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SEND Information Report

Our Values and Vision in Relation to SEND Provision

Code of Practice Definition

The Special Educational Needs Code of Practice (DfES 2014) states:

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

(a) has a significantly greater difficulty in learning than the majority of others of the same age; or

(b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.Link to SEND code of practice: 0 to 25 years: https://www.gov.uk/government/publica\tions/send-code-of-practice-0-to-25


What is the Local Offer?

Croydon Children, Family and Learning services are required to provide a Local Offer for Croydon’s children and young people with SEND. This Local Offer will:

  • provide clear, comprehensive, accessible and up to date information about the available provision and how to access it
  • ensure that this provision is responsive to local needs and takes into account views and aspirations of children and young people with SEND and their families

Croydon’s Local Offer is available on these pages – you can click on weblinks and/or download leaflets attached to the main pages: https://www.croydon.gov.uk/education/special-educational-needs

What is the school SEND Information Report?

This SEND Information Report gives a detailed account of our arrangements to provide appropriate provision and support for all children with SEND.


Questions answered in our SEND Information Report-

  • Who are the best people in school to talk to about my child’s needs?
  • Who do I contact if I think my child needs more support?
  • How are children with SEN and/or disability identified and monitored within school?
  • How will I know if my child is making progress?
  • How will teaching be adapted to support the needs of my child?
  • What additional support is currently available?
  • What specialist support can the school access for my child from outside agencies?
  • How are the staff in school helped to support children with SEN and/or disability?
  • What support is available for parents/carers of children with SEN and/or disability?
  • How can the school support my child with transition?
  • What happens if we do not live within the Borough of Croydon?
  • Who are the best people in school to talk to about my child’s needs?



    Class Teacher


    To provide Quality First teaching by:

    • planning and delivering a challenging and differentiated curriculum which ensures the progress of all children
    • using prior knowledge as a starting point for learning
    • adapting teaching strategies and techniques to sensitively meet the needs of all learners
    • monitoring progress
    • creating a classroom environment where all children understand expectations and know where to find support 
    • creating a classroom atmosphere which encourages and values the contributions of all children
    • supporting the identification, planning and provision for children needing extra support
    • with assistance from the Inclusion Lead (see below), devising personalised SEN Support Plans to focus on the next steps required for children to improve in their learning
    • implementing advice from outside agencies to support the learning and progress for identified children
    • keeping parents/carers informed about a child’s targets and progress against these targets regularly
    • taking into account parent/carer views and those of each child

    Inclusion Lead

    Mrs Olivia Maxwell-Fidler



    To develop, alongside with the Headteacher and Governors, the strategic development of SEND provision within the school by:

    • creating an overview of the needs across the school
    • monitoring the progress of all children across the school in collaboration with the Senior Leadership Team (SLT)
    • regularly reviewing the impact of provision against children’s outcomes
    • working in partnership with children and parents/carers to improve outcomes 
    • ensuring that parents/carers are:
    • involved in supporting their child’s learning and access
    • kept informed about the range and level of support offered to their child
    • included in reviewing how their child is doing
    • consulted about planning successful movement (transition) to a new class or school
    • liaising with a range of agencies outside of school who can offer advice and support to help children overcome any difficulties
    • providing advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs
    • reporting regularly to Governors and meet with the SEND Governor (see below)


    Mrs Sarah Garner


    The day to day management of all aspects of the school including the provision made for children with SEN and/or disability and the LAC (Looked After Children)

    Ensuring the school complies with all statutory requirements

    Deputy Headteacher-

     Mrs Caroline Piper

    In the absence of the Headteacher

    Governing Body


    SEND Governor-

    Mrs Fiona Hodkinson

    Supporting the school to develop the quality and evaluate the  impact of provision for children with SEN and/or disability

    Other roles and responsibility in the school for children with SEN and/or disability

    Emotional Learning Support Assistant (ELSA)

    • Working under the direction of the Inclusion Lead to support children with social, emotional or mental health needs
    • Carrying out programmes such as Drawing & Talking, social skills development, friendship groups, anger management and self-esteem
    • Our ELSAs also work closely with class teachers and parents/carers


    SEND Teaching Assistants

    To support the work of the class teacher by:

    • working directly with children with SEND by supporting them within the classroom and targeting areas of focus from their SEN Support Plans
    • working in partnership with the class teacher by contributing to planning and feeding back on progress towards individual targets and learning outcomes
    • teaching independent learning techniques to children who are in receipt of support
  • Who do I contact if I think my child needs more support?

    If you are concerned about your child and would like to talk to someone, please contact your child’s class teacher who will be happy to meet with you. Your child’s class teacher knows your child well and will be able to talk to you about what support your child already receives and suggest ways to enhance your child’s learning and development.

    If, having done this, you feel that you would like to discuss your concerns further, then please contact the Inclusion Lead. You can do this via the school office (in person or by phone 020 8 660 4399 or email office@smitham.croydon.sch.uk)

  • How are children with SEN and/or disability identified and monitored within school?
    • When a child has been identified as having a special educational need or disability before they start our school, we work with the people who already know them and use the information already available to identify what their needs will be in our school setting
    • If a teacher is concerned about a child with no previous SEND history, they will contact you to discuss the relevant issues and implement ways of working together to support your child
    • A range of measures and information will be used to support identification.
    • Where a child continues to make little or no progress, despite support matched to their need, the Inclusion Lead will discuss with you SEND support which can then be put in place
    • Difficulties with social and emotional wellbeing may also trigger a need for additional support
  • How will I know if my child is making progress?

    Four types of action are taken to ensure effective support. The following cycle will be used to provide your child with additional support:

    What does this mean?

    Assess & Review
    • At least termly progress meetings for all children with key staff to review progress to date – class teacher, Headteacher, Inclusion Lead and support staff
    • Parents/carers will be invited to review the support and the targets that have been in place and work together to plan for the next term
    • Children’s view will also be sought
    • In some cases, it may be necessary to increase or change the nature and level of support to help a child to make progress.  This may involve seeking help and advice from a range of specialist agencies such as the Educational Psychologist or Speech and Language Service.  A referral for support for an outside agency will only be made with parent/carer consent                         
    Plan & Do
    • Targets and actions to help children overcome any difficulties will be carefully recorded by the school in a SEN Support Plan
    • This will take into account a child’s strengths as well as areas of difficulties
    • Identified additional provision will then be carried out until the next review


    You are welcome to make an appointment to discuss your child’s progress at any time.  In the first instance this discussion would be with your child’s class teacher.

    If, despite increased level and nature of support, it is evident that the severity and complexity of your child’s needs requires provision beyond that of our own resources, a request for an Education, Health and Care Plan (EHCP) may be requested (from September 2014, this replaced the Statement of SEN.)

  • How will teaching be adapted to support the needs of my child?

    All children receive high quality teaching, differentiated to their individual needs.  For children with additional needs and disabilities, this could mean that they are given a slightly different task or given different strategies/equipment to complete the task. Some children may require support or guidance from the class teacher or a teaching assistant as part of a small group, pair or on an individual basis. Our teachers are skilled and supported to adapt teaching to meet the needs of each class.  Their planning takes into account the individual needs and requirements of all children through:

    • learning differentiated to the needs of the child, ensuring that all children can experience success and challenge
    • grouping arrangements that maximise learning opportunities for all
    • support staff used flexibly to help groups and individuals with a long term goal of encouraging and developing independent learning skills
    • where required, more specific and personalised interventions to develop key areas of their learning 
    • integrating resources and strategies as recommended by specialist agencies
  • What additional support is currently available?

    The school continually looks to provide the most appropriate and up to date support for all children. This support includes:

    Reading/phonics- we have a range of reading support available for children across all year groups.  This may take the form of one-to-one reading, reading support from our teaching assistants trained by a Reading Recovery teacher, Lexia (a computer based reading programme), reading comprehension groups and additional phonics groups.

    Writing- depending on the age and ability of the children we run fine motor skills groups, handwriting groups, guided writing groups based on the teaching in the classroom and/or provide resources to aid writing, e.g. pencil grips or writing slopes. We also deploy additional teachers /teaching assistants who target writing in key year groups.

    Mathematics- maths support can be given in a variety of ways including one-to-one support, guided numeracy groups based on the teaching in the classroom, maths workshops and/or the use of targeted maths resources. We also deploy additional teachers /teaching assistants who target numeracy in key year groups.

    Speech and Language Therapy- we have regular visits from our link local authority Speech and Language Therapists who develop care plans for specific children and model interventions to trained teaching assistants who carry out the support according to needs.  Children’s communication skills may be developed within the classroom, in small groups or individually.

    Occupational Therapy- we have visits from local authority Occupational Therapists who develop care plans for specific children under their service and model interventions to teaching assistants who carry out the support according to needs.

    SEND Teaching Assistant support – some children might need some additional support from an adult to help them achieve academically or to help them manage physical, medical or behavioural needs.  We have a team of trained SEND teaching assistants who are deployed across the school to offer this support.

    Wellbeing, social and emotional support – we know that children cannot learn until they are emotionally ready to do so.  The following provision supports this:

    ELSAs - we have two ELSAs (see roles and responsibilities above), regularly supervised by an Educational Psychologist, who offer social and emotional support. They work with children on a one-to-one basis or in a small group to develop their emotional and/or social skills. They are also trained in Drawing and Talking and LEGO Build to Express.

    Learning Mentors - we have a learning mentor who usually works with children of all abilities who need help to overcome difficulties that are getting in the way of their learning. The learning/behaviour mentor develops one to one supportive relationships and also works in group settings.

  • What specialist support can the school access for my child from outside agencies?

    The school works with a number of specialist agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:

    • Outreach Support from Specialist Provisions
    • CAMHS (Child and Adolescent Mental Health Service)
    • Children’s Centres
    • Community Paediatricians
    • Education Welfare Service
    • Educational Psychologist
    • Occupational Therapy
    • Parent Partnership
    • School Nurse
    • Croydon Children’s Services (Social Care)
    • Special School Outreach Support
    • Speech and Language Therapy
    • Virtual School for Children who are Looked After
    • Family Resilience Service

    A full range of the support available can be found in the Croydon Local Offer for pupils with SEND: http://www.croydon.gov.uk/education/special-educational-needs/sencroydon/SEND-croydon

  • How are the staff in school helped to support children with SEN and/or disability?
    • The Inclusion Lead actively engages in a range of opportunities to share best practice and keep abreast of current, local and national initiatives and policy to support children with SEN and/or disability
    • The school also seeks advice and guidance from local special schools and other relevant agencies to help school staff develop provision for children who have the most complex needs
    • Specialised training for teachers and support staff is an important part of ensuring that they have the appropriate skills and knowledge to support the needs of children with SEN and/or disability
  • What support is available for parents/carers of children with SEN and/or disability?
    • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used
    • The Inclusion Lead is available to meet with you to discuss your child’s progress or any concerns/worries you may have
    • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report
    • SEN Support Plans will be reviewed with your involvement every term
    • Homework will be adjusted as needed to your child’s individual requirements
    • A home-school contact book may be used to support communication with you.
  • How can the school support my child with transition?
    • Some children with SEN and/or disability can become particularly anxious about transition. As a school we try to make this as stress free as possible for both you and your child
    • When moving between classes a transition meeting will take place between the current teacher and support staff and the new teacher and support staff. A transition program can be personally devised for your child and may include opportunities to visit the new class, meet key staff and/or use a transition photo book
    • When moving to secondary school, the Inclusion Lead will attend the local authority transition meeting for vulnerable children. Successful arrangements and interventions currently used to support your child can be shared with the receiving school and additional visits to the new setting may be planned to help your child become familiar with the setting and to reduce any anxieties
  • What happens if we do not live within the Borough of Croydon?

    Smitham Primary School and Nursery is located within the London Borough of Croydon however we also work closely with the services offered by Sutton and Surrey councils. All the information in this SEND Information Report is applicable to any child who attends our school irrespective of where they live. To see the Local Offers for Surrey and Sutton or to contact either of these councils please use the links below:

    Sutton: http://localoffer.sutton.gov.uk/

    Surrey: http://new.surreycc.gov.uk/schools-and-learning/special-educational-needs-and-disability-send/our-local-offer-support-and-advice-for-children-and-young-people-with-send

  • SEND Localities

    Our school has become an early adopter in an exciting new initiative by Croydon Council to improve support for children with special needs or disabilities who live in Croydon.


    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 resource 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 run throughout this academic year. We will monitor the outcomes closely, and if it proves successful it is anticipated that it will then be rolled out across all schools in Croydon. 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 contact the school office and we will be happy to send you further details.

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