In This Section

Inclusion

SENCO:

K Hewett (AHT)
Tel: 0208 954 1423

Additional to the below, please refer to our SEND Information Report (pdf) and our Special Educational Needs and Inclusion policy which is available on our Policies page.

Equal Opportunities

Educational inclusion is about equal opportunities for all learners, whatever their age, gender, language, level of attainment, ethnicity, medical impairment/condition or background. We pay particular attention to the provision for and achievement of different groups of learners including those with special educational needs. The Most Able, those ‘looked after’ by the Local Authority, learners who need support to learn English as an additional language (EAL), others, including those who are sick, young carers and those who are in families under stress. 

Types of SEND

The school provides for a range of Special Educational Needs and Disability. These include: The Four Areas of Special Educational Needs and Disability (SEND):

Communication and interaction

Pupils have difficulty in communicating with others. They may have difficulty understanding what is said to them or in expressing what they want to say or in understanding the social rules of communication.

Pupils with ASD may have particular difficulty with social interaction.

Cognition and learning

Pupils learn at a slower pace than their peers even with appropriate differentiation. Learning difficulties include moderate, severe and profound and multiple Learning Difficulties.

Pupils may also have a specific Learning Difficulty including Dyslexia, Dyscalculia and Dyspraxia.

Social, emotional and mental health

Difficulties may manifest in withdrawn as well as challenging and disruptive behaviour. Pupils may have mental health disorder such as ADHD, ADD and attachment disorder.

Sensory and/or physical impairment

Pupils with a range of sensory and physical needs may require specialist equipment and/or support in order to make use of the educational facilities provided.

Identification

Class teachers, support staff and the SENCO use a range of assessment tools, experience and observations in order to identify SEND. Parental and pupil concerns are also taken into account through regular consultations including home visits. Outside specialists may also support in the assessment and identification process. Pupils are included in meetings when appropriate and may also be consulted ahead of consultations, particularly in the case of very young pupils.

Review

Assessment of pupil progress is ongoing. Pupil progress meetings are held termly and parents are also consulted termly. Additional meetings are arranged when any concerns and/or difficulties emerge in order to plan support and review progress.

Transition

Transition arrangements are in place to support pupils when they move from EYFS to Year 1 and from KS1 to KS2. In addition, when pupils move from KS2 to secondary schools the Learning Mentor and SENCO work to support all pupils and those with SEND in particular. Those children with SEND who need additional aids and/or visual support for transition are provided with this.

Teaching

Pupils with SEND are taught a broad and balanced curriculum. When appropriate this curriculum will be differentiated to ensure pupils are able to access lessons. This differentiation may be by providing activities at appropriate level, by allowing additional time and by providing visual and other aids. At times an additional adult may provide support in the mainstream classroom.

Adaptations

When pupils have been identified as having a difficulty in a particular area of learning, additional small group or 1:1 support may be provided. This support can include “Maths Catch Up”, “Reading Catch Up”, working with a Reading Mentor or Learning Mentor. This support will be outside the mainstream classroom. If necessary, the classroom itself will be adapted to try to provide, for example, distraction free areas for pupils.

Staff Experience

Teaching and support staff are provided with training and updates in relation to the teaching of children with SEND and disabilities. Particular members of staff are provided with more specialist training. This training has included: