SEN Information Report (School Offer) 

SENCO: Zuhre Ahmet
SEN Governor: Reverend Vanessa Baron
Dedicated SEN time in Nursery to P8 (Year 8): 57 hours per week
Local Offer Contribution
Harrow’s Area SENCO: Denise Deighton
Harrow’s Parent Liaison Officer: Anna Bhalla

1.    Whole School Approach
2.    Types of SEND
3.    Consulting with children, young people and their parents
4.    Allocation and Management of Resources
5.    Staff Development and Deployment
6.    School Partnerships and Transitions
7.    Additional Information
8.    Complaints
9.    Relevant school policies underpinning this SEN Information Report include
10.    Legislative acts taken into account when compiling this report

1.    Whole School Approach:

At Quainton Hall we aim to ensure that:

  • Children with learning difficulties are able to access their entitlement to a broad, balanced and relevant curriculum as part of the whole school community.
  • Children with SEND are educated, wherever possible, in an inclusive environment alongside their peers to enable each student to reach his or her full potential.
  • We match levels of additional support for learning to the wide variety of individual learning needs, while enhancing self-esteem.
  • We identify and assess students with SEND as early and as thoroughly as possible using the revised Code of Practice (2014).
  • Parents/carers and children are fully involved in the identification and assessment of SEND, and that we strive for close co-operation between all agencies concerned, using a multi-disciplinary approach.
  • We meet the needs of all children with SEND by offering appropriate and flexible forms of educational provision, by the most efficient use of all available resources.
  • We maintain up to date knowledge of current SEN good practice and methodology in order to offer support and training in these areas to all staff in the school.

Underpinning ALL our provision for SEND in school is the graduated approach cycle of:


Assess = formative and summative assessment of a child by the teaching staff and SENCO, alongside open dialogue with parents, helps us identify children with SEND.

Plan = subject teachers, tutors and the SENCO liaise to plan specific targeted support for the child, in consultation with the child’s parents.

Do = all staff are responsible for providing the targeted support to enable the child to access the curriculum effectively.

Review = in addition to on-going monitoring and review, the SENCO reviews the child’s progress formally with the teachers, tutor, parents as well as the child at least once a term based on an agreed outcomes approach.

2.    Types of SEND:

There are four types of Special Educational Needs and Disabilities (SEND), decided by the Department for Education:

1.    Communication and interaction
2.    Cognition and learning
3.    Social, mental and emotional health
4.    Sensory or physical

A school’s provision for SEND is defined as support which is additional to or different from that which is available to all children. 

If a child has SEND, then their needs will fit into one or more of the above categories.

As of 1st January 2016, the School currently has 15 children listed and receiving additional support for SEND in school.

What additional support is available to my child?
Subject teachers are responsible for the progress of children in their lessons.  They are trained to teach children with all types of additional learning requirements and are responsible for making the curriculum accessible to all children.
The Head, with the support of the Special Educational Needs Co-ordinator (SENCO), is responsible for ensuring that:

•    Teachers understand a child’s needs
•    Teachers are trained in meeting those needs
•    Teachers have support in planning to meet a child’s needs
•    The quality of teaching for children with SEND, and provision across the school is effectively managed.

Sometimes, some children require additional support to make progress across the curriculum, because they are significantly below the expectations for their age.  Then, the SENCO is responsible for organising intervention for an individual or small group of children, which might include one of the following provisions:

•    Additional adult support in the classroom – the school employs Teaching Assistants (TAs) who support the teacher in helping the learning of whole classes; the SENCO is also able to direct a limited amount of ‘hours’ of additional adult support in the classroom, in cases where there is evidence that children are significantly below the expectations for their age.  In certain cases, where applications are granted, specific contracted hours of support from an LSA can be provided and funded by Harrow Council for individual children with SEND.
•    Withdrawal sessions – when a child comes out of some lessons for pre-arranged sessions with the TAs or SENCO on, for example, handwriting, reading, numeracy, study skills, organisation skills, social skills, etc.
•    Disapplication – if long-term intervention is needed, a child can sometimes be disapplied from a subject on the national curriculum, in order to allow time for intensive support with learning
•    Skills Base – additional skills based clubs in handwriting, touch typing, reading etc are made available during the school day for children who may benefit from additional support in these areas.

