We appreciate that many children require additional support at some time in their school career. A short boost of support in a specific area may be all that is needed to put one child back onto the path to success whilst another may require a longer term solution.
Please click on the questions below to find out more about SEN support at Rowdown.
How many SEN pupils are there at Rowdown?
|Number on roll
|Children receiving SEND support (Not including EHCP)
|Children with ECHPs
|Rowdown (Aut 2023)
|National (July 2023)
What is SEN?
At different times in their school life a child may have a Special Educational Need (SEN). The code of practice defines SEN as follows:
‘A child or young person has SEN if they have a learning difficulty or disability which calls for a special educational provision to be made for him/her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- Has significantly greater difficulty in learning than the majority of others the same age, or
- Has a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others or the same age in mainstream schools.’
Types of SEN
In the Code or Practice, SEN and provision falls under the four categories:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
- Sensory and/or Physical
This includes a wide range of needs such as:
- Moderate learning difficulties and global delay
- Autism and social communication differences
- Specific learning differences e.g. dyslexia and dyscalculia
- Speech and language difficulties
- Visual or auditory difficulties
- Anxiety, anger and depression
How is SEN identified at Rowdown?
When a child is making significantly slower progress than their peers or is struggling to achieve their predicted potential they could be considered to have Special Educational Needs (SEN).
In partnership with the class teacher, SENCO and parents/carers we will look for any barriers to learning.
Barriers could include:
- Absences or lateness
- Changing schools or moving house
- Difficulties in speaking English
- A temporary illness or injury e.g. broken arm
- Worries or concerns such as a family bereavement
- Being a young carer
We know that children who experience these types of issues may be vulnerable students but this does not mean they would be identified as a child with SEN.
The learning of all children at Rowdown Primary School is regularly and rigorously assessed. School leaders check books, observe lessons and monitor the achievement of the children.
We also use a range of formal assessment to monitor progress which may include:
- Phonics screening in Year 1
- SATs in Year 2 and Year 6
- IDL Assessment (Reading & Spelling assessment)
- SALT assessment (Speech & Language assessment)
- Fine motor skills assessment
- Boxall Profile
After collecting information on progress and attainment and following agreement with parents/carers; a child experiencing long term and complex barriers to their learning will be placed on the SEN register.
What support do pupils get in their classrooms?
All pupils are provided with quality first teaching. This means that class teachers are well trained; lessons are well planned, exciting and adapted to ensure that all pupils can access the learning at their own level.
For pupils with SEN this could mean that they are given a slightly adapted task to achieve or are using visual clues or equipment to help them complete their task. Some may require additional support from the class teacher or a teaching assistant as part of a small group, pair or individual.
Some pupils with SEN will have an Individual Education Plan (IEP). This will outline specific targets for the child and identify what support and resources need to be put in place for the child to make progress. An IEP is regularly assessed and updated by teachers and SENCO together with parents/carers.
Some pupils with SEN will have a Pupil Passport. This will outline the strategies and support that the child needs to successfully access the curriculum.
How has SEND support changed since COVID-19?
There have been several changes during the last few years as a result of Covid and this has had a significant impact on the level of need and how SEND support is delivered. As a result we have enhanced our practice to meet the individual and changing needs of our children with additional learning needs.
- Introducing and embedding Zones of Regulation to support children in identifying and managing their emotions at school and at home
- Expanded counselling service for children
- Parent counsellor
- Parent Coffee mornings
- Additional SEN Training sessions for staff
How skilled are the staff in meeting the needs of children with SEN?
Staff at Rowdown regularly develop their practice and expertise through a programme of continuous professional development.
Recent training has included:
- ADHD and Neurodiversity
- Adapting the curriculum in Literacy and Maths
- Adapting the curriculum in Foundation Subjects
- Using recall strategies to improve memory
- Developing IEPs and Pupil Passports
- National SENCO Award
Our staff work collaboratively across our Trust as well as attending training within the local authority. There are opportunities to visit specialist settings both locally and wider afield.
We have regular staff meetings where all members share ideas to promote successful learning strategies.
Curriculum leads attend co-ordinator meetings to keep up to date with local and national initiatives in education.
The SENCO (Mrs Keminksy) & Inclusion Manager (Mrs Sebire) attend local authority SENCO briefing meetings as well as being part of the SEND Locality Forum.
Rowdown is recognised as an inclusive school and has the Inclusion Quality Mark (IQM).
Who should I contact to find out more about SEN at Rowdown?
|Rowdown Inclusion Team
|Head of School
|Deputy Head/Deputy DSL
|Pastoral & Behaviour Lead | Mentor
|Speech & Language co-ordinator
|If you are concerned about your child and feel that he/she needs more support please do not hesitate to speak to your child’s class teacher or to any member of the Inclusion Team.
You can contact any of these members of staff through the school office on 01689 843367
Contact Mrs Tylee directly –
What additional support can Rowdown offer my child?
Additional Literacy Support:
- We have well trained Teachers and Teaching Assistants who work with small groups of children and provide individual support
- We have volunteer readers who are passionate about helping our struggling readers make progress
- Phonics teaching in targeted smaller groups with additional adults deployed
- Fast track tutoring for phonics
- Access to IDL Programme (International Dyslexia Learning)
- Children have access to Oxford Owls/Oxford Buddies to support reading at home
Additional Maths Support:
- We provide smaller maths groups with additional adults in Key Stage 2 to specifically support those pupils with SEN
- Teaching Assistants and Class Teachers provide focussed support in class
- Times Tables Rock Stars & Numbots is available for children to reinforce their skills and thoroughly embed their learning
- Mastering Number & Number Sense are also in place for additional intervention
- Key staff have been trained in delivering fine motor skills support within the classroom context as well as more specifically for identified individual children.
- Some children may require additional apparatus to help them achieve; we take advice from the
occupational therapist for specific children who may require equipment such as writing slopes, chairs etc.
Speech and Language:
- Currently there are reduced visits from the NHS Speech and Language Service. Visits focus on pupils with EHCP’s and feedback from the therapist is shared with our speech and language co-ordinator.
- We have a trained speech & language co-ordinator who regularly liaises with the NHS speech and language therapist. She is able to implement care plans for children with an EHCP together with the SENCO and designated Teaching Assistants. Individuals under the NHS caseload are supported in small groups and 1-1 sessions as appropriate.
- Talk Boost is delivered across Key Stage 1.
- Any difficulties in communication are identified quickly and the appropriate support put in place.
Teaching Assistant Support
Some children might need short term individual support to help them achieve academically or to help them manage their physical needs. We have a team of well-trained TAs who are deployed to offer this support. This is usually funded via the child’s EHCP or through SEND Locality Funding.
Social and Emotional Support
We know that a child cannot learn unless he or she is ready to do so emotionally. We are fortunate to have two mentors as well as our Share Problems, I'll Listen (SPIL) counselling service to look after our children's emotional needs.
We have SPIL Counsellors providing 1:1 sessions throughout the week. Parents, staff or pupils themselves can make referrals for support. Children can also refer themselves to the counsellor for a lunchtime check, which allows the children a space to talk.
We also have an adult counsellor who is able to provide support for parents/carers as well as staff.
Our mentors are able to provide 1:1 and group sessions as well as responding to children’s emotional needs on a day to day basis as well as key times such as transition. We have lunchtime provision (Sunflower Room) for children who need extra support during unstructured times.
We are fortunate to have annual intervention with Pets & Ponies Animal Therapy during the summer term. The children benefit greatly from these sessions.
Our Inclusion Team holds regular Parent/Carer coffee mornings where we are able to signpost/refer families for support as well as inviting in key speakers.
Which outside agencies could I access through Rowdown?
The use of outside agencies very much depends upon individual needs. However, some are frequent visitors to school.
