Faraday Road, Welling, Kent DA16 2ET

0208 303 3839


Hook Lane Primary School

Encouraging Fearless Learners

SEN Information Report


Hook Lane Primary School SEN Report


School Type: Mainstream Primary School with a Nursery and an ASD Resource Provision


  1. How accessible is the school environment?


Hook Lane Primary School is fully wheelchair Accessible. The building has one level; this makes it easily accessible for disabled children and adults. There is a disabled parking bay outside the school on Faraday Road. There are double doors strategically placed around the building to allow for wheel chair access. The school has two disabled toilets which are fully accessible by wheelchair.

As a school we are happy to discuss individual access requirements.


  1. How are children identified as having Special Educational Needs?

At Hook Lane Primary School children are identified as having SEN in a variety of ways e.g.

  • Concerns raised by parents /carers
  • Concerns raised by teachers
  • Concerns raised by the child
  • Changes in a child's behaviour or self -esteem which is affecting progress
  • A child finds learning difficult
  • Child performing well below age related expectations
  • Information received from outside agencies and pre- schools e.g. speech and language therapist, Pediatricians
  1. How are parents and carers supported if they think that their child has SEN?

We have an open door policy. Parents have a good relationship with staff and they are always encouraged to speak to their child's class teacher if there are any concerns. Parents can also request appointments to see any member of staff through face to face contact or through writing in the learning journal. Parents are encouraged to discuss strategies which work well for their children at home so that we can also use these in school; teachers will also discuss ways that parents can support their children at home by using strategies in place within the school.

The Head teacher Mrs Morrison or Deputy Head teacher Mrs Kane is in the Key Stage Two playground meeting and greeting parents before school; and the Assistant Head teacher Ms Kelly is on the Key Stage One door greeting parents before school and can direct parents to the appropriate member of staff.

At Hook Lane we invite parents in to speak to the class teacher in the first instance and if there are further concerns parents and carers are referred to the Assistant Head teacher Ms Kelly who has responsibility for SEND. The ASD resource provision teacher Mrs Cheeseman is also available to discuss concerns with parents.

The process…

  • Speak to your child’s class teacher
  • Make an appointment to meet with The Assistant Head where your child's needs will be discussed and recorded
  • The Assistant Head will work with your child’s class teacher to identify areas of need and plan next steps
  • Additional support will be given to your child if necessary. This may be additional support from the Class Teacher or a Teaching Assistant. They may be referred to our Learning mentor or if the need is social, emotional or behavioural.
  • A review of actions and the progress that has been made towards targets set will be carried out each half term by the class teacher
  • If targets are not met they will be broken down into smaller steps
  • The Assistant Head will make an appointment with parents to discuss the involvement of outside agencies if there are concerns about progress
  • Outside agency involvement –new targets set, any reports regarding the child will be shared with the parent
  • If there are still concerns about progress a meeting will be set up to discuss an assessment for an Education Health Care Plan.


  1. How are parents/carers kept informed about the support the school have put in place?

Each child’s education will be planned by the class teacher, including when the child is part of the ASD resource provision. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class; or as part of an intervention group with a teaching assistant outside of the class.

If a pupil has needs related to more specific areas of their education, such as reading, spelling, handwriting, numeracy & literacy skills etc. then the pupil will be placed in a small focus group or intervention group. This will be run by the teacher, lead ASD teacher, teaching assistant, or learning mentor. The length of time of the intervention will vary according to need but will generally be for at least half a term. The interventions will be regularly reviewed by all involved and progress monitored by the Assistant Head teacher to ascertain the effectiveness of the provision and to inform future planning.

These interventions will be recorded on an individual provision map held by the Assistant Head (this is a record of the interventions a child has accessed throughout their schooling). Parents are notified about interventions by the class teacher, Assistant Head or Learning Mentor

If you have any queries related to the interventions please do not hesitate to contact the class teacher or Assistant Head.

Pupil Progress Meetings are held each half term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned which will be discussed and implemented by the Assistant Head.

Occasionally a child may need more expert support from an outside agency such as the Educational Psychologist, Paediatrician, CAMHS etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.

The Assistant Head has regular meetings with Mr Staddon, the SEND governor, who monitors SEN, Safeguarding and Child Protection to ensure that policies and procedures are followed. She reports this information to the full governing body each term.

Other methods of communication which will take place between parents and the school are:

  • Termly Parents Evening meetings with the class teacher. Personal progress targets and PLPs (Personalised Learning Profiles) will be reviewed with your involvement every term.
  • An Annual report to parents goes home in the summer term
  • Parent workshops to enable parents to learn and know how to support their children in the most effective way
  • Homework will be adjusted as needed to your child’s individual requirements.
  • A home-school contact book to support communication between home and school.


  1. How is the curriculum differentiated and matched to a children’s needs?

When a child has been identified with special educational needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.

Teaching Assistants may be allocated to work with the child 1-1 or in a small focus group to target more specific needs. Intervention groups take place outside of the class to target specific gaps and address learning issues in a timely fashion. PLPs will be used to identify specific targets for the child to focus on which the teaching assistant will work to address.

If appropriate specialist equipment may be given to the pupil to aid their learning. These may include:

  • writing slopes
  • concentration cushions
  • chew aids
  • pen/pencil grips
  • easy to use scissors
  • coloured overlays for reading
  • coloured exercise books to reduce visual stress
  • privacy screens
  • individual workstations
  • lap weights/weighted backpacks
  • fiddle toys
  • earphones to reduce noise sensitivity
  • soundfield systems for hearing impaired children
  • the use of a Picture Exchange Communication System (PECS)
  • the use of an ipad/kindle

The class teacher works with all children in his/her class. The class teacher and the Assistant Head will plan the work of the Teaching Assistants and Learning Support Assistants. All support staff receive internal or external training for the areas of SEN support that they carryout.


  1. How is progress measured?

We communicate regularly with parents. You are welcome at any time to make an appointment to meet with either the class teacher or Assistant Head 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 on the SEN register they will have a Personalised Learning Plan (PLP) which will have individual or group targets. This is discussed on a termly basis and parents are given a copy of the PLP.  The targets are set by the class teacher, the resource provision teacher and the Assistant Head; and parents are encouraged to contribute to PLPs during discussions at parent open evenings. Pupils discuss their PLP with their teacher each term to review old targets and to discuss new targets to be set.

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.

If your child has complex SEND they may have a Statement of SEN or an Education, Health and Care Plan (EHCP), which means that a formal meeting will take place with you and all agencies involved to discuss your child’s progress and a report will be written.



  1. How are parents/carers kept informed about their child’s progress?

As a school we measure children’s progress in learning against National expectations and age related expectations.

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 Nursery through to Year 6, using a variety of different methods including Development Matters and National Curriculum expectations. Standardised tests in Maths, Reading and Spelling also assist the class teacher to identify where further support is necessary. Children working in intervention groups have their progress measured each half term and the progress reported to the class teacher.

Children who are not making expected progress are picked up through Progress meetings with the class teacher and Senior Leadership Team.

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. If your child is discussed at one of these meetings and additional support is recommended you will be informed. 

When a child’s PLP is reviewed comments are made 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. Parents will receive a copy of their child’s evaluated PLP and their new PLP.

If your child accesses Intervention groups they will be assessed each half term. The Assistant Head collates this data and shares it with the teacher. You will receive a letter home to inform you of the progress that your child has made and whether they will be continuing with the intervention for the following half term.


  1. How are parents/carers helped to support their child's learning?

At Hook Lane school we  like to maintain regular contact with parents about the things that happen in school we do this in a variety of ways including;

  • School half termly Newsletter
  • Learning Journals are sent home daily for children to record their reading in, and for parents to comment
  • Home/School books for individual children
  • Parent workshops for how to support your child in  reading, writing and maths
  • ASD parents coffee session each term
  • EYFS coffee sessions for parents
  • GAP analysis sheets sent home detailing the current levels and gaps in learning at the end of each term
  • Intervention group progress updates
  • School website with a class page detailing ways to support your child, weekly homework and other class related information


  1. How are wellbeing, personal and medical needs supported in school?

We recognise that some children have extra emotional and social needs that require developing and nurturing. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiety and being uncommunicative.