Homework set by teachers is an integral part of children’s learning and can contribute directly to how well a child makes progress.  Homework helps consolidate and build on the learning in lessons, ensuring that children fully understand concepts and apply skills they have learnt.  The School expects parents to engage with their child’s homework, so that children can see the high value their parents place on working as part of a home-school partnership.  This provides essential support for teachers and means no opportunity is lost for supporting every child’s learning.

Who will explain provision to me?

•    Information about the provision in individual subjects can be discussed with subject teachers or Heads of Department.  There is an annual opportunity for this at parents’ evening, but teachers can meet with parents/carers by appointment at any point in the school year to discuss a child’s progress.
•    In the case of individual or small group interventions, the SENCO will write to parents/carers explaining the aims of the intervention.  Letters, phone-calls or emails will be used to keep parents/carers updated on their child’s progress and discuss support in more detail, as required.

How will the curriculum be matched to my child’s needs?  What are the School’s approaches to differentiation and how will this help my child?

Subject teachers are responsible for planning lessons that are accessible to and differentiated for every child.  In some curriculum areas (English and Maths) children are grouped by levels of attainment, whilst other curriculum areas are taught in mixed attainment groups.  Children are entitled to participate in all areas of the curriculum and it is the subject teacher’s role to differentiate resources and activities to ensure the child can access the learning.  This can mean teachers plan:

•    For a multi-sensory learning environment - visual, auditory or kinaesthetic activities
•    Small group or 1-1 learning with a TA, LSA or SENCO 
•    Additional weekly learning support clubs providing small group focused support (eg social skills and communication,      touch typing, handwriting, Maths, Reading, English etc)
•    Key vocabulary lists
•    Scaffolding and writing frames for extended written work
•    Regular revision of topics
•    To set alternative activities for classwork and homework
•    To provide specially targeted texts and resources appropriate for a child’s reading age
•    To provide additional apparatus, materials, resources to support and reinforce a child’s learning
•    To adapt and adjust resources and materials to make the curriculum more accessible for children with specific learning difficulties

There is a whole school ‘Late Club’ available to all children, every day (until 4.45pm) where children can complete their homework and, where necessary, seek help from a member of staff. A smaller ‘Assisted Homework Club’ is also made available to SEND pupils so that they can receive additional after school support with completing their homework from the LSA.

How does the School know how well my child is doing?

As part of their professional standards, teachers monitor and review all students’ progress throughout the year.  The whole school system at Quainton Hall includes:
•    Half term ‘Effort and Attainment’ grades, from subject teachers, showing the current level of attainment of all the children they teach.  This means that teachers and Heads of Department in each subject area can track the progress of children across the school year and intervene if children appear to be experiencing difficulties.
•    In the case of intervention programmes, progress is reviewed at least once a term, which might include testing.  These programmes are reviewed by the SENCO, who uses the information to plan and design the next term’s intervention programme.
•    In-class additional support is reviewed at least once a term by the SENCO and the subject teachers and tutors work together on a day-to-day basis, planning and reviewing lessons.
•    Teachers are observed by senior leaders and line managers as part of the School’s Appraisal System; the deployment of additional adults in the classroom and the progress of children with additional learning requirements are part of the Teacher Standards, against which the quality of teaching is measured. 
•    The Deputy Head, Director of Studies and Assistant Director of Studies are responsible for whole school data and track the School’s progress against national standards.  This provides guidance for the SENCO and Heads of Department when planning the curriculum and additional support for children.
•    All children sit either Cognitive Ability Tests (CATs) or PiM and PiE as well as Reading Age tests annually.  This helps us to identify when children may need further support, intervention, or additional assessment to detect any underlying difficulties.
•    The school positive behaviour management system (house points) provides parents/carers with information about how a child may be engaging with the learning opportunities on offer.
How does the School measure if the additional support has had an impact?
Having consulted with the children, their parents and their teachers, all provision is based upon an agreed set of outcomes.  These outcomes are reviewed at least termly in some of the following ways:
•    Through formative assessment - evidence of progress academically against national/age expected levels
•    Through summative assessment by the SENCO, tutor and subject teachers
•    Verbal feedback from the tutor, subject teachers, the child and the parent/carer
•    Formal or informal observations of the child at school
•    The achievement of the child’s individual SMART targets across the range of subjects

How does the School manage the administration of medicines?

