SEND and Inclusion
Special Educational Needs and Disabilities
All Greenwich maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s and or disabilities being met in a mainstream setting wherever possible, where families want this to happen.
The School’s SENDCO is Miss Olivia Gisby and can be contacted on 020 8858 2262 or by email to: email@example.com
This document describes the school’s services for pupils with special educational needs and disabilities – this is temporary and subject to change (please click on the link below).
f you wish to make a complaint about an aspect of special needs provision, please refer to the complaints policy under ‘Useful Information – Policies’.
Follow these steps in order. Move on to the next step if your complaint is not resolved.
- Talk to the school’s special educational needs co-ordinator (SENDCO - Miss Gisby).
- Follow the school’s complaints procedure.
- Complain to the local authority (Greenwich council - http://familiesinformation.royalgreenwich.gov.uk/kb5/greenwich/fsd/localoffer.page)
The Department of Education has published guidance – Best practice Advice for School Complaints Procedures 2019 – which the school adheres to. For more information go to https://www.gov.uk/complain-about-school/state-schools
The Local Offer provides details of a website for children and young people with Special Needs and Disabilities and their families. Please click on the link below:
The document below details the process for requesting an EHC Plan:
If you would like to find out any more information regarding the government guidance on SEND, please see links below.
Opening schools and educational settings to more pupils from 1 June: guidance for parents and carers: https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/reopening-schools-and-other-educational-settings-from-1-june
Education, health and care needs assessments and plans: guidance on temporary legislative changes relating to coronavirus (COVID-19): https://www.gov.uk/government/publications/changes-to-the-law-on-education-health-and-care-needs-assessments-and-plans-due-to-coronavirus/education-health-and-care-needs-assessments-and-plans-guidance-on-temporary-legislative-changes-relating-to-coronavirus-covid-19
Maria-Christina Eskioglou (SEN Governor) - July 2019
I had a meeting with Olivia Gisby, the School's SENCO, as part of my overall SEN responsibilities. We discussed the pupils on the register and the children that are receiving additional support in several areas. We discussed the different interventions and their overall effectiveness. We also discussed some case studies and examined the progress those children are making and scrutinised how the SEN funding is being used to support those pupils.
SEN GOVERNOR VISIT - February 2018
Caroline Malley - I had a meeting with the School's SENCO, as part of my overall SEN responsibilities. We discussed the pupils on the register, as well as those pupils who are not on the register but are receiving additional support in areas such as Maths, where they are not making the required progress. We discussed the overall effectiveness of the interventions. I also talked through the various case studies of those pupils on the register and examined the progress they are making and scrutinised how the SEN funding is being used to support those pupils.
I checked where the School records are kept, including the Single Central Register and ensured that they are kept in a locked drawer as required.
Focus of visit: Overall Effectiveness; Effectiveness of Leadership and Management; Safeguarding
STEPS – Support Team for Education in Primary Schools
STEPS is based at the Charlotte Turner Centre in Deptford and is made up of a team of specialists providing support for the school in the assessment of pupils with barriers to learning, training, resources and specialist dyslexia teaching.
STEPS Main Aim Statement
The service aims to build capacity in mainstream school settings to enable them to include children effectively and raise their achievement through the delivery of high quality intervention. ‘Empowerment of staff is the key to inclusion and achievement.’
The school can refer individual pupils to STEPS when they require any of the following:
- Support for the Class Teacher and Teaching Assistant with advice, ideas and resources for inclusion
- An assessment and individual programme of work for the pupil in either literacy or maths
- A dyslexia assessment
Once a referral has been made, an observation and assessment takes place and a report detailing need and a structured programme is discussed with the parent, child and staff.
Literacy and Numeracy programmes are delivered by mainstream staff either in a 1:1 or group situation. Our STEPS Outreach worker Claire Large visits school regularly to meet with our Inclusion Manager Colleen Doyle and to give advice and support to staff.