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Safeguarding

SEN & Disabilities

Addey & Stanhope aims to be an inclusive school by working towards an ethos of high quality teaching and inclusion for all.  Teaching and learning is of a high standard and focused on enabling all students to access a broad and rich curriculum to foster independent learning and develop life-long skills.  Work is differentiated for students with SEND to ensure that teaching and learning is at the appropriate level for their individual needs. 

We believe that students achieve at their best if they feel safe, healthy, confident and happy and therefore we do our best to support all our students to develop good self-esteem and personal fulfilment.

At our school we have a Special Educational Needs Coordinator (SENDCo) who manages a team consisting of an assistant SENDCo, a part-time SEN teacher and four teaching partners.  Our SENDCo oversees the assessment of the needs of our students and plans appropriate support and interventions.  The SENDCo coordinates liaison through our internal Inclusion Team with a range of external professionals and ensures that recommendations and advice from those professionals is implemented and reviewed.  The SENDCo, in liaison with staff, will also identify students who may be eligible for additional support throughout their education and in public exams.

The SENDCo is Natasha Crofton:

020 8305 6100 

Support & Interventions to Support Students with SEND
Provision to facilitate/support access to the curriculum/independent learning:
  • Contact with Primary schools and previous schools to share information
  • Sharing information at Secondary Transfer day
  • Setting aspirational targets and continuous review of progress through for example -  Inclusion meetings/Progress Meetings
  • Regular reviews of progress which feed into Parents Evenings
  • Engaging in LA transition process of Year 6 into 7
Access to a supportive environment:

Based on the students’ individual needs we can offer a range of resources including access to:

  • Information Communication Technology
  • Time out cards
  • Visual aids
  • Safe space
  • Mentoring
Strategies to support/develop Literacy (reading, writing, spelling):

We offer a range of targeted interventions that are additional to and different from our High Quality Teaching, based on assessment of the individual needs of our students :

  • In class, small group and individual support
  • Phonics based programmes
  • Writing frames
  • Key word lists, word banks and personalised dictionaries
  • Visual aids
  • Spelling and Reading Comprehensions
  • Smaller groups in lower sets
Strategies to support/develop Numeracy:

We offer a range of targeted interventions that are additional to and different from our  Quality First Teaching, based on assessment of the individual needs of our students:

  • Specific maths programmes e.g. Hegarty Maths
  • Smaller groups in lower sets
  • Maths Homework Club run by staff
  • Specilist teaching partner
Strategies to support positive behaviours/social skills/emotional development:

Consistent whole school implementation of our school’s behaviour policy

  • Pastoral Support Plans
  • Individual support from our Pastoral Support Team
  • Home-School Planners to help liaise closely with parents/carers
  • Reconciliation approaches
  • Intervention space Return to Learn Centre
  • Referral to external professionals e.g. New Woodlands Outreach Team, Educational Psychologists, Child and Adolescent Mental Health Service (CAMHS), MHST
Support/Supervision at unstructured times of the day including personal care:

We have a range of resources and facilities to support students at unstructured times of the day including:

  • Sports clubs
  • Library activities
  • Lunchtime Club
  • SEN sports teams
Access to medical interventions:
  • Liaison with the medical professionals who draw up care plans for students with medical issues
  • Liaison with medical professionals e.g. GPs, hospital consultants and mental health practitioners, providing on-going advice or treatment to students in the school
  • Training for staff based on the specific medical needs of students as these arise
  • Individual protocols for students with significant medical needs
  • Implementation of risk assessments
  • Key staff through the school trained in First Aid
Engagement with Parents/Carers:

Our school operates an open door policy where parents are welcome any time to make an appointment to meet with either the subject/form teacher or SENCo to discuss their child’s progress.  We believe that a student’s education should be a partnership between parents, teachers, and the student themselves.  Therefore we:

  • Share professional reports with parents/carers
  • Identify students with a high level of need who will be provided with a personalised student profile identifying their strengths, needs and recommendations for teachers
  • Meet with parents/carers of students on the SEN/D Register on a termly basis to discuss provision, support and progress
  • Identify students through two registers the High Quality Teaching and Diagnosis register and the SEN/D register
Arrangements for specialist expertise from outside the school:

Our school has access to support from a range of external professionals and may source that support based on the individual needs of our students.

As required by the Equality Act 2010, our school makes reasonable adjustments to ensure equal opportunity all our students.  This includes provision of auxiliary aids and services.

The information in this School’s Offer is correct at the time of publication and will be subject to change.

Click here for a useful guide to inclusive activities and services in London

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