This policy supports the Rights Respecting principles adopted by Lady Margaret Primary School and is particularly relevant to the following articles:
Article 1
Everyone under the age of 18 has all the rights in the Convention.
Article 2
The Convention applies to everyone: whatever their race, religion or abilities, whatever they think or say, whatever type of family they come from.
Article 3
The best interests of the child must be a top priority in all things that affect children.
Article 4
Governments must do all they can to make sure every child can enjoy their rights.
Article 6
Every child has the right to life. Governments must do all they can to make sure that children survive and develop to their full potential.
Article 12
Every child has the right to have a say in all matters affecting them, and to have their views taken seriously.
Article 16
Every child has the right to privacy. The law should protect the child’s private, family and home life.
Article 19
Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them.
Article 23
A child with a disability has the right to live a full and decent life with dignity and independence, and to play an active part in the community. Governments must do all they can to provide support to disabled children.
Article 28
Every child has the right to an education. Primary education must be free. Secondary education must be available for every child. Discipline in schools must respect children’s dignity. Richer countries must help poorer countries achieve this.
Article 29
Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights as well as respect for their parents, their own and other cultures, and the environment.
Compliance
This policy complies with the statutory requirement laid out in the SEND Code of Practice 0-25 (Sep 2014), Section 3.65 and has been rewritten with reference to the following guidance and documents.
| Name | Miss L Simpson | Ms A Towers |
| Job Role | Head of School | SENCO |
| Status | Qualified | Unqualified |
| lsimpson@ladymargaret.ealing.sch.uk | atowers@ladymargaret.ealing.sch.uk | |
| Contact Number | 020 8566 6486 | 020 8566 6486 |
| Postal Address | Lady Margaret Primary School, Lady Margaret Road, Southall, UB1 2NH | Lady Margaret Primary School, Lady Margaret Road, Southall, UB1 2NH |
Lady Margaret Primary School believes that
Every teacher is a teacher of every pupil or young person including those with SEN
This policy was developed as a response to, and is reflective of the SEN Code of Practice 0-25 (January 2015).
It should be read in conjunction with the following policies
Aims
At Lady Margaret Primary School we seek to
Objectives
The SEN/D Code of Practice 0-25, 2015 describes the following broad areas of need:
In Section 6.15 the Code of Practice defines Special Educational Needs as follows:
A pupil has SEN where their learning difficulty or disability calls for special educational provision that is different from or additional to that normally available to pupils of the same age.
The purpose of identification is to work out what action the school needs to take to ensure a pupil can make progress, not to fit a pupil into a category.
At Lady Margaret Primary School we identify the needs of pupils by considering the whole pupil which will include not just the special educational needs of the pupil.
These could be (but are not limited to):
In this section, the process by which Lady Margaret Primary School identifies and manages pupils with SEN is explained.
All pupils at Lady Margaret Primary School will receive quality first teaching. Quality first teaching is characterised by high quality teaching, usually delivered by the class teacher, and adapted for individual pupils and is the first step in responding to pupils who have or may have SEN.
The Senior Leadership team regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.
All pupils’ progress is monitored on an ongoing basis, and pupils’ progress and achievement is discussed at least termly in a Pupil Progress Meeting (PPM). The class teacher and a member of the Senior Leadership Team are involved in these Pupil Progress Meetings.
Some pupils, despite quality first teaching, may find it difficult to make expected progress in a variety of different areas of their learning and attainment. These pupils may receive some additional support targeted at their identified areas of needs. This may be delivered in class or may be a withdrawn or additional intervention depending on the needs of the pupil. This targeted support is monitored closely. Most pupils are expected to make accelerated progress as a result of this additional support. Parents will be notified by the class teacher that their child is receiving additional support in a particular area of learning.
Some pupils may not make this expected progress in response to the targeted support. In some cases this may be due to other factors such as poor attendance. If there are no other factors that could explain a lack of progress for a pupil receiving targeted support, then a process of SEN identification will begin.
During the initial meeting we may look at;
From this discussion, a profile of the pupil is built outlining particular strengths and also areas of difficulty that will inform which areas of need we may consider assessing the pupil in.
