At Hugo Meynell Primary School, all our staff strive to ensure our pupils achieve their potential; personally, socially, emotionally and academically, in all areas of the primary curriculum. Our school values are encompassed within everything we do, which is to be loving and caring, honest, respectful, resilient, forgiving and fair. For this to be achieved, quality teaching is essential and we actively monitor teaching and learning within our school.

For some of our pupils, further additional support may be needed to help them achieve. This may be sought within school or through the involvement of outside agencies.

The Special Educational Needs and Disability Code of Practice: 0 to 25 years defines a Special Educational Need or Disability (SEND) as:
“A child or young person has Special Educational Need (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 a disability if they:
• Have a significantly greater difficulty in learning than the majority of others of the same age; or
• Have a disability which prevents or hinders them from making use of the educational facilities of a kind generally provided for others of the same age in mainstream schools.”

At Hugo Meynell, we investigate whether additional support is needed for a pupil if:
• Concerns are raised by parents/carers
• Concerns are raised by teachers.
• Assessment and tracking procedures indicate a lack of expected progress over time.
• Observations by those in school: teachers (including those from a child’s previous school), support staff, Inclusion Lead, Deputy Head, Head teacher indicates a child has an additional need in one of the four SEND areas. (Communication and Interaction; Cognition and Learning; Social, Mental and Emotional Health; Sensory/Physical.)

If a parent/carer has any worries regarding their child, either academically or emotionally, the first port of call would be the child’s class teacher. Any concerns raised, will then be passed on to the SENDCO and Inclusion Lead via 01630 672287 or email at amy.carter@hugomeynell.staffs.sch.uk

All policies can be found on the school website. https://www.hugomeynell.co.uk/

All pupils at Hugo Meynell Primary School experience high quality teaching. This is differentiated to meet the needs of all learners. Teachers are aware of the pupils in their class with SEND and ensure any additional needs are taken into account. The views of our SEND pupils are very important to us and the children are spoken to on a regular basis to gain their views. The quality of teaching and pupil progress is monitored through processes including: classroom observations by the SENDCo/ Deputy Head/ Head Teacher, discussions during Pupil Progress Meetings, ongoing assessment of progress, work sampling and pupil and parent feedback. Pupils with a disability will be provided with ‘reasonable adjustments’, that are tailored to their individual needs, in order to increase their access to the taught curriculum. These too are closely monitored to ensure they are effective. Individual assessments of the pupil will be undertaken in order to make an accurate assessment of their needs.

Some pupils will require additional support in the form of a small focus group. This will be run by the teacher or teaching assistant. Any interventions will be reviewed regularly to ascertain the effectiveness of the provision and to inform future planning. Where there are still concerns regarding rates of progress, even after high quality interventions, parents/carers will be invited to discussions in order to support the identification of action needed to support the child.

SEND support will be recorded through a Personal Intervention Plan (PIP), giving a set of expected outcomes individual to the pupil’s needs. Progress towards these outcomes will be tracked and reviewed at least termly, with the parents/carers and the pupil. At Hugo Meynell Primary School, we feel that it is essential that the pupil is part of the decisions that are made to support their learning and that their individual views are listened to regarding their support and learning. If progress rates are still judged to be too slow, despite the delivery of high quality interventions, advice will be sought from outside agencies, according to pupil need. This could include; the Special Educational Need Support Service (SENSS), Educational Psychologist (EP), Speech and Language Therapist (SaLT) and /or the Autism Outreach Team (AOT). All pupils have targets set to ensure ambition, whether these are academic or supporting social, emotional, and mental health. These targets are discussed with parents/carers at formal events, such as parent’s evenings but also in between to meet the needs of the pupil. Progress towards meeting these targets are tracked using the whole school tracking system. Anyone who is failing to make expected levels of progress are identified quickly and are discussed during progress meetings.

For a very small percentage of pupils, whose needs are significant and complex, and the special educational provision required to meet their needs cannot reasonably be met from within the school’s own resources, a request will be made to the Local Authority to conduct an assessment of Education, Health and Care needs. If the assessment is accepted by the authority, this may result in and Education, Health and Care Plan (EHCP) being provided. More information regarding EHCP and the process can be found by clicking on the following link:
https://www.staffordshireconnects.info/kb5/staffordshire/directory/site.page?id=aYb6AfFVT1s

Additional Educational Needs (AEN) funding can also be applied for if felt appropriate and if the pupil’s needs match the criteria set by Staffordshire SEN department.

We take the social, emotional and mental health of our pupils very seriously at Hugo Meynell Primary School. We recognise that pupils cannot learn if they are not in an emotionally stable state.

When a pupil has been identified as having a Special Educational Need, their provision will be differentiated by the class teacher to enable them to access the curriculum at their level to enable them to make progress.

Teaching Assistant’s (TA’s) may be allocated to work with the pupil 1:1 or in a small group to target more specific needs. Teachers oversee all support given by our TA’s to ensure that it is effective. If appropriate, additional specialist equipment or resources, ICT and /or additional support may be provided.

A Personal Intervention Plan (PIP), with targets being set according to individual needs will be put in place to support any of our pupils with an additional need. These will be monitored regularly by the class teacher. The SENDCo and Inclusion Lead will also monitor the provision in place. The review of the PIP takes place at least three times a year. The setting of new targets will be discussed with parents/carers and the pupil where appropriate.

At Hugo Meynell Primary School, we focus very much on the need of the individual pupil. Resources will be allocated in terms of what is felt will best support a pupil’s learning.

For our pupils with a Special Educational Need but without an Education, Health Care Plan (EHCP) in place, the decision regarding the support required will be taken jointly between the class teacher, SENDCO and Inclusion Lead, Bursar and the Head Teacher.

These are reviewed regularly, using evidence based upon tracking of pupil’s progress, pupil’s observations, staff views, pupil and parent/carer views. As a result of the review process, changes may be made, including the involvement of outside agencies.

For our pupils with an EHCP, the type and how much support s pupil will receive will be stated in their individual plan. How this is implemented will be a decision between the class teacher and the SENDCo and Inclusion Lead.

How funding for equipment and facilities to support pupils is secured will depend on the need of the pupil. As a school, we will always try to ensure that any pupil within our school has access to the equipment and facilities they need to learn.

Within class, your child’s progress will be closely monitored by their class teacher. This enables the class teacher to ensure your child is provided with what is needed to enable them to learn and make progress. Additionally, assessment weeks are carried out at points during the year, which can help to provide further information. Pupil Progress is also monitored by the Senior Leadership Team.

We offer an ‘Open Door’ policy at Hugo Meynell, and class teachers are always willing to chat with parents/carers regarding the progress of the pupils in their class. This can be arranged through contacting the teacher directly or calling the office. We also hold parents evening sessions, where parents/carers are able to meet up with class teachers, either face to face, or remotely to discuss pupil progress.

An initial discussion with your child’s class teacher will be able to provide you with suggestions of ways in which you can support your child’s learning. If your child has a Personal Intervention Plan (PIP), further guidance will be included within the plan. Miss Carter can also meet with parents/carers together with the class teachers to further discuss how to support your child.

If Outside Agencies are involved with your child, they will also suggest further strategies and resources which can be used to help your child.

At Hugo Meynell Primary School, we work collaboratively with our pupils. They are involved with setting and reviewing their targets in an age appropriate manner. We will often talk to out pupils regarding their learning to establish their own views on school and their learning.

The provision for all our pupils, including those with SEND is closely monitored to ensure it is effective. This is carried out by subject leaders, Senior Leadership Team, Deputy Head Teacher and Head Teacher.

The main gates to the site are opened by a member of staff in the morning. When all children are in school the gates are then locked. As pupils enter the school class teachers are on the doors to greet them in the morning.

At playtimes, the teachers and TA’s provide supervision. There is always a first aider on duty each day.
During lunchtimes, lunchtime supervisors supervise our pupils, both while they are eating in the dining room and outside during playtime. Our lunchtimes are split into two, Year 1, 2 and 3 and 4, 5 and 6. This ensures that there are not too many pupils in one area at a time.

At the end of the day, class teachers ensure that pupils are handed over to the adult responsible for collecting them. Written permission from parents is provided for any pupils walking home on their own. We follow our safeguarding procedures for any pupils who are not collected or when an unknown adult comes to collect.

At Hugo Meynell Primary School, we pride ourselves in ensuring that the emotional needs of all our pupils are supported. We do this through a number of ways:
• Teachers spend time getting to know the pupils in their class and check with them individually every day when they arrive.
• Teaching Assistants within classes are able to offer a pupil any individual pastoral support that may be needed.
• We have an ELSA room within school. This is a dedicated area within school, which can be accessed with our trained ELSA member of staff. It has been carefully designed and planned to be able to provide the stimulation required for pupils to become calm.
• A clear PSHE curriculum.

