SEND & Inclusion
Our vision and how we hope to achieve it
Earlham Primary School works in partnership with the local community, our pupils, staff, parents and governors to constantly strive for the best outcomes for all our pupils. We see every child as a unique individual and aim for each and every one of them, including those with special educational needs and disabilities, to enjoy learning and to achieve their full potential in a healthy, happy and inclusive environment.
We work hard to maintain strong links between home and school and parents are always welcome to speak to us if they have any concerns. Parents’ first point of contact is their child’s class teacher.
We want children to gain the skills, confidence and character to make the best choices in their lives as they build their futures.
Please click here to read our full SEND and Inclusion School Offer.
Earlham Primary School has developed a wide range of ways in which we support children with different special needs and/or disabilities. In order to plan effective support, we first identify what the particular problem is then ask parents to meet with us in order to discuss their child’s needs.
We agree a programme of support that is carefully targeted on the particular area or difficulty. This describes what we will do to support a child and what we hope the support will achieve. Together, parents and school staff review the support on offer each term, in order to assess how effective it is and to discuss next steps.
Children with special educational needs are taught alongside other children but lessons are designed so that all children in the class learn and make progress. We do this by planning what is referred to as ‘differentiated’ lessons in which, for example, both a child with special educational needs and a very able child have different learning goals within the lesson.
Every class teacher plans, monitors and provides support for pupils within their class, including children with special educational needs. Class teachers can access support and advice from the subject co-ordinators, phase leaders, the SENCO or the Special Educational Needs teacher, in order to help them provide effective support. Children with special educational needs may also receive additional support from a member of our school Behaviour Team or from an external professional. This support often takes place in class but may also be carried out in another location within the school e.g. some speech and language therapy.
Part of the school’s budget is set aside for support with special educational needs and disabilities. We use this money as cost-effectively as possible whilst ensuring value for money and make sure we can give help to all the children who need it. The school costs all the ways we support children in order to evaluate the relative impact of the various types of support on children’s progress. Decisions about which support programmes are best for a child are made by the SENCO in consultation with a child’s class teacher and parents/carers. Parents are invited each term to contribute to discussions about planning and support for their child. The school also seeks advice from the school’s Educational Psychologist (EP) and other outside agencies in order to decide which programmes to use with children.
In exceptional circumstances, where we feel we are not able to meet a child’s needs from our own funds, we will apply to the local authority for additional support for a child. Parents can do this too. We are happy to discuss all of this in more detail with parents.
We work hard to maintain good home/school links. A weekly newsletter containing general news about the school is sent out to all parents. Class teachers have three parent consultation evenings per year (one per term) and the SENCO also holds Individual Pupil Review meetings (IPRs) on a termly basis with parents of children who have special educational needs and are receiving additional support. Other professionals, such as the Speech & Language Therapist, are invited along to these meetings so that the parent/carer is provided with a detailed account of how his/her child is progressing in various areas of learning. Parents also receive an annual report about their child’s progress from the class teacher.
In addition to the termly parent’s meetings and IPRs, there is an Annual Review meeting for each child with a Statement of SEN or an Education, Health and Care Plan (EHCP). Once again, we invite external professionals and parents, as well as the pupils themselves where appropriate. We try as far as possible to arrange such a meeting at a time that will allow all of those involved with the child to attend.
At Earlham Primary School we have an Inclusion team who support the various needs of children across the school. The SEND/Inclusion team consists of:
- A SENCO (Special Needs and Disabilities Co-ordinator)
- A Haringey Speech and Language Therapist who works every Monday
- An external Speech and Language Therapist who works every Friday
- A team of general Educators supporting in class as well as providing additional support out of class, and 121 Educators supporting individual children
Each year the school works with parents to review the schools SEND/Inclusion policies so that they have are robust and straightforward. The SENCO is happy to meet with parents to discuss how the school policies work and how they may be improved. There is a PTA at Earlham who would welcome more parents who wish to be more involved with the school.
Your child’s class teacher is your first point of contact, then:
- The SENCO – Stuart Chatterton
- The SEN Governor – John Keever
If in doubt, please ask the school Reception on 0208 8888 2780.
There are a number of parent groups in Haringey which support and advocate parents regarding SEND/Inclusion matters, contact details are given below.
Markfield Project (external link)
Tel: 020 8800 4134
Inclusive services for disabled and non-disabled children, young people, adults and their families
The Parent Partnership Service
Tel: 020 8802 2611
Support and information for parents and carers of children with special educational needs