We offer a wide variety of pastoral support for children who are encountering emotional difficulties. We have a caring understanding team who look after our children and parents. All classes follow a structured PSHE (Personal, Social, Health and Economic Education) curriculum to support this development. However some children still experience difficulties. Your child's class teacher is the first person to contact with concerns about your child's overall wellbeing.

If further support is needed the class teacher will liaise with the Assistant Head who will give advice and support and put a plan of action into place. This may involve the resource provision teacher, teaching assistants or Learning Mentor who are readily available for children who wish to discuss issues and concerns.

Some of the support that may be put into place may include:

  • A lunchtime club for vulnerable children who struggle to access the main playground. This club uses the ASD resource provision playground and classroom. It has a higher ratio of staff to children and the children access a variety of activities and games after eating.
  • ‘Games Gang’ run by Key Stage Two children to engage younger children in games and activities during the lunchtime
  • Therapeutic play interventions such as ‘Draw and Talk’ or ‘Sand Tray’. These are 1:1 confidential sessions and require written parental consent. A Strengths and difficulties questionnaire (SDQ) is carried out by parents and teachers before and post intervention to measure impact.
  • A referral to the Behaviour Support Partner from the Local Authority who may be able to work with your child 1:1 to offer more specialised therapeutic play or other work.
  • Intervention groups aimed at developing social skills
  • Anger management or self-esteem work in a small group or 1:1 according to need
  • Peer relationship groups
  • A named person for your child to check in with when necessary
  • Positive report cards


Children with medical needs

If a child has a medical need then a detailed Health Care Plan is compiled by the Assistant Head in consultation with parents/carers and the school nurse. This is discussed with all staff who are involved with the child. Health Care Plans are kept in the front of the daily register and in the classroom for all adults to refer to.

Photographs of children who have an Epipen, and their allergy information are on display in the staff room for all members of staff to be aware of.

We have fully trained first aiders in all Key Stages and all staff members have a basic knowledge of first aid.

If your child has a medical condition that requires medication, a meeting will be held with parents/carers, Assistant Head teacher, designated staff members and first aider to explain our Health and Safety Policy and procedures. Parents and all staff members who agree to administer medicines will sign a medication agreement form to ensure the safety of both child and staff member.

If a child has toileting needs and requires support with toileting, the Assistant Head will discuss this with the parents and a Toileting Agreement will be drawn up. The parents will be required to sign the agreement to consent to their child being changed where necessary. For safeguarding purposes two members of staff will be present during this time.



At Hook Lane school we have a very positive approach to all types of behaviour with a clear rewards and sanctions policy that is followed by all staff and pupils. Positive report cards are used to monitor behaviour at an early stage to avoid difficulties escalating.

Good learning qualities and behaviour are recognised in weekly celebration assemblies through house points and through the ‘Golden Book’. This is also displayed on our website each week. Children who have demonstrated that they are good citizens are nominated to choose from the lucky dip box at the end of each half term.

If a child has behavioural difficulties an Individual Behaviour Plan is written alongside the child, teacher and parents to identify the specific issues put relevant support in place and set targets.

As a result of the support we give, we rarely exclude children however we have zero tolerance on physical violence towards staff.

After any behaviour incident we expect children to reflect on their behaviour with a member of the Senior Leadership Team. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.

In some cases the immediate safety of the child and others requires that a child be moved by an adult. If it has been identified in advance that a child may need physical handling, the Assistant Head will discuss this with parents upon transition into the school and the Team Teach handling policy discussed. Parents will then be asked to consent to the use of Team Teach where absolutely necessary and a consent form signed. On an occasion when a child has been moved using physical handling techniques this will be logged, a copy placed in the child’s file, and the parent informed.




Attendance of every child is monitored on a daily basis by the Admin Officer. Lateness and absence are recorded and reported to the Head teacher.

Good class attendance is rewarded weekly in a celebration assembly with ‘Attendance Ted’ and is displayed on the school website each week. 100% attendance certificates are given out at the end of each academic year.

Where families are struggling with attendance and punctuality they will be invited in to meet with the Head Teacher and Education Welfare Officer (EWO) as part of the ‘Fast Track’ system. We may refer parents to the Education Welfare Officer and who will offer advice and strategies to get their children into school on time.



  1. How do children contribute to the everyday life of the school? How are their views gathered?

We encourage every child to contribute and to express their thoughts and ideas which we value, respect and celebrate. We do this in different ways throughout the school year:

  • In class daily children are encouraged to contribute to lessons
  • There is a School Council meeting every half term where issues or viewpoints are discussed.
  • We have pupil questionnaires to gather ideas and opinions about curriculum topics
  • Children with social, emotional and behavioural needs set their behaviour targets with their class teacher and the Learning Mentor
  • Children can speak to our Learning Mentor or another adult if they have worries or concerns
  • Children who have PLPs (Personalised Learning Plans) discuss and set their targets with their class teacher.
  • Children with a Statement of SEN or EHCP are consulted and their views sought before review meetings. Children who are non-verbal are supported by the use of visuals and a picture exchange communication system (PECS) to do this
  • Pupil learner conferences between child and teacher take place each term to discuss individual next steps and any areas of concern


  1. What steps are taken to ensure that pupils with SEND are not treated less favourably than other pupils?

The school has an ethos of inclusion. All children are encouraged to be part of the mainstream classroom and to access learning within their class where possible. For those children who require extra support, or support outside of the class this is done with careful consideration and flexibility to ensure that the child is not regularly missing the same subjects, or subjects in which they thrive.

Children’s needs are considered on an individual basis and flexible timetabling and provision is put in place in order to best meet their needs.


All children access class trips, and where the child has a Teaching Assistant assigned to them, they will accompany them on the trip.

Access arrangement procedures for end of key stage tests are followed and some children may receive one or more of the following arrangements:

  • extra time
  • access to a reader
  • a written transcript of their work provided
  • sitting the test in a smaller room
  • rest or movement breaks


  1. What expertise and specialist services are available through the school?

As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: -

  • Educational Psychologist
  • CAMHS (Child & Adolescent Mental Health Service)
  • Early Intervention Team (EIT)
  • Autism Advisory Team/BEAS – Bexley Early Autism Service
  • Speech & Language Therapy
  • School Nurse
  • Social Care
  • Occupational Therapy
  • Paediatricians
  • Behaviour Support Service
  • Play Therapy
  • Ethnic Minoirty Achievement Service

The Assistant Head is able to discuss services available to families and can signpost to a range of parenting support services and courses as needed.

An Educational Psychologist is allocated to each school. She would normally only work directly with children whose needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them.

This involvement is discussed at Progress Meetings with the Senior Leadership Team and class teachers. Once the parents has consented to involvement the child will be discussed at termly EIT meetings between the Assistant Head and the Early Intervention Team.

In order to help understand the pupil’s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed.

She will offer advice to the school and parent/carers on how to best support the child to move their learning forward.


  1. What training do staff receive?

All staff receive some training related to SEND.

Our Assistant Head has been trained in a wide range of SEN including dyslexia, Autistic Spectrum Disorder, Attention Deficit Hyperactivity Disorder,(ADHD), Speech Language and Communication and Social and emotional aspects of learning.

Our Teaching Assistants have had relevant training directly linked to the individual children who they are supporting, this maybe: intensive interaction, using visual strategies, challenging behaviour management , ASD, ADHD, Down Syndrome, selective mutism.

Our Assistant Head and Learning Mentor have received training so that they are able to deliver therapeutic play sessions.

Class teachers receive training according to the needs of the children in their class and liaise closely with the Assistant Head and the lead ASD teacher to meet the needs of individual children.


  1. How are school trips and activities outside the classroom organised? How does the school ensure that pupils with SEND included?

Activities and school trips are a very important part of every child’s learning experience at Hook Lane Primary.

Risk assessments are carried out by the teacher and children, and procedures are put in place to enable all children to participate.

If a child has a 1:1 Teaching Assistant he/she will accompany them on the trip

However, if there is no Teaching Assistant and it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.

On entry to the school parents are asked to give consent for local visits and trips to take place. As part of the ASD resource provision, weekly shopping trips to develop life skills take place.

