Open-door policy
• Family support worker
• Opportunities to become parent governors through nomination

As part of our SEND procedures, reviews and meeting are held regularly to ensure parents are kept up to date.
• Alternate parents evenings and written reports termly
• Learning passport reviews
• EHCP review meetings
• Opportunity to meet with the SENCO half termly.

Our Family Support Worker and Behaviour Support worker is Cristie Silcock. She is available to support or family’s and children at Amington
Please contact Cristie on 01287 337465 .


Malachi – Please use the link below to find out what service the can provide for you and your family https://www.staffordshireconnects.info/kb5/staffordshire/directory/service.page?id=TBlEkodgx0k

SEND-IASS- Staffordshire’s Special Educational Needs and Disabilities Information, Advice and Support Service and provide free, impartial, confidential advice and support around Education, Health and Social Care.
https://www.staffs-iass.org/home.aspx

All children are included in all of our educational trips and activities. Relevant support is made if needed for specific children i.e smaller ratios of adult to child. We are an inclusive school so we expect that every child takes part in all activities which their class is undertaking. Children with specific medical needs will have a care plan in place. Close collaboration with parents mean that we are able to remove barriers which could impact access to experiences and visits. We ensure that every opportunity we provide is able to be differentiated or adjusted to allow for everyone to participate regardless of their needs. This is also evident in our Inclusion policy and Equality policy.

It is important to us at Amington Heath that we provide an inclusive and accessible environment.
Here at Amington, we offer:
Disabled parking space for parents that may need this although the rest of the carpark is closed for children's safety
Dropped curbs for easy access for wheelchair users
Wide paths and gates
Disabled toilet
Building which is fully wheelchair accessible
A Nurture Room

Children which have sensory needs will have a sensory profile completed to ensure that any adaptations are put in place to meet their needs. Children may be offered sensory breaks, weighted blankets, safe-space tents, fine and gross motor interventions and have the use of ICT if necessary. One-page profiles will be completed and communicated with staff to ensure everyone has knowledge and skills to meet children's sensory needs. Additional workspaces to meet their needs may also be provided and external agency support may be sought to further support the child following parental permission. Children also have access to our Nurture room throughout the day.

At Amington Heath, we pride ourselves on communication with parents/carers.
We ensure we are inclusive by using translator apps to communicate on a day-to-day basis and also ensure we have translators available when completing parent views on EHC plans and conducting meetings with parents where this may be required. We notice most children pick up English as an additional language easily when exposed to it in the environment however always ensure interventions are put in place to support children with this. We use Wellcomm, Nessy and Nelli to support with understanding of language, phonics and spelling.
Our use of school Ping and emails, helps to facilitate communication with parents whose first language is not English.

Please contact our School Office to discuss joining Amington Heath Primary School and to arrange a tour of the School with our Head Teacher.
You can find our policy on admissions including those with SEN and disabilities on our school website under the policies tab. Please note that Little Learners and Nursery are governor run and therefore have an alternative admissions policy which can be found on our school website.

Visits to the school can be arranged through the school office. We can create bespoke visiting packages to support you with your needs for example ensuring the class teacher is available for a meet and greet.

We recognise that ‘moving on’ can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.


If your child is joining Amington Heath Primary School:
• We will first invite you to visit the school with your child to have a look around and speak to staff.
- If you are joining us from another School, we will contact the Old school’s SENCO and ensure that we know about any special arrangements or support that need to be made for your child.
• If you are nursery or reception new starter, we will visit you at home to chat about your child. The early years team will be responsible for planning appropriate learning programmes and will provide personalised provision. Provision across the class is mapped with the Inclusion Manager to ensure all needs are met.
• If other professionals are involved, a Team Around the Child (TAC) meeting will be held to discuss your child’s needs; share strategies used, and ensure provision is put in place before your child starts. We may suggest adaptations to the settling in period to help your child to settle more easily.
- Transition is planned to support the needs of each child and is a highly personalized process , this can gradual and structured to allow your child to settle in their own time.
• If your child is moving to another school:
o We will contact the new school’s SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.

o We will make sure that all records about your child are passed on as soon as possible.
When moving classes in school:
o Information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher.
o If your child would be helped by a photo book to support them understand moving on then it will be made for them if suitable.
In Year 6:
o The Inclusion Manager and class teacher will meet with the Inclusion Manager of the secondary school to discuss the specific needs of your child with the SENDCO of their secondary school.
o Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in Amington.

We offer an open door policy at Amington Heath and you are always welcome to arrange a meeting through the school office with the SENCO, family support worker or SLT. If you need extra support, the Staffordshire SENDIASS website provides further contact details.

October 2022 updated
To be reviewed October 2023

If you have concerns about your child’s progress, you should speak to your child’s class teacher/key worker initially.
•If you are not happy that the concerns are being managed and that your child is still not making progress, you should speak to the Inclusion Manager or Headteacher. If you have concerns, you can speak to the school SEND Governor.
There is a copy of our compliments and complaints policy on the school website under the policy tab.