SEND Information Report 2019


Special Needs and Disabilities Coordinator:

Mrs L Strickland BA Ed(Hons) PGC Role of the SENCo

The SENDCo is a member of the Senior Management Team

Assistant Special Needs and Disabilities Coordinator:

Mrs J Potter BA (Hons) PGCE PGC Specific Learning Difficulties

SEND Governor

Miss AJ Hall

Contact Details

West Park Primary School,

Coniscliffe Road,


TS26 0BU

Telephone: 01429 282090


Mission Statement

Learning to Improve

At West Park Primary School, we believe each learner should aspire to meet their potential educationally, socially and emotionally.

Our broad, balanced, creative curriculum and enrichment activities provide opportunities for everyone to achieve and succeed.





School policy is based upon the fundamental principles of the 2014 Code of Practice. We aim to provide an inclusive curriculum and learning environment which for all children:

In order to meet our school aims our objectives are:


Identification of Learners with SEND       

The definition of SEND set out in the Code of Practice is deliberately broad due to the wide spectrum of difficulties that can lead to a child or young person experiencing problems in learning.  The purpose of identification is to work out what action the school needs to take to support the whole child, not to fit a learner into a category.



The four primary areas of need are:


  1. Communication and Interaction;
  2. Cognition and learning;
  3. Social, mental and emotional health;
  4. Sensory and/or Physical.


At West Park we acknowledge that other factors may impact upon a leaners progress and attainment but do not constitute SEND e.g. attendance and punctuality, disability where reasonable adjustment can be made to ensure equality of access, being a looked after child, having English as an additional language, being in receipt of pupil premium grant, being a child of a serviceman/woman.


Where behaviour is interfering with a learner’s progress and well- being, the school will endeavour to investigate the underlying causes.

Special Needs Team

The Head teacher and Governing Body determine the school’s general policy and approach to provision.

Mrs L Strickland is the Special Educational Needs Coordinator and is responsible for the day to day management of provision for children with SEN. Responsibilities include:

The class teacher retains responsibility for the teaching and assessment of learners with special educational needs and is supported by teaching assistants and SENDCo where appropriate.

Admission Arrangements

Learners are admitted to school in line with the LA admissions policy. Children with special educational needs are admitted after consultation with parents/carers and agencies who are involved in assessing the learner’s special educational needs. The LA may also identify individuals who would need access to additional resources before they begin nursery.


Management of SEND Provision

Under the terms of the 2014 Code of Practice, the school keeps a register of children with special needs and has procedures to provide a continuous and systematic cycle of assessment, planning, intervention and review within the school to enable the child with special needs to learn and progress. West Park has adopted the graduated model for assessment of special educational needs.

A Graduated Approach

Quality First Teaching

All learners are entitled to high quality, differentiated quality first teaching. Teachers are responsible for and accountable for, the progress and development of pupils in their class, including where pupils access support from teaching assistants or specialist staff. The progress of all learners is continually monitored by the class teacher and formally reviewed by the Senior Management Team every term in reading, writing and maths. Interventions are developed by the class teacher for any child identified as underachieving or under attaining and their progress continues to be carefully monitored.

The decision to place a child on the Additional Needs register and develop a Support Plan happens if, having received quality first teaching, differentiated learning activities (Wave 1) and small group/individual intervention by the class teacher/support staff (Wave 2), a learner:

Where it is determined that a pupil does have SEN, parents will be formally advised, and the learner will be added to the Additional Needs register. The aim of formally identifying a pupil with SEN is to help the school ensure that effective provision can be put in place and so remove barriers to learning.

The support provided consists of a four-part process:

This is an ongoing cycle which enables 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.


This involves clearly analysing the pupil’s needs using class teacher’s assessments as well as the views and experiences of parents. The pupil’s views and any relevant advice from outside agencies will also be considered.

This analysis will require regular review to ensure that support and intervention is matched to need.


Planning will involve consultation between teacher, SENDCo and parents to agree adjustments, interventions and support that are required. Parental involvement may be sought to reinforce or contribute to progress at home.


The class teacher remains responsible for working with the child on a day to day basis. They will retain responsibility even where interventions involve group or one to one teaching away from the main class teacher. They will work closely with teaching assistants to plan and assess the impact of support.


The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and parents. The class teacher, in conjunction with the SENCo will revise the support and outcomes, making any necessary adjustments, in consultation with parents and pupil. The review will happen at least twice a year.

Strategies which are to be used to enable the child to progress are recorded within a Support Plan. The Support Plan includes information about:

The Support Plan Targets are developed by collating information from teacher, parents and the individual child.

Teacher Role


Parental Involvement

Outside Agency Involvement

External agencies will usually come to school, see the learner in order to:


Statutory Assessment/Education Health Care Plan

A request for formal assessment by the LA can be made by the school, the parent or an outside agency and is triggered by the recognition that the learner’s needs are so substantial or complex that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required.

Once all the advice has been collected, the LA in conjunction with people from health and social care decides whether to draw up an Education, Health and Care Plan. Plans are reviewed annually to consider progress made by the learner over the previous twelve months. All interested parties, including the learner, may be involved in the review process during which written advice is collected and circulated.

Following statutory assessment, an EHC plan will be provided by Hartlepool Borough Council, if it is decided that the child’s needs are not being met by the support that is ordinarily available.

Parents have the right to appeal against the content of the EHC Plan. They may also appeal against the school named in the plan if it differs from their preferred choice.

Once the EHC Plan has been completed and agreed, it will be kept as part of the child’s formal record and will be formally reviewed at least annually.

Further information about EHC Plans can be found at


Record Keeping

The SENDCo maintains an additional needs register of children requiring SEN Support or an EHCP. This document may be viewed using Excel Shared Documents/Special Needs on the Network.

SEND files containing detailed information about the learner are stored securely in the PPA room in class groups. Each file contains a registration form detailing difficulties, signed by parents. A monitoring form on the inside cover details action taken for each learner. Current Support Plan targets are circulated amongst all staff who work with the learner.


Monitoring and Evaluation

The SEN policy is reviewed annually by the SENCo. The Governing Body reports annually to parents.

Parental views are formally sought after review meetings.

Pupil views are sought annually via pupil conferencing.


All pupils with SEND will have access to Element 1 and 2 of a school’s budget which equates to £6000. If this is insufficient to meet the needs of the child, additional funding may be sought by the SENDCo from the Local Authority. The SENDCo makes an application based upon the child’s profile.

Other resources available:


Partnership with Parents and Carers

The school aims to work in partnership with parents and carers to ensure that learner’s special educational needs are identified, met and regularly reviewed. All staff are responsible for developing a positive relationship with parents, carers and families so that they feel welcome in school and that their contribution is valued.

In addition to arrangements made for all parents to consult with staff about their child’s progress, parents of learners with special educational needs are offered the opportunity to discuss Support Plan targets in March June and October. Parents of children with an EHC Plan are also invited to an Annual Review.

Please see the school SEN Information Report for further details and information.

Further information about services and support available to parents can also be found via Hartlepool’s SEND Local Offer




Supporting Learners with Medical Conditions

The school recognises that pupils at school with medical needs should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.

Where a child has been identified as having a medical condition, a care plan is developed detailing the condition and management strategies.

This information is held in the class register and is also communicated to all staff via a noticeboard in the staff room.

Please see the school medical policy for further details.


Hartlepool LA has a procedure for considering complaints from parents and carers relating to special educational needs – details are available from the Head Teacher or LA. However, it is hoped that parents and carers would initially discuss their concerns with the class teacher, SENCo or Head teacher with a view to resolving any problems promptly


Transfer of Information for Children Moving School

Learners registered as having special educational needs who leave to attend another school will have their records forwarded with all other school information once we have been informed that they are on roll at another school.

Learners who join West Park who are registered as having special educational needs will be monitored at the stage they were placed on at the previous school. A decision about whether to maintain them at that stage or to move them to another stage will be made at the next review date or as a result of further assessments.

Learners moving from West Park to a secondary school will have a review of their special educational needs prior to transfer to which parents and secondary school SENDCo will be invited. They will also be considered for enhanced transition arrangements and may have additional visits to secondary school throughout Year 6


This policy will be reviewed in December 2019 by the SENDCo in consultation with the Head teacher and Governing Body.



Lucy Strickland, June 2019