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Special Educational Needs and Inclusion Policy

Policy Statement

Streatham Schools is committed to providing an appropriate and high quality education for all our pupils. We believe that every child, including those identified as having Special Educational Needs (SEN) have a common entitlement to a broad and balanced academic and social curriculum. All Streatham Schools pupils will have the opportunity to be included in all aspects of school life, taking into account the limitations of the building.

We believe that all children should be equally valued in school. We will work hard to eliminate prejudice, discrimination and create an environment where all children can flourish and feel safe.

Streatham Schools is committed to Inclusion. This does not mean that we will treat all learners in the same way but that we will respond to the individual needs of our pupils. We believe that inclusion is about equal opportunities for all learners regardless of their age, gender, ethnicity, impairment, attainment and background. We pay particular attention to the provision for different groups of learners including:

  • Girls and boys

  • Ethnic minorities

  • Pupils who need support to learn English as an Additional Language (EAL)

  • Pupils with Special Educational and Behavioural Needs

  • Disabled pupils

  • Gifted and Talented pupils

  • Pupils that are Looked After by the Local Authority

  • Others including those may be sick, young carers or in families under stress

At Streatham Schools, we recognise that pupils learn at different rates and in different ways and we aim to identify the needs of our pupils to enable every one of them to achieve their potential.


  1. To ensure the SEN and Disability Act and relevant Codes of Practice are implemented effectively across the school.

  2. To ensure equality of opportunity for and to eliminate prejudice against, pupils with Special Educational and Behavioural needs.

  3. To continually monitor the progress of all pupils, to identify needs as they arise and to provide support as early as possible.

  4. To provide full access to the curriculum through differentiated planning and delivery of lessons by class teachers, SENCo and support staff as appropriate.

  5. To enable pupils to move from Primary to Secondary, then Further Education, as well equipped in the basic skills of Literacy, Mathematics and social independence as possible.

  6. To involve parents/carers and the children themselves in any decision making that affects them.

Arrangements for coordinating SEN

  1. The SENCos (Mrs H. Dietz and Miss A. Hurst) and Senior Leadership Team (SLT – Ms L. White and Mrs T. Lambert) will meet regularly with class teachers and support staff to discuss the progress and attainment of SEN pupils, monitor provision and review IEPs.

  2. At other times, the SENCo will be alerted to new concerns through the Teacher Concern form.

  3. Reviews will be held for pupils in October, February and June in the Primary and Foundation phases, February and June in the Senior School, following Internal Assessments. The SENCo and class teacher will be present and parents will be invited to comment on these reviews.

  4. The SENCo, together with the SLT, monitors the quality and effectiveness of provision for pupils with SEN.

  5. Parents of pupils with a local Authority Statement of Provision will be invited to attend an annual review meeting with the relevant professionals.

Identification procedures

The school’s tracking system, along with teacher assessment is used to identify children who are not progressing at the expected rate. This system includes reference to information provided by:

  • Baseline assessment results

  • National Curricular descriptors for the end of each Key Stage

  • Interim and End of year assessment results

  • Observations of behavioural, emotional and social development

  • A statement of SEN

  • Assessments made by specialist services such as the educational psychologists and learning support team.

Differentiated Curricular Provision – Quality First Teaching

In order to make progress, a child may only require differentiation of the whole class plan. This differentiation may involve modifying learning objectives, teaching styles and access strategies. Teachers will differentiate their lessons to enable all pupils in the class to be adequately challenged and make progress.

Monitoring of progress will be carried out by the class teacher and will be reviewed with the SENCo.

Where a period of differentiated curriculum support has not resulted in the child making adequate progress OR where the nature of a child’s needs is unlikely to be met by such an approach, provision at School Action level may need to be made.

School Action provision would be indicated where there is evidence that:

  • There has been little progress made with existing interventions

  • Additional support is required to develop Literacy or Mathematical skills

  • Additional support is required for emotional, behavioural or social development or for sensory and physical impairments or communicational needs.

There are likely to be two groups of children recorded at School Action.

  1. Children who have needs similar to other children within the class/year group, e.g. poor phonological awareness/mathematical skills.

  2. Children whom we consider to have more severe or longer-term needs those are likely to result in an application for further professional advice.

Where the needs are similar, it is appropriate to support these children within a group focusing on the common needs. The class teacher or teaching assistants may teach these groups.

The responsibility for planning for these pupils remains with the class teacher. A child receiving group support at School Action will have an Individual Education Plan (IEP). IEP’s will be reviewed at the end of each term, (or twice yearly) as appropriate.

As part of the review process, the SENCo, class teacher, teaching assistant (hours to be agreed with and funded by the parents) or parents/carer may conclude that despite receiving and individualised programme and/or concentrated support for considerable period, the child continues to have significant needs which are not being met by the current provision. Where this is the case, a decision may be made to make provision at School Action Plus level.

School Action Plus

Provision at this level may require the involvement of specialist services. A variety of support can be offered to the school such as advice/training about targets and strategies, specialised assessment or direct work with the child. The specialist services will always contribute to the planning, monitoring and reviewing of the child’s progress. This assessment will be paid directly to the appropriate service by the parents.

A child receiving support at School Action Plus will have an IEP. Reviews will take place with parents/carers twice/three times per year.

Early Years

The Foundation Stage teachers carefully monitor pupil progress in the Foundation Stage. Any concerns are reported to the SENCo.

School request for a Statutory Assessment

For a child who is not making adequate progress despite a period of support at School Action Plus/Early Years Action Plus, and in agreement with the parents/carers, the school may, by submitting an MPA 1 form, request the LEA to make a statutory assessment to determine whether a statement of Special Educational Needs is necessary.

Statement of Educational Needs

A child who has a statement of Educational Needs will receive support as outlined in the statement. There will be an Annual Review, chaired by the SENCo to review the appropriateness of the provision and to recommend to the LEA whether any changes need to be made, either to the statement or to the funding arrangements for the child.

SEN and Inclusion Training

  • The SENCo attends courses to update and revise developments in Special Educational Needs and Inclusion.

  • Special Educational Needs are included in the school’s long-term goals and School Development Plan.

  • In-house training to be provided through staff meetings by the SENCo. Teaching staff to have access to SEN/Inclusion professional development opportunities.

  • Teaching Assistants to attend SEN/Inclusion course as and when appropriate.

Transition Arrangements

  • The SENCo/Foundation Stage teachers will liaise with local nursery and pre-schools as well as the SENCo/Yr 6 teachers with Secondary teachers regarding the transition of SEN pupils.

  • The SENCo will organise the passing on of details of SEN pupils to the child’s next teacher at the end of the school year, including liaison with providers of Further Education.


Commitment to educational inclusion at Streatham Schools is demonstrated through:

Leadership and Management

  • The implementation of inclusive policies, procedures and structures

  • The collection of analysis of data to inform future practices

  • The involvement of staff, children, parents and governors

  • Continuous Professional Development (CPD).

Teaching and Learning

  • The creation of stimulating positive learning environments

  • Creative Curriculum

  • The use of assessment, monitoring and evaluation to ensure all participate and make effective progress

  • Effective staff teamwork strategies

  • Continuous Professional Development (CPD)

  • Evaluating the effectiveness of resources.

Parents/Carers, Governors and Community Groups

  • The school will share its practices with parents/carers and governors.

  • Regular review of SEN issues at Governors’ meetings.

  • The school will create effective partnerships with outside agencies and the local community.

Review of policy – September 2015

Amended September 2015