5. If we think it necessary, we may ask external professionals to assess a pupil. We are not able to assess pupils for ADHD, Autism, Asperger’s syndrome, Dyslexia, Dyscalculia or Dyspraxia but may use strategies that are known to help pupils with these known conditions. To gain a diagnosis of any specific conditions a child would need a referral to an external professional.
External professionals that Lady Margaret Primary School may refer a pupil to for assessment include but are not limited to:
Pupils are placed onto the SEN register (SEN Support) at Lady Margaret Primary School when the provision they require to make progress, whether academically, physically or for social and emotional reasons, is significantly different from or additional to that normally available to pupils of the same age.
To ensure that pupils with SEN make progress a cycle of assess-plan-review-do is used.
Assess: The class teacher or SENCO will assess the needs of the child, drawing upon advice and recommendations from external specialists where applicable. Individual targets are written onto Provision Map by SENCO and class teacher, and reviewed termly (with parents formally once a year or informally more often if requested).
Plan: The barriers to learning are identified by class teachers and SENCO but also possibly as a result of a referral to external agencies and targeted support and evidence based interventions and additional resources are planned in response to these barriers.
Do: Support is provided as planned.
Review: The impact of the support is assessed termly and, if required, changes are made.
The SENCO (Special Educational Needs Co-ordinator) will meet with the class teacher each term but will also lead the parent meeting once a year to discuss progress against personal targets, ongoing external referrals, any changes to the pupil’s circumstances and any concerns or worries that anyone may have. It is also when events such as transition between schools or key stages can be discussed. If meetings are required outside these times parents can arrange a meeting with the SENCO through the school office or during parents evening.
Occasionally, an external professional may attend a SEN review meeting if it is considered beneficial to the pupil or arrange to meet parents directly to discuss support that is to be given.
Pupils should make good progress towards achieving the targets/outcomes set. A copy of the targets/outcomes set will be given to parents/carers at the same time as academic reports are sent home
Statutory Assessment
All additional provision is costed and recorded on the school SEN provision mapping software. If the school and parents, in consultation with external agencies, note the pupil requires more than £6000 worth of SEN support, a request is made to the London Borough of Ealing SEN assessment service for a statutory assessment to be made.
The SENCO will complete an ERSA form (Ealing Request for Statutory Assessment) which will then be submitted to Ealing SENAS (Special educational needs assessment service), along with relevant reports and advice from external professionals including the Educational Psychologist. Pupils undergoing assessment remain at SEN Support during thistime.
Note the school has a finite amount of Educational Psychology time each term and pupils will be put forward according to need, as determined during the SENPlan meeting each term.
If the London Borough of Ealing considers that the pupil needs additional support beyond that which can be provided by the school, they will issue an Education and Healthcare Plan ( EHCPlanpreviously a statement). This process takes 20 weeks from initial application.
A pupil with an EHC plan receives additional funding from Ealing to allow the school to provide the pupil with additional support for the specific needs identified.
A pupil with an EHC plan will have:
The EHC plan is reviewed annually at the Annual Review. All adults involved with the pupil (including health professionals, members of the LA, school staff and parents) are invited to discuss the year’s progress, amending the plan where necessary. When appropriate, the pupil will be present at the Annual Review.
Transition reviews are carried out at the end of reception, year 2 and year 5 to ensure targets are updated in line with new expectations for a change of key stage. An emergency annual review might be called if school feels the needs of the child cannot be met by the current level of provision as outlined in the EHCPlan or if a change of provision is required.
A recommendation for an EHCPlan to be ceased can be made to the LA with agreement from all external professionals and parents if sustained progress is made and the child’s special educational needs are not seen to be a barrier to their future progress and achievements.
If a pupil is found to be making rapid and sustained progress then support will be reduced whilst progress carefully monitored. If the pupil is able to continue to make progress with no significant provision different from or additional to that of their peers, then a decision would be made to remove the pupil from the SEN register. This process would be discussed with parents at every stage and views of parents and the pupil would be considered throughout.
