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All children may experience some difficulties in learning from time to time during their school life. We aim to provide equal access to the whole curriculum for all children including those with special educational needs and/or disabilities (SEND). All teaching staff are involved in the learning and development of pupils with SEND. Parents and carers are involved at all stages
We place great emphasis on identifying pupils with additional needs as early as possible, therefore ensuring a differentiated curriculum to accommodate individual needs and allow maximum access to the curriculum. Where a child has a particular individual need, we will make reasonable adjustments to help them overcome their difficulties which may include additional support. Depending on the identified need this support may take place in class, in a small group or on an individual basis. On occasion, additional support is sought from an external agency such as, School Health, the Behaviour Support service, or the Educational Psychology Service
All Ealing Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible. The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs
Acton Gardens Primary School is committed to providing an inspiring, safe and caring environment in which all pupils are challenged and supported to maximise their potential
Our special educational needs and disability policy aims to:
This is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:
At our school we strive to create an inclusive teaching environment that offers all pupils, no matter their needs and abilities, a broad, balanced and challenging curriculum. We are committed to offering all pupils the chance to thrive and fulfil their aspirations
We will achieve this by making reasonable adjustments to teaching, the curriculum and the school environment to make sure that pupils with SEND are included in all aspects of school life
4.1 Special educational needs
A pupil has SEN if they have a learning difficulty or disability that requires special educational provision to be made for them.
They have a learning difficulty or disability if they have:
• A significantly greater difficulty in learning than most others of the same age, or
• A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.
4.2 Disability
Pupils are considered to have a disability if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to do normal daily activities.
The school will make reasonable adjustments for pupils with disabilities, so that they are not at a substantial disadvantage compared with their peers.
The 4 areas of need
The needs of pupils with SEND are grouped into 4 broad areas. Pupils can have needs that cut across more than 1 area, and their needs may change over time
Interventions will be selected that are appropriate for the pupil’s particular area(s) of need, at the relevant time
Communication and interaction
• Pupils with needs in this area have difficulty communicating with others. They may have difficulty understanding what is being said to them, have trouble expressing themselves, or do not understand or use the social rules of communication.
• Pupils who are on the autism spectrum often have needs that fall in this category.
Cognition and learning
Pupils with learning difficulties usually learn at a slower pace than their peers.
A wide range of needs are grouped in this area, including:
• Specific learning difficulties, which impact 1 or more specific aspects of learning, such as: dyslexia, dyscalculia and dyspraxia
• Moderate learning difficulties
• Severe learning difficulties
• Profound and multiple learning difficulties, which is where pupils are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment
Social, emotional and mental health
These needs may reflect a wide range of underlying difficulties or disorders. Pupils may have:
• Mental health difficulties such as anxiety, depression or an eating disorder
• Attention deficit disorder, attention deficit hyperactive disorder or attachment disorder
• Suffered adverse childhood experiences
These needs can manifest in many ways, for example as challenging, disruptive or disturbing behaviour, or by the pupil becoming withdrawn or isolated.
Sensory and/or physical
Pupils with these needs have a disability that hinders them from accessing the educational facilities generally provided.
Pupils may have:
• A sensory impairment such as vision impairment, hearing impairment or multi-sensory impairment
• A physical impairment
These pupils may need ongoing additional support and equipment to access all the opportunities available to their peers.
5.1 The SENCO
The SENCO at Acton Gardens Primary School is Miss C Rose, who can be contacted at senco@agprimary.org.uk
She will:
• Work with the headteacher and SEN governor to determine the strategic development of the SEND policy and provision in the school
• Have day-to-day responsibility for the operation of this SEND policy and the coordination of specific provision made to support individual pupils with SEN, including those who have EHC plans
• Provide professional guidance to colleagues and liaise and work with staff, parents, and other agencies to make sure that pupils with SEN receive appropriate support and high-quality teaching
• Advise on the graduated approach to providing SEN support and differentiated teaching methods appropriate for individual pupils
• Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
• Be a point of contact for external agencies, especially the local authority (LA) and its support services, and work with external agencies to ensure that appropriate provision is provided
• Liaise with potential next providers of education to make sure that the pupil and their parents are informed about options and that a smooth transition is planned
• When a pupil moves to a different school or institution: Make sure that all relevant information about a pupil’s SEN and the provision for them are sent to the appropriate authority, school or institution in a timely manner
• Work with the headteacher and school governors to make sure the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
• Make sure the school keeps its records of all pupils with SEND up to date and accurate
• With the headteacher, monitor to identify any staff who have specific training needs regarding SEN, and incorporate this into the school’s plan for continuous professional development
• With the headteacher, regularly review and evaluate the breadth and impact of the SEND support the school offers or can access, and co-operate with the LA in reviewing the provision that is available locally and in developing the local offer
• Prepare and review information for inclusion in the school’s SEN information report and any updates to this policy
• With the headteacher and teaching staff, identify any patterns in the school’s identification of SEN, both within the school and in comparison with national data, and use these to reflect on and reinforce the quality of teaching
5.2 The SEND link governor
The SEND link governor is Mary Collier.
The SEND governor will:
• Help to raise awareness of SEND issues at governing board meetings
• Monitor the quality and effectiveness of SEND provision within the school and update the governing board on this
• Work with the headteacher and SENCO to determine the strategic development of the SEND policy and provision in the school
5.3 The headteacher
The headteacher will:
• Work with the SENCO and SEND link governor to determine the strategic development of the SEND policy and provision within the school
• Work with the SENCO and school governors to make sure the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
• Have overall responsibility for, and awareness of, the provision for pupils with SEND, and their progress
• Have responsibility for monitoring the school’s notional SEND budget and any additional funding allocated by the LA to support individual pupils
• Make sure that the SENCO has enough time to carry out their duties
• Have an overview of the needs of the current cohort of pupils on the SEND register
• Advise the LA when a pupil needs an EHC needs assessment, or when an EHC plan needs an early review
• With the SENCO, monitor to identify any staff who have specific training needs regarding SEN, and incorporate this into the school’s plan for continuous professional development
• With the SENCO, regularly review and evaluate the breadth and impact of the SEND support the school offers or can access, and co-operate with the LA in reviewing the provision that is available locally and in developing the local offer
• With the SENCO and teaching staff, identify any patterns in the school’s identification of SEN, both within the school and in comparison with national data, and use these to reflect on and reinforce the quality of teaching
5.4 Class teachers
Each class teacher is responsible for:
• Planning and providing high-quality teaching that is differentiated to meet pupil needs through a graduated approach
• The progress and development of every pupil in their class
• Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions, and consider how they can be linked to classroom teaching
• Working with the SENCO to review each pupil’s progress and development, and decide on any changes to provision
• Ensuring they follow this SEND policy and the SEN information report
• Communicating with parents regularly to:
• Set clear outcomes and review progress towards them
> Discuss the activities and support that will help achieve the set outcomes
> Identify the responsibilities of the parent, the pupil and the school
> Listen to the parents’ concerns and agree their aspirations for the pupil
5.5 Parents or carers
Parents or carers should inform the school if they have any concerns about their child’s progress or development.
Parents or carers of a pupil on the SEND register will always be given the opportunity to provide information and express their views about the pupil’s SEND and the support provided. They will be invited to participate in discussions and decisions about this support. They will be:
• Invited to termly meetings to review the provision that is in place for their child
• Asked to provide information about the impact of SEN support outside school and any changes in the pupil’s needs
• Given the opportunity to share their concerns and, with school staff, agree their aspirations for the pupil
• Given an annual report on the pupil’s progress
The school will take into account the views of the parent or carer in any decisions made about the pupil.
5.6 The pupil
Pupils will always be given the opportunity to provide information and express their views about their SEND and the support provided. They will be invited to participate in discussions and decisions about this support. This might involve the pupil:
• Explaining what their strengths and difficulties are
• Contributing to setting targets or outcomes
• Attending review meetings
• Giving feedback on the effectiveness of interventions
The pupil’s views will be taken into account in making decisions that affect them, whenever
The SEN Governor will:
The Headteacher will:
Class teachers are responsible for:
Parents or carers are responsible for:
Parents or carers should inform the school if they have any concerns about their child’s progress or development
Parents or carers of a pupil on the SEND register will always be given the opportunity to provide information and express their views about the pupil’s SEND and the support provided. They will be invited to participate in discussions and decisions about this support
They will be:
The pupil is responsible for:
Pupils will always be given the opportunity to provide information and express their views about their SEND and the support provided
They will be invited to participate in discussions and decisions about this support
This might involve the pupil:
The school publishes a SEN information report on its website, which sets out how this policy is implemented in the school.
The information report will be updated annually and as soon as possible after any changes to the information it contains.
7.1 Identifying pupils with SEND and assessing their needs
The school has a clear approach to identifying and responding to SEND, and recognises that early identification and effective provision improves long-term outcomes for the pupils.
With the support of the SLT, classroom teachers will conduct regular progress assessments for all pupils, with the aim of identifying pupils who are making less than expected progress.
Class teachers will regularly assess the progress of all pupils and identify any whose progress:
• Is significantly slower than that of their peers starting from the same baseline
• Fails to match or better their previous rate of progress
• Fails to close the attainment gap between them and their peers
• Widens the attainment gap
This may include progress in areas other than attainment, for example, wider development or social needs.
When teachers identify an area where a pupil is making slow progress, they will target the pupil’s area of weakness with adapted, high-quality teaching. If progress does not improve, the teacher will raise the issue with the SENCO to have an initial discussion about whether this lack of progress may be due to a special educational need. Once a potential special education need is identified, four types of action should be put into place, Assess, Plan, Do, Review -this is the graduated response called SEND support, whereby targeted strategies and interventions are actioned. Where a child continues to make little or no progress, despite well founded support that is matched to the child’s area of need, the SENCo with the parents’ consent will involve specialists, including those from outside agencies.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
Potential short-term causes of impact on behaviour or performance will be considered, such as bullying or bereavement. Staff will also take particular care in identifying and assessing SEN for pupils whose first language is not English.
If a pupil is joining the school, and:
• Their previous setting has already identified that they have SEN
• They are known to external agencies
• They have an education, health and care plan (EHCP)
Then the school will work in a multi-agency way to make sure we get relevant information before the pupil starts at school, so support can be put in place as early as possible.
7.2 Consulting and involving pupils and parents
The school will put the pupil and their parents at the heart of all decisions made about special educational provision.
When we are aiming to identify whether a pupil needs special education provision, we will have an early discussion with the pupil and their parents.
These conversations will make sure that:
• Everyone develops a good understanding of the pupil’s areas of strength and difficulty
• We take into account any concerns the parents have
• Everyone understands the agreed outcomes sought for the child
• Everyone is clear on what the next steps are
We will formally notify parents if it is decided that a pupil will receive special educational provision.
7.3 The graduated approach to SEN support
Once a pupil has been identified as having SEN, we will take action to remove any barriers to learning, and put effective special educational provision in place. This support will be delivered through successive rounds of a 4-part cycle known as the graduated approach.
1. Assess
The pupil’s class teacher and the SENCO will carry out a clear analysis of the pupil’s needs. The views of the pupil and their parents will be taken into account. The school may also seek advice from external support services.
The assessment will be reviewed regularly to help make sure that the support in place is matched to the pupil’s need.
2. Plan
In consultation with the parents and the pupil, the teacher and the SENCO will decide which adjustments, interventions and support will be put into place, the expected outcomes, and a clear date for review.
All staff who work with the pupil will be made aware of the pupil’s needs, the outcomes sought, the support provided and any teaching strategies or approaches that are needed. This information will be recorded on our management information system, Arbor, and will be made accessible to staff in a individual education plan.
Parents will be fully aware of the planned support and interventions, and may be asked to reinforce or contribute to progress at home.
3. Do
The pupil’s class teacher retains overall responsibility for their progress.
Where the plan involves group or 1-to-1 teaching away from the main class or subject teacher, they still retain responsibility for the pupil. They will work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.
The SENCO will support the teacher in further assessing the pupil’s particular strengths and weaknesses, in problem solving and advising on how to implement support effectively.
4. Review
The effectiveness of the support and interventions and their impact on the pupil’s progress will be reviewed in line with the agreed date.
We will evaluate the impact and quality of the support and interventions. This evaluation will be based on:
• The views of the parents and pupils
• The level of progress the pupil has made towards their outcomes
• The views of teaching staff who work with the pupil
The teacher and the SENCO will revise the outcomes and support in light of the pupil’s progress and development, and in consultation with the pupil and their parents.
7.4 Levels of support
School-based SEN provision
Pupils receiving SEN provision will be placed on the school’s SEND register. These pupils have needs that can be met by the school through the graduated approach. Where the pupil’s needs cannot be adequately met with in-house expertise, staff will consider involving an external specialist as soon as possible.
The provision for these pupils is funded through the school’s notional SEND budget.
On the census these pupils will be marked with the code K.
Education, health and care (EHC) plan
Pupils who need more support than is available through the school’s school-based SEN provision may be entitled to an EHC plan. The plan is a legal document that describes the needs of the pupil, the provision that will be put in place, and the outcomes sought.
The provision for these pupils will be funded from the school’s notional SEND budget, and potentially from the LA (from the high-level needs funding block of the dedicated schools grant).
On the census these pupils will be marked with the code E.
7.5 Evaluating the effectiveness of SEN provision
We evaluate the effectiveness of provision for pupils with SEN by:
• Tracking pupils’ progress, including by using provision maps
• Carrying out the review stage of the graduated approach in every cycle of SEN support
• Using pupil questionnaires
• Monitoring by the SENCO
• Holding annual reviews for pupils with EHC plans
• Getting feedback from the pupil and their parents
The school will put the pupil and their parents at the heart of all decisions made about special educational provision
When we are aiming to identify whether a pupil needs special education provision, we will have an early discussion with the pupil and their parents. These conversations will make sure that:
The school recognises that it won’t be able to meet all the needs of every pupil. Whenever necessary the school will work with external support services such as:
10.1 Admission arrangements
The admission arrangements for pupils who have SEND is the same as for other pupils. The class teacher will usually meet with parents within two weeks to discuss how we can support vulnerable learners.
This is a good opportunity to share strategies about what works well and, after seeking parental permission, relevant information gathered may be shared with the SENDCO. If the child has a EHCP, we will carefully decide whether we can meet the needs of the child in our setting.
On entry to the school, the pupil’s records will be requested from the previous school. In some cases, the SENCO will visit the child in their current setting to support the transition process
10.2 Accessibility arrangements
Accessibility considers how the school alleviates barriers to learning and sets out the ways the school will increase opportunities for disabled pupils to participate fully in the school curriculum
The school provides resources to support learning, such as sensory aids, specialist seating and writing supports. We recognise that a small number of pupils may need additional arrangements to access the key stage 2 tests, which are based on normal classroom practice for children with particular needs.
There is a lift situated in the infant building and there is a ramp to access the ground floor of the North and South buildings for disabled access. We also have disability access toilets in all buildings (see the school’s Accessibility Plan for further information.)
Where parents have concerns about Acton Gardens Primary School’s SEND provision, they should first raise their concerns informally with the class teacher.
If they are unable to resolve the complaint, they will work together with the SENDCO and the headteacher to try to resolve the issue and provide the required support.
We will try to resolve the complaint informally in the first instance. If this does not resolve their concerns, parents are welcome to submit their complaint formally. They will be handled in line with the school’s complaints policy.
If the parent or carer is not satisfied with the school’s response, they can escalate the complaint. In some circumstances, this right also applies to the pupil themselves.
To see a full explanation of suitable avenues for complaint, see pages 246 and 247 of the SEN Code of Practice.
12.1 Evaluating the effectiveness of the policy
We are constantly looking for ways to improve our SEND policy. We will do this by evaluating whether or not we are meeting our objectives set out in section 1.
We will evaluate how effective our SEND provision is with regards to:
12.2 Monitoring the policy
This policy will be reviewed by the SENCO every year. It will also be updated when any new legislation, requirements or changes in procedure occur during the year.
It will be approved by the full governing board.
This policy links to the following documents
Acton Gardens Primary School: Always striving for excellence and learning together for the future.
Our school aims to provide a broad and balanced curriculum that develops the knowledge and skills pupils need to thrive now and for a fulfilling future. We believe that every pupil has the potential to grow and achieve excellence in their learning and personal development. We support our pupils to develop resilience and confidence in themselves and their capacity for growth.
We foster a culture of respect and inclusion, where pupils feel valued, value others and learn to work together to make a positive contribution in the community. We encourage creativity in an innovative learning environment, where pupils are challenged and inspired to explore their passions and talents.
We promote the wellbeing of our pupils, ensuring they stay safe and healthy in mind and body. We also help them appreciate the spiritual, moral, social and cultural richness of the world at large, and prepare them to become responsible global citizens.
Committee with oversight of the policy
Curriculum Committee
Lead person
Miss Charlotte Rose
Approved by Governing Board December 2024
Document Title
Special Educational Needs and Disabilities Policy
Next review
December 2025