Hampton Hill Junior School Enhanced Specialist Teaching Provision

Headteacher: Mr WK Jerman

Teacher with responsibility for the provision: Mr A Went

Designation: Behavioural, emotional and social development (BESD)

Age range: 7 to 11

Aims and purpose of the provision

The aims and purpose of the provision are to:

  • Provide a structured, supportive environment where children can be happy, develop confidence and achieve their full potential;
  • Provide a broad and balanced curriculum through the use of a wide range of teaching methods and styles;
  • Provide opportunities to develop independence and social skills;
  • Provide opportunities for withdrawal from mainstream for small group work and to deliver individual  and specialist programmes as necessary which are targeted at the individual needs recorded on their statements;
  • Prepare pupils for full-time mainstream education whenever possible; and
  • Work in partnership with parents and with all those involved in the education of the children.

Provision, staffing and facilities

All the children attached to the provision have BESD difficulties and a statement of special educational needs. They follow the National Curriculum, modified, when required, to give the opportunity to achieve. The complex needs of the children are paramount and individual education plans (IEPs) are central to the provision offered.

The provision, which has its own purpose built accommodation, has places for a maximum of three Key Stage 2 pupils. It needs to be stressed, however, that children are expected to spend the majority of their time in mainstream lessons, supported as necessary.

The school is funded for three learning support assistants and 0.3 full-time equivalent  specialist teacher. These staff are deployed flexibly to meet individual children’s needs.

Entry criteria

All children must be between the ages of 7 and 11. They must have a statement of special educational needs for BESD. Exceptionally pupils may be placed on an assessment basis in accordance with the Special Educational Needs Code of Practice. There would be no more than one child admitted to the provision in a particular year group, except in exceptional circumstances and in negotiation with the school.

Identifying and reviewing needs

All children have equal access to resources available within the school and provision. Depending on individual need, some additional resources are available for supporting inclusion opportunities.  

The children’s needs are initially identified through the formal statutory assessment procedure and are recorded in each child’s statement. Over the first few weeks the children are observed and assessed in a variety of formal and informal ways. An individual education plan is then drawn up incorporating behavioural and learning targets appropriate to each child. These targets are shared with all relevant staff, the parents and the child. Whenever possible, the child is involved in identifying their own targets. New targets are set once old ones have been achieved.

An annual review is held and everyone involved with the child is invited to attend. They are also invited to contribute a report for the review. Reviews can be brought forward if it is considered necessary, particularly if it is felt that the placement is at risk of breaking down.

Access to broad and balanced curriculum

The children follow a broad curriculum which meets the requirements of the national curriculum at an appropriate level. The curriculum is flexible and is adapted to meet the needs of individual children.

There is intensive work to develop:

  • social competence and emotional maturity
  • adjustment to school expectations and routines
  • the skills of positive interaction with peers and adults

The school has in place systems which control or censure negative or difficult behaviour and encourages positive behaviour.

Home-school links

The teacher responsible for the specialist provision works closely with parents. Good home-school relationships are seen as a major priority and vital for the progress of each child. The teacher keeps parents updated on a regular and agreed basis in a variety of ways. The parents, in return, are asked to inform the school of any information from home that may affect their child’s behaviour at school.

Newsletters and curriculum information is available from the school website and is updated weekly.  

Links beyond the school

Staff liaise with a range of services and other professionals as necessary for individual children. These may include educational psychologists, speech and language therapists, social care and community mental health services (CAHMS).

Links with mainstream classes

For the majority of the time the children are taught in mainstream classes and are fully included in the life and activities of the school. Subject to satisfactory behaviour they take part in all school events and activities such as concerts, sports and educational visits. They have the same access to the school’s facilities and resources as other children. Playtimes, lunchtimes and assembly times are normally spent alongside mainstream peers and are adapted where necessary.

Transition to the next stage of education

Each child’s learning and behaviour is closely monitored. Children must transfer out of the provision at the end of year 6 but they may move on to different placements at other times if it is necessary or appropriate. The year 6 annual review is always brought forward to the autumn term to allow time for decision making and planning of the transition to secondary education.


Hampton Hill Junior School
St James's Avenue
Hampton Hill
TW12 1HW

Telephone: 020 8979 3019
Fax: 020 8941 8560
Email: info@hamptonhill.richmond.sch.uk

Updated: 1 February 2011