GSO Test

SEND Information Report


Granton SEND report


All Lambeth maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities. They are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. Schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s and or Disabilities (SEND) being met in a mainstream setting wherever possible, where families want this to happen. Pupils with  SEND will take part in the activities of the school together with pupils without SEND, whenever possible.


The school will aim to meet the needs of children with the following SEND:

  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory /physical


A glossary of the most used SEND terms is available at the end of the document.


Who are the best people in the school to talk to about my child’s difficulties with learning/special educational needs and/or disabilities?


      1. The Inclusion Manager
              Responsible for:

    1. Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
    2. Ensuring that you as a parent or carer are:
  1.                                                i.     involved in supporting your child’s learning.
  2.                                               ii.     kept informed about the support your child is receiving.
  3.                                              iii.     involved in reviewing your child’s progress.
    1. Liaising with the outside agencies who may come into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
    2. Updating the school’s SEND register (a system for ensuring all the SEND pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
    3. Providing specialist support for teachers and support staff in the school so they can help children with SEND to achieve their best possible progress.


  1. The Senior Management Team
    Responsible for:
    1. The strategic vision of SEND and inclusion across the school.
    2. Leading the educational development of the school and ensuring that each student's educational programme meets their individual needs.
    3. Monitoring and evaluating the standards of teaching and learning and pupil progress across the school.


  1. 3.     The Governing Body
    1. Responsible for:
    1. Making sure that the necessary support is made for any child who attends the school who has SEND.


What support is available for my child with SEND at Granton?


  1. Quality first teaching by class teacher (Universal Support)
    For your child this would mean:
    1. The teacher has the highest possible expectations
    2. All teaching is based upon building on what your child already knows, can do and can understand
    3. Different ways of teaching (for example, practical activities and visual supports) are in place so that your child is fully involved in learning in class
    4. Specific strategies (which may be suggested by the SENCO or outside agencies) are in place to support children to learn
    5. Progress is formally assessed and recorded 3 times throughout the year. Targets are set for your child to ensure that gaps in their understanding and learning are addressed
    6. Some additional individual or small group support may take place, either in the classroom during class time, or  outside of whole-class learning


  1. Targeted interventions  (Targeted Support)
    1. These may be run in the classroom or in sessions outside of whole-class learning
    2. They may be delivered by a Teacher, a Teaching Assistant (TA), a Higher Level Teaching Assistant (HLTA) or Early Years Educator (EYE) who has had specific training to run these groups
    3. We have a Learning Mentor (LM) and keyworker Teaching Assistants, who work across the school to support children with behavioural or emotional needs
    4. Children will engage in group or individual sessions with specific targets to help them to make progress
    5. All interventions are planned under the guidance of the Inclusion Manager and class teachers
    6. All interventions are monitored and reviewed by the Inclusion Manager and class teachers




3. Specialist groups run by outside agencies (Targeted Support)

This may be from Local Authority central services such as:

  1. Lambeth Sensory Support Service (LSSS) for children with a hearing impairment (HI) or a visual Impairment (VI)
  2. Speech and Language Therapy service (NHS service)
  3. Lambeth Educational Psychology service
  4. Occupational Therapy
  5. School nurse



For your child this would mean:

  1. You may be asked to give your permission for the school to refer your child to an outside agency e.g. a Speech and Language Therapist or an Educational Psychologist. This will help the school and yourself further understand your child’s particular needs and be able to support them more effectively
  2. The specialist professional will work with your child to understand their needs and make recommendations, which may include:

                                               i.     Making changes to the way your child is supported in class e.g. individual support from a member of staff or changing some aspects of teaching to support them better

                                              ii.     Setting clear targets which will be reviewed and used to evaluate progress.

                                             iii.     Running an intervention group led by school staff under the guidance of the outside professional.

                                           iv.     Running an intervention group or individual work directly with the outside professional

  1. If a child does not respond to the above support and to interventions over time, they will receive a SEN support plan. This document will outline the child’s needs, and targets will be set alongside parents and external agencies, using the graduated approach of ‘Plan, Do, Assess, Review’.  This is done in preparation for an application for an EHC plan (please see below).


Specified Individual support  (Specialist Support)

  1. This is provided for children via  an Education Health and Care Plan (EHCP). EHC plans will come into action from September 2014.   EHC plans are given to children who need additional support above and beyond the support outlined in the above categories. This support is available for children whose learning needs are severe, complex and lifelong.
  2. Children will continue to receive

                                               i.     Quality First Teaching

                                              ii.     Targeted Interventions

                                             iii.     Support from outside agencies such as SALT, EP, OT


In addition to this:

  1. Children with a diagnosis of Autistic Spectrum Disorder (ASD) may receive support from the ASD Outreach Team (Larkhall) or from the Lambeth Early Years Outreach Service
  2. The EHC Plan or Statement will outline the number of hours of individual or small group support your child will receive, and how the support should be used.
  3. An individualised curriculum where appropriate.


EHC Plans and Statements of Special Educational Needs

  1. From Sept 2014 Statements of SEN will no longer be issued, and those that exist will be gradually changed into EHC Plans, according to the schedule proposed by Lambeth CYPS. The Lambeth Local Offer Web site contains full information of the services available to children, young people and their families under the Lambeth Local Offer.



How will we support your child with identified SEND starting at school?

  1. You will be invited you to visit the school with your child to have a look around and meet the Inclusion Manager.
  2. You will also be invited to an Induction Meeting  in which details of your child’s needs are noted, and in which you can ask questions relating to the school.
  3. If other professionals or outside agencies are involved in supporting your child, a Multi-Agency Team (MAT) meeting may be held to discuss your child’s needs and to share strategies that are used.
  4. Staff may wish to make a home visit.
  5. The Inclusion Manager and class teacher may wish to visit the current setting your child attends if applicable.
  6. We may suggest adaptations to the transition period to help your child to settle more easily.
  7. The staff will closely monitor the progress the child makes and discuss this with you.



How can I let my child’s school know if I am concerned about my child’s  progress in school?


  1. If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
  2. If the class teacher requires additional advice or support, they will contact the Inclusion Manager.



How else may a child be identified as having a specific SEND learning difficulty?


  1. The teacher continually assesses the needs of all children in their class
  2. Every child is formally assessed three times per year .
  3. Progress Meetings are held three times a year with teaching staff and the Senior Leadership Team. We discuss the progress of all children and identify any children who are not making their best possible progress.
  4. The Inclusion Manager  monitors progress of children and liaises with class teachers.
  5. Interventions are then planned and set for the children
  6. These are reviewed and if a child has not responded to the intervention, we will speak to the parents.
  7. If a child continually requires a significant amount of support and does respond to interventions and support from outside agencies, they will receive a SEN Support Plan. This document will outline the child’s needs in preparation for an EHC Plan.
  1. A meeting will then be set with the parent and the Inclusion Manager and referrals to relevant outside agencies may be made


How will the school let parents know if they have any concerns about a child’s learning?


  1. If your child is identified as having potential SEND,  the school will set up a meeting to discuss this with you in more detail.
    1. Initially the class teacher will speak to you to discuss concerns and to listen to any concerns you may have.
    2.  The school may suggest that your child needs some agreed individualised support in school. They will tell you how the support will be used and what strategies will be put in place.
    3. If further investigating is needed, a meeting will be set with the Inclusion Manager who will discuss the next steps with you.



How are the staff at Granton supported and trained to work with children with SEND?


  1. The Inclusion Manager will support the class teacher in planning for children with SEND.
  2. A programme of staff training is set in the school. This may take place during INSET days, or it may occur for specific groups of teachers or teaching assistants, during the term. It may focus on specific areas of need such as SALT, ASD etc.
  3. Individual teachers and support staff attend CPD training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. the ASD Outreach service, SALT service or medical /health training to support staff in implementing care plans
  1. Individual training for an identified staff member may be put onto place, linked with the needs of an individual child with SEND.
  2. Training needs may be identified through the school’s rigorous performance management process.



How will the teaching be adapted for my child with SEND?


  1. Class Teachers plan lessons according to the specific needs of all groups of children in their class
  2. Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs and to increase your child’s experiences
  3. Specially trained support staff can implement the teachers modified/adapted planning
  4. Specific resources and strategies will be used to support your child. This may be on an individual, group or whole class situation, so that they can learn most effectively and become independent learners
  5. Teaching will include any targets or suggestions made by outside agencies, when appropriate.


How does Granton measure my child’s progress and how will I know?


  1. Your child’s progress is continually monitored by his/her class teacher
  2. Their progress is reviewed formally three times per year
  3. Children have maths and literacy targets in their work books, which are continually marked against and re-set
  4. Parent consultations are held three times  per year and your child’s targets are then shared with you
  5. Formal end of year reports are provided
  6. SALT targets are reviewed termly by the therapist  and are shared with the parent/carer.
  7. If your child has an SEN support plan, we will review and set targets up to three times per year
  8. If you child has an EHC plan or a statement, they will receive an Individual Education Plan (IEP). This sets and reviews targets three times per year
  9. The progress of children with an EHC Plan or statement is formally reviewed at an Annual Review with all adults, including parents, who are involved with your child’s education.


How will Granton support me as a parent of a child with SEND?


  1. There are daily opportunities  to talk to your child’s class teacher, after school is the best time, or ask to meet them
  2. Class blogs are posted regularly to keep you up to date with class and home learning. These are available on the school website
  3. The home-school diary is an excellent means of communication between you and  your child’s teacher
  1. The Inclusion Manager  is available to meet with you to discuss your child’s progress or any concerns you may have.
  2. Meetings can be arranged with outside agencies who work with children with SEND, and they can offer you advice on how best to support your child at home.


Is Granton physically accessible to children with SEND?


  1. The school is accessible to children with physical disabilities.
  2. We have a lift in both buildings, and disabled toilets in both buildings.
  1. We have a sensory room available for targeted children such as those with ASD, emotional or sensory needs.
  2. We ensure that high quality equipment is used and is accessible to all children regardless of their needs
  3. The specialised provisions provide space for the identified needs for children with these difficulties e.g. workstations for children with ASD.



How will Granton support my child when they are leaving this school, or when moving on to another class (transition)?


  1. If your child is moving to another school:
    1.  We will contact the new school’s SENCO and ensure s/he knows about any special arrangements or support that needs to be made for your child
    2. Where possible we will support a visit to the new school in advance of the move
    3.  We will make sure that all records about your child are passed on as soon as possible
  2. When moving classes in school:
    1. Information will be passed on to the new class teacher in advance and in all cases, a planning meeting will take place with the new teacher
    2. If your child would benefit from having a transition book, which outlines what to expect in their new class, this will be arranged for them.


  1. In Year 6:
    1. If you child has a statement/EHC plan, the SENCO from the secondary school will be invited to attend the annual review or a transition meeting
    2. We will run transition sessions for your child to attend, which will support their understanding of transitions and any changes ahead
    3. Where possible your child will visit their new school and in many cases staff from the new school will visit your child in this school




Attention Deficit Hyperactivity Disorder


Attention Deficit Disorder


Attention Deficit Hyperactivity Disorder


Autistic Spectrum Disorder


Behavioural, Emotional & Social Difficulties


Common Assessment Framework


Child and Adolescent Mental Health Service


Code of Practice


Child Protection


Developmental Co-ordination Disorder


English as an Additional Language


Educational Psychologist


Free School Meals


Hearing Impairment


Individual Education Plan


In school review


Key Stage


Looked After Child


Local Educational Authority


Moderate Learning Difficulty


National Curriculum


Occupational Therapy


Pastoral Support programme


Speech and Language Therapy


Special Educational Needs and/or Disability


Special Educational Needs Coordinator


Specific Learning Difficulty


Visual Impairment