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Federation of LISS

LEARNING FOR LIFE

SEND - Local Offer

At The Federation of Liss Infant and Junior Schools, we embrace the fact that every child is different and, therefore, the educational needs of every child are different – this is certainly the case for children with Special Educational Needs. We have high expectations of their learning and their behaviour. We value the different learning styles and strengths of all our pupils, and our lessons reflect this. The teaching staff provide Quality First Teaching, and skilfully differentiate learning to enable all pupils to access it.

This information report should be read in conjunction with each school’s SEN policy.

Please refer to our school’s contribution to the Local Offer https://www.hantslocaloffer.info/en/Main_Page and https://www.hantslocaloffer.info/en/Liss_Junior_School

What kinds of SEN do you provide for?

Our Federation aspires to be Dyslexia Friendly and Autism friendly schools, enabling all learners to reach their learning and personal goals, in an exciting and encouraging environment. We put strategies in place to support pupils when they encounter challenges and we provide suitable resources to support the pupils, understanding their needs and challenges. We highly value the use of technology as a method of communicating learning.

Liss Junior School also caters for pupils with moderate learning difficulties. We have a specialist resourced provision (Larch Class), serving the North East of Hampshire for pupils with Education and Health Care Plans. This is a separately funded provision by the Local Authority and caters for up to 12 pupils who have been placed after review by parents and professionals involved. The whole school benefits from having such a specialist resourced provision on site, where expertise and resources can be shared. 

Our schools are inclusive; we welcome and celebrate diversity, and support a range of pupils who need education that is additional to or different from that made for other children of the same age.

How do our schools identify children who need extra help? What should I do if I think my child has special educational needs?

At The Federation of Liss Infant and Junior Schools we believe the correct identification of children who have SEN is crucial to ensure progress and enable children to ‘close the gap’ between their attainment and the age related expectation. Children are identified as having Special Educational Needs (SEN) through a variety of ways including the following:- 

  • Liaison with previous school (Infant or pre school)
  • Through assessing a child’s academic and/or social performance to be below age expected levels, including standardised testing where it is considered that a pupil might benefit from a specific intervention.
  • Through discussions with parent/carer.
  • Through discussions with class teacher/ support staff.
  • Liaison with external agencies including speech and language therapy, educational psychology and the specialist teacher advisory service.
  • Children may move off of the SEN register when they have ‘caught up’ or made sufficient progress.  

    If you think your child has special educational needs, firstly contact your child’s class teacher to discuss your concerns with them. You are also welcome at any time to contact the school SENCo, Emily Aston at the Junior School or Jo Armstrong at the Infant School, to arrange an appointment. Please speak to the school office if you would like to arrange an appointment.

How will I know how my child is doing and how will you help me to support my child’s learning?

We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly

  • We offer an open door policy where you are welcome to make an appointment to meet with the class teacher and one of our SENCo team and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.
  • If your child is identified as needing significant support, they will have an Individual Education Plan (IEP) which will have individual targets. This is reviewed on a half-termly basis and parents are given a copy, which they are encouraged to read and respond to, and sign to say that they have received a copy. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed. Class teachers will send home any activities which will support your child at home with working towards their IEP targets.
  • If we have assessed your child and decided that an intervention is necessary, a letter will be sent home to inform you of the intervention.
  • If your child has complex SEN they may have an Educational Health Care Plan, which means that a formal meeting will take place to discuss your child’s progress and a report will be written. This will be reviewed annually.
  • We hold termly coffee mornings with the SENCo, which all parents who have children identified as having SEN will be invited to attend.
  • We have regular ‘Look Arounds’, where all parents are invited to come in with their children and see the work that they have been doing in class.
  • During our Parents' Consultations, meetings will take place with the SENCo and class teacher where possible.

How do you involve children with SEN in their own education?

We consider it imperative that pupils with SEN are involved in their education. We seek to always encourage pupils with SEN to take ownership of their own learning, reflect on the progress they have made, and identify their next steps. We are a Rights Respecting school where we celebrate and value each child being able to express their views on all aspects of school life. This is usually carried out through regular circle time opportunities and also through the School Council which has an open forum for any issues or viewpoints to be raised.

  • If a pupil has an IEP, the targets are discussed with them and they have the chance to share their own views on what they enjoy and find difficult at school. They have their own copy of their IEP, so targets are continually reviewed with them.
  • Pupils with an EHCP share their own views and are invited to attend part of the meeting to discuss their progress and targets.
  • Pupils are invited to attend the Parents' evenings  and 'Look Arounds' with their parents, to look at their work together with the class teacher and their parent, and discuss next steps.
  • Pupils are encouraged to self-assess their work against success criteria
  • Using feedback marking, pupils are encouraged to reflect on their learning and identify improvements.

How do you assess and review children’s progress towards their outcomes?

At our Federation we regularly assess children’s progress using formative and summative assessment, which may include written work, questioning, formal and informal testing and observations. Pupils are set targets in English and Maths and these are reviewed regularly.

  • Our SENCo in the relevant school oversees all support and progress of any child requiring additional support across the school.
  • The class teacher will oversee, plan and work with each child with SEN in their class to ensure that progress in every area is made. 
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Year 3 through to Year 6, using a variety of different methods including Age Related Expectations and Reading and Spelling ages. We ensure the gap is narrowing i.e. they are catching up to their peers or expected age levels.
  • Pupils receiving interventions and pupils in the resourced provision unit complete standardised tests in Maths and/or English as applicable, before and after every block of intervention or termly. Pupils are expected to make double rate progress in intervention, e.g. for a 2 month intervention, we would expect them to make 4 months of progress.
  • Where necessary, instead of assessing pupils at age related expectations, pupils will be assessed on pre-key stage standards (entry, emerging, foundation, early development and growing development) or age related expectations for a lower year group. This includes all pupils in resourced provision.
  • Where pupils are identified as needing emotional literacy support (ELSA), targets are set and monitored for specific programmes of support.
  • IEPs are reviewed half-termly in discussion with the child and liaison with parents/carers (see sections above). When the child’s IEP is reviewed, evidence is  commented on against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress. 
  • Formal meetings and reviews are held annually for pupils with an EHCP.
  • Children who are not making expected progress are picked up through review meetings with the Class teacher. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. 

