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SEND Information Report

SEND Information Report


SEND Governor – Leonie McDonald

SENCO – Kathy Brooke (CMAT)

SEND Admin – Mrs Osborne


SEND Information Report for Henley Primary School – in accordance with section 65(3) of the Children and Families Act 2014


1. What kind of special educational needs provision is accessible for children at Henley Primary School?

Henley Primary School is a fully inclusive school, which ensures that all pupils achieve their best outcomes; personally, socially, emotionally and academically in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational need. (see whole school provision map for individual interventions)


2. How do we identify children who may have an SEND need?

• Children entering our reception class are screened using the BPVS (British Picture Vocabulary Scale) language assessment.

• Pupil progress meetings/discussions are held every half term, from which we track and identify children who are not making expected national progress. Interventions/support programmes are then implemented and monitored to ensure that the child makes accelerated progress.


3. What provision is made for children with SEND; with and without an EHC Plan.-in respect of:


a) How is the intervention/support monitored as to its effectiveness?

Those children identified as benefiting from intervention/support are assessed at the beginning of an intervention and then half termly. Should an intervention not prove successful, it will be discontinued and advice will be sought on additional appropriate programmes. These will then be monitored in the same way at half termly pupil progress meetings.


b) What are the school’s arrangements for assessing and reviewing progress of children with SEND?

Those children identified as benefiting from intervention/support are monitored against the progress they are making, at half termly pupil progress meeting.


c) What is the schools approach to teaching children with SEND?

We are a fully inclusive school, which ensures that all pupils achieve to the best possible outcomes. This may be through differentiation, small group work or through 1 to1 teaching.


d) How does the school adapt the curriculum and learning environment for children with SEND?

The curriculum and teaching sequences are adapted to meet the needs of the individual. The school takes all reasonable steps to modify/adapt the learning environment to meet the individual needs of children.


e) What additional support is available for children with SEND?

The school provides a range of interventions/support to meet the individual needs of the children (see provision map). Children who may require higher levels of support have access to appropriately trained support staff.


f) What support is available for ensuring the emotional and social development of pupils with SEND?

Children access SEAL (Social Emotional Aspects of Literacy) through the curriculum. In addition, the school provides the services of a Counsellor. Small groups are provided for behaviour support, friendship issues, time to talk to a trusted adult.


4. Who is the named SEND contact?

Stephanie Hawes

Henley Primary School

Ashbocking Road

Ipswich IP6 0QX

01473 831556


5. What specific expertise is available to children with SEND?

• All staff delivering interventions are appropriately trained.


6. What specialist equipment and facilities are there for children with SEND?

• Assessment materials, visual timetables, IT equipment (where appropriate). Hearing loop. Large screen in hall. Microphones for teachers (where necessary).


7. What arrangements are there for consulting and involving parents of children with SEND?

Parents are actively encouraged to be partners in their child’s education through; informal discussions, telephone contact, home school diaries, IEP/provision map discussions, progress reviews and yearly written reports.


8. What are the arrangements for consulting children with SEND about, and involving them in, their education?

All children, regardless of SEND, are aware of their next steps. Children who have additional needs have targets which are shared, discussed and worked upon with those members of staff who are providing their additional support. The school actively seeks feedback from pupils about their learning experiences.


9. What are the arrangements for parents of children with SEND who may wish to complain about the provision?

Parents who wish to complain are strongly encouraged to initially speak to the Class Teacher. If the issue needs further investigation, they should speak to the Head Teacher regarding their complaint. If the issue can’t be resolved at this level or the complaint is regarding the Head Teacher the parent would be directed to the schools complaints procedure.


10. How does the school/governing body involve health, social services, LA Support Services, and others in meeting the needs of children with SEND and supporting their families?

• The school maintains open and honest communication with parents and will attempt to work with them to involve specific outside agencies where necessary.

• Should the needs be more complex the school will complete a CAF (common assessment frame work) together with the family.

• In order to assess a pupil to identify specific learning difficulties, school can contact a named educational psychologist through the local authority.

• The school works closely with the school nursing team to provide support for pupils and their families where necessary.

• No child will be seen by any outside agency without prior written permission from parents/carers.


11. What are the contact details of support services for the parents of children with SEND, including those for arrangements made in clause 32*?

Suffolk Inclusion Co-ordinator - 01473 265 732

Speech & Language Services -

 (Suffolk Parent Partnership Service) 01473 265210   


Link to SENDIASS for children, young people and their parents/carers



12. What are the school’s arrangements for supporting children with SEND in transferring between phases of education?

• Consultation with parents/carers in how we can best meet the emotional, social and academic needs of the child.

• Consultation with teaching staff, support staff and other lead professionals as to how we can best support the academic, medical and social needs of the child.

• Close liaison between staff in the different settings.

• Opportunities for the child and parent to have supported visits to the new situation.


13. Where is the Local Authorities Local Offer published?