School Gateway

Hillbrook Primary School

Be Responsible · Be Resilient · Be Reflective

Special Educational Needs (SEN) Information Report

Our SEN policy and information report aims to:

  • Set out how our school will support and make provision for pupils with special educational needs (SEN)
  • Explain the roles and responsibilities of everyone involved in providing for pupils with SEN

At Hillbrook School all pupils, regardless of their individual needs, are offered inclusive teaching which will enable them to make the best possible progress and ensure that they are a valued member of the wider school community. Our provision supports children with a range of needs such as: communication and interaction, cognition and learning, social, mental, health, sensory or physical difficulties.

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

  • Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities.
  • The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report.

In Hillbrook Primary school we work within the Wandsworth guidance on Provision for children with SEN in mainstream schools.  We also follow our ‘Equality and Disability’ policy and ‘Accessibility’ plan which are available on request.

Our inclusion team is led by Polly Baylis (Deputy Head) and supported by Kelly Stanley: Assistant Head/Special Needs Co-ordinator (SENCO) and Kathryn Congdon: Special Needs Co-ordinator.

Contact details:

Phone: 0208 672 3957

Email: (for the attention of the Special Educational Need Co-ordinator)

What should I do if I am concerned about my child’s progress or special educational needs?

  • Initially please speak to the class teacher.
  • If you have further concerns, contact either Kelly Stanley (AHT / SENCO) or Kathryn Congdon (SENCO) – see contact details above.
  • For additional support, contact Polly Baylis (Deputy Head for Inclusion) – see contact details above.

How does the school decide whether a child has a special educational need and what extra help they require?

  • If a child has a previously identified need, the school will liaise with the services currently involved and request all relevant information.
  • If a parent or staff member identifies a need, the school will liaise with the parent to identify the best way to support the pupil and help them to move forward.
  • Children’s progress is regularly assessed to ensure early intervention and appropriate support is provided.
  • Children who are not progressing at the expected rate will be identified and supported by a member of our Intervention team.
  • Where a child has a specific need, the school may consult external specialist providers and enlist their support as appropriate.

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

  • Whenever possible, class teachers are available to speak with you at the beginning and end of each day. This is an ideal opportunity to catch up and ask any questions you may have. Please feel free to make an appointment to meet with a member of staff should you wish to discuss anything further.
  • Parents’ evening takes place twice a year. These meetings allow you to monitor the progress of your child and discuss, with the teacher, ways to support their learning at home. All parents of children with an Education Heath Care Plan (EHCP) and Individual Educational Targets (IET) are offered extended meetings.
  • Individual reports are distributed at the end of the year. The report will outline the progress of your child and how you can support them in the next academic year.
  • Pupils with an EHCP have an annual review once per year in addition to termly meetings. Parents and teachers use these meetings to review the progress and attainment of the pupil and discuss ways to continue development.
  • Pupils with an EHCP also have a review meeting with the SENCO and relevant professionals when they move to a new phase of education. During the meeting, progress is reviewed and new targets set. Handover meetings are arranged to share information about the child as they move into their new setting.
  • Class teachers or subject specialists offer parent workshops each term to demonstrate ways to support your child at home

How will my child be involved and consulted?  

  • Each pupil has an individual maths and writing target which is referred to on a daily basis. Targets are discussed with the pupil and regularly reviewed.
  • All pupils with an EHCP and those with a high level of SEN support have IETs. Targets are set by teachers alongside pupils and support staff. Individual targets are shared with parents and carers through meetings and/or a communication book.
  • At annual reviews, pupils present their progress against their IETs and contribute ideas as to how they can continue to develop in the next academic year.
  • All pupils complete an ‘All about me’ passport that is handed to the next teacher in preparation for the coming year.

How do you assess and review my child’s progress?

  • Teachers assess the attainment of each pupil daily by measuring small steps of progress.
  • Every half term pupils are assessed; this is recorded on a data system: Target Tracker.
  • Pupil progress meetings, led by the Senior Leadership Team, take place each term to monitor the progress of every child and identify those who require additional support.
  • Any assessments carried out by external specialists are shared with the school and with parents.
  • Summative assessments are completed at the end of each term.
  • Assessment is moderated by the leadership team termly.
  • Each half term, pupils with an EHCP have a pupil progress meeting, which includes all of the adults working with the child, led by the SENCOs.

