What strategies and resources will the School use to support pupils with SEND?

The lists below give some examples of the resources and interventions that may be available to meet the individual needs of SEND students at each stage of need. This is a guide and not a definitive list.

1. High quality classroom teaching and skilled differentiation

In addition to the benefits of skilled differentiation, students requiring extra support may have access to the following, according to their identified needs:

  • Differentiated curriculum and teaching
  • Academic mentoring
  • KS4 options tutorials
  • Learning Mentors
  • Homework clubs
  • Catch-up clubs
  • CLCH Support – School Nurse
  • Therapist /counsellor support
  • Literacy Intervention Programme
  • Pastoral team support
  • Independent Careers Advisors
  • Behaviour for Learning Centre: personalised programmes to support social and emotional development

2. SEN Support

In addition to the support provided above, pupils at the SEN Support stage may have access to some of the following, according to their individually identified needs:

  • Pupil Profile: a document in which student and staff collaborate to agree targets and learning strategies.
  • Targeted Learning Support Assistant (LSA) or Learning Support Teacher (LST)
  • Dyslexia Specialist and / or Speech and Language Therapist (SALT) support
  • Tri-Borough outreach support, advice and intervention
    Smaller support classes in certain subjects
  • Referral to CAMHS
  • Further specialised differentiated support, according to the needs of the pupil.

3. Education, Health and Care Plan

At this stage, in addition to the support mentioned in stages 1 and 2 above, students will have a personalised support plan based on their EHCP. This could include the following, as appropriate to the needs of the student:

  • LSA in class, suited to the needs of the student
  • Specialist equipment or resources to enable full access to learning and school life
  • Speech and Language Therapist intervention sessions
  • Learning Support Teacher intervention sessions
  • Specialist Dyslexia Teacher intervention sessions
  • 1:1 outreach support from the Tri-Borough SEND team including specialists in visual and hearing impairment, ASD, SLCN, occupational therapy, physiotherapy.
  • Alternative Provision: courses of study outside the usual curriculum offer, sometimes off-site.

The purpose of an EHCP is to make special education provision to meet the special educational needs of a child or young person, to secure improved outcomes in education, health and social care and, as he/her gets older, prepare for adulthood. An EHCP will:

  • include the views and aspirations of the parent(s) / carer(s) and the student
  • give a description of the student’s special educational needs and any health and social care needs
  • establish the expected outcomes and measures of the student’s progress
  • specify the provision required and how professionals in education, health and social care will work together to meet the student’s needs and support the achievement of the agreed outcomes.

The request for the local authority to conduct an assessment of a student’s needs can come from the parent (s) / carer(s), the student (where appropriate and aged 16 or over) and/or the School (usually the Director of SEN, SENCo or Headteacher). This assessment may lead to an EHC Plan.