SEND Policy

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.

Romans 12:4-6

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



We aim:

to operate an inclusive policy so that all pupils feel fully valued

to ensure that pupils of all aptitudes, abilities and interests should fulfil

their potential

to identify individual learning needs and preferred learning styles at an

early stage

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.



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.

Monitoring Record

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.

School Action

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

of time;

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

meet targets.

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


3. Inclusion

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


Admission Arrangements

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.

School Transfer

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.

SEND Resources

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.


Success criteria:

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.

SEND policy