We have many parts in the one body, and all these parts have different functions.
In the same way, though we are many, we are one body in union with Christ, and
we are all joined to each other as different parts of one body. So we are to use
our different gifts in accordance with the grace that God has given us.
It is recognised that approximately 20% of children will have special educational
needs at some time in their school careers. These can be short term but range
from those who need a little additional help to those with more significant learning
difficulties. St Robert Southwell is committed to providing the best possible
provision that resources allow. In such an environment our pupils can thrive and
their confidence and self- esteem can grow.
We believe that all children have individual needs but not necessarily a special
educational need. Special educational needs are defined in accordance with the
Education Act 1996.
A pupil has special educational needs if:
S/he has a significantly greater difficulty in learning than the majority of students
of the same age;
S/he has a disability that prevents her/him from making use of educational
facilities generally provided for children of the same age;
S/he has an emotional, behavioural or social difficulty that impedes his/her
• to operate an inclusive policy so that all pupils feel fully valued
• to ensure that pupils of all aptitudes, abilities and interests should fulfil
• to identify individual learning needs and preferred learning styles at an
• to ensure a range of differentiated learning activities are planned to enable
all pupils to make progress and therefore experience success
• to keep clear, recorded evidence of pupils experiencing learning difficulties
so that action may be taken by the staff, in partnership with the pupil and
• To give additional support to pupils, within the limits of available
resources, where there is evidence that their special educational need is
hindering their progress.
ORGANISATION AND MANAGEMENT OF TEACHING AND LEARNING
An appointed member of staff Lisa Egan holds the post of Inclusion Manager
In accordance with the revised Code of Practice on the Identification and
Assessment of SEND [Dfes] the INCO is responsible for: –
• co-ordinating provision for children with SEND
• overseeing the day-to-day operation of the School’s SEND Policy
• liaising with and advising members of staff
• liaising with staff specifically supporting SEND pupils
• overseeing the records of all pupils with SEND
• liaising with parents of children with SEND
• liaising with external agencies including the education psychology service,
health and social services, language therapists, other LEA support services
and voluntary bodies when appropriate
• Contributing to the in-service training of staff.
Staff training concerning SEND takes place as required, as part of the general
staff development programme, sometimes with external advisers. Training may
be targeted to those who are working with specific children and therefore have
particular needs. The INCO meets regularly with the Teaching Assistants [TAs].
There is a strong SEND network in the Borough and they meet at once termly to
share good practice and offer support.
Identification, Assessment and Provision
St Robert Southwell School follows the revised Code of Practice on the
identification and assessment of pupils with SEND [January 2002]. This
allows us to prioritise needs against available resources. Our continuous
system of assessment, planning, action and review allows us to monitor needs
closely, offer a graduated response and alter provision accordingly.
During the period of assessment, before identification of a special need takes
place, it is useful to keep a record of pupils who are causing teachers some
concern. Our monitoring system serves this purpose. The class teacher, in
co-operation with the INCO will fill this in.
If, after some time, it becomes evident that the pupil’s needs are additional to
or different from those catered for by the teacher’s normal planning and
differentiation of learning, then the pupil will move to the next stage of the
Code Of Practice.
A pupil may be recorded as being at School Action if s/he:
• makes little or no progress even when teaching approaches are targeted,
particularly in a child’s identified areas of weakness
• shows signs of difficulty in developing literacy or numeracy skills which
result in poor attainment in some curriculum areas
• presents persistent emotional or behavioural difficulties which are not
ameliorated by the behaviour management techniques usually employed
by the school
• has sensory or physical problems and continues to make little or no
progress despite the provision of specialist equipment or skills
• Has communication and/or interaction difficulties and continues to make
little or no progress despite the provision of a differentiated curriculum.
Together with the parents, a decision will be made to intervene through School
Action. The INCO will work with staff involved with the child, acquiring all
relevant information to complete assessments, plan for the future support of
the child and review the action the school has decided to take. Strategies and
targets to assist the child may be recorded on an Individual Education Plan
School Action Plus
Most pupils’ difficulties will be addressed under School Action but if after time
the pupil is not making the anticipated progress, the school may consider the
next step in the graduated response, School Action Plus.
The SEND Code of Practice identifies the following triggers for School Action
• continues to make little or no progress in specific areas over a long period
• continues to work at National Curriculum levels substantially below those
expected of children of a similar age;
• continues to have difficulty developing literacy and numeracy skills;
• has emotional and behavioural difficulties which substantially and regularly
interfere with their own learning or that of the class group, despite having
an individualised behaviour management programme;
• has Sensory or physical needs and requires additional specialist
equipment or regular advice or visits by a specialist service;
• Has an ongoing communication or interaction difficulty that impedes the
development of social relationships and cause substantial barriers to
At this stage the school will consult external agencies. These services may
advise staff about targets and strategies, provide more specialist or detailed
assessment or offer other support. Parents or carers will be involved at all
stages of intervention and their support will be sought to assist their child to
Statutory Assessment and Statement of Special Education Needs
For a very small minority of pupils, School Action Plus may not provide
appropriate support to meet their significant learning needs. In accordance
with The Revised Code of Practice the school may make a request to the LA
for a statutory assessment. This is done in conjunction with the parents and
other agencies involved.
If a Statement of Special Educational Needs is issued by the LA it will describe
the child’s learning difficulties and the provision needed to meet appropriate
A formal review of the Statement will take place at least annually, when
parents and external agencies will be invited to submit reports and attend the
review meeting. This review meeting will follow the guidance in the Code of
All children should have full access to a broad, balanced and relevant
education, recognising the variety of social and ethnic backgrounds, and
pupils with learning difficulties.
We therefore recognise the need to:-
• use teaching approaches of a pace and style appropriate to the full ability
range of the teaching group, taking into account the learning and/or
emotional needs of individuals and any physical impairment;
• be aware of pupils with IEPs, setting tasks which support their learning
needs and help them reach their targets;
• use classroom organisation which accommodates the needs of pupils,
with opportunities for a mixture of class, group and individual work;
• create a positive learning environment in each classroom, with resources
clearly labeled and accessible to the children and with displays which
engage the children and stimulate discussion;
• ensure that all pupils are given equal opportunity to have their work
• encourage all our children to take a full part in school activities as social
skills are of the utmost importance to balanced development
The school has level access and a toilet accessible to wheelchairs.
Individual Education Plans, Parents and Pupils
An IEP may be drawn up for a pupil when it is decided that intervention
through School Action / Plus is needed. The INCO, class teacher, parents,
the pupil and any external agencies will be involved. St Robert Southwell
School seeks to involve parents at an early stage and values their support
and encouragement in assisting their child to meet agreed targets. On-going
liaison between home and school is a crucial factor in supporting a pupil
experiencing any kind of difficulty in school.
The class teacher will ensure the pupil understands their targets. The class
teacher will always be willing to discuss any difficulties or worries the pupil
expresses about their support arrangements.
In accordance with the revised Code of Practice the IEP will contain:
• the short term targets set for the child;
• the teaching strategies;
• the provision to be put in place
• The outcome of the action to be taken.
IEPs will record only what is additional to or different from the differentiated
curriculum plans prepared by class teachers. The targets will be related to
the key areas of communication, literacy, numeracy, behaviour or social
skills. There will be no more than four targets and the IEP will be reviewed at
least twice yearly. Teachers and/or the INCO will use parent consultation
meetings to discuss IEPs and the INCO is available, by appointment, to meet
with parents at other times.
Identified pupils may be supported in small groups by a Teaching Assistant
(TA), mainly during literacy and/or numeracy. During these sessions specific
targets relevant to the group will be worked on, with tasks differentiated
As for other pupils (see Admissions Policy).
Support for Parents
St Robert Southwell School employs a Parent Liaison Officer, Teresa Kirwan-
White, who is available to support parents and attend meetings and complete
forms if necessary. Mrs Kirwan-White welcomes discussions with parents who
are concerned about their child’s special educational needs. The teachers,
INCO and Head teacher are available, by appointment, to discuss any
concerns. There is a Parent Partnership service which provides advice and
support to Parents and Parents who wish to appeal should contact this
service. Details are available from the school office or from The Children,
Schools and Families Department at Brent.
When a pupil moves school, in accordance with the COP, St Robert
Southwell will transfer school records, including SEND records, within 15 days
of the pupil ceasing to be registered at this school. However, St Robert
Southwell School recognises the advantage of liaising with a pupil’s new
school prior to transfer to allow for appropriate planning. Liaison also occurs
if a pupil is transferring into the school, with contacts being made with
previous school or pre-school. Visits may be made to observe pupils in their
setting if this is thought useful.
There is a wide range of resources available to support children’s learning,
many of which are kept in the central areas around the school. Resources
include CD ROMs, games, phonic and language cards, books providing
differentiated work, and a variety of others. Children are encouraged to use
ICT resources to aid their learning.
• pupils with SEND are experiencing success, however small the steps may
• IEPs are in place for pupils from School Action;
• regular reviews of IEPs are taking place showing progress being made,
change of provision or further action if appropriate;
• termly/weekly/daily plans show evidence of differentiation;
• there is liaison between class teachers, INCO and parents of pupils with
• there are clear SEND records, accessible to visiting professionals and the
parents of a pupil;
• external advice/support is being sought for a pupil when there is concern
and evidence of lack of progress in spite of intervention through School
Our named governor for SEND is Mrs Anne Quigg.