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Hever Church of England Aided Primary School

A small school that offers your child outstanding learning opportunities


At Hever School there is a dedicated Special Educational Needs and Disability Coordinator (SENDCo) who supports the class teachers to enable  all pupils  to access their learning and make progress. We pride ourselves on the level of support we provide at Hever and encourage an ‘open door policy’ to enable parents to voice any concerns they have, quickly and efficiently which enables early identification and intervention.

SEN Overview Report 2017/18


School response

How accessible is the school across the environment?

  • The school is fully wheelchair accessible
  • The building has one level; this makes it easily accessible for disabled children and adults.
  • There is a disabled parking bay on site.(still available whilst building work commences)
  • As a school we are happy to discuss individual access arrangements.

How are children identified as having SEN?

At Hever Primary School, children are identified as having SEN in a variety of ways e.g.

  • Concerns raised by parents /carers
  • Concerns raised by teachers
  • Concerns raised by the child
  • Changes in a child's behaviour or self -esteem is affecting progress
  • Child is finding learning significantly difficult
  • Child performing well below age related expectations
  • Information received from outside agencies and pre-schools e.g. Speech and Language Therapist, Paediatricians, etc.

How are parents and carers supported if they think that their child has SEN?

We have an open door policy. Parents have a good relationship with staff and they are always encouraged to speak to their child's class teacher if there are any concerns.


At Hever Primary School, we invite parents in to speak to the class teacher in the first instance and if there are further concerns parents and carers are referred to the SENDCo Mrs Cooke.


The process:

1) Speak to class teacher.

2) Make an appointment to meet the SENCo. Your child's needs will be discussed and recorded.

3) SENCo will work with your child and their class teacher to identify area of need and set strategies.

4) Review of strategies and progress that has been made towards targets.

5) If targets are not met they will be broken down into smaller steps.

6) SENCo will make an appointment with parents to discuss the involvement of outside agencies if there are concerns about progress.

7) Outside agency involvement – new targets set

8) If there are still concerns about progress a meeting will be set up to discuss an assessment for an Education Health Care Plan.

  • How are parents/carers kept informed about the support the school have put in place?
  • Every child’s learning will be planned for by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs, this is known as 'quality first teaching'.
  • Interventions, where necessary, will be recorded on the class Provision Map (this is a record of the interventions, timings, and the impact of the intervention).
  • Parents are notified about interventions by the SENDCo.
  • Pupil Progress meetings are held regularly with the Senior Leadership Team, where class teachers discuss the progress of pupils in their class. This shared discussion may be an opportunity for further support to be planned.
  • Occasionally a child may need more expert support from an outside agency such as the Educational Psychologist, Paediatricians, etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency.

How is the curriculum differentiated and matched to a child’s needs?

  • The class teacher differentiates work to enable all pupils to be able to access a broad and balanced curriculum.
  • Small group or 1:1 work maybe planned to enable a pupil to achieve more specific targets.
  • If appropriate, specialist equipment may be given to the pupil (i.e. pen or pencil grips. coloured paper).
  • Targeted interventions in place to support the curriculum.


How is progress measured?

Children would be assessed according to the following descriptors in Reading, SPaG (spelling, punctuation and grammar), Writing and Maths:


  • Working towards age expected, known as 'emerging'- Yet to be secure in the end of year expectations.
  • Working at age expected, known as 'expected'- Secure in the end of year expectations.
  • Working above age expected, known as 'exceeding'- Exceptional attainment well above the end of year expectations.


At the start of each academic year, pupils will be assessed against the requirements for the year group that they have joined in Reading, SPaG and Maths. This provides a baseline of the skills the children have and will support the planning of the curriculum by the teachers to ensure that it is appropriately challenging.


During parent consultation evenings, teachers will be able to discuss the progress your child is making and specific skills they need to obtain in order to achieve their end of year target.


If you have any questions, please speak with your child’s class teacher. If your child has complex SEND they may have a Statement of SEN, which means that a formal meeting will take place with you and all agencies involved to discuss your child’s progress and a report will need to be written.

How are the parents/carers supported if they think their child has SEN?





Parents/carers are welcome to make an appointment to meet with either the class teacher or SENDCo and discuss how your child is getting on.


We can offer advice and practical ways that you can help your child at home.


Pupils identified as needing additional support will be placed on the Special Educational Needs register.

How are parents/carers helped to support their child’s learning?

Suggested strategies are shared with parents/carers with a view to enable a good working partnership with the school and there are regular reviews of progress and strategies.

Parents/carers are signposted to support from other agencies.

How are wellbeing, personal and medical needs supported in school?


The four areas of need are:

  • Communication and Interaction
  • Cognitive and Learning Difficulties
  • Emotional, Social and Mental Health
  • Sensory and/or Physical Difficulties


At Hever Primary School, we support pupils in a number of ways including: contact with pupil’s previous settings; whole school training, Social Skills groups; access arrangements for exams; in class, small group and individual support depending on need; Pastoral support, specialist Dyslexia support, referral to outside agencies; Speech and Language support; SEN teacher support, ASD teacher support, SEMH teacher, pastoral support.


Children with specific medical needs will have a care plan. If your child has a medical condition that requires medication, a meeting will be held with parents/carers and designated staff members to explain our Health and Safety Policy and procedures. Where appropriate, parents and all staff members who agree to administer medicines will sign a medication agreement form to ensure the safety of both child and staff member.

How do children contribute to the everyday life of the school? How are their views gathered?

We encourage every child to contribute and to express their thoughts and ideas which we value, respect and celebrate. We do this in different ways throughout the school year:

  • Daily In class children are encouraged to contribute to lessons
  • There are School Council meetings where issues or viewpoints are discussed.
  • Children with social, emotional and behavioural needs may set behaviour targets with teacher
  • Children with Statement of SEN their views will be sought before review meetings.

What expertise and specialist services are available through the school?

As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including:

  • Speech and Language Therapy
  • Child and Adolescent Mental Health Service (CAMHS)
  • Community Paediatrics
  • Educational Psychologists
  • Occupational Therapy
  • School Nurse
  • Social Care
  • Inclusion team
  • Early Help Team


What training do staff receive?

All staff receive some training related to SEND. Some have been trained in a wide range of SEN including dyslexia, Autistic Spectrum Disorder, Attention Deficit Hyperactivity Disorder (ADHD), Speech Language and Communication and Social and emotional Aspects of Learning.

How are children supported when changing schools or transferring to other education?

  • A home visit is carried out for reception children in addition to a visit to the child's pre-school settings.
  • All new children are given the opportunity to visit the school prior to starting.
  • For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings. We would also visit them in their current school or setting.
  • We write social stories with children if transition could be potentially difficult.
  • When children are preparing to leave us for a new school, typically to move to Secondary education, we can arrange additional visits to facilitate transition.
  • We liaise closely with key staff when receiving children from or transferring children to another school, to ensure that all relevant paperwork is passed on and all needs are discussed and understood.




For information about Autism please click here:


For information about Dyslexia please click here:


For information about Speech and Language please click here:

For information about our Local Offer, please click here:

For tips about how to communicate with your child, please click here:

Top Tips for Supporting Dyslexia, Spelling and Reading at Home