How is teaching and the curriculum adapted to my child’s needs?
Hillbrook is an inclusive school that constantly strives to ensure that all pupils, regardless of their personal differences, are taught using a range of strategies and are able to access the curriculum and reach their full potential.

  • Every class teacher is committed to providing quality first teaching. Pupils are supported through careful planning, differentiation and assessment. Staff adapt resources and approaches according to the needs of the pupils.
  • Pupils who are not making expected progress will be supported through additional interventions. Pupils with an EHCP will also be supported through additional interventions and/or a learning support assistant.
  • Staff have been trained to use a multi-sensory approach to ensure all pupils are able to fully access the curriculum.  
  • Where necessary, pupils are provided with personalised resources to enhance their learning.

How we support children with Speech, Language and Communication needs:

  • Pupils who display a speech, language and communication difficulty are referred to the schools’ speech and language therapy service (SALT).
  • Providing their need meets the SALT criteria, they will be assessed by a speech and language therapist and given specific language targets.
  • A member of staff, who has been trained by the speech and language therapist, will conduct weekly sessions focusing on the targets set.
  • The speech and language therapist will review pupil progress regularly against their personal targets.

How we support children with their handwriting and fine/gross motor skills:

  • Pupils work on their fine/gross motor skills on a weekly basis in class and, where necessary, during individual or group sessions.
  • Following interventions in school, a referral to an occupational therapist may be appropriate.

How do you ensure that provision for children with SEND is effective?

At Hillbrook, we have a wide range of procedures to evaluate the provision for all pupils, including those with SEN. These include, but are not limited to; learning walks, reviewing pupils’ books, pupil progress meetings and regular contact between the SENCOs and Class Teachers.

What support is there for my child’s emotional well-being?

  • Place2be is the leading UK provider of school-based mental health support, unlocking children's potential in the classroom - and beyond. This service can be accessed by all children.
  • Spiritual, Moral, Social and Cultural development (SMSC) is taught in class through our creative curriculum and in assemblies.
  • Circle times, led by the class teacher or Place2be, are arranged on a regular basis to address pupil wellbeing.
  • Hillbrook has a Learning Support Team who work closely with the children in and out of class.
  • A Friendship Stop in the playground supports positive social interactions during breaks.
  • There is a ‘Playground Patrol’ pupil group, established by the Place2Be service, who are available to provide peer support to children at playtimes and lunchtimes.

How accessible is the school premises to children with SEND?

Hillbrook is a large primary school with two main buildings, Larchwood and London Brick. London Brick building houses Early Years to Year 3. It is a typical Victorian structure with three main floors and many sets of stairs. Early Years are located on the ground floor, however, moving around the school can inevitably be an issue as pupils get older and progress through the school. Year 4, 5 and 6 are located in Larchwood building, built in 2015. There are two main floors with sets of stairs and a lift connecting them. The school is willing to make reasonable accessibility adjustments where appropriate.

How do you promote positive behaviour?

  • Positive behaviour is consistently promoted through the school ethos and based on the Golden Rules: Be Responsible, Reflective and Resilient. The Golden Rules are modelled by staff and children on a daily basis and constantly reinforced.
  • Pupils collect ‘dojo points’. If they earn a set number of dojos they receive rewards set by the class teacher.
  • Pupils who require adult guidance during unstructured times are supported at lunchtimes by the Learning Support Team.

What training and specialist skills do the staff supporting children with SEND have or are having?

  • In accordance with Hillbrook’s inclusive policy, staff receive regular SEN training related to the need in their class or the school.
  • External specialists visit Hillbrook regularly to support pupils and train staff to work effectively with individuals
  • Little Hillbrook Resource Base, can provide training for learning support assistants each half term. The training is dependent on the current need of the pupils and staff.

What do you do to make the school environment and curriculum accessible for all children?

