Local Offer for Special Educational Needs and

Disabilities (SEND)

Further information can be obtained by contacting the school’s special educational needs coordinator (SENDco):

Bob Wade – bwade@streathamwells.org

This section of the website provides information for Parents and Carers on how we support pupils with Special Educational Needs and Disabilities. All schools are required to publish this information as part of the SEND Code of Practice.

This report complies with section 69(2) of the Children and Families Act 2014 and regulation 51 and schedule 1 of the Special Educational Needs and Disability Regulations 2014

The Local Authority also publishes a Local Offer of SEND services available on it’s website. Lambeth Local Offer can be found at: www.lambeth.gov.uk/localoffer 

Special Education Needs Coordinators: Bob Wade

Headteacher: Sarah Wordlaw

Class Teacher

Your child’s class teacher is recommended as the first point of contact if you have any concerns and is fully involved in any support offered and makes the decision, in conjunction with the parents, on the type of support and interventions.

Your child’s class teacher is responsible for:

  • Ensuring that all children have access to good/outstanding teaching and that the curriculum is adapted to meet your child’s individual needs (also known as personalisation or differentiation).
  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support, adapting resources etc.) and discussing amendments with the SENCO as necessary.
  • Writing Individual Education Plans (IEP) when necessary, sharing and reviewing these with parents at least once each term.
  • Making sure that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable them to be included and make progress.
  • Making sure that all staff working with your child in school are supported in delivering the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Making sure that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

Contacted by: Speaking to them at the end of a school day or telephoning the school to arrange an appointment.

The Special Educational Needs Coodinator (SENCO)

The SENCO is responsible for:

  • Coordinating all the support for children with Special Educational Needs and/or Disabilities (SEND), and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.  Working with the class teacher to ensure that you are:
    • Fully involved in supporting your child’s learning
    • Kept informed about the support your child is receiving
    • Fully involved in reviewing how they are progressing
    • Fully involved in planning your child’s support. 
  • Liaising with all the other people who may be coming into school to help support your child’s learning, for example: Speech and Language Therapist or Educational Psychologist.
  • Updating the school’s SEND provision map (a system for ensuring all the special educational, physical and sensory needs of pupils in this school are known, understood and met) and ensuring that there are records of your child’s needs and progress.
  • Providing support and organising training for teachers and support staff in the school so they are aware and confident about how to meet the needs of pupils with SEND and help them achieve their potential.
  • Supporting your child’s class teacher to write Individual Education Plans (IEP) when needed, that specify the targets set for your child to achieve.
  • Preparing and reviewing an Education, Health and Care Plan where needed.

Contacted by: Telephoning the school to make an appointment.

Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.

For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress.

This type of support is available for all children in school as a part of excellent classroom practice.

Specific group work with in a smaller group of children.

Where the class teacher and the school SENCO, on the basis of high quality evidence conclude that a pupil needs the additional targeted support. These groups, often called Intervention groups by schools, may be run in the classroom or outside by a teacher or a Teaching Assistant who has had training to run these groups.

For your child this would mean:

  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to close the gap between your child and their peers.
  • You will be immediately informed and be a full partner in planning and reviewing additional support or interventions.
  • The class teacher will plan with you and the SENCO interventions to support your child’s learning.  These interventions will have clear targets to help your child make more progress.
  • Interventions may include small group work or individual sessions on a specific theme.
  • At this point your child will be placed on the SEN register and you will be fully involved in discussions and decisions, and asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.

This type of support is available for children who have specific gaps in their understanding of a subject/area of learning.

Specialist groups or placements run by outside agencies 

These may be from:

  • Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Other settings which support specific needs, such as the Kennington Park Academy for pupils with social, emotional and mental health difficulties.
  • Outside agencies such as the Speech and Language therapy (SALT) Service.

For your child this would mean:

  • Your child will have been identified by the class teacher/SENCO (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
  • The specialist professional will work with your child to understand their needs and make recommendations: 
    • Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
    • Support to set better targets which will include their specific expertise
    • A group run by school staff under the guidance of the outside professional e.g a social skills group
    • A group or individual work with an outside professional
    • A placement in a specialist setting for an agreed period of time
    • The school may suggest that your child needs some individual support in school. We will tell you how the support will be used and what strategies will be put in place.
    •  You will always be involved in decisions about how the support will be used and what strategies will be put in place.
    • You will be provided with the contact details for any agencies or services outside the school who are or will work with your child.
    • The school makes its best endeavours to put in place the support identified in the plan.
    • The progress your child makes with the support identified will be regularly reviewed and the provision may be changed according to the progress your child makes.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Support provided through an Education, Health and Care Plan (EHCP). 

This means your child will have been identified by the class teacher/SENCO as needing a particularly higher level of individual and small group support which cannot be provided from the resources already delegated to the school.

Usually, if your child requires this high level of support they may also need specialist support in school from professionals outside the school. This may be from:

Local Authority central services such as the ASD Outreach Team or Sensory Services (for students with a hearing or visual need) and/or outside agencies such as the Speech and Language therapy (SALT) Service, Occupational Therapy service, Physiotherapy and/or Child and Adolescent Mental Health Services (CAMHS)

What it means for you and your child:

  • If, despite the support that the school has provided from its own resources to enable your child to make progress, your child needs further or more specialist input, the school, or you, can recommend that the Local Authority makes a statutory assessment for an Education, Health and Care Plan (EHCP).  This is a legal process and you can find full details about this in the Local Authority (LA) based Local Offer, Lambeth web site at  http://www.younglambeth.org/local-offer/landing-pages/local-offer.html
  • This is done in full partnership with you and your child. After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), the LA will decide whether they think your child’s needs (as described in the paperwork provided), are sufficient to need a statutory assessment. 
  • If this is the case they will ask you and all professionals involved with your child to write a report, to which your child contributes, outlining your child’s needs and how they will be met and the long and short term outcomes that are being sought.
  • If they do not think your child needs this, they will ask the school to continue with the SEN Support in School and provide further support to you and the school to ensure your child’s needs are met.
  • After the reports have all been sent in, an EHC Plan to which you and your child will contribute will be prepared. It is called and Education Health and Care Plan because it brings together all of the educational health and social care needs that your child may have in one plan.
  • The school must make its best endeavours to put in place the support identified in the plan.
  • The progress your child makes with the support identified will be regularly reviewed and the provision may be changed according to the progress your child makes.

This type of support is available for children whose learning needs are more severe, complex and potentially lifelong.

If your child has been allocated a place in our school by the local authority and they have a SEND, please contact us as soon as you receive the offer as we may not have details of their needs at this stage.

We will invite you to visit the school with your child to look around and meet staff.

If other professionals are involved, a meeting may be held to discuss your child’s needs, share strategies used, and ensure provision is put in place before your child starts

The SENCO and/or Early Years Foundation Stage manager  may make a home visit and also visit your child if they are attending another provision or school; this will automatically happen if your child is starting in the school Foundation Stage 1 class (nursery class).

We may suggest adaptations to the settling in period to help your child to settle more easily, but these will be agreed with you.

Following the settling in period, the class teacher will arrange a meeting with you to review your child’s learning and progress.

  • If you have any concerns we recommend you speak to your child’s class teacher initially, and at the earliest opportunity.
  • If you are not happy that the concerns are being managed and feel that your child is still not making progress you should speak to the SENCO or Headteacher.
  • If you feel that your concerns are still not resolved you should speak to the Executive Head and ultimately to the SEND Governor.
  • When a teacher or you have raised concerns about your child’s progress, and high quality personalised teaching has not met your child’s needs, the teacher will raise this with the SENCO. If you have raised the concern the school will invite you in to discuss it and plan a way forward.
  • The teacher will discuss your child’s needs and progress with you at our termly parents’ evenings when you will be informed of your child’s progress and any additional support being given.
  • Schools also have regular meetings between each class teachers and a senior staff member in the school to ensure all children are making good progress.
  • If your child is then identified as not making progress the school will make a decision about whether to monitor this or set up an intervention group and will inform you. These groups may take place for a short period or over a longer period of time. 

If your child is still not making expected progress the school will discuss with you:

  • Any concerns you may have
  • Any further interventions or referrals to outside professionals to support your child’s learning
  • How we could work together, to support your child at home/school.
  • The school budget, received from Lambeth LA, includes money for supporting children with SEND.
  • The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
  • The Head Teacher and the SENCO discuss all the information they have about SEND in the school, including:
    •  children getting extra support already
    • children needing extra support
    • children who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed.

Directly funded by the school:

  • Additional Speech and Language Therapy input 
  • Additional Educational Psychology input.
  • 1:1 or small group teachers or tutors/support staff
  • Partnership and extended services Manager

Paid for centrally by the Local Authority but delivered in school:

  • Lambeth Autism Outreach Service
  • Educational Psychology Service for statutory services
  • Sensory Service for children with  visual or hearing needs
  • STEPS (Assessment, advice and resources for children with literacy or numeracy difficulties including Dyslexia)
  • CENMAC
  • Speech and Language Therapy (provided by Health but paid for by the Local Authority). Occupational Therapy
  • Physiotherapy
  • Professional training for school staff to deliver medical interventions
  • Parent Partnership Service (to support families through the SEN processes and procedures).
  • Provided and paid for by the Health Service:
  • School Nurse
    • Occupational Therapy
    • Physiotherapy
    • Community Paediatrician
  • Voluntary Agencies
  • National Autistic Society 

The Lambeth Local Offer Web site contains full information, including contact details, of the services available to children, young people and their families under the Lambeth Local Offer. http://www.younglambeth.org/local-offer/landing-pages/local-offer.html

  • Resources for children with literacy or numeracy difficulties including Dyslexia)
  • Speech and Language Therapy (provided by Health but paid for by the Local Authority).

The SENCO’s job is to support the class teacher in planning for children with SEN and to coordinate and liaise with all parties to ensure that interventions tailored to your child needs are in place.

The school has a school development plan, including identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school, such as ASD, dyslexia etc. and includes: 

  • Whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with a SEND.
  • Individual teachers and support staff attending training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. from the ASD Outreach service, Sensory service or medical /health training to support staff in implementing care plans.
  • Individual training for an identified staff member linked with the needs of a child with special educational needs and/or disabilities or identified through the school’s performance management process.
  • Training takes place on a regular basis. If you would like to hear about the training which is currently taking place or has taken place by the staff members in the school, please speak to the Headteacher or SENCO/ Inclusion Manager.

Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that learning tasks are adapted to enable your child to access their learning as independently as possible.

  • Specially trained support staff can implement the teachers modified/adapted planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually, and in groups and in the classroom so that they can learn most effectively, and where necessary to be included in the full life of the school. These will be included in your child’s learning plan.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs and increase your child’s access to what is on offer.
  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.

Your child’s progress is continually monitored by his/her class teacher.

  • Progress is reviewed formally every term.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
  • Some children with SEND will have an IEP which is reviewed every term. New targets are discussed with you and set for the next term.
  • The progress of children with an EHC Plan is formally reviewed at an Annual Review with all adults, including parents, involved with the child’s education.
  • The SENCO will also check that your child is making good progress within any individual learning and in any group that they take part in.
  • A range of ways will be used to keep you informed, which may include:
  • Letters/certificates sent home
  • Additional meetings as required
  • Annual Reviews
  • End of Year Reports

The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.  Please see your child’s teacher at the end of the day or ask in the school office to make an appointment.

The SENCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have.

All information from outside professionals will be discussed with you by the person involved directly, or where this is not possible, in a report. The SENCO will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child.

If your child has an IEP, it will be reviewed with your involvement each term.

A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.

In addition:

  • We regularly hold workshops for parents of all children in the school, for example in relation to reading, phonics or maths. We will be happy to discuss any necessary adaptations for your child.
  • The IEPs may include ideas for how you can support your child at home, following the discussion with you.
  • The external professionals involved with your child will be happy to meet with you on request.
  • Our half termly newsletter includes ideas of ways in which you can support your child with learning; these are often practical ideas and can be easily adapted to suit the needs of children with special educational needs and/or disabilities.
  • We will be happy to meet with you and discuss how to best support your child to enable them to reach their potential.
  • If your child is undergoing statutory assessment for an EHC Plan you will also be supported by the Children’s Services SEN Team.  They will ensure that you fully understand the process.

We ensure that equipment used is accessible to all children regardless of their needs.

  • The school has staff trained to suit children with a range of needs.
  • The specialised provisions provide space for the identified needs for children with these difficulties e.g. workstations for children with ASD or Speech and Language Needs.
  • After school provision is accessible to all children including those with SEND.
  • Extracurricular activities are accessible for children with SEND.
  • The staff working in the specialised provisions are  trained in these areas.
  • We keep record of all children’s medical needs and ensure that all staff involved are aware of these needs and knows the procedures.
  • If you have a specific concern please make contact with the SENCO who will be able to inform you what provision can be put in place. 
  • The new building will be accessible to children with physical disability via ramps and/or lifts. The ground floor of the Victorian building is accessible to those with physical disabilities.
  • Extra curricular activities are accessible for children with SEND.

We recognise that ‘moving on’ can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible. If your child is moving to another school:

  • We will talk with your child to identify how they are feeling about the move and discuss with them how to make it as positive an experience as possible.
  • We will contact the new school’s SENCO and ensure s/he knows about any special arrangements or support that needs to be made for your child.
  • Where possible we will support a visit to the new school in advance of the move.
  • We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

  • You will be invited to meet with the new teacher.
  • Information will be passed on to the new class teacher and a planning meeting will take place with the new teacher. All relevant SEN documentation for your child will be shared with the new teacher.
  • If your child would be helped by a  transition book to support them then it will be provided.
  • In case of inclusion from the Language Centre to a mainstream class it will be introduced gradually according to your child’s needs and abilities. 

In Year 6:

  • Our SENCO will liaise with the SENCO of your child’s secondary school to discuss the specific needs of your child.
  • Focused learning about aspects of transition takes place in year 6 to support understanding of the changes ahead.
  • As part of the transition process, your child will usually be invited by their new school to visit on several occasions and in many cases staff from the new school will visit your child in this school. The SENCO and class teacher will support this process.  

SEND Information Report

Further information can be obtained by contacting the school’s special educational needs coordinator (SENDco): Mrs Coombs.

This section of the website provides information for Parents and Carers on how we support pupils with Special Educational Needs and Disabilities. All schools are required to publish this information as part of the SEND Code of Practice.

This report complies with section 69(2) of the Children and Families Act 2014 and regulation 51 and schedule 1 of the Special Educational Needs and Disability Regulations 2014

The Local Authority also publishes a Local Offer of SEND services available on it’s website. Lambeth Local Offer can be found at: www.lambeth.gov.uk/localoffer 

Streatham Wells Primary School’s Local Offer provides a range of information to support children with Special Educational Needs and Disabilities.  The following is a summary of this information:

  • Types of Special Educational Needs and Disabilities at Streatham Wells Primary School
  • The identification and assessment of pupils with Special Educational needs and Disabilities
  • The arrangements for consulting and involving young pupils with SEND
  • The expertise and staff training in relation to Special Educational Needs
  • The provision to support access to the curriculum
  • The strategies to support and develop literacy, numeracy, the foundation subjects
  • The strategies to support and develop Occupational and Physiotherapy
  • The strategies to support behaviour, social skills and emotional development
  • The strategies to access medical interventions
  • Engagement with parents and carers
  • Access to outside agencies and external professionals
  • The Children’s Centre (closed August 2015. Families welcome to Hitherfield Children’s Centre)
  • The addresses and telephone numbers of outside agencies and support services

Streatham Wells Primary School is an inclusive school and we ensure that all pupils are included in all aspects of school life. We aim to encourage children, regardless of their SEN, to make the best possible progress in school. The school provides a high standard of teaching and learning and we aim to ensure that all children access a rich and diverse curriculum, in order to develop independent learning and the skills they will need for life, both within school and in the local and wider environment. To ensure that teaching and learning is at the appropriate level for the children’s individual needs, work is differentiated wherever necessary.

We aim to provide a safe, happy and supportive environment where children thrive in all aspects of their learning. We know that the most effective learning takes place when children are confident and enjoy their learning. We appreciate the importance of high self-esteem in the learning process. The most effective learning environment is where children believe in themselves and their own capabilities and Streatham Wells endeavours to reinforce these qualities in all children. The school was awarded the Inclusion Quality Mark on 13th June 2013.

The Special Educational Needs Coordinator (SENCo) is Bob Wade who manages and coordinates all aspects of Special Educational Needs. The SENCo is based in the Inclusion room (previously the Children’s Centre)  and works closely with the Learning Mentor, the Ethnic Minority Achievement Coordinator, a number of Teaching Assistants  (TAs) who support children with SEN, Classroom Teachers and parents / carers. He oversees the assessment of the needs of children with SEND and plans appropriate support and interventions to support their needs. He will organise and liaise with a range of external professionals and outside agencies and ensure that the advice and planned strategies recommended by the professionals are implemented and reviewed. The SENCo liaises with staff regularly and monitors the progress that children make in their termly assessments and everyday class work. The school SEN Governor meets regularly with the SENCo to discuss and monitor all aspects of Special Educational Needs, including pupil progress, support and provision, resources and budget. Through careful analysis of data and close liaison with teaching staff, the coordinator makes sure that children who require additional support, receive it. It is also a good measure of the effectiveness and quality of the interventions put in place for SEND pupils.

The Governing Body is kept up to date with all issues concerning Special Educational Needs through:

  • Termly visits to the school
  • Information provided by the Head Teacher
  • Information provided by the SENCo
  • Presentation of up to date information on SEN at sub-committee meetings with the Governors

Types of Special Needs for which the school is making provision

The school provides support for a range of special needs which are put into four new broad categories. These are;

  • Communication  and interaction
  • Cognition and learning
  • Social, mental or emotional
  • Sensory and physical

These can be classified into core, additional and high needs, where some children only require minimal interventions and support, while others need additional support to raise the level of their learning. A few children, generally those who have existing Statements of Special Educational Needs or Education Health and Care Plans (EHC Plans) require high needs.

The range of Special Needs and Disabilities at Streatham Wells include some of the following:

  • Aspergers and Autism
  • Speech and Language / Communication difficulties
  • Occupational Therapy needs
  • Other medical needs
  • Dyslexia / Dyspraxia
  • Children with Additional and High needs

To view our school Accessibility Plan, please click here

The identification and assessment of pupils with Special Educational Needs and Disabilities

  • Children are identified with Special Educational Needs in a number of different ways. They could originate from a referral from a General Practitioner (GP), a health visitor, the speech and language service, the educational psychology services, agencies such as the Lambeth Autistic and Neurodiagnostic Service (LANDS). 
  •  Concerns can be raised by parents and carers, at the level of progress being made by their child
  • Through paediatric assessments with the Paediatrician or concerns from the school nurse. 
  • Class teachers and support staff also  identify pupils  failing to make the expected progress in their learning

Streatham Wells has rigorous monitoring in place that tracks the progress children make in Reading, Literacy and Maths and the Foundation subjects.    

Termly assessments and tests provide the data and results which when scrutinised, will give a clear indication of how the pupil is progressing. Where interventions and support are needed, they are quickly put into place.

The school constantly evaluates the effectiveness of the provision for SEND pupils by monitoring the progress being made. Where a pupil is not making the expected progress, we look at the targets set to see if they need modifying or adjusting, to match the outcomes required. The planning, differentiation, resources needed, and the time and level of support given, are checked carefully and adapted where necessary. Where further interventions are required, perhaps from an outside agency or other professionals, they are commissioned and organised speedily, with the close involvement of parents and carers.  The   vital liaison between the SENCO, class teacher, parents, learning support teacher, TAs and other outside professionals, reinforces and underpins any adjustments being made which hopefully will produce better results.

If parents and carers are unhappy with any aspects of the provision and support for their child’s Special Educational Needs, they should:

  • Get in touch with the school in the first instance and discuss their concerns with the Head Teacher and SENCo. Hopefully, these will be resolved at this stage.
  • Where concerns can’t be revolved, parents and carers should get in touch with Lambeth SEN and discuss them with a member of the SEN team.

Where a decision has been made by the panel not to carry out a statutory assessment of a pupil, leading to an Education, Health and Care Plan (EHC), the following action will be taken:

  • A Multi Agency Planning meeting will take place, where there are unresolved subsidiary issues between the education provider, the parent or carer and the child or young person (CYP). The use of collaborative problem solving will take place to support families in how the CYP needs could or should be met.  The SEN/EHC Co-ordinator and Key Worker will lead on this.
  • The EHC Co-ordinator meets with parent, carer, young person and Key Worker to explain the next steps. Action will be followed in writing to all parties.
  • Statutory Appeal Point not to assess. Proceed with appeal to first-tier tribunal.

Arrangements for consulting and involving young pupils with SEND in their education

We consult and involve pupils in their learning by;

  • Explaining carefully and sensitively why they are receiving support and determining what they themselves would like to improve and achieve in their learning.
  • The class teacher, SENCo, learning mentor and learning support teacher discuss with the pupil what the targets and outcomes are for their particular needs.
  • The pupil is supported in larger or smaller groups, pairs or individually by support staff or the class teacher. The pupil is fully involved in this process and is urged to ask questions if they require clarification. They are encouraged to repeat to an adult the concept, skill or task being taught where there is doubt. They are also asked to show some level of independence when working on an activity, so as not to become self- reliant on support. Lots of praise and encouragement is given for positive outcomes and progress and for children trying hard.
  • Liaising with the home in order to encourage activities such as shared reading, writing practice, tables, simple problem solving etc. Emphasising the importance of working with the pupil in a happy and fun environment at home and avoiding stress for both parties is essential.
  •  Putting in place different ways of teaching, so that the child is fully involved in their learning. This may involve such things as more kinaesthetic learning and personalised teaching and learning approaches.

Admissions

  • Those pupils who already have an Education, Health and Care Plan previously called a Statement of Educational Needs, have a separate admissions procedure, which is overseen by Lambeth’s SEN team.
  • Pupils who have SEN but do not have an EHC Plan, are admitted via the normal school admissions criteria.

Expertise and Staff training in relation to Special Educational Needs

Staff training is essential and individual teachers and support staff attend training courses run by outside agencies and organisations. Those run by SENJIT (Special educational needs joint initiative team) at the Institute of Education have been very informative and staff have attended a number of these courses. Four members of our support staff are currently training on the QCF ‘Support, Teaching and Learning’ course (Qualification Credit Framework ) which was formerly known as the NVQ course. Two TAs are studying for level 2 and two are studying for the Level 3 qualification.

School INSET, is held on SEN issues and recent training has been given by our Educational Psychologist and Speech and Language therapist. The SENCo.  has held  staff training  on the Governments  Green Paper on SEN and the new reforms in SEN,  coming into place in September ’14. Other SEN staff meetings have focused on the SEN, Disability and Equality policies.

Support staff and teachers have access to booklets on courses and are encouraged to attend these and develop their knowledge and skills. The Speech and Language and Autism training has been attended by the vast majority of support staff.

Support and Interventions to support children with SEND

 Provision to support access to the curriculum include;

  • Contact with a pupils previous school to share information and acquire SEN records.
  • Liaison with Primary schools that SEND pupils may transfer to and the passing on of records and advice on the most effective support that can be provided for children with SEND.
  • Close liaison with the secondary schools to which the year 6 SEND pupils are transferring to. This is to ensure that a clear understanding of what the pupils SEND and needs are, in order to ensure that the best possible support is provided. All SEND records are forwarded to the new schools.
  • Setting of individual targets for all children for literacy and numeracy and regular monitoring of the progress being made.
  • Personal targets, previously known as Individual Education Plans (IEPs) are identified, setting out specific outcomes to be achieved by children with SEND. They are updated regularly.
  • Twice yearly reviews for all children on the Special Needs register to record progress made.
  • Twelve monthly targets written for children with existing Statements of Special Educational Needs and new Education, Health and Care Plans

Strategies to support/develop Literacy

  • Quality literacy teaching and support from the class teacher and TAs.
  • Differentiated curriculum for children with SEND when necessary.
  • Individual and group support in the classroom from TAs and the Class Teacher.
  • Use of a range of literacy resources to reinforce concepts and understanding, including the use of laptops.
  • Individual support for pupils with existing Statements of Special Educational Needs and the new Health, Education and Care Plans.
  • Targeted support for individuals, pairs and small groups with SEND, from the Learning Support teacher.
  • SENCO weekly phonics support, focusing on spelling and sentence construction with small groups of SEND pupils.
  • Learning Mentor support in the classroom or in the inclusion room, for children on the learning mentor register and on a personal basis. Some of these pupils will also be on the SEND register.
  • Voluntary reading support with a variety of children, including SEND pupils.
  • Termly assessments of all pupils, to monitor progress being made and identify areas of need.
  • Homework club available at lunchtimes for those children who require support. This is available to children from Year 2 upwards. This will include some SEND and English as an Additional Language (EAL) pupils. It is purely voluntary and, whilst some children are encouraged to attend, it is the pupils’ choice to go to these short sessions.

Strategies to support/develop Numeracy

  • Quality numeracy teaching and support from the class teachers and teaching assistants (TAs) 
  • Maths homework given to children from Year 2 upwards. 
  • Homework club available at lunchtimes for those children requiring extra support. This will include a number of SEND pupils from year 2 upwards.
  • Small group, paired and individual support in the classroom from the class teacher and TAs.
  • Withdrawal of small groups, pairs or individual SEND pupils, by the Learning support teacher for targeted support.
  • Individual support for those children with EHC Plans or existing Statements of Special Educational Needs.
  • Use of a wide range of mathematical equipment and resources to reinforce understanding across all year groups, including laptops.
  • Differentiated activities for SEND pupils when necessary.
  • Termly assessments for all children to monitor progress being made and to identify areas of need.

Strategies to support Foundation Subjects

  • TAs in all classes in the afternoons to support children in the Foundation subjects as well as most mornings for the core subjects. 
  • Differentiated activities according to SEND and needs. 
  •  A wide range of resources available in the Foundation subjects.

Strategies to support Speech and Language and Communication skills

  • Identification and referral of children with possible Speech, Language and Communication difficulties, to the Speech and Language Service.
  • Commissioning 6 Speech and Language sessions from the Speech and Language Therapy Service at Guy’s and St .Thomas’ Trust. This is in addition to the 3 free sessions offered to us by the service and all sessions will be run by our Speech Therapist.
  • The implementation of strategies recommended by professionals and the monitoring and recording of progress and development being made.
  • Speech and Language support from our trained TA for one and a half days a week (all day Wednesday and Friday morning). Sessions take place in the Children’s Centre and pupils are taught individually, in pairs or in small groups.
  • Assessments, records and reports focus on the progress being made  by the pupils, according to targets and outcomes set.
  • Training of teachers and support staff by our therapist in school or through courses run by the Guy’s and St Thomas’ Trust at The Mary Sheridan Centre and Gracefield Gardens. The six Commissioned Speech and Language sessions also require a commitment from class teachers and support staff to observe the therapist in the targeted sessions and apply strategies etc. to their classroom teaching.
  • Advice Clinics for parents, carers or members of school or nursery staff held at a variety of local clinics on the first Friday of the month from 1.30 pm-4.30 pm. No referral/appointment is necessary. Parents/Carers can contact the SENCo for the addresses and telephone numbers of these clinics.

Strategies to support children with Occupational (OT) and Physiotherapy Needs

  • Identification and referral of children to OT/ Physiotherapy Services. 
  • Implementation of strategies and intervention programmes. The individual support in school is carried out by the professional therapist and named staff supporting those children in the classroom.
  • Records and reports are completed on the progress being made by the pupils, according to targets and outcomes planned.
  • Provision of a variety of resources including cushions, pencil grips, special scissors, spongy balls, bean bags, small balls, quoits etc.

Strategies to support behaviour, social skills and emotional development

  • The school’s Behaviour policy implemented fairly and consistently.
  • The implementation of the 7 Step programme when necessary. 
  • Home/School contract where behaviour is a key component of the contract. 
  • Individual behaviour plans for the classroom and for the playground, including lunchtimes when necessary.
  • Key support staff on playground duty, to focus on and support identified pupils with emotional and behavioural issues.
  • TA support during breaks for children with current Statements of Educational Needs or Health, Education and Care Plans . This will be part of the weekly timetabled support for more vulnerable children who are unable to cope independently in the playground and require a play plan. This can be organised in a small group or a pair of children, where the targeted child can develop their interaction and social skills.
  • Regular communication with parents and carers, keeping them up to date on behavioural, social and emotional issues.
  • A Peer Mediation programme which is operational and successful in solving issues before they escalate.
  • Class teachers, Learning Mentor and SENCo to talk through issues and resolve conflicts with pupils. Parents and carers can be part of this resolution process.
  • Educational Psychology Service and the Child and Adolescent Mental Health Service support.
  • Home –School books to communicate positive and negative incidents in school and the home.
  • Personal, Social Health Education (PSHE) sessions, reinforce positive behaviour and social skills.

Additional reinforcement includes reward systems awarded to encourage positive learning and behaviour. This includes certificates given in assembly, praise and encouragement and other celebrations of success.

Access Medical Interventions

  • Regular meetings with our school nurse and liaison with the school paediatrician, to ensure that children with medical issues can access medical interventions in school. This will include medication, asthma pumps, epipens, etc.
  • Meetings held with school nurse and parents/carers of children with medical issues, to establish the child’s needs and to devise a care plan where appropriate.
  • All members of staff attend First Aid training and gain a certificate of competence, after a focused day of training.
  • A list of First Aiders has been drawn up but all staff maintain a knowledge of First Aid, through training, which runs on a three yearly cycle.
  • Staff timetabled for medical duties at breaks, so that a member of staff is available to tend to accidents and injuries.
  • School liaises with medical professionals including GPs, mental health practitioners, hospitals, etc.
  • Important information detailing a child’s ongoing medical condition and the required medication needed, is circulated to all staff, provided permission is given by parents and carers.
  • Medication held safely in the school office and administration staff are made aware of the doses and frequency medication has to be taken.
  • For information on inhalers, please refer to the medication policy.
  • Staff training on specific medical needs as these arise. This might include training on epilepsy, diabetes and epipens for food allergies.
  • Some staff have received paediatric first aid training for the younger children.

Engagement with Parents and Carers

  • Class teachers meet with parents and carers twice yearly at Parents Evening, to discuss pupils’ needs, support and progress.
  • An open door policy in the Inclusion Room on Monday mornings where parents/carers are able to discuss issues and concerns they have about their children, with the SENCO or Learning Mentor. They are happy to see parents at other times on an ’ Open Door’ basis, providing it is  convenient and doesn’t impinge on teaching commitments and other SENCO and Learning Mentor responsibilities.
  • Reviews with parents and carers of current Statemented pupils or those with Education, Health and Care Plans.  Detailed Review reports are written and circulated to Lambeth SEN, teachers and support staff and parents and carers. New targets for the next 12 months are identified and put into practice.
  • Target reviews (old IEP Reviews) held twice yearly to monitor progress and set targets according to outcomes. All adults involved in the support of children with SEND attend the reviews and contribute to the setting of targets. Pupils may attend, where this has been arranged. Parents of children with Statements or Health, Education and Care Plans are invited to target reviews, as are parents and carers of children with additional needs. Those children who have core needs provide written advice about the progress their children are making and future achievements.
  • Share professional reports with parents and carers.
  • The SENCo, Inclusion team, outside agencies and class teachers regularly meet with parents and carers in order to discuss concerns, progress being made, interventions, strategies etc.  Meetings are generally held in the Inclusion room, but will also take place in the classroom. Pupils accompany their parents, where this has been arranged and can participate in discussions.
  • Home visits by the SENCo and Inclusion team take place where the parent or carer is incapacitated or their disability is such, that it is more convenient to hold the meetings in the comfort of their own home.
  • A direct telephone line to the SENCo and learning mentor in the Inclusion room, plus fax and email, means that communication with parents is readily available. Parents and carers call into the room before and after school as well as during drop in sessions and know that advice and support is always available.

Access to Outside Agencies and External Professionals

Access to support from a range of Professionals according to the individual needs of the pupils. These may include; 

  • Educational Psychology Service
  • The Speech and Language Therapy Service
  • Occupational Therapy
  • Physiotherapy Service
  • Lambeth Autism and Neurodevelopmental Diagnostic Service (LANDS)
  • The Hearing Support Service
  • Lambeth Visual Impairment Support Service
  • Lambeth Children and Adolescent Mental Health Services (CAMHS ) 

The Children’s Centre ( Hitherfield Primary School )

The Children’s Centre delivers a range of services to families in the local community.