A central record of ‘Health Care Plans’ are kept in the office, to which all staff have access to. Individual ‘Health Care Plans’ are either stored within the Asthma Boxes within the classrooms or on the wall dependent on need. All ‘Health Care Plans’ are signed and teacher have a copy of these.
Where necessary and in agreement with parents/carers, prescribed medicines can be administered in school by a trained member of staff. This is documented in First Aid and Medication Policy. Please click on the bold text to find out more. First Aid and Medication Policy
All medicine administration procedures adhere to the LA policy and DfE guidelines included within ‘Supporting pupils at school with medical conditions DfE 2014’.
A number of staff hold qualifications in paediatric first aid and/or have attended the First Aid at work course.

If your child has any specific health care needs, please contact the school office and we can arrange for you to meet with a member of staff who will complete a Health Care Plan with you to ensure individual needs are met.

At Hugo Meynell Primary School, every child has the right to a happy and safe school life so that they can progress with their learning and social development. All members of staff are committed to teaching behaviour through our school values: loving and caring, honest, respectful, resilient, forgiving and fair. These are reinforced on a daily basis and celebrated at the end of the week.

We praise positive behaviour through the use of ‘Team Points’ and/or stickers. The points are added up each week to enable the children to see how well their team are doing. Positive behaviour is also celebrated by a visit to the Head Teacher for the ‘Gold Book’. They can also visit when they have received an award outside of school or have done some exceptional work, which further promotes their self-esteem and wellbeing.

We, as a school, also recognise that a minority of our pupils have been identified as having additional learning, or have a social or emotional need which can make it more difficult for them to adhere to the school rules. We are committed to acknowledging the contextual needs of all out pupils, and we make reasonable adjustments to our management of behaviour to ensure they continue to experience our high expectations but are not disadvantaged or discriminated against in their efforts to achieve this.

Our SENDCo and Inclusion Lead is also our Designated LAC teacher, oversees the support in place for pupils who are looked after by the Local Authority and have a SEND need receive the support they need. The support provided for these pupils is decided following regular meetings with those involved with their care and is regularly monitored.

At Hugo Meynell Primary School, we work together as a team to support your child’s education. Your child’s class teacher will be the most involved in the education, alongside a Teaching Assistant, as directed by the teacher

We have an Inclusion Lead, who oversees the support in place for disadvantaged pupils, including those with an area of SEND.

During the second half of the summer term, we hold transition meetings to ensure all SEND information is shared with the new class teachers, ready for September. We also plan in times for staff to meet their new classes to enable pupils and teachers to begin to get to know each other. Personal Intervention Plans (PIP’s) will be reviewed by their previous class teachers, updated and then shared with the new class teachers and parents/carers ready for September. Parents/carers are also invited to meet with new class teachers before September to enable any relevant information to be shared.

Staff training includes:
- Epilepsy training
- How to identify and support pupils with dyslexia.
- Autism training
- Talking partners (speech, language and communication training).
- Autism and challenging behaviour (Concept Training)
- Dyslexia training: multi-sensory teaching.
- Asthma training
- Dyscalculia (delivered by SENSS)
- Memory training (delivered by SENSS)
- Differentiation (delivered by SENSS)
- Visual Impairment Training
- Psychological First Aid
- Adverse Childhood Experiences (ACES)
- Lego Therapy Intervention
- Understanding autism, Asperger’s and ADHD
- Introduction to Child Psychology
SENCO Training:
- Designated Teacher for Looked After and Previously Looked After Children.
- Early trauma and early attachment training
- Attachment Disorder Training
- Mental Health Training
- Regular updates from Staffordshire County Council
- Training listed above.

As a school, we work very closely with a range of Outside Agencies who offer support to our pupils with SEND. This includes: the Educational Psychologist, the Speech and Language Therapists, Early Years Forum, Behaviour Support, Autism Service, the Autism Outreach Team, CAMHS, Occupational Therapy and the school nurse.

Your first point of call would be your child’s class teacher. They can be contacted via the class email address or by calling the office to arrange an appointment.

At Hugo Meynell Primary School, our SENDCo is also our Inclusion Lead, Miss Amy Carter. She can be contacted by either calling the school office on: 01630 672287 or emailing amy.carter@hugomeynell.staffs.sch.uk

Our SEND Governor is Mrs Kate Brown who is also the LAC governor. Miss Carter, our SENDCo and Inclusion Lead meet at regular times during the year to ensure that the Governors have all our current SEND and LAC information.

At Hugo Meynell Primary School, we pride ourselves on listening to the voice of our pupils to ensure that support is not ‘done’ to a pupil but is part of a collaborative experience. In September, teachers take time to get to know the pupils in their class, enabling a connection to be built up. This continues throughout the year, ensuring that the pupil’s views and feelings are listened to.
Subject leads, the Inclusion Lead and the Safeguarding Lead will also talk to your child throughout the year to gain their pupil voice.

Parents/carers will be informed if there are any vacancies within our Governing Body.

At Hugo Meynell, we understand the importance of ensuring that families receive any support they may need. Please contact our Inclusion Lead, Miss Carter, and she will be able to signpost you to the help you need.

At Hugo Meynell Primary School, we provide a wide range of clubs, based on the pupils own choice. All pupils are able to access any of the after school clubs we provide. All class trips that are planned for our pupils are inclusive, ensuring that all pupils’ needs are catered for.

At Hugo Meynell Primary School, we are aware of the importance of our pupils’ Social, Emotional and Mental Health. We recognise that there will be times when a pupil may become ‘overwhelmed’ within the school day. Or may struggle with transition times, such as the start of the day or after lunch times. During these times, learning cannot take place until the pupil has become calm. To enable pupils to do this, we have designated members of staff to meet and greet when coming into school.
Is the building wheelchair accessible?
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Are disabled toilet facilities available? Yes ?
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Do you have parking areas for pick-up and drop-offs? Yes ?
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Do you have disabled parking spaces for students (post-16 settings)? Yes ?
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At Hugo Meynell Primary School, we are aware of the importance of our pupils’ Social, Emotional and Mental Health. We recognise that there will be times when a pupil may become ‘overwhelmed’ within the school day. Or may struggle with transition times, such as the start of the day or after lunch times. During these times, learning cannot take place until the pupil has become calm. To enable pupils to do this, we have designated members of staff to meet and greet when coming into school.

At Hugo Meynell we communicate with parents through a variety of channels.
These are as follows:
- Telephone conversations
- Email correspondence
- The school website
- The school face book page

If you are interested in your child/ren joining us at Hugo Meynell Primary School, please contact the main office on 01630 672287. An appointment can be made for your child’s move to our school.
All admission arrangements are on the School Website - https://www.hugomeynell.co.uk/

At Hugo Meynell Primary School, we operate an open door policy. Please contact the main office on 01630 672287 to make an appointment to visit us.

A number of strategies are in place to enable effective transition. These include:
• Discussions between the previous or receiving setting prior to the pupil joining/leaving.
• An invitation to attend a transition session where pupils can spend some time with their new class. This will be tailored to the needs of the pupil and could include more than one visit.
• Additional visits are arranged for vulnerable pupils or those with a high level of need.
• Staff are always willing to meet with parents prior to their child joining the school. This may be the new class teacher along with the SENDCo and Inclusion Lead.

For Year 5 pupils with an Education, Health Care Plan, the Annual Review will focus on beginning the process of looking at secondary school choice, with parents and pupils.

For pupils transferring to local schools, the Inclusion Lead and/or key staff will meet to discuss the needs of the pupils with SEND in order to ensure a smooth transition. This includes any medical needs a child has.

Where a pupil may have more specialised needs, a separate meeting may be arranged with the Inclusion Lead, the Head Teacher, Outside Agency representatives, parents/carers and where appropriate the pupil.

SENDIASS – Staffordshire Family Partnership
They provide a range of support surrounding education, health and social care issues for parents and carers of children/young people with special educational needs and disabilities aged 0 to 25. Their helpline number is 01785 356921.

Staffordshire Local Authority have also published a Local Offer on their website.

The Staffordshire Umbrella Network (SUN) is a networking group looking at issues affecting children and young people with special needs and their families.

Support from the School Nurse Service which is now part of the Families’ health and Wellbeing Service can be contacted on: 0300 303 3924

All information was updates in September 2022 and will be updated annually.

In the first instance, please contact your child's class teacher to raise any concerns you may have.
You can also contact our SENDCo, Miss Carter.
Should you continue to be unhappy with your child’s SEN provision, please contact, our Head teacher Mrs Gleave.

For any comments or complaints, see the school’s procedure on the school website, or contact the School Governor with responsibility for SEND.