A residential trip takes place in Year Five, children who are unable to attend the residential trip remain in school and participate in similar experiences and trips throughout the week to ensure that they have access to similar experiences and enrichment to those children on the residential trip. For some children who are unable to stay overnight on the residential trip, daily visits are planned where possible. Flexible possibilities are considered on an individual basis and this can be discussed by contacting the Deputy Head teacher.


  1. How are children supported when changing schools or transferring to other education, employment or training?

A home visit is carried out for our nursery and reception children by the class teachers. Where SEN has already been identified, a visit to preschool settings and to the home will be carried out by the Assistant Head and the ASD Lead teacher where appropriate.

All new children to visit the school prior to starting when they will meet the Head teacher or Deputy Head teacher to have a welcome meeting and be shown around the school.

For children with SEND we encourage further visits to assist with the acclimatisation of the new surroundings. We would also visit them in their current school or setting. Transition procedures which take place at Hook Lane include the following:

  • We write social stories and prepare transition books for children if transition is potentially going to be difficult. The transition books are given to parents to read with their child over the summer holidays before they join the school in September.
  • All children have three transition visits to their new classroom to work with and become familiar with their new teacher. Teaching Assistants accompany children on these sessions and have further opportunities throughout the summer term to work with their new children so that they can establish a working relationship with them in advance of the new school term.
  • When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits, prepare a transition book and accompany them on visits where necessary.
  • The Year 6 children complete a whole class transition programme which is led by the Learning Mentor
  • Vulnerable children access small group transition groups in addition to the class sessions. In some cases this may need to be 1:1 depending on individual need
  • Our ‘feeder’ secondary schools visit the children in school during the summer term.
  • The Assistant Head attends a Primary to Secondary transition meeting, and a pre-school-school transition meeting to share and receive information
  • 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.


  1. How are resources matched to a children's needs?
  • We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.
  • We have a team of Teaching Assistants who are funded from the SEN budget and deliver programmes designed to meet groups of children’s needs.
  • The budget is allocated on a needs basis. The children who have the most complex needs are given the most support often involving a Teaching Assistant.


  1. How do the school decide how much support is provided?

The class teacher alongside the Assistant Head will discuss the child’s needs and what support would be appropriate.

Different children will require different levels of support in order to bridge the gap to achieve age expected levels. This will be through on-going discussions with parents


  • By reviewing children’s targets on PLPs and ensuring they are being met
  • The child is making progress academically against national/age expected levels and the gap is narrowing – they are catching up to their peers or expected age levels.
  • Verbal feedback from the teacher, parent and pupil.
  • Children may move off of the Intervention Groups and/or SEN register when they have ‘caught up’ or made sufficient progress.


  1. How are parents and carers involved in discussions and planning?
  • Parents are invited to parent teacher open evenings,
  • Parent questionnaires are sent out about new school initiatives
  • For children with SEN parents are encouraged to contribute to the evaluations of PLP targets
  • Where a child has a Statement of SEN or EHCP regular meetings are held with parents and other professionals to discuss targets needs and ways forward
  • The Assistant Head teacher has an ‘open door’ policy and parents can contact her to request meetings or telephone conversations
  • A gap analysis of a child’s progress towards end of year objectives is sent home to parents at regular intervals throughout the year and are encouraged to discuss this with their child’s teacher


  1. How can parents and carers get involved in the school more generally?

We encourage parents to support their child during early morning work on a daily basis

  • Coffee mornings
  • Attend class assemblies
  • Workshops are available for parents
  • We always encourage parents to join our parents group who organise celebrations and special events in the school 
  • The school office can provide dates of events
  • Check the website for weekly updates to their child’s class page, and to find out the homeowrk for their child
  • Become a volunteer reader


  1. Who can parents/carers contact for further information?

First point of contact would be your child’s class teacher to share your concerns.

You could also arrange to meet Ms Kelly our Assistant Head Teacher who has responsibility for SEND to discuss any SEND matters.

Call the School Office on 0208 3033839 to make an appointment


  1. How are parents and carers supported to decide whether this is the right school for their child?

Please contact Mrs Cummings our Head teacher, Mrs Sheekey our Deputy Head teacher or Ms Kelly our Assistant Head teacher

If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling please follow the school’s Complaints policy-a copy is available at the school office


Information on the local authority Local Offer can be found on the Bexley Website here