Special Educational Needs and Disabilities at Titchfield Primary School

Our approach to SEND: known, understood and supported

Hello, I’m Mr Alan Sheppard, Deputy Headteacher and SENCo at Titchfield Primary School.

At Titchfield, our approach to SEN is rooted in belonging. We want every child to feel known, understood and supported. Children do best when they feel safe, valued and included, and when adults understand their strengths, barriers and individual needs.

Through our STRIVE for 2030 strategy, we are strengthening SEN across the whole school though our focused SEND STRIVE for 2030. Our focus is on early identification, strong classroom practice, careful assessment, and close partnership with families. We want pupils with SEND to access the main curriculum alongside their peers wherever possible, with their class teacher leading their learning. Where additional or targeted support is needed, we use this carefully to help children build confidence, independence and success.

We recognise that SEND can present in different ways, and we organise our support around the four broad areas of need identified in the SEND Code of Practice. Inclusive practice is a shared responsibility across the school. Teachers, LSAs, families, pupils and external professionals work together to build a clear picture of each child’s strengths, needs and next steps. Our aim is focused: for every child to feel that they belong, to access learning successfully, and to develop the confidence, independence and resilience they need for the future.

If you are concerned about your child

If you have any concerns about your child’s learning, communication, emotional wellbeing or development, please speak to your child’s class teacher in the first instance. They work closely with me so that we can identify needs early and plan support together. 

SEND leadership and contact

Our Special Educational Needs Co-ordinator is Mr Alan Sheppard, Deputy Headteacher and SENCo.

If you are worried about your child’s learning, communication, emotional wellbeing, physical development, sensory needs or wider progress, please speak to your child’s class teacher in the first instance. Class teachers know the children well and are usually best placed to talk through what is happening in class.

If further support is needed, the class teacher will work with Mr Sheppard to consider next steps.

Mr Sheppard can be contacted through the school office:

office@titchfieldprimary.co.uk

You can also access the SEN referral process, which can be initiated by any member of school staff, parents, or even the child themselves. Referrals are first reviewed by your child’s class teacher and then monitored by the SENDCo.

SEND Governor

Our SEND Governor, Katie Collins‑Hardman, works closely with school leaders to monitor SEND provision, inclusion, the impact of support across the school, the SEND information report and the development of the SEND policy . This strong partnership with the SENDCo ensures that inclusive practice remains a central priority, acting as a golden thread that underpins all aspects of school outcomes, improvement, and pupil progress.

If you remain concerned after speaking with your child’s class teacher and the SENCo, please contact the Headteacher through the school office. You can also find our Complaints Policy on the school policies page.

The graduated approach at Titchfield

At Titchfield, support begins with Ordinarily Available Provision. This is the high-quality inclusive teaching, inclusive classroom practice and thoughtful adaptation that all children should experience. We have created an inclusion by design document so you can see how a typical classroom at Titchfield is adapted. Many children’s needs can be met in this way through the class teacher adapting the learning environment, teaching approaches and support in class which colleagues record using a Class Learning Action Plan. 

When a child needs provision that is additional to or different from this, we follow the graduated approach of Assess, Plan, Do, Review. At this stage, a child may receive SEN Support and may be placed on the SEND register so that their needs, support and progress can be carefully planned and reviewed. Children who are on the SEND register are assessed in a positive way looking at progress from their individual starting points and tracking them through age related expectations which may not be in line with their chronological age.  The Hampshire SEN Planning tool has been adopted by the school to support teachers with identifying the next steps for the child.  Some children use the Heathfield Learning Steps if they are working outside of the Key Stage 1 curriculum.

For a small minority of children with more complex or long-term needs, an Education, Health and Care Plan (EHCP) may be needed. Some children have an EHCP  (Education Health Care Plan) which is reviewed yearly in an annual review.  Staff who support the child meet with them (where appropriate) and their parents to discuss progress towards agreed outcomes, the views of the child, teacher and parent, next steps, and the impact of the provision.  Our SENCo also maintains contact with parents of children with an EHCP and is able to answer specific questions related to each individual child and their EHCP.

How SEND support works

At Titchfield, support for children with SEND starts with knowing the child well. Concerns may be raised by parents, pupils, teachers or other members of staff. We then work together to understand what is happening and what support may be needed.

1. Concern noticed
A parent, pupil, teacher or member of staff notices that a child may need additional support.

2. Class teacher discussion
The class teacher talks with parents and considers what is already happening in class.

3. Early support in class
Teachers use high-quality teaching, ordinarily available provision, reasonable adjustments and classroom strategies to support the child.

4. SENCo review
If further support is needed, the class teacher works with the SENCo to look more closely at the child’s strengths, needs and barriers.

5. Assess, Plan, Do, Review
We assess what the child needs, plan support, put it in place, and review whether it is making a difference.

6. Next steps agreed
Support may continue, change, increase or reduce using the graduated approach. Where needed, we may seek advice from external professionals.

Parent and pupil voice

Parents and pupils are an important part of the SEND process. We listen to what is working, what feels difficult and what would help the child feel more successful in school.

Where appropriate, children are involved in sharing their views about their learning, support, relationships and next steps. Parents are involved in planning and reviewing support so that school and home can work together.

Sunday SENDay with Mr Sheppard

Key SEND Documents

Additional links, resources and information

These external links and websites have been shared to provide you with additional support, resources and information.

Family Information and Services Hub (FISH)

This link will help you discover what services are available in your local area as well as provide help and advice:  https://fish.hants.gov.uk/kb5/hampshire/directory/home.page

All families in Hampshire can use the Family Information and Services Hub online directory to find a whole range of information such as:

• comparing the SEND provision in local schools;
• advice for young people looking for work; · families searching for childcare services;
• seeking parenting advice;
• finding local activities;
• articles from NHS choices;
• information relating to special educational needs and / or disabilities; information about Governors

Hampshire Local Offer

Within the Hampshire Family Information and Services Hub (FISH), you can find the Hampshire Local Offer.  The Local Offer includes information about education, health, social care, preparation for adulthood, leisure services and impartial information, advice and support.  Hampshire's Local Offer was co-produced with parents, carers and young people.  It aims to help you find your way through the maze of information to reach the best solutions for you and your child.

Please access the Hampshire Local Offer here:

https://fish.hants.gov.uk/kb5/hampshire/directory/localoffer.page

Hampshire SENDIASS 

For impartial Special Educational Needs and Disability Information, Advice and Support, please contact Hampshire SENDIASS: https://www.hampshiresendiass.co.uk/

Hampshire & Isle of Wight Educational Psychology

The Hampshire and Isle of Wight Educational Psychology team offer a Telephone Support Line which parents can access.  It is provided by the EPs and all calls are confidential.  The telephone number for our area is 02392441497.

More information can be found on this PDF flyer:

The Engagement Model

The engagement model is a teacher assessment tool to help schools support pupils who are at key stage 1 (KS1) and key stage 2 (KS2), working below the level of the national curriculum and not engaged in subject-specifc study.

For more information, please download this information for parents leaflet: