The school has children with a range of disabilities which include Autistic Spectrum Disorder, ADHD, Hearing Impairment and medical conditions such as Culler-Jones Syndrome, Idiopathic Angioedema, Chronic Allergies and Sickle Cell Anaemia. When children enter school with specific disabilities, the school liaises with LA professionals & previous settings 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. Staff are regularly updated with training sessions.

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.

It is important to listen to the pupil’s voice regarding their individual needs.  While some children are happy and confident to discuss their challenges, other children prefer discrete support. 

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). Early intervention is essential for progress, however, it is important to avoid mislabelling a child with additional needs and to remain focussed on meeting their needs.

In partnership with the Class teacher, SENCO, parents and the child we consider 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 should be identified as a child with SEN. 

The learning of all children at Rowdown Primary School is regularly and rigorously assessed. 

Data meetings were held termly and progress and attainment was monitored.  Additional support was put in place to support children who had been identified through the progress meetings.

The SENCO followed up with children who had received QFT (Quality first teaching)  and additional support in school and had not made expected progress. 

The Educational Psychologist was able to support teachers in developing or adjusting their practice for children who were identified with significant special educational needs.

Inclusion meetings were held at least termly and the information shared was used to support assessments regarding whether a child had additional needs.

Senior leaders regularly reviewed children’s work through book looks, data meetings and observations within each year group and fed back to individual teachers. Through this process individual children were identified for further support.

The three schools within the Fairchildes Academy Community Trust moderated across all year groups during the Autumn and Spring Term.

Formal Assessment was also used to identify needs such as:

• Phonics screening in Year 1
• SALT assessment
• Talk Boost Assessments
• IDL assessments

Children were added to the SEN register if their ability was significantly below their peers and a short-term barrier could not account for their lack of progress or attainment.  Parents were involved in decision making and reviews of decisions held regularly.

This year has seen a significant rise in referrals to CAMHS and since September 2023, 14 referrals have been submitted.

Autumn 2023 - Summer 2024

Provision for children in school

• NHS therapists maintained regular contact with the school SENCO for pupils with an EHCP. Between September 2023 and July 2024, NHS Speech and Language Therapists covering mainstream primary pupils were unable to offer in-school Speech and Language Therapy assessments, interventions, or support. Nevertheless, referrals to NHS Speech and Language Therapy were made, and children, accompanied by their parents, were able to attend NHS clinics for language assessments. The therapists’ feedback and target information helped plan language support sessions for pupils at school. One child was assessed and supported through online sessions by the stammering team. Additionally, advice was made available to the SENCO in person, via email, telephone, or online meetings.
• Speech and Language Therapy at school. EYFS has continued to receive speech and language support through our Speech and Language Coordinator. Additional support was provided for Reception, Years 1, 2 and 3 with The Talk Boost programme aimed at developing children’s language skills. Some children were able to receive more targeted support when specified through their Speech and language assessment targets. Good progress was made and children from EYFS up to year 4 will continue in September 2024.
• TA’s worked with children who had Occupational Therapy support plans to develop fine and gross motor skills as well as addressing sensory needs.
• Mentoring - checking in sessions continued as needed (a request can be made from a parent, child, teacher or social care).  1-1 & small group mentoring has continued alongside support for parents/carers due to the cost of living crisis. They have signposted families as well as provided direct support and running our Pre-Loved uniform shop.
• Counselling - 16 children have received regular counselling sessions during the year alongside 5 children who accessed regular extended lunchtime slots. Our adult counsellor has also supported 3 parents/carers or staff members over the last year.
• Animal Therapy Sessions – Weekly sessions with Pets and Ponies was provided for a group of 14 children during the summer term.
• Parenting support - The class teachers, pastoral team and SENCO regularly contacted parents via email, WEDUC and telephone to offer parenting support as requested. For Parents’ evening there was the option of face to face or online meetings.
• Learning interventions.  IEP and EHCP provision was continued e.g. IDL (International Dyslexia Learning), Precision Teaching and Whizzy Words.
• Additional support was provided through the tutoring programme.
• Locality Funding supported six pupils, as well as six more through Drama Therapy, which is run by a licensed therapist from the Roundabout Dramatherapy Company. The Drama Therapy support will continue in October 2024.

Staff at Rowdown continuously look to develop their practice and extend their expertise.  An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge.

This year training has included:

• Adaptation in Core & Foundation Subjects
• Anaphylaxis training and First Aid
• Developing  IEP’s & Pupil Passports
• SEN Conference - SEND & Mental Health
• Safeguarding
• Speech and Language - Intensive Interactions strategy, using Social Stories, Building vocabulary

Equipment and Facilities

Rowdown has developed our resources to meet the needs of children with SEN (see our school offer).  This year we have continued to use augmented technology which includes: iPads, laptops as well as using software such as Times Table Rockstars, IDL and Communicate in Print.

The use of outside agencies very much depends upon the individual needs. However, some are frequent visitors to school.

1. The Educational Psychologist

This year our Educational Psychologist has been Dr J Lawton who has held consultation meetings with parents/carers and staff, assessed children’s needs and provided statutory support for those pupils with an EHCP as required.

2. Speech and Language Therapy

Our liaison link therapist, Natalie Norden, although unable to visit the school, continues to work closely with the SENCO and Speech and Language Coordinator, providing advice online or via email. She shares information about upcoming training opportunities, post-assessment feedback, and target information to support our planning. We continue to refer children with Speech and Language needs to NHS services for specialist assessment.

4. Locality SEND Support Scheme

Rowdown has continued to participate in the Locality SEND Support Scheme this academic year. The school has requested support for several children with SEN and has also received assistance with EP referrals, specialist equipment, and Drama Therapy sessions to address the needs of individual children.

The Locality scheme has seen schools in the area benefit from closer working practices that have supported the transition of children going to high school, in particular Meridian High.

5.  CAMHS/Community Paediatrician

We refer children to CAMHS or to the community Paediatrician for concerns regarding their mental health or for a diagnostic assessment of ASD and ADHD. We are also able to refer for Emotional Well Being support for children via SPOC (Single Point of Contact) in Croydon.

School SEN Offer: https://www.factrust.org/rowdownsenoffer

School Policies: https://www.factrust.org/rowdownschoolpolicies

Croydon Local Offer: https://localoffer.croydon.gov.uk/kb5/croydon/directory/localoffer.page?localofferagebands=6

Rowdown Inclusion Team
Miss Tylee	Head of School
Mrs Doe	Deputy Head
Mrs Smith	Acting Assistant Head/DSL
Mrs Illesova	Acting Assistant Head
Mrs Keminsky	SENCO
Mrs Turbett	Attendance Officer
Ms Bampoe-Brush, Miss Suter	Mentors
Mrs Stone	Speech & Language Co-ordinator
If you are concerned about your child and feel that he/she needs more support, please don't hesitate to speak to your child's class teacher, to any member of the Inclusion Team or Miss Tylee directly - head@rowdown.croydon.sch.uk	You can contact any of these members of staff through the main school switchboard - 01689 843367

• 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