Medicines for children in Pre-Prep to P8 are managed by the School Office, from the Sick Bay. Medicines for children in the Nursery are managed by the Head of Early Years and her team. (Please refer to both the nursery and prep school medical policies for further information)

3. Consulting with children, young people and their parents:

How does the school know if my child needs extra support with his/her learning?

At Quainton Hall School, we recognise that children make progress at different rates and not always in a steady linear pattern.  Therefore, children are identified as having SEND through a variety of ways, including the following:

•    Liaison with previous school
•    The child performing significantly below expected levels in standardised tests
•    Concerns raised by parent/carer
•    Concerns raised by teacher
•    Liaison with external agencies, e.g. physical health diagnosis from paediatrician, educational psychologists etc
•    Assessment results from assessments carried out in class as well as by the School SENCO eg ‘SNAP’ test etc

If a child is identified as having SEND then their name will be added to the School’s SEN list, but we recognise that children’s needs may change over time and provision must reflect this.  Children may be added to or removed from the list depending upon the progress they make with the additional support.

How will I know how my child is performing and how will the School help me to support my child’s learning?  What opportunities are there for me to discuss my child’s progress?

Involving parents and children in discussions about their child’s learning is central to our approach.  We offer an open door policy where parents/carers are welcome any time to make an appointment to meet with either a subject teacher or tutor, or any other teacher, and discuss how their child is progressing.  Parents/carers can contact staff members directly by email or by writing a note in their child’s planner, or through the school office  or +44 (0)20 8861 8861

Planned arrangements for communicating between school and home include:

•    Every child has a school planner/diary, which travels between home and school every day so that comments from parents/carers and teachers or tutors can be shared and responded to as needed
•    Each year group has at least one parents’ evening each year, when all subject teachers are available to meet with parents/carers and discuss progress and learning
•    Each year group has a report programme, which includes subject reports, detailing each child’s current levels of attainment, one tutor report and the Head’s report.  These are sent home to parents/carers and provide a basis for discussion about progress in different subject areas
•    If your child has an Education, Health and Care Plan (EHCP) or Statement of SEN, then there are legal requirements for at least one formal meeting each year (the Annual Review) organised by the SENCO and attended by parents/carers, teachers and outside agencies involved in the child’s education.

How will my child be able to contribute his/her views relating to the additional support provided?

•    Children’s views are highly valued at the School and their opinions are sought on many areas of school life, as well as their own learning. If a child takes part in an intervention programme, then they will contribute their views to the termly review of progress and will work with the tutor and SENCO in the formulation of their individual SMART targets. If your child has an EHCP or an existing Statement of SEND, their views will be sought before any review meetings.

4. Allocation and Management of Resources:

How are the School’s resources allocated and matched to children’s SEND?

We ensure that all students with SEND have their needs met to the best of the school’s ability, within the funds available.

The budget is allocated on a needs basis and in conjunction with the School Development Plan. The children who have the most complex needs are given the most support.

How is the decision made about how much and what type of support my child will receive?

Our provision is arranged to meet each child’s needs, within the resources available.  This approach reflects the fact that different children require different levels of support in order to achieve age expected attainment.

The SENCO consults with subject teachers, Heads of Department, tutors, TAs and LSAs to discuss the children’s needs and what support would be most appropriate.  On-going discussions with parents/carers for any child requiring additional support for their learning take place with the SENCO, subject teachers and tutors.

How accessible is the School environment?

We recognise our responsibilities under the Equality Act 2010 and the Disability Discrimination Act 1995 and are committed to improving access for people with SEND.  

The School occupies a long, narrow footprint and the school site is set within urban North West Harrow.  Several main buildings house the rooms and facilities, some on two floors.  There are no lifts.  Any major refurbishment or development within the school that may occur in the future will take into account the requirements of disabled access.  Most recently, the refurbishment of toilet and shower facilities in the main school building and in the Pre-Prep and swimming pool area removed all steps and created extra disabled toilet facilities.  There has been a review of the signage throughout the school site to improve navigation.  We have installed extra disabled toilet facilities in the swimming pool and Pre-Prep cloak room as well as installing a flat screen information monitor in the foyer area to improve communication for all pupils, parents and staff.  

The school has a well-established Learning Support Department (please refer to SEND policy). However, as a relatively small school, Quainton Hall does not necessarily possess the expertise or the resources to manage all people with disability and consideration would have to be given to bringing in extra support for children, young people and adults with specific needs on a case by case basis. 

For further information of our strategic plans for developing and enhancing SEND provision in our school over the next three years, please refer to the School’s Accessibility Plan.

5. Staff Development and Deployment:

What specialist services and expertise are available at and accessed by the School?

We are committed to developing the on-going expertise of our staff.  This year we have invested additional training into the following:

Whole staff training:

•    Understanding and implementing the new SEND reforms and providing for children within the framework of the new SEND Code of Practice – April 2015
•    SEND management and provision at QHS – November 2015
•    Supporting pupils with Working Memory weaknesses – November 2015
•    Supporting pupils with Dyslexia – December 2015
•    Supporting pupils with ADHD – January 2016
•    Supporting pupils with Developmental Coordination Disorder (Dyspraxia) – January 2016
•    Effectively utilising additional adults in the classroom – TA College – 8th March and 18th April 2016

SENCO training:
•    The implementation of the new reforms and Code of Practice 2014 (Annual NASEN Conference) – January 2015
•    Speech and language training provided by North West London Hospitals - February 2015
•    13th Annual SENCO Update Conference – Optimus Education – London 5th May 2015
•    Advanced Diploma Managing the role of SENCO – Learning Works – 5 & 6 October 2015 / February 24th and 25th 2016
•    Advanced Diploma Teaching Children with SpLD – Learning Works – 14 & 15 October 2015 / March 2nd and 3rd 2016
•    N1 SENCO Training – February 3rd 2016
•    PATOSS AGM – Dyslexia and IT – March 10th 2016

EYFS staff training:

•    SENCO Forum providing updates and new information for existing SENCOs – once a term.

Specific TA and LSA training:

•    Getting the Grammar – December 2015
•    Effective Differentiation and Personalised Learning – February 2016
•    Developing the role of the TA/LSA to help reduce barrier to learning in the classroom – TA College March 8th and April 18th 2016 
•    PATOSS AGM – Dyslexia and IT – March 10th 2016
•    SEN Level 3 Diploma Course

The SENCO is an experienced senior manager with a BSc Hons degree in Psychology, a PGCE from Cambridge University and with over six years of experience in a SENCO role.  The Head of Early Years has Early Years Professional Status and she and her deputy both hold the SENCO accreditation award.  The SENCO and the Head of Early Years both liaise with many specialist services and outside experts, to ensure provision for the children is appropriate.  

Considerable thought, planning and preparation goes into utilising our TAs and support staff to ensure that children achieve the best outcomes, gain independence and are prepared for adulthood from the earliest age possible.  A full time TA is deployed in each year group from Reception to PP2 (Year 2) and a further part time TA is deployed to support in P3 and P4 (Year 3 and 4).  A full time LSA, provided and funded by Brent LEA is deployed in P3.  In the Nursery, the Head of Early Years has a team of eleven staff with a ratio of 4 staff to 20 children (there is a minimum of 3 staff to 20 children).  Nursery staff have the required training and hold current First Aid Certificates. The Nursery recently received the accolade of ‘Outstanding’ by the ISI and is also Ofsted registered.The School works closely with any external agencies that are relevant to individual children’s needs, including:

•    Health – GPs, clinical and educational psychologists and psychiatrists, paediatricians, speech & language therapists, occupational therapists
•    Social services – locality teams, social workers, child protection teams, family intervention programmes
•    Harrow LEA services
•    All staff are trained each year on the needs of new students joining the school – this can include training from specialist agencies or consultants, as well as from the SENCO or other staff with relevant expertise
•    All full time staff hold an up to date First Aid qualification
•    SEND training forms part of the continuing professional development of all teachers and TAs and is organised in accordance with the needs of the children and the training needs of the staff.

6. School Partnerships and Transitions:

How does the School support children with SEND during their transfer to Pre-Prep and senior school?

From Nursery to Pre-Prep:

All pupils seeking a place in our Pre-Prep undergo an informal assessment and this, coupled with information and discussions with our Head of Early Years who liaises with the managers of other nurseries, (refer to Admissions Policy) helps support smooth transition for the children and their parents.  Dialogue between the Head of Early Years, the Pre-Prep Coordinator and the SENCO about all children entering the Pre-Prep from our Nursery helps support smooth transition between the two stages and allows for continuity and consistency in any areas of additional support that may have been put in place for a child.

From Prep to Senior School:

We anticipate all boys will remain with us until 13+ transfer (P8) and all girls will remain with us until 11+ transfer (P6).  We work alongside parents to support with senior school choices for their child and closely monitor children and young people’s destination data.  With the support of the SENCO, further liaison between the Head, the parents, the child’s senior schools and, where appropriate, outside agencies helps facilitate smooth transition and continuity and consistency in any areas of additional support that are in place, as our pupils move on to their senior school.

  7.  Additional Information:

Who should I contact if I think my child may have SEND?

Your main point of contact at school should always be your child’s tutor.  You can start by contacting the tutor, who will be able to discuss your concerns.  If you need to speak with other staff members, such as the Special Educational Needs Co-ordinator (SENCO), then the class teacher will be able to help arrange this.

How are the School Governors involved in SEND provision and what are their responsibilities?

•    The SENCO reports to the governors annually to inform them about the progress of students with SEND; this report does not refer to individual children and confidentiality is maintained at all times.

•    One of the governors is responsible for SEN and meets with the SENCO at least annually. This ‘SEN link governor’ also reports to the governing committees, to keep all the governors informed.

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

All pupils are entitled to be included in all aspects of the school curriculum and the School is committed to making ‘reasonable adjustments’ to provide the necessary support to ensure that all children have access to school trips.

A risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety will not be compromised.  This may include specialist advice from the SENCO.  In the unlikely event that it is considered unsafe for a child to take part in an activity, alternative activities which will cover the same curriculum areas will be provided in school. 

What if my child is temporary disabled due to an illness or injury?

In cases where children experience a temporary disability, for example as a result of an illness or injury, a temporary disability plan is put in place by the School SENCO.  The SENCO will liaise with the parents, the staff and the child to assess and agree ‘reasonable adjustments’ that may be made to support the child during their recovery.  

Who can I contact for further information?

•    A parent/carer’s first point of contact should be the child’s tutor
•    Parents/carers can also contact the SENCO  +44(0)20 8861 8861
•    Additionally, parents can seek further advice and support from the Harrow LEA services

8.  Complaints:

In the case of complaints, please refer to the School’s Complaints’ Procedure.  No complaints relating to SEND provision have been received this year.
Decisions relating to EHC (Education Health Care) Plans or existing Statements are the responsibility of Harrow Local Authority and not the School.  Harrow Local Authority is required to make ‘disagreement resolution services’ available to parents who may wish to appeal against a decision relating to EHC Plans or existing Statements.

9. Relevant school policies underpinning this SEN Information Report include:

•    SEND Policy
•    Admissions Policy
•    Discipline Policy
•    Equal Opportunities Policy
•    Curriculum Policy
•    Accessibility Plan

10.  Legislative acts taken into account when compiling this report:

•    Children and Families Act 2014
•    Equality Act 2010
•    Mental Capacity Act 2005
•    Code of Practice 2014

Reviewed: January 2016
Next review: January 2018