In This Section
SEN Information Report
Talavera Infant School is a mainstream infant school catering for children aged 4-7. We support children with a variety of additional needs through high quality teaching and focussed interventions.
How does the school know if children need extra help and what should I do if I think my child may have Special Educational Needs (SEN)?
At Talavera Infant School, children are identified as having SEN through a variety of ways:
- Liaison with pre-school or previous school
- Child attaining below age-related expected levels
- Concerns raised by parents
- Concerns raised by teacher
- Liaison with other agencies eg. Speech and Language Therapy Service
- Health diagnosis by paediatrician
- Assessments to identify difficulties and guide provision.
How will I raise concerns if I need to?
If you are concerned about your child’s development or progress, you should arrange to see their class teacher. You may also wish to seek advice from the Special Educational Needs Coordinator (SENCo) or the Headteacher.
The school operates an ‘open-door’ policy and we will endeavour to address your concerns quickly or refer you to the appropriate support where necessary.
How will the school staff support my child?
- The SENCo coordinates additional support for children with SEN.
- Class teachers ensure that classroom activities are inclusive and accessible. Learning is planned carefully for next steps to aid progress.
- Our school has a team of Learning Support Assistants (LSA’s) working with children individually and in small groups. This support may take place in class or through specific intervention programmes. You will be informed of any support that your child is receiving by the class teacher.
- Class teachers will invite parents for meetings at least termly. You may be invited to additional appointments for updates or if support is changing.
How are governors involved and what are their responsibilities?
- The SENCo reports to the governors every term to inform them of the progress of children with SEN. Confidentiality is maintained at all times.
- One governor is responsible for SEN and will meet with the SENCo regularly.
- In collaboration with the Headteacher and SENCo, the Governing Body agree priorities for spending within the SEN budget.
How will the curriculum be matched to my child’s needs?
- At Talavera Infant School, we plan to meet the learning needs of all children as individuals. This includes target-setting and carefully planned activities to ensure progression. Within a lesson, the teacher will address the needs of children working at different levels through questioning, different tasks set to their ability and needs, resources and adult support.
How will both you and I know how my child is doing and how will you help me to support my child’s learning?
- All children are assessed using EYFS and age-related expectations (ARE) at the end of each half term. In addition, children with SEN are monitored against age-related expectations for reading and spelling.
- Class teachers attend ‘Pupil Progress meetings’ every half term to discuss assessments with the Senior Management Team. Strategies are suggested and agreed for children who are not making good progress.
- The SENCO monitors the progress and provision for all children with SEN. The effectiveness of interventions and teaching is tracked through learning walks and data analysis and a report is made to the Governors at the end of each term.
- Children with SEN are given an Individual Education Plan (IEP). Within this document, targets and associated support are listed. These are reviewed termly and parents are invited to consultation meetings to discuss progress and next steps.
- For children who require a lot of additional adult support to access learning, it may be appropriate to apply for an Education Health Care Plan. Formerly known as a Statement of SEN, this takes the form of an assessment by all agencies involved in supporting the child culminating in an action plan for targeting support. It is monitored by the county SEN Service.
How is the decision made about the type and how much support my child will receive?
- Support is coordinated by the SENCo in discussion with the class teacher.
- Parents are kept informed of the provision for their child through the IEP which clearly states the timings and frequency of support.
- If it becomes apparent that the needs of the child have changed, a meeting will be held to discuss any planned changes to support. Parents, class teachers, SENCO and any outside agencies involved may be invited to a meeting to complete an action plan or update the child’s IEP.
How will my child be included in activities outside the school classroom including school trips?
- All children receive equal access to extra-curricular activities and school trips. Sometimes this may require additional risk assessment, adapted timetable, transport or adult support.
What support will there be for my child’s overall well-being?
- All children are supported in their physical and emotional well-being through curriculum work in class.
- We follow the PATHs curriculum for PSHE which promotes discussion of emotional needs and encourages children to develop a range of strategies to cope.
- Children with behavioural or emotional needs beyond which can be met through the regular curriculum will have a targeted IEP to address these needs.
- The school has one Emotional Literacy Support Assistant (ELSA) who works with children who are identified as requiring some individual support.
- The school has an effective Nurture Group. The group work on social and emotional skills as well as raising self-esteem and encouraging independent learning skills.
What training have the staff supporting SEND had or what training are they having?
- Mrs Sarah McAlindin, the acting SENCo has completed the ELKLAN accreditation for supporting speech and language difficulties in children aged 5-11
- Mrs Debbie Cook, the headteacher received the National Award for Special Educational Needs Co-ordination at Winchester University
- Class teachers receive regular training and updates on good practice for meeting the needs of all children.
- The Emotional Literacy Support Assistant and Nurture Group Leader have received full training. They also have access to regular supervision and updates.
- We have two LSAs trained to facilitate the ‘Boosting Reading Potential’ program.
- Five of our staff have completed the ‘Team Teach’ physical intervention training.
- All of our classroom Teaching Assistants and LSAs attend regular training opportunities in school. The focus of these training sessions includes strategies for supporting children’s learning and behaviour in class. This includes some specialist training for those supporting children with Autistic Spectrum Conditions.
What specialist services and expertise are available at or accessed by the school?
- Educational Psychology Service
- School nurse
- Speech and Language Therapy Service
- Primary Behaviour Support
- Occupational Therapy Service
- Specialist Teacher Advisors for Visual Impairment, Hearing Impairment and Physical Disabilities
- Parent Support Advisor
- Music Therapy
- Special School Outreach
How accessible is the school both indoors and outdoors?
- The school site is accessible for all with adapted ramps, disabled toilets and wide-opening fire exits.
How are parents involved in the school? How can I get involved?
- Newsletters detailing learning and how to help at home.
- Project outcome events to share and celebrate learning.
- Parents evenings
- Regular progress meetings
- Parent information sessions to share strategies for supporting maths and reading.
Who can I contact for further information?
- The school SENCo is Mrs Debbie Cook and Mrs McAlindin
- The SEN policy is available on the school website.
- Information regarding the Hampshire Local Offer is available at: