Special Educational Needs & Disabilities Report 2024-2025

At All Saints’ we are committed to providing a caring, friendly and safe environment for all of our children so that they can learn in a relaxed, secure and happy atmosphere.

We set aspirational outcomes for our pupils and foster an inclusive learning environment where all pupils can develop their skills, so that they are equipped for whatever the future may bring. Our success is built on high expectations and we are committed to meeting the needs of every pupil in the school. We create an ethos where all pupils and all members of staff feel accepted, encouraged and motivated, regardless of their background and abilities. We seek to offer all our pupils a creative, differentiated and varied curriculum.

Children with Special Educational Needs and Disabilities (SEND) are valued in our school and are supported by a team of experienced teachers, teaching assistants and the SENCO (Special Educational Needs Coordinator). We work with parents and carers and outside agencies to ensure that each child’s needs are identified, addressed and monitored, so that they can make progress both academically and emotionally.

What are the different types of SEND that are provided for at All Saints’?

At All Saints’ we have children with a diverse range of needs. We operate a policy of inclusion, recognising that all children are entitled to equal access to a broad and balanced curriculum.

Special Educational Needs and provision can be considered as falling into four areas:

Communication and Interaction (e.g. Autistic Spectrum Disorder, Selective Mutism and Speech and Language Difficulties)
Cognition and Learning (e.g. Moderate Learning Difficulties, Specific Learning Difficulties such as Dyslexia and Dyspraxia)
Social, Emotional and Mental Health (e.g. Attachment disorder, Attention Deficit Hyperactivity Disorder ADHD)
Sensory and/ or Physical (e.g. Hearing or visual Impairment, Sensory Processing Difficulties)

How are children identified as having Special Educational Needs at All Saints’?

Initial concerns about a child may be raised by the class teacher, the class team or parents and carers.

We use termly assessments as well as knowledge of each child at All Saints’ to identify those:

making significantly slower progress than that of their peers starting from the same baseline
working at below age-related expectations and the attainment gap is not closing or is widening.

This may include progress in areas other than attainment, for example, social needs.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.

We also work with external specialists including speech and language therapists, educational psychologists, Drumbeat ASD Outreach, Inclusion Outreach and the Lewisham SEN team on a regular basis to observe and assess individual pupils and classes as needed.

What should I do if I think my child has Special Educational Needs?

We pride ourselves on building positive relationships with our families. Parents/carers are able to make appointments to speak to class teachers, the SENCO and the Headteacher on an as needed basis.

In the first instance, please talk to your child’s class teacher and the class team about your concerns; if you still have concerns, you can contact the SENCO.

Additionally, we hold termly Progress Evenings where parents/carers are able to meet with the class teacher, SENCO and the Headteacher to discuss their child’s progress.

Please talk to us if you have concerns about your child. We encourage open communication between school and parents/carers at all times. We are open and honest and hope that parents/carers will be the same with us.

What are the arrangements for teaching pupils at All Saints’?

All children receive class teacher input through quality first teaching.

This is demonstrated by:

the teacher having high expectations of all the children in their class
the teaching being based on your child’s prior knowledge and what they can do and understand
using different approaches to teaching and learning so that your child is fully engaged in all of their lessons – this may include a more practical approach to teaching and learning where your child will use concrete materials and resources to support them
lessons being adapted/differentiated and scaffolded to meet the needs of each child
grouping by mastery, mixed and independent learning is used to support all pupils
putting in place specific strategies (often suggested by the SENCO or external agencies) to enable your child to access the learning task
deployment of additional adult support within the classroom to ensure all children are accessing learning

Intervention groups may be run in the classroom or a group room. These may be run by a teacher or a teaching assistant and will have a particular focus.

What happens if a child is identified as having SEND?

In the first instance, Class Teachers will ensure the learning is appropriately adapted and may provide interventions to support the child within our universal offer.
If a teacher or class team continues to have concerns regarding the progress or attainment of a child, they will initially discuss this with the SENCO.
Concerns will be raised with parents/carers and ways forward will be discussed.
The SENCO will often carry out observations of the child; depending on their age, may talk with the child about their views of learning and put in place support and provision to match the needs of the child.
The SENCO and SLT may decide that a child needs to be recorded as needing SEN Support. Parents/carers will be informed that their child is on the school’s internal SEN register and an Individual Provision Map (IPM) will be drawn up with outcomes appropriate to the needs of your child. The IPM will also detail strategies and interventions that should be made available. The IPM will be reviewed on a termly basis. If changes are made to strategies and interventions, a new IPM will be drawn up.
If required, the SENCO may also request outside agency support, with the consent of parents. The outside agencies may then assess and suggest possible interventions and strategies to the school, with parental consent.
If, despite this continued support and after at least three cycles of assess, plan, do, review, the child is still not making progress and the school and outside agencies feel an Education Health Care Plan is necessary, then the school will apply for this with the support of the parents/carers and externals professionals.
If a child attends our school having previously been identified as having SEND, we will endeavor to find out as much as we can about the support required from the previous setting as well as doing baseline assessments.

How is the learning environment and curriculum adapted for children with SEND?

At All Saints’, we strive to make all our classrooms SEND-friendly.
The curriculum is scaffolded and adapted to meet the needs of ALL children in the class. This could include peer support, being supported as part of a small group or in rare circumstances working with an adult 1:1.
Every classroom is inclusive and supports a wide range of needs.
All classrooms are dyslexia-friendly and support pupils with literacy challenges.
Teachers plan according to the needs of the children in their class. This may be adapted further by the class team to meet the needs of your child.
Visual timetables are used in all classrooms and individual timetables, checklists and now and next boards are used when required.
A wide range of visuals and working walls are displayed to support children’s learning.
Children are seated/positioned strategically in the classroom according to their needs.
Alternative recording methods can be used as appropriate, including scribes, mind maps, drawing/comic strips, voice recording, video recording, photographs and other methods.

How will my child be supported during assessments?

We will determine which access arrangements best suit the needs of each pupil with SEND.

This may include:

different assessments
using a different space
additional time
having a scribe/ reader when appropriate or use of a computer
timed breaks during assessments
small group setting or individual setting for the assessment

Please note that some children may not be required to take formal statutory assessments if it is not appropriate for them, this is usually because they are working well below the academic expectation.

Outside of the classroom, how will my child be included in activities?

At All Saints’, provision is made for pupils with SEND so that they can be included in all the activities (where possible) offered to those children without SEND.

Risk assessments and adaptations are made and strategies are put in place so all children can be engaged.

After a risk assessment has been completed parents and carers may be invited to accompany their child on a school trip if this ensures access.

In the event that it is considered unsafe for a child to take part in an activity, then alternative activities will be provided in school. Where appropriate, we try to prepare children in advance for any new environment or situation.

What external support services are available for pupils including those who have SEND?

Through Lewisham Education Services and Lewisham/Greenwich NHS Trust, we buy into the following service level agreements (SLAs):

Speech and Language Therapist – one day a week for half a term per term
Educational Psychologist – one visit per term
Drumbeat Autism Outreach team to support children with ASD – one visit per term

We work closely with other external agencies to bring in additional professionals (as listed below) to support children with SEND:

Lewisham Outreach Inclusion Service
Children and Adolescent Mental Health (CAMHS)
Kaleidoscope – Community Paediatricians
Sensory Teachers Team

We can also signpost parents to support from the following Lewisham agencies:

Occupational Therapy
Speech and Language Therapy
Family Thrive/Family Hubs

What skills and training do the staff have to meet the needs of children with SEND?

Part of the SENCO’s role is to support class teachers and teaching assistants in planning for children with SEND. All Saints’ has a highly trained and talented staff with a great deal of expertise. The school provides training and support to enable all staff to improve the teaching and learning for all children, including those with SEND.

