Ashurst Wood Primary School
Ashurst Wood Primary School

Ashurst Wood Primary School – Our Local Offer and Governors’ Report

Black Text represents Schedule 1 regulation 51 i.e. governing body’s policy and practice for pupils at the school with Special Educational Needs;

Red text: SE7 questions (questions voiced included in SE7 Pathfinder based on information that parents have said they would like to have)

1.The kinds of special educational needs for which provision is made at school.


  • Ashurst Wood Primary is a mainstream primary school catering for pupils from 4 to 11 years of age.

Our inclusion statement:


Ashurst Wood is an inclusive school which focuses on the well-being and progress of every child. We have high expectations of all our children. To ensure they achieve their potential we employ a range of strategies to issue challenge at an appropriate level, and provide support to overcome barriers to learning. Children with special educational needs are catered for within their own class and, where useful, may be withdrawn for short periods to work with a specialist adult, individually or in a small group. Similarly, children who are identified as more able, demonstrating a particular aptitude in a curriculum area, will be given opportunities to extend their learning in class, and may work on challenges outside the classroom. All children have equal access to the curriculum.


2. Information in relation to mainstream schools and maintained nursery schools about the school’s policies for the identification and assessment of pupils with special needs.

How does our school know if children need extra help?


We know when pupils need help if:


  • Concerns are raised by parents/carers, external agencies, teachers, or the pupil’s previous school, regarding a pupil’s level of progress or inclusion.
  • Screening, such as that completed on entry or as a result of a concern being raised, indicates a gap in knowledge and/or skills.
  • Whole school tracking of attainment outcomes indicates lack of expected levels of progress.
  • Observation of the pupil indicates that they have additional needs in one or more of the four broad areas of need:
  1. Communication and interaction
  2. Cognition and learning
  3. Social, mental and emotional health
  4. Sensory/physical
  • A pupil asks for help.


What should a parent do if it thinks their child may have special educational needs?

  • If parents have concerns relating to their child’s learning, then please initially discuss these with your child’s teacher. This then may result in a referral to the school SENCo whose name is Mrs Anita Findon (Mrs Lisa Hobby while she is on maternity leave).
  • Parents may also contact the SENCo or the head teacher directly if they feel this is more appropriate.
  • All parents will be listened to. Their views and their aspirations for their child will be central to the assessment and provision provided by the school.

3. Information about school policies for making provision for children with special educational needs whether or not pupils have EHC Plans, including:

a) how the school evaluates effectiveness of its provision for such pupils.


  • Action relating to SEN support will follow an assess, plan, do and review model:


1. Assess: Data on the pupil held by the school will be collated by the class/subject teacher in order to make an accurate assessment of the pupil’s needs. Parents will always be invited to this early discussion to support the identification of action to improve outcomes.


2. Plan: If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the pupil will be obtained and appropriate evidence-based interventions identified, recorded on an Individual Learning Plan and implemented by the class teacher with advice from the SENCo.


3. Do: SEN support will be recorded on an Individual Learning Plan that will identify a clear set of expected outcomes, which will include stretching and relevant academic and developmental targets that take into account parents’ aspirations for their child. Parents and the pupil will also be consulted on the action they can take to support attainment of the desired outcomes. This will be recorded and a date set for reviewing attainment.


4. Review: Progress towards these outcomes will be tracked and reviewed termly with the parents and the pupil


  • Support offered to children with special education needs is monitored through six progress review meetings a year, the evaluation of the school’s provision map and ILP meetings with parents. The school governors track the progress of a cohort of children (with a particular focus on groups such as SEN and Pupil Premium children), through use of school data, meetings with the class teacher three times a year and reports from the SENCo and head teacher.


Achievements of pupils with SEND indicators (July 2015):


KS1 – 2 Percentage of Pupils with SEND making expected progress




School SA

England SA+

School SA+

England Statement or EHCP (2014)

School statement or EHCP (2014)
























b) the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs;


How will parents know how their child is doing?


  • Progress towards the identified outcomes will be shared with parents termly through feedback regarding Individual Learning Plan reviews but also through the school reporting system and Parents’ Evenings.


  • Parents are encouraged to arrange an appointment to discuss their child’s progress with the class teacher, the SENCo, or a member of the senior leadership team at any time when they feel concerned or have information they feel they would like to share that could impact on their child’s success. Please contact the school office who will arrange this appointment for you. The contact number is 01342 822584.


c) the school’s approach to teaching pupils with special educational needs; How will the school support a child with SEND?

How will school staff support my child?

How will the curriculum be matched to my child’s needs?


All pupils will be provided with high quality teaching that is differentiated to meet the diverse needs of all learners.

  • Pupils with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage experienced in schools and increase their access to the taught curriculum.
  • The quality of classroom teaching provided to pupils with SEND is monitored through a number of processes that includes:
  1. Classroom observation by the senior leadership team, the SENCo, and external verifiers,
  2. Ongoing assessment of progress made by pupils with SEND,
  3. Work sampling and scrutiny of planning to ensure effective matching of work to pupil need,
  4. Teacher meetings with the SENCo to provide advice and guidance on meeting the needs of pupils with SEND,
  5. Pupil and parent feedback on the quality and effectiveness of interventions provided,
  6. Attendance and behaviour records.


  • All pupils have individual national curriculum targets set in line with national outcomes to ensure ambition. Parents are informed of these via the reporting system and also at events such as Parents’ Evenings and Individual Learning Plan Meetings.


  • Pupils’ attainments are tracked using the whole school tracking system and those not achieving expected levels of progress are identified very quickly. These pupils are then discussed in termly progress meetings between the class teacher, head teacher and SENCO.


  • Additional action to increase the rate of progress will then be identified and recorded to include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the pupil.


  • Where it is decided during this early discussion that special educational provision is required to support increased rates, parents will be informed that the school considers their child may require SEN support and their partnership sought in order to improve attainment.


How will parents be helped to support their child’s learning?

  • During parents’ evenings advice, strategies and ideas are given in order to help support pupils’ learning outside the class-room.
  • Maths booklets have been created to support parents on the stages of progress in each of the four operations
  • The SENCO runs a termly coffee morning for parents with SEN children to discuss issues that concern them and this may include how to help with homework.
  • Each class sends out a termly curriculum map detailing the main areas of learning.
  • The school organises parent workshops during the year. These are advertised in the school newsletter and on our website and aim to provide useful opportunities for parents to learn more about how to support your child’s learning.
  • If you have ideas on support that you would like to have access to in order to further support your child’s learning, please contact the SENCo who will locate information and guidance for you in this area.


d) how the school adapts the curriculum and learning environments for pupils with special educational needs.


  • Planning is adjusted to ensure that children with special educational needs are provided learning experiences that enable progression at an appropriate level.
  • If a child has an EHC plan reasonable adjustments will be made to the school environment.


e) additional support for learning that is available to pupils with special educational needs;


How is the decision made about how much support each child will receive?

  • For pupils with SEN but without a statement of educational need/EHCP, the decision regarding the support provided will be taken at joint meetings with the SENCo, class teacher and parent.
  • For pupils with a statement of educational need / EHCP, this decision will be reached in agreement with parents when the EHCP is being produced or at an annual review


How are the school’s resources allocated and matched to children’s special educational needs?


  • The school receives funding to respond to the needs of pupils with SEND from a number of sources that include:
  1. A proportion of the funds allocated per pupil to the school to provide for their education called the Age Weighted Pupil Unit.
  2. The Notional SEN budget. This is a fund devolved to schools to support them to meet the needs of pupils with SEND.
  3. The Pupil Premium funding provides additional funding for pupils who are claiming Free School Meals, who are in the care of the local authority or whose parents are in the Armed Services.
  4. For those pupils with the most complex needs, the school may be allocated additional educational needs funding from the Local Authorities High Needs SEN Funding allocation.
  • This funding is then used to provide the equipment and facilities to support pupils with special educational needs and disabilities. The range of support offered is identified on the provision map. These target the broad areas of need:
  1. Cognition and learning
  2. Social and Emotional, Mental Health
  3. Communication and interaction
  4. Sensory and/or physical


If parents wish to discuss the options available for their child, they are welcome to make an appointment to see the class teacher, SENCo or a member of the Senior Leadership Team.


f) how the school enables pupils with special educational needs to engage in the activities of the school (including physical activities) together with children who do not have special educational needs.


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


We ensure an inclusive approach to our curriculum. All pupils are involved and have access to the whole curriculum.

  • Risk assessments are carried out and procedures are put in place to reduce the risks and to enable all children to participate in all school activities.
  • The school ensures it has sufficient staff expertise to ensure that no child with SEND is excluded from any school provided activity.
  • If there is a concern regarding a visit, the teacher will talk to the parent/ carer about ways in which their pupil could be best supported. Or an alternative arrangement may be made – where the same objectives are met at an appropriate level.

g) support is available for improving the emotional and social development of pupils with special educational needs;


What support will there be for children’s overall well-being?


The school offers a wide variety of pastoral support interventions for pupils.


 These include: 

  • Learning Mentor sessions
  • Lunch time drop-in sessions
  • Pupil and Parent voice mechanisms which are monitored for effectiveness by the Governor with responsibility for this area.
  • Small group evidence-led interventions to support pupils’ well-being delivered to targeted pupils and groups. These are identified on the provision map and aim to support improved interaction skills, emotional resilience and well-being.
  • Pupils who find outside class times difficult are provided with alternative small group opportunities within the school and action is taken to develop their social interaction skills.
  • The school has gained Healthy School status which evidences the work undertaken within the school to support pupils’ well-being and mental health.
  • The school has an Anti-Bullying policy.

4. In relation to mainstream schools and maintained nursery schools, the named contact details of the SEN coordinator.

Mrs Carolyn Andrews

Ashurst Wood primary school

School Lane

Ashurst Wood

East Grinstead

RH19 3QW


Please note that January 2016 the SENCo has resigned and so Mrs Hobby will be acting SENCo until September when Mrs Findon will be the SENCo. All contact details remain the same.


5. Information about the expertise and training of staff in relation to children and young people with special educational needs and how specialist expertise will be secured.


What specialist services are available at the school?


  • The Inclusion Manager works closely with a variety of support agencies who provide support to the school:

o Educational Psychologist

o Speech and Language Therapist

o Physiotherapist

o Inclusion Learning Support Team

o English as an Additional Language Team

o Family Link Worker

o Child and Adult Mental Health Services

o School Nurse

  • As a member of the East Grinstead Group of Schools we also have access to NEST, the SEN network for East Grinstead.


What training do the staff supporting children and young people with SEND undertake?

  • The Inclusion Manager meets with the LSAs at least termly to update their skills and knowledge.
  • The TAs attend training including supporting children with autism, team teach and supporting children with attachment issues.
  • Our Learning mentor has a range of training to help support the children in her care. (As of January 2016 we are without a LM due to maternity leave)
  • Specialist training has been provided to the SENCo on Implementing the New Code of Practice
  • The school has regular visits from SEN specialist teachers and the Behaviour Support Team who provide advice to staff to support the success and progress of individual pupils.
  • The NHS Speech Language Therapist contacts termly to assess and plan support for targeted pupils. These programmes are then delivered by a Teaching Assistant.
  • The Governor with specific responsibility for SEN has completed the SEN Governor training.


6.Information about how the equipment and facilities to support children and young people with special educational needs will be secured.


How accessible is the school environment?


In the school the following adaptations have been made to the school environment:

Ramps and a lift have been placed in the school to ensure the site is accessible to all.

One toilet has been adapted to ensure accessibility for visitors with a disability.

A medical room has been provided in order to enable a safe place for insulin testing/injections.


Our Accessibility Plan (statutory requirement) describes the actions the school has taken to increase access to the environment. The relevant curriculum information is available via the school website.

7. The arrangements for consulting parents of children with special educational needs about and involving them in education.


How will I be involved in discussions about and planning for my child’s support?


This will be through:

  • Discussions with the class teacher, SENCo or senior leadership team member,
  • During parents evenings and Individual Learning Plan meetings,
  • Meetings with support and external agencies.


In addition, our school has a forum for parents and carers of children and young people with SEND. All are invited to attend these termly meetings to raise issues of concern and to ensure the school provision is responsive to pupil and family needs.


Who can I contact for further information or if I have any concerns?


If you wish to discuss your child’s special educational needs or are unhappy about any issues regarding the school’s response to meeting these needs please contact the following:


• Your child’s class teacher,

• The SENCo,

• The Head Teacher,

• The School Governor with responsibility for SEN is Mrs Nikki Kingett. She can be contacted via the school office.


8. Any arrangements made by the governing body for the treatment of complaints from parents of pupils with special educational needs concerning the provision made at school.

  • If a parent wishes to discuss something about their child’s provision or progress the first point of contact is the child’s teacher. Parents can also contact the SENCo or head teacher if they continue to have concerns.
  • There is an informal coffee meeting for parents of children with special educational needs each term where concerns can be raised with the SENCo.
  • If a parent wishes to make a complaint about their child’s provision the complaints procedures can be found on the school web site or a paper copy obtained from the school office.
  • Parent Partnership Services (PPS) offer independent advice and support to parents and carers of all children and young people with SEND. The nearest PPS can be located via
  • The PPS will also provide information on how to access an Independent Supporter for those parents whose children are being assessed for an EHCP. Independent Supporters aim to provide guidance to parents regarding the EHCP process. A FAQ factsheet on Independent Supporters is located here:
  • Parents who are unhappy with the Local Authority or school response to their child’s SEN may seek mediation from the regional mediation services. Information on this free service is located here:
  • Parents and carers can also appeal to the Government’s SEND tribunal if they disagree with the Local Authorities decisions about their child’s special educational needs. They can also appeal to the tribunal if they feel the school or council has discriminated against their disabled child. Information on this process is available here

10. How the governing body involves other bodies including health and social service bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and supporting families of such pupils.


The governing body uses relevant bodies to support the needs of individual children with special educational needs  through the network of support available to the SENCo. (see section 5)

We currently have no specialist staff working at the school.

11.The contact details of support services for parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32.

13.Information on where the local authority’s local offer is published



The SEND Code of Practice (June 2014) This Code of Practice provides statutory guidance on duties, policies and procedures relating to Part 3 of the Children and Families Act 2014 and associated regulations

Supporting pupils at school with medical conditions


SE7 Local Offer: Framework and Guidance.


The Special Educational Needs and Disability Regulations 2014


12. The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education.


How will the school prepare/support my child when joining or transferring to a new school?

A number of strategies are in place to enable effective pupil transition. These include:

On entry:

  • Parent/carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine.
  • The SENCo meets with all new parents of pupils who are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be located prior to entry.
  • If pupils are transferring from another setting, previous school records will be requested immediately and a meeting set up with parents to identify and reduce any concerns.


Transition to the next school

• The transition programme in place for pupils provides a number of opportunities for pupils and parents to meet staff in the new school. These opportunities are further enhanced for pupils with SEND.

• The annual review in Y5 for pupils with a statement of educational need or an EHCP begins the process where parents are supported to make decisions regarding secondary school choice.

• Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information provided is comprehensive but accessible.

• Accompanied visits to other providers may be arranged as appropriate.

• For pupils transferring to local schools, the SENCos of both schools will meet to discuss the needs of pupils with SEN in order to ensure a smooth transition. 

• The records of pupils who leave the school mid-phase will be transferred once the parents have notified their child has been enrolled at another school.



Pupils with medical needs


Pupils with medical needs will be provided with a detailed Health Care Plan, compiled in partnership with a qualified first aider and with parents and if appropriate, the pupil or a School Nurse.

All medicine administration procedures adhere to the LA policy and Department of Education (DfE) guidelines included within Supporting pupils at school with medical conditions (DfE) 2014 and identified in the school Medicine Administration Policy.

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© Lisa Hobby