- The Educational Psychologist
Our school Educational Psychologist is in regular contact with Rowdown and is very familiar with the children who have special educational needs. Children can be referred if they are not making the expected progress given the amount of support that they are receiving. Our Educational Psychologist observes and assesses the pupil and then, in consultation with the parent/carer, helps the school decide the best way forward for the pupil.
- Speech and Language Therapy
Currently there are reduced visits from the NHS Speech and Language Service. Visits focus on pupils with EHCP’s and feedback from the therapist is shared with our speech and language co-ordinator.
- Occupational Therapy
Following a period of intervention by both home and school the child can be referred to this service. The pupil may then be further assessed and a care plan may be provided. The care plan has actions and targets for the individuals which are carried out both in school and at home.
Other agencies may include the school nurse, Croydon Sensory Support service which includes the Hearing and Visual Impairment teams, CAMHS, the Community Paediatrician and Audiology.
What is the Locality SEND Support?
Our school has been part of an initiative by Croydon Council to improve support for children with special needs or disabilities who live in Croydon since September 2020.
Along with several other schools in our area, we’ve been given funding to provide earlier and better targeted help and support to SEND youngsters. This will enable our special needs staff to work closely with our partner schools to quickly get the necessary support and help for students who are beginning to demonstrate that they have additional needs which can’t be met through our own school SEND resources.
This early help which may be in the form of advice, school to school support, referral to specialist services, or additional resources can be put in place rapidly without unnecessary delay. This is because our group of schools hold the funding between us so we can direct this to the most suitable children in an efficient targeted way.
The initiative is called “Locality SEND Support” and will continue to run throughout this academic year. It has now expanded across all Croydon School (Since Sept 2022). Presently the scheme is only for Croydon residents and will not impact on students who already have an Education & Health Care Plan or those in Enhanced Learning Provisions.
If you want to learn more about this scheme please click the link below or contact our SENDCO and we will be happy to send you further details.
How will I know if my child is making progress?
Parents can make an appointment at any time to see the SENCO or a member of the Inclusion Team. Mrs Keminsky (SENCO) offers parents informal drop ins.
Formal parents’ evenings for children with SEN are held in the Autumn & Spring Terms. At these meetings the parents of children with SEN will be given a copy of their child's Individual Education Plan (IEP) or Pupil Passport. This is an opportunity to discuss your child's progress and to help make new targets for the coming term.
Each child receives a written report at the end of the school year detailing their progress. Parents are offered the opportunity to come in and discuss the report should they wish to.
The progress of pupils at Rowdown is monitored very closely. Our aim is that all of our pupils will make excellent progress.
- Teachers meet with the SLT each term for Pupil Progress Meetings. Children's work is quality assured and levels of progress recorded.
- During Pupil Progress meetings appropriate interventions are discussed with the teacher and SENCO.
- The SENCO/Class teacher monitors and reviews the impact of interventions.
- The SENCO and Inclusion Manager report regularly to the Inclusion/SEN Governor
Is Rowdown an accessible school?
Rowdown School Accessibility Plan - Click on link to see the plan
Definition of Disability
A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities.
This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by The Equality Act 2010
• increasing the extent to which disabled pupils can participate in the school curriculum, which includes teaching and learning and the wider curriculum of the school, such as participation in after school clubs, leisure and cultural activities or school visits;
• improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services, which includes improvements to the physical environment of the school and physical aids to access education.
•improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled. eg. handouts, timetables, textbooks and information about school events. The information should take account of the pupils` disabilities and the preferred format of pupils and parents and be made available within a reasonable timeframe.
Rowdown Primary School aims to treat all stakeholders, including pupils, prospective pupils, staff, governors and other members of the school community favourably and, wherever possible, takes reasonable steps to avoid placing anyone at a substantial disadvantage. The school aims to work closely with disabled pupils, their families and any relevant outside agencies in order to remove or minimise any potential barriers to learning, which puts them at a disadvantage, but allows them to learn, achieve and participate fully in school life. The school is active in promoting positive attitudes to disabled people in the school and in planning to increase access to education for all disabled pupils.