Outside agencies provide specific training to staff on ASD, Speech and Language, Specific Learning Difficulties and Social and Emotional Issues. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their classes e.g. Speech and language/ASD outreach.

What are the arrangements for transition support?

Transitions can be difficult for children in general but can be even more challenging for children with SEND. At All Saints’ we take steps to ensure that any transition phase is as smooth as possible.

Reception pupils

When pupils join All Saints’ in Reception, they are invited to attend a taster session with a small number of their peers. They are also encouraged to attend the New Parents’ Tea where the whole class of new Reception pupils and their families can visit the school, ask questions and familiarise with the classroom and school layout.

We prepare a ‘Welcome to All Saints’ information pack for parents and a transition book for all new pupils. We also ask parents and carers to complete a pupil passport sharing information that will be helpful for the school to know.

A graduated transition for children with SEND can be timetabled if necessary.

New pupils in other year groups

The format is similar for pupils who join the school in a different year group. They are invited to visit the school to meet their new class teacher and team, to see the classroom and school setting and ask any questions. They are also asked to complete a pupil passport sharing information that will be helpful for the school to know.

If a child has attended a different setting, the SENCO will contact the setting for a handover of information and if appropriate will arrange to visit your child in their current setting in order to plan transition appropriately

Transition to a new year group

Before transitioning to a new year group, all pupils are asked to contribute to/complete a pupil passport which will be shared with all adults who work with them.

Parents are given the opportunity to contribute to this passport.

For pupils with SEND or other identified needs, the current class team will also contribute to this passport.

Reports and recommendations made by external agencies (such as speech and language therapists, Drumbeat outreach) are also considered.

We provide a transition book for all EYFS and KS1 pupils to familiarise them with their new class team, classroom and routines.

If we feel that pupils need additional transition preparation, such as extra sessions with the new class team, opportunities to visit the new classroom or a transition book, this can also be arranged.

Transition to secondary school

We provide a transition programme for all Year 6 pupils moving on to secondary school. This is usually run by the class team with the support of the SENCO and sometimes external agencies such as the Speech and Language Team.

Pupils are encouraged to attend secondary school taster days and transition sessions and we welcome information sharing visits and requests from pupils’ prospective schools.

How does the school ensure its facilities are accessible to students with physical or sensory impairments?

We have electronic equipment readily available for those children who may need them to aid their learning e.g. iPads, chromebooks etc.

Writing slopes, writing grips, alternative scissors, balance cushions etc. can all be accessed should the child need it

We liaise with appropriate external professionals to ensure we adapt our environment to ensure access through reasonable adjustments.

Please see the school’s Accessibility Plan for more information on this.

What are the arrangements for monitoring and evaluating the SEN provision? How does the school assess and review children with SEND’s progress and the effectiveness of provisions?

At All Saints’ we follow the graduated approach and the four-part cycle of assess, plan, do, review. Teachers and the class team are continually assessing the progress children have made in their class. This assessment informs future planning and aims to ensure children are reaching their full potential.

Assessments of a child’s needs may include:

The teacher’s assessment and experience of the pupil
Their previous progress, attainment and behaviour
Other teachers’ assessments, where relevant
The individual’s development in comparison to their peers and national data
The views and experience of parents
The pupil’s own views
Advice from external support services, if relevant

In addition to this, we evaluate the effectiveness of provision for pupils with SEND by:

reviewing pupils’ progress towards the goals on their Individual Provision Map (IPM) and any assessment reports/documents that have recommendations and outcomes
reviewing the impact of interventions at the end of a block of sessions
consulting the views of parents and carers as well as the pupils, as appropriate
holding annual reviews for pupils with EHC plans
holding review meetings with external services, as appropriate

What are the arrangements for consulting pupils with SEND and their parents?

A child with SEND and their parents will be asked to contribute to the pupil passport. This will be used to support adults working with the child to understand their needs and how to best cater for them. For those children who are not able to contribute, their class team and parents/carers will consider the child’s strengths and needs when writing the plan.

When outside agencies such as speech and language therapists work with school staff, parents and children, they will share reports and recommendations. Pupil’s views will be obtained during working sessions and where possible, they will be involved in the target setting and invited to comment on their progress.

Who do I need to talk to about SEND at All Saints’?

The Class Teacher

The Class Teacher will work with the teaching assistants and support staff to:

check on the progress of your child and identify, plan and deliver any additional help your child may need (this could be targeted work or additional support)
liaise closely with the SENCO with regards to your child’s progress and support
deliver personalised learning opportunities for your child as identified on their individual provision map
ensure that the school’s SEND Policy is followed

The SENCO - Pippa Williams

The SENCO will:

develop and review the school’s SEND policy to ensure all children get a consistent, high quality response to meeting their needs in school
coordinate the support for children with special educational needs or disabilities (SEND)
ensure that you as the parent are:

i) involved in supporting your child’s learning
ii) kept informed about the support your child is getting

iii) involved in reviewing how they are progressing

provide specialist support for teachers and support staff within the school, so that they can support children with SEND to achieve the best possible progress
ensure class teachers have up to date records on each child with SEND
organise and coordinate annual reviews for children with EHCPs
refer children for assessments so that additional support can be accessed
liaise with outside agencies working in the school to support your child’s learning
update the school’s SEND register (an internal system for ensuring that all the SEND needs of pupils in this school are known) and make sure that records of your child’s progress and needs are kept up to date
monitor the impact of policies and the effectiveness of provision in the school

The Headteacher - Luke Tucker

The Headteacher will:

lead in the day to day management of all aspects of the school; this includes the support for children with SEND
give responsibility to the SENCO and class teachers, but still be responsible for ensuring that your child’s needs are met
make sure that the Governing Body is kept up to date about any issues relating to SEND

The SEN Governor - Lorna Lloyd

The SEN Governor will:

liaise with the school’s SENCO on a regular basis
make sure that the necessary support is given to any child with SEND who attends the school
monitor the effectiveness of SEND provision in the school
keep the Governing Body informed about any SEND related issues or changes

The Governing Body

The Governing body will agree priorities for spending within the special educational needs budget with the overall aim that all children receive the support they need in order to make progress.

Where can I get further help, information and support?

Lewisham Local Offer -

The Lewisham Local Offer is an online resource for families of children and young people with special educational needs and/or disabilities (SEND) and young people with SEND.

Special Educational Needs

32 Kaleidoscope Child Development Centre, Rushey Green SE6 4JF

Tel: 0203 049 1475

Email: sen@lewisham.gov.uk

Please follow this link: Lewisham Local Offer

Speech and Language Therapy

Speech and language therapists work with children and young people from birth to 19 years who have difficulties with speech, language, communication, eating and drinking. They also offer training to parents, carers and professionals.

Please follow this link: Speech and Language Therapy

ASD

Drumbeat Outreach is a team of teachers and specialist advisers offering support, advice and training to children, families and professionals in Lewisham.

They offer parent workshop, parent drop-in sessions and resources.

Please follow this link: Drumbeat Outreach

Occupational Therapy

Occupational Therapists help children achieve skills needed for home and school independence and also skills needed to play and enjoy interests; OTs work to enable children and young people to contribute as fully as possible alongside their peers and develop skills in preparation for adult life roles.

Please follow this link: Occupational Therapy

Lewisham Parents and Carers Forum

Lewisham Parent and Carer’s Forum (LPCF) is a voluntary group of parents and carers of children and young people (0-25) with special/additional needs and disabilities (SEND) living in the London Borough of Lewisham. They provide an opportunity for parents and carers to express their views and input into the planning and delivery of SEND services. They signpost, support and empower families to obtain the best possible support and services for their children.

Please follow this link: Lewisham Parent and Carer Forum

What school policies does this link to?

SEND Policy

Accessibility Plan

Equality Policy

When will this SEN Information Report be reviewed?

The All Saints’ SEN Information Report is reviewed annually.

Please click here for our Policies and Plans