1. 3c The school’s approach to teaching pupils with SEN
SEN Information Report
1 Kinds of Special Educational Needs that are provided for at
Horsted School
We provide support for pupils across the 4 areas of need as laid out in the SEN Code of Practice 2014 :
Communication and interaction
Cognition and learning
Social, emotional and mental health difficulties
Sensory and/or physical needs
2 Information about the school’s Policies for identification and assessment of pupils with SEN
Pupils are identified as having SEN, and their needs assessed, through :
information passed on from Nursery/ Infant/ previous schools;
SENCO Assessments, KS1 results, baseline testing and progress data;
feedback from teaching staff and observations;
Pupil Premium interventions not showing impact;
referrals from parents
pupil referrals.
3c The school’s approach to teaching pupils with SEN
Provision for SEN pupils includes :
quality first teaching, with appropriate differentiation in place;
extra adult support in classrooms where appropriate;
personalised provision through time limited programmes;
personalised provision through adapted resources and interventions.

2. SEN Information Report
3a Evaluating the effectiveness of the provision made for pupils with SEN
Impact tracking through Provision Maps is completed at least termly and adaptations to provision made in light of these findings. Progress and evaluation is reported to the Governor with responsibility for SEN. Annual report to the Governing Body and SEN Information Report posted on Web site
3b Arrangements for assessing & reviewing pupils’ progress towards outcomes, including opportunities available to work with parents & pupils as part of this assessment and review
These arrangements include :
data tracking for pupil progress
support plan and ECHP reviews;
observations and follow up
Parent meetings.
3d How adaptations are made to the curriculum and the learning environment of pupils with SEN
The curriculum /learning environment may be adapted by :
groupings that target specific levels of progress;
differentiated resources and teaching styles;
appropriate choices of texts and topics to suit the learner;
access arrangements for tests and or examinations;
additional adult support.

3. SEN Information Report
3g Support that is available for improving the social emotional and mental health of pupils with special educational needs,
Pupils are well supported by :
An anti-bullying policy that is supported by a member of staff
Programmes such as Social Use of Language Programme, Circle Time, 1-1 Talk Time, anger management, self esteem building
Targeted support for individual pupils .
Access to Counselling Sessions
Rocket Club at lunchtime
School Council

4. SEN Information Report
4 In relation to Mainstream Schools and maintained nursery schools,
the Name and contact details of SEN Co-ordinator
Name and contact details of SEN Governor
Miss Deborah Lambert
Telephone Number
Mrs Suzanne Gilbert
School Telephone Number
5 Information about the expertise and training of staff in relation to children and young people with SEN, including how specialist expertise will be secured.
Audit of staff expertise in SEN undertaken annually
SENCo has the SENCo qualification, (BEd Hons, Dip RSA), attends SEN & Inclusion Forum meetings & other relevant courses
All staff attended Hearing Impairment Awareness Training – Summer 2014
TAs attended Speech & Language Training – Summer 2014
Specialist expertise engaged from external services include –
Autism Outreach, Danecourt Outreach, EP support, Speech & Language Therapist, Learning Support Service

5. SEN Information Report
6.  Information about how equipment and facilities to support children and young people with special educational needs will be secured.
The school already has numerous equipment to support children e.g. sloping boards, Move N’ Sit Cushions, a variety of pencil grips and pens, ‘fiddle tools’, a work station, books for reluctant or struggling readers. Additional resources are purchased on the recommendation of agencies or as a need arises.
The school has access for wheelchair users via ramps, a chair lift and wheelchair lift. There are also modified toilets. The interior décor has contrasting colours and the treads of steps are marked in yellow to support those with a visual impairment.
7.  The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child.
If following normal provision, improvements in progress are not seen, parents are contacted to discuss the use of internal or external assessments which will help further address the needs. An individual Provision Map will also be shared with the parents, who will be actively supported to contribute to assessment, planning and review.
In addition Miss Lambert runs an ‘open door’ policy if parents need to discuss any worries or concerns.

6. SEN Information Report
8.  The arrangements for consulting young people with special educational needs about, and involving them in, their education.
When a child has been identified as having special educational needs because special educational provision is being made for him or her, the child will be consulted about and involved in the arrangements made for them as part of person-centred planning. Parents are likely to play a more significant role in Key Stage 1, with the young person taking more responsibility and acting with greater independence in Key Stage 2.
9.  Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school.
The normal arrangements for the treatment of complaints are used for complaints about the provision made for special educational needs. Parents are encouraged to discuss their concerns firstly with Miss Lambert and the class Teacher together and or a member of the Senior Leadership Team to resolve the issue before making the complaint formal to the Chair of the Governing Body.
If the complaint is not resolved after it has been considered by the Governing Body, then a mediation service can be contacted.

7. SEN Information Report
10.  How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils.
The Governing Body have engaged with the following bodies;
An annual Service Level Agreement with Educational Psychology service, Learning Support Service and Speech & Language Therapy Service.
Access to Medway Councils service level agreement with Occupational Therapy Services / Physiotherapy Services for children who require direct therapy or advice.
11.  The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with section 32.
Kids Parent Partnership Service Medway provides free, impartial, confidential advice, support and options around educational issues for parents who have children with special educational needs or disabilities (0-19). They empower parents to play an active and informed role in their child’s education. They can be cont acted on
Office:

8. SEN Information Report
12.  The school’s arrangements for supporting pupils with special educational needs in a transfer between phases of education or in preparation for adulthood and independent living
We work closely with a child’s previous school before they transfer to us in order to seek the information that will make the transfer as seamless as possible.
We also provide information to a child’s next school. When a year 6 child is due to transfer to secondary school a meting is arranged with the secondary SENCO, Miss Lambert and the class teacher in order to discuss the child’s needs. SEN information is also passed to the secondary SENCO at the end to the Summer Term.
13.  Information on where the local authority’s local offer is published.
Medway’s local offer is published on
search for ‘Medway’s Local Offer’