As part of the school’s continued communication with parents, carers and other stakeholders we continually look at ways to improve accessibility through data collection, questionnaires and parental discussions.
Rowdown School is a two form entry primary school with a Nursery and a single class in one year group.
The school has accessible toilets in Early Years & Key Stage 1 & adult toilets in Key Stage 2. There are sound systems and microphones in both the school halls. There are ramps to the outdoor classrooms.
The Current Range of Disabilities within Rowdown
The school has children with a range of disabilities which include Autistic Spectrum Disorder, ADHD, Hearing Impairment and medical conditions such as Scoliosis and Sickle Cell Anaemia. When children enter school with specific disabilities, the school liaises with LA professionals for assessments, support and guidance for the school and parents/carers.
We have a number of children who have asthma and all staff are aware of these children. Inhalers are kept in the classrooms and a record of use is noted.
Some children have allergies or food intolerances/cultural food choices. Our caterers are able to meet the needs of children with specialist diets in an inclusive environment.
All medical information is collated and available to the relevant staff, with a designated member of staff responsible for their monitoring.
All medication is kept in a central safe and secure place which has easy access for First Aiders and staff members. Consent forms for the administration of medicine are filled in by parents, outlining the condition and dosage of medication. All medication that is given is recorded.
What support can Rowdown offer parents?
Our aim is to support our families. We know that our pupils do their best work if they have come to school from a happy home where they feel safe and are encouraged.
We know that being a parent is not the easiest of jobs and sometimes it can seem too much.
- Support for families from our mentors
- Onsite adult counselling service
- Coffee mornings
- Signposting/referrals to local outside agencies such as Foodbanks, Early Help, National Autistic Society
What happens when my SEN child transfers to high school?
Moving on to high school can be an anxious time for any child. We try to make sure that our pupils have lots of opportunity to visit high schools during their time at Rowdown and are familiar with our main feeder schools.
We also work closely with our high school colleagues to make sure that transition is smooth, passing on information well before the child is due to attend so that their needs can be catered for.
If your child has an EHCP we arrange a transition meeting at the end of year 5 and invite high school colleagues to attend. Parents find this meeting invaluable in ensuring that the correct provision is available to their child at transition.
If a child is very anxious about moving to high school extra visits can be arranged as part of our transition programme.
What should I do if I am not happy with the provision my child receives?
- If you do not feel that your child is progressing as you expected come in and see us!
- Make an appointment with the class teacher, SENCO or come and see the Inclusion Manager
- If after discussion with the Inclusion Manager you are not happy, you could contact our Academy Committee Lead: Behjat Reza
You can contact her by post at:
Rowdown Primary School
What do all the abbreviations mean?
- ASD Autistic Spectrum Disorder
- ADD/ADHD Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
- BSS Behaviour Support Service
- EHCP Education Health Care Plan
- EP Educational Psychologist
- EWO Education Welfare Officer
- FSM Free School Meals
- G&T Gifted & Talented
- HI Hearing Impaired
- IEP Individual Education Plan
- LA Local Authority
- LD Learning Difficulties
- LSA Learning Support Assistant
- MLD Moderate Learning Difficulties
- NC National Curriculum
- ODD Oppositional Defiance Disorder
- OT Occupational Therapy
- PRU Pupil Referral Unit
- SALT/SLT Speech and Language Therapy
- SATs Standard Assessment Tests
- SEN Special Educational Needs
- SENCo Special Educational Needs Co-ordinator
- SLD Severe Learning Difficulties
- SpLD Specific Learning Difficulties
- SPM Sensory, Physical, Medical
- SEMH Social, Emotional and Mental Health
- TA Teaching Assistant
- VI Visually Impaired
TO FIND OUT MORE ABOUT WHAT CROYDON LA CAN OFFER YOUR CHILD FOLLOW THIS LINK: