SEND Provision

We aim for early identification through close communication between home and school. When a teacher has concerns about a child, these are raised with parents at the earliest opportunity.

Class teachers meet termly with the SENDCo to discuss children on the SEND register and any others they have concerns about. The school uses a structured Local Authority document to guide these conversations and ensure quality first teaching has been provided before identifying SEND.

Half-termly Pupil Progress meetings between teachers and the leadership team review data from each assessment cycle. Children falling behind age-related expectations are discussed and additional provision is put in place, which may lead to identification of SEND.

Parents are always involved in discussions about their child's identification and provision.

Data

Half-termly data is collected for all children and analysed by the class teacher and Deputy Head Teacher. Termly forensic monitoring by the SENDCo triangulates data with evidence from children's books, learning walks and planning. Entry and exit data is collected for all 1:1 and small-group interventions to measure impact.

Assessing and reviewing progress

We operate a constant cycle of assess, plan, do, review. For children with a high level of need, a provision plan sets out targets in their area of need and academically, drawing on outside agency reports, EHCPs and the National Curriculum. Plans are updated termly. Each child on the Inclusion Register receives a SMART target alongside their English and maths targets, shared with parents through termly target sheets.

The class teacher remains responsible and accountable for the progress of every pupil in their class. Quality first teaching is the foundation of our approach — differentiated planning that meets the needs of all children and learning styles, using concrete tools, frameworks, modelling and effective questioning.

The SENDCo monitors children on the Inclusion Register and provides class teachers with additional support through forensic monitoring and an internal "SEND Strategies" booklet. Teachers meet with parents as often as needed, and termly target sheets ensure parents can support their child's specific goals at home.

Where additional adults work in the classroom, the class teacher plans and timetables their use. Support timetables are displayed in class and reviewed regularly by the SENDCo.

The school makes all reasonable adjustments to ensure full access to the curriculum, including full wheelchair access, disabled toilets, targeted intervention, and individual learning support.

Classroom environments are adapted as needed with specialist equipment — writing slopes, overlays, orthopaedic chairs, individual tables. Every classroom has a "handy helper's box" containing spelling guides, timers, pencil grips and fiddle toys that children can use independently when needed.

Provision at playtimes mirrors classroom provision: children with a high level of need are supported at playtimes to ensure they are safe and happy.

Our admissions policy does not refuse a child without an EHC plan because of perceived inability to meet their needs, and does not discriminate on the basis of disability.

Children at Stage 2 or 3 have outside agency reports outlining their needs and recommendations. All staff working with the child are made aware. Where a child has a one-to-one TA, the class teacher ensures a support timetable is in place, planned around the recommendations and the child's EHC outcomes where applicable.

We work with a range of professionals including Educational Psychologists, the Autism Advisory Service, Speech and Language Therapists, the Early Intervention Team (EIT), and others.

To enable inclusion in school activities, we have arranged minibus transport for trips, 1:1 support for extra-curricular clubs, wheelchair use for longer journeys, additional adult support on the playground, and visits to a sensory room at another setting. Our expectation is that all children are visible in displays, assemblies and special events, and that provision is made so every child can take part and succeed.

We provide therapeutic intervention including "draw and talk" sessions led by a trained specialist teacher on the Early Intervention Team. The school employs a Learning Support Mentor who works with children on social skills and emotional intervention.

Where appropriate, we refer to CAMHS (Child and Adolescent Mental Health Service) and the Family Wellbeing Team. PSHE is taught weekly in every class, covering health, news and personal safety at an age-appropriate level. Circle time is used where needed to address concerns.

All staff are trained regularly on SEND and have access to the SEND Code of Practice 2014 and the National Curriculum. The SENDCo attends termly Local Authority networking meetings and termly planning meetings with the Speech and Language Therapy (SALT) and Early Intervention Teams.

SEND training delivered to all staff in recent years includes:

• Visibility of SEND
• Planning for SEND and the use of tools
• Using outside agency reports
• The role of the TA
• Bexley SEND guidance
• Quality first teaching and the deployment of additional adults

A dedicated teaching assistant runs speech and language interventions and receives training from the SALT to plan and deliver these effectively.

A school nurse supports children with medical needs and has provided bereavement counselling. All teaching staff receive yearly training on specific medical needs including allergies and epi-pens, asthma, sickle cell and epilepsy. Care plans for individual children are displayed where appropriate.

The school provides what children need in order to make progress, whether by purchasing, borrowing or arranging use at another school. This includes orthopaedic chairs, writing slopes, special writing equipment, overlays, fiddle toys and sensory toys.

The school is DDA compliant. All new building work takes into consideration the needs of people with SEND.

Parents are met with at the earliest opportunity when concerns arise, with the SENDCo joining the meeting where appropriate. Decisions to add a child to the Inclusion Register are always discussed with parents first.

Information about each child's needs is included in termly reports, and Children with SEND receive a target sheet each term. Children with an EHCP also have an Individual Education Plan (IEP) shared at parents' evenings.

For children with an EHCP, a yearly annual review is held with parents, the SENDCo and, where possible, key professionals. Parents, the class teacher and any 1:1 adult complete a report on progress. The plan's outcomes are reviewed and updated to reflect the child's current needs.

Parents can request additional meetings with teachers, the SENDCo or senior leadership at any time.

As part of the EHCP process and annual reviews, children's views on their learning and school life are actively sought. Where a child cannot express views in writing, they are captured through scribing or pictures.

Pupil voice is heard termly as part of forensic monitoring, and feedback is shared with the class teacher so adaptations can be made.

Children with SEND are represented on our school council, learning council and star climbers, and we actively encourage participation in wider school responsibilities such as choir and after-school clubs.

All pupils complete an annual questionnaire, and responses are analysed by the senior leadership team. For vulnerable children, specific conferencing helps them share their views and self-monitor.

Pre-School to Reception

The Pre-School SENDCo meets with the school SENDCo to discuss each child's needs. Home visits before Reception entry allow parents to share important information. A transition day and staggered entry — six children a day — ensures children adapt gradually to the new setting.

Year 6 to Secondary

The SENDCo of the new secondary school is invited to the Year 6 annual review for children with an EHCP. Where appropriate, transition days are arranged. A transition booklet helps prepare vulnerable children for changing classrooms, travelling independently and making friends.

Year to year within the school

At the end of every academic year, class teachers hand on information about each pupil's needs to the next year's teacher.

We believe in inclusion for all children, and meet with parents of children with any disability that might present a barrier to education to make the necessary adjustments. Admissions arrangements are the same for children with disabilities — we do not discriminate.

The school has zero-tolerance to any form of discrimination. Reports of bullying or discriminatory behaviour are taken seriously and investigated thoroughly. Our curriculum actively teaches children to celebrate differences.

Advice is sought from professionals including Hearing Impairment Teachers, Occupational Therapists, Educational Psychologists and Speech and Language Therapists.

The school architecture is tailored to meet pupils' needs: flat access into each room, single-floor building, 1m-wide internal doors, 2.9m-wide corridors for wheelchair access, and two disabled toilets (including adult/visitor toilets). The building and site comply with the Equalities Act 2010.

Complaints

Complaints from parents are always taken seriously and fully investigated. Where required, parents are advised to follow the complaints procedure, which is available on the school website.

Working with other bodies

The school works closely with a range of professionals including the Early Intervention Team, the Speech and Language Therapy service, and the school nurse — for health care, training and safeguarding. Where additional family support is needed, we refer to the Local Authority's family wellbeing service or children's social care, drawing on the Bexley Local Offer.