Parents of pupils with SEN /D will be directed to the Ealing Local Offer which sets out the services available to them within Ealing.
Lady Margaret Primary School provides a SEN Information Report on the SEN/D section of the website. This report gives further details about the SEN/D support we, as a school, provide.
Please see the SEN/D section of the school website which will contain links to other agencies that can offer support and advice to parents of pupils with SEN/D.
Admission arrangements can be found within our Admissions Policy. This is available on our website or from the school office.
Pupils with SEN/D are supported to access assessments (statutory and school led) by the class teachers and phase leaders, working in partnership with the SENCO.
Pupils with SEN/D are supported during periods of transition in many ways, including but not limited to:
Lady Margaret Primary School recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.
Some pupils with medical conditions may also have SEN and may have an Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provisional. In these cases, the SEND Code of Practice (2015) is also adhered to.
Pupils who have medical conditions at school will have a Health Care plan which all staff will be aware of. Health care plans state the nature of the child’s medical need and the steps that need to be taken within school to manage the need. For further details, please refer to the managing medication and supporting pupils with medical conditions policy which can be requested form the school office.
We recognise that pupils with SEN can be at particular risk from bullying and monitor this closely and deal with problems swiftly.
SEN and Inclusion is a high priority for Lady Margaret Primary School. Progress of pupils who are achieving significantly below age related expectations is tracked against learning objectives from other year groups, as appropriate. The work for these pupils is differentiated to meet the specific learning objectives they are working on and progress is tracked on an individual basis and discussed at pupil progress meetings each term.
The Senior Leadership Team (SLT), together with governors, senior leaders of learning, middle leaders and external consultants implement a robust monitoring schedule to ensure the regular and thorough evaluation of the quality of provision for ALL pupils.
Monitoring at Lady Margaret Primary School may include, but is not limited to:
Monitoring and evaluation promote an active process of continual review and improvement for all pupils.
In addition, parents of pupils with SEN are invited to complete a questionnaire about SEN provision to inform specific planning and development of SEN practice.
Funding for SEN support and provision is provided through the school’s delegated budget. SEN support can be provided in the form of resources, training (staff and pupil), devices or aids in addition to staffing costs for additional learning support provided to a child.
In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development provided by Ealing, specialist schools and support services including the speech and language and occupational therapy service. The school does not provide ABA support to pupils with Autism but works closely with Springhallow Outreach Service to help pupils make sense of their surroundings and learn to work within social norms.
All staff and support staff undertake induction on taking up a post and this includes a meeting with the SENCO to explain the systems and structures in place around the school’s SEN/D provision and practice and to discuss the needs of individual pupils.
The school’s SENCO regularly attends the Local Authority SENCO network meetings in order to keep up to date with local and national update in SEND.
Special educational needs and EAL
The SENCO plays a crucial role in the school’s SEN provision. This involves working with the headteacher and Governing Body to determine the strategic development of the policy. Other responsibilities include:
Additionally, parents must be given clear guidance to the means by which they can contribute to coordination, and how they can provide additional information when and if required. Parents of pupils with SEND are given access codes to Provision Map that they can access and provide their own comments
Governing Body
The Governing Body’s responsibilities to pupils with SEN include:
Class Teacher
The SEN Code of Practice 2015 clearly acknowledges the importance allocated to the teacher, whose responsibilities include:
Headteacher
The headteacher’s responsibilities include:
Designated Teacher with specific Safeguarding responsibility – Ms L Simpson
Members of staff responsible for Managing Pupil Premium Grant (PPG) / LAC funding – Mrs H Rai/Ms L Simpson
Name of members of staff responsible for managing the schools responsibility for meeting the medical needs of pupils – Mrs M Chana/Mrs A Towers
Records and documents relating to children with SEN/D are stored in accordance with the school’s Data Protection Policy.
This policy will be reviewed yearly
Details of how to make a complaint or raise a concern can be found with the School Complaints Policy. This is available from the school website or from the main office.
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Approved by:
Full Governing Body
Date:
September 2025
Last reviewed on:
September 2025
Next review due by:
September 2026