  • All reasonable adjustments are made to ensure physical accessibility
  • Environmental adaptations are made for learners with ASD/sensory needs. Pupils may be given access to a personal space in the classroom where visuals are kept to a minimum.
  • Pupils are provided with equipment, such as move ‘n’ sit cushions, to enable them to access the lessons. Equipment is secured through the use of the SEN budget and application for additional grants where possible.
  • All pupils have access to laptops, tablets and SEN software.
  • Depending on the pupil’s need, the school provides support or extra time during formal examinations.

Lunchtime support is provided for those children who need additional help at mealtimes.

How will my child be included in activities outside of the classroom?

  • Hillbrook has specialist P.E, Art and Music teachers who carefully plan differentiated lessons to ensure all pupils are fully included
  • Additional support e.g. Learning Support Assistance, is provided where appropriate
  • We will make reasonable adjustments to ensure that pupils can access after school clubs and trips wherever possible.  

How will the school prepare my child to join Hillbrook or transfer to a new school?

  • All children new to Hillbrook are given a tour of the school, introduced to significant staff and provided with a class ‘buddy’ to spend time with in class and outside in the playground.
  • Transition between classes is meticulously planned so that pupils continue to feel safe and secure in their learning environment. The pupils spend time with their new teacher and support staff, have a tour explaining any changes that may take place i.e. walking down a different set of stairs, and take part in personalised sessions to prepare for any change in adults, timetables and environment.  
  • If your child is moving to another school, our SENCOs will plan a smooth transition by: working closely with the SENCO in the new school, liaising with parents, arranging transition visits and creating personalised resources with the pupil, such as a photo book about the new staff and school.

What specialist services from outside does the school use to help meet children’s needs and how do you work together?

Hillbrook draws on a range of specialist services to meet individual needs as appropriate and brokers collaboration e.g. TAC meetings, to offer the best support.  These services include:

  • Speech and Language Therapy
  • Moderate Learning Difficulty service
  • Occupational Therapy
  • Garratt Park Advisory service
  • Early Years’ and Intervention Support Service
  • Behaviour Learning Service
  • Education Welfare Service
  • Peripatetic Hearing and Visual services
  • Place2Be
  • Beanstalk Voluntary Reading Service
  • School Nursing Service and Community Nursing Team
  • Educational Psychologist
  • Wandsworth Literacy Support Service

What will you do if my child has medical needs?

  • All medical needs are discussed in detail with the school nurse.
  • Pupils are given a care plan which is shared with significant adults working with the child.
  • The school has trained first aiders.
  • Medical needs are reviewed and monitored by the school nurse.

What should I do if I am unhappy with my child’s support or progress?

  • If you are concerned about your child’s provision or progress please speak to the class teacher.
  • If you have further concerns, contact either Kelly Stanley (Assistant Head/SENCO), Leila Ferruzzi-Clarke (SENCO) or Kathryn Congdon (SENCO) – see contact details above.
  • For additional support, contact Polly Baylis (Deputy Head for Inclusion) – see contact details above.
  • Appointments can be made via the school office for Mrs D Hart (Headteacher) and applications to Chair of Governors should be made in writing.
  • Complaints to the Local Authority can be made via the following website:

Where can I go for further advice and support?

  • Wandsworth Information, Advice & Support Service (WIASS) provides an impartial and confidential service to all parents of children with SEND. Visit their website at or telephone 020 8871 8061
  • The Wandsworth Parents’ Forum “Positive Parent Action” works with the Council to improve all provision for children and young people with SEN and Disabilities aged 0 to 25.  If you want to get involved in influencing services visit their website at or telephone 020 8947 5260.
  • More information about the Local Offer of services and support for children and young people with special needs and disabilities in Wandsworth can be found on the Family Information Service website at Their helpline is open from 9am to 5pm Monday to Friday on 020 8871 7899

Reviewed September 2017

The information in this report has been written in consultation with Hillbrook Parents. With thanks to: Mrs Nimisha Patel

We regularly review and make changes to what we offer and keep this information as up to date as possible.

Feedback This offer is intended to give you clear, accurate and accessible information. If you would like to comment on the content of the offer or make suggestions to improve the information, please email  for the attention of Miss Polly Baylis