  • Parenting classes
  • Supporting the bilingual child
  • Family learning- Fathers Voices Together
  • Baby group
  • Introduction to British sign language
  • One to one appointments in the centre to discuss concerns and offer support to access appropriate services
  • Health /Nutrition Services
  • Activities to develop pre literacy and numeracy skills
  • Citizen’s Advice Bureau surgery
  • Support and advice for young women and mothers experiencing difficulties in their personal relationships
  • Child minders group
  • Creative/ role play activities
  • Family support, providing information and advice
  • Advice on money matters
  • New births registration
  • Support for breast feeding
  • Physical play activities to promote interaction, confidence and coordination
  • Sing along sessions
  • Advice and support for parents of children with Additional Needs
  • Speech and Language support
  • ‘Readiness for School’ workshops
  • Toilet training
  • Managing behaviour
  • Supporting sensory needs
  • Managing sleep patterns

The support provided by the Children’s Centre to both parents and young children about to start school, is very important and aids the important transition into the Early years of their education.

An example of an Outreach session at the Children’s Centre where a parent has a concern. The session might offer the following:

  • An escort for the family to the Children’s Centre if the Centre is unfamiliar to them, they have a disability or where English is an additional language.
  • An assessment of the family’s needs
  • Information about the options that are available to help and support the family
  • Further information about other sessions at the Centre or across the cluster
  • Support for families through the ‘Buddy’ system, which is an effective way to enable families to integrate within the Centre and Community
  • Additional personal support, either in the Children’s Centre or at the family home, with the enlistment of the Multi Agency Team for additional support

Outreach Services at the Children’s centre

  • Home visiting and one to one appointments in the Centre

 Lambeth Education Authority’s Local Offer

This can be found by visiting Lambeth’s website and clicking on the Local Offer link.

Lambeths SEND Local Offer

Addresses/telephone numbers of Outside Agencies/Support Services

Lambeth Educational Psychology Service      

Children’s Social Care

1st Floor, Olive Morris House

18 Brixton Hill

London, SW2 1RL

Tel  020 7926 9658                                 

Fax 020 7926 9659                                    

Speech and language Service                Guy’s and St. Thomas’ 

Tel     020 304 4005                            NHS Foundation Trust

 Fax   020 304 4015                             Community Health Services

                                                             Mary Sheridan Centre for Child Health

                                                             Wooden Spoon House

                                                             5, Dugard Way

                                                             Kennington

                                                             SE11 4TH

 

Occupational Therapy Service                The same address as the Speech and    

Tel 020 3049 5976 /6020                      Language Service above

 

 

Physiotherapy Service                                Guy’s and St. Thomas’ 

Tel 020 7188 5094                                      NHS Foundation Trust

Fax 020 7188 5096                                     St. Thomas’ Hospital 

                                                                       3rd Floor, Lambeth Wing

                                                                       Westminster Bridge Road

                                                                       London

                                                                       SE1 9RT

 

Lambeth Autism and Neurodevelopmental      Same address as the Speech and

Diagnostic Service (LANDS)                          Language Service on previous page

Tel 020 3049 4005

 

Lambeth Hearing Support Service                  Jubilee Primary School

Tel 020 8671 8915/8678 6530                         Tulse Hill

                                                                                London

                                                                                SW2 2JE

 

Lambeth Visual Impairment Support               129, Park Hill

Service                                                                     London

Tel 020 7819 7606                                                 SW9 9PA

Fax 020 7678 5019

 

Lambeth Children and Adolescent                   35, Black Prince Road

Mental Health Services (CAMHS )                  Kennington                                           

Tel 020 3228 7370                                               London

                                                                                 SE11 6JJ

 

The Special Educational Needs                       Streatham Wells Primary School

Coordinator and Inclusion Team                       50 Palace Road

Tel 020 8683 9761 (direct line)                         London

Fax 020 8674 9154                                              SW2 3NJ

Hitherfield Children’s Centre

Hitherfield Primary School

Hitherfield Road

London, SW16 2JQ

Tel 020 8835 9569

email: admin@hitherfield.lambeth.sch.uk

School Information

Contact Information

Streatham Wells Primary School
50 Palace Road
London
SW2 3NJ

Tel: 020 8674 3742

Fax: 020 8674 9154

School Opening Times

Morning Nursery:9:00am - 12:00pm

Afternoon Nursery:12:30pm - 3:30pm

School & full-time Nursery:9:00am - 3:30pm

School Leadership

Headteacher:Sarah Wordlaw

Deputy Headteacher:Bob Wade

Chair of Governors:Bridget Byrne