How will the school prepare and support my child when joining the school and transferring to a new school?
Who should I contact if I am considering whether my child should join the school?

We recognise that transition to a new school is a crucial stage in a child’s education, and there can be anxiety around this transition. We endeavour to work as closely as possible with other schools to assist with the transition process and reduce anxiety. Working with SENCos at the receiving/sending schools, we are able to tailor the transition process where necessary to meet the needs of an individual child. If you are considering whether your child should join the school, contact the school office to arrange to meet the Headteacher or SENCo who will willingly discuss how the school may be able to meet your child’s needs. 

  • We encourage all new children to visit the school prior to starting when they will be shown around the school. For children with SEN we encourage further visits to assist with the acclimatisation of the new surroundings. 
  • We can write social stories for children if transition is potentially going to be difficult. 
  • When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits if necessary.
  • We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.

What is your approach to teaching children with SEN? What adaptation are made to the curriculum and the learning environment?

We are inclusive schools; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children. We believe that quality-first teaching has the greatest impact on improving pupil’s attainment and enabling them to narrow the gap between their attainment and the age-related expectation. Therefore the SENCo, class teacher and support staff work closely together to review whole-class teaching and ensure that this meets the needs of all learners in the class. We ensure that pupil’s targets are meaningful, relevant, and regularly reviewed. These targets are reflected in the teacher’s planning. We also recognise that children with SEN need a curriculum that is additional to and different to that of their peers, so in addition to quality-first teaching, pupils with SEN might require

  • Small group or 1:1 support from the class teacher or LSA.
  • Specific interventions to address learning needs in Maths or English
  • Targeted ELSA support
  • Adaptations to the physical environment, for example being seated close to the projector or having a separate space for ‘time out’
  • A range of different resources, for example speech-recognition software, writing slopes, or coloured paper.
  • We liaise with specialist teachers where necessary, and follow their advice regarding any specialist equipment. We have a range of resources within Resourced Provision which can be used by pupils in the mainstream school.
  • Circle of friends
  • Visual timetables
  • Individual reward systems
  • Work broken down into small, manageable tasks
  • Symbols to support learning or for emotional support, e.g. emotions cards
  • Any adaptations to the curriculum or learning environment are constantly reviewed and revised as necessary.

What expertise and training have the staff supporting children with SEN had or are currently having?
How do you liaise with other bodies?

As a staff team we believe that continued professional development is crucial. All staff receive regular training on SEN and we share expertise and training as widely as possible.

  • We have a Resourced Provision for Moderate Learning Difficulties (Larch class) based at the Junior school. This is led by a team of trained, specialist staff who are experienced in meeting the needs of children with complex profiles. Their expertise is utilised throughout the whole school.
  • We have one member of staff trained as an ELSA, who receives regular support from the Educational Psychology Service. 
  • One HLTA has specific training in speech and language, and has completed an ELKLAN course, delivered by the Communication and Language team.
  • All of our LSAs have had training in delivering reading and spelling/phonics programmes. 
  • Several of our staff have Makaton training. All staff are learning Makaton.
  • Our SENCo has worked in a special school, has completed the PAATHS course (Autism course) and had dyslexic training. She has completed her SENCo accreditation and is Team teach trained.
  • One member of staff is trained to deliver Catch Up Numeracy programmes.
  • Support staff and some parent volunteers have received training on paired reading.
  • We work closely with external agencies and voluntary organisations, including the specialist teacher advisory service, physiotherapy, speech and language therapy, Portsmouth Downs Syndrome Association, Parent Voice, CAMHS and educational psychology.

How do you support the improvement of social and emotional development?
What measures are in place to prevent bullying of pupils with SEN?

All staff are involved in promoting social and emotional development, and adhere to our Care and Conduct Strategy. Classes have regular circle times and are encouraged to promote British Values and follow the Golden Rules. As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils.  We act promptly to combat any form of bullying – refer to our anti-bullying policy.

  • If a child has behavioural difficulties an Individual Behaviour Management Plan (IBMP) is agreed with the child and Parents to identify the specific issues, put relevant support in place and set targets. A risk assessment is also completed to identify the key behaviour risks.
  • After any behaviour incident we expect the child to reflect on their behaviour with the support of an adult. Some pupils do this with the help of a debrief board, and Makaton signing and symbols are provided where needed.
  • Pupils receive targeted ELSA support where needed. In addition, they can sign up for ‘drop in’ sessions with our ELSA. Our ELSA works under the direction of our SENCo.
  • Pupils from Resourced Provision are involved in all parts of school life.

What do I do if I have a complaint about the provision at school?

Parents are encouraged to express their views and we seek to encourage good communication between home and school. Most complaints can be resolved informally, and we encourage you to make contact with the class teacher, school office,  Executive Headteacher or SENCo straight away, depending on the nature of the complaint – see Complaints policy for further details.

How will my child be included in activities outside the classroom including school trips?

  • All children are included in all parts of the school curriculum and we aim for every child to be included on school trips. We will provide the necessary support to ensure that this is successful. 
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.