SEND Local Offer

All Greenwich maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.

This should be looked at together with The Royal Borough of Greenwich Local Offer for children and young people with SEND.

Please click on the questions below for more information about the local offer from Halstow

The Class Teacher
Responsible for:

  • Ensuring that all children have access to good teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation).
  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support, adapting resources etc..) and  discussing amendments with the SENCO as necessary.
  • Writing Additional Learning Needs forms (ALNs ) for children at School Action or School Action Plus, or Individual Education Plans (IEPs) for children with Statements of Specicial Educational Need, and sharing and reviewing these with parents at least once each term and planning for the next term.
  • Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable them to be included and make progress.
  • Ensuring that all staff working with your child in school are supported in delivering the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

The Special Educational Needs Co-Ordinator (SENCO)
Responsible for:

  • Coordinating all the support for children with special educational needs (SEN) and or disabilities, and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are:
    • involved in supporting your child’s learning
    • kept informed about the support your child is getting
    • involved in reviewing how they are doing
    • part of planning ahead for them.
  • Liaising with all the other people who may be coming into school to help your child’s learning e.g. Speech and Language Therapy, Educational Psychology
  • Updating the school’s SEND record of need, (a system for ensuring all the special educational, physical and sensory needs of pupils in this school are known and understood) and making sure that there are records of your child’s progress and needs.
  • To provide specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEN and/or disabilities in the school) to achieve their best possible progress in school.
  • Supporting your child’s class teacher to write Additional Learning Needs forms (ALNs) and Individual Education Plans (IEPs) that specify the targets set for your child to achieve.
  • Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.

Learning Support Assistant
A Learning Support Assistant (LSA) may be allocated to a pupil with exceptional special educational needs and/or disabilities and whilst they take a very valuable role in your child’s education we would prefer that questions regarding your child’s learning and progress are directed to the staff members named above.
For some children a home/school contact book is used to communicate information.

Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEN and/or disabilities. She will give responsibility to the SENCO and class/subject teachers but is still responsible for ensuring that your child’s needs are met.
  •  She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND

SEND Governor
Responsible for:

  • Making sure that the school has an up to date SEND Policy
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school
  • Making sure that the necessary support is made for any child who attends the school who has SEN and/or disabilities.

Class teacher input via good classroom teaching.
For your child this would mean:

  • The teacher will have the highest possible expectations for your child and all pupils in their class.
  • All teaching is based on building on what your child already knows, can do and can understand.
    • Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child.
    • Putting in place specific strategies (which may be suggested by the SENCO or staff from outside agencies) to enable your child to access the learning task.

All children in school receive this.

Specific group work with in a smaller group of children.
This group, often called Intervention groups by schools, may be

  • Run in the classroom or outside.
  • Run by a teacher or most often a Learning Support Assistant who has had training to run these groups.

Stage of SEN Code of Practice: School Action
which means they have been identified by the class teacher as needing some extra support in school.

For your child this would mean:

  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to close the gap between your child and their peers.
  • He/ She will plan group sessions for your child with targets to help your child to make more progress.
  • A Learning Support Assistant/teacher (or outside professional (like a Speech and Language Therapist)) will run these small group sessions using the teacher’s plans, or a recommended programme.

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

Some of the children accessing intervention groups may be at the stage of the SEND Code of Practice called School Action, which means they have been identified by the class teacher as needing some extra support in school.

Specialist groups run by outside agencies e.g Speech and Language therapy OR Occupational therapy groups
AND/OR  Individual support for your child of less than 20 hours in school

Stage of SEN Code of Practice: School Action Plus
which means they have been identified by the class teacher/Inclusion Leader as needing some extra specialist support in school from a professional outside the school. This may be from:

  •  Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service.

For your child this would mean:

  • If your child has been identified as needing more specialist input instead of or in addition to good  class room teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress.
  • Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • If it is agreed that the support of an outside agency is a way forward, you will be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better.
  • The specialist professional will work with your  child to understand their needs and make recommendations, which may include:
    • Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
    • Support to set targets which will include their specific professional expertise
    •  Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g a social skills group or sensory circuit
    • A group or individual work with outside professional
  • The school may suggest that your child needs some agreed individual support or group support in school. They will tell you how the support will be used and what strategies will be put in place.

This type of support is available for children with specific barriers to learning that cannot be overcome through whole class good teaching and intervention groups.

Specified Individual support
for your child of more than 20 hours in school.

This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher/Inclusion Leader as needing a particularly high level of individual or small group teaching (more than 20 hours a week), which cannot be provided from the budget available to the school.

Usually your child will also need specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service.

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process and you can find more details about this in the Local Authority (LA) based Local Offer, on the Royal Greenwich web site:
  • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the support at School Action Plus.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more than 20 hours of support in school to make good progress. If this is the case they will write a Statement of Special Educational Needs or an EHC Plan. If this is not the case, they will ask the school to continue with the support at School Action Plus and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The Statement or EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

This type of support is available for children whose  learning needs are:

  • Severe, complex and lifelong
  • Need more than 20 hours of support in school
  • We will first invite you to visit the school with your child to have a look around and speak to staff
  • If other professionals are involved, a team meeting will be held to discuss your child’s needs, share strategies used, and ensure provision is put in place before your child starts
  • Your child’s teacher/Learning Support Assistant may  visit your child if they are attending another provision eg nursery
  • We may suggest adaptations to the settling in period to help your child to settle more easily.
  • If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
  • If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the SENCO or Headteacher.
  • If you are still not happy you can speak to the school SEND Governor.
  • When a teacher or a parent has raised concerns about a child’s progress, and targeted teaching has not met the child’s needs, the teacher will raise this with the SENCO.
  • Schools also have meetings every term between each class teacher and a senior staff member in the school to ensure all children are making good progress. This is another way your child may be identified as not making as much progress as expected.
  • If your child is then identified as not making progress the school will make a decision about whether to monitor this or set up an intervention group and will inform you.
  • If your child is still not making expected progress the school will discuss with you any concerns you may have.
  • Discuss with you any further interventions or referrals to outside professionals to support your child’s learning.
  • To discuss how we could work together, to support your child at home/school.
  • The school budget, received from Greenwich LA, includes money for supporting children with SEN.
  • The Head Teacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of the needs of the children currently in the school.
  • The Head Teacher and the SENCO discuss all the information they have about SEN in the school, including;
    • the  children getting extra support already
    • the children needing extra support
    • the children who have been identified as not making as much progress as would be expected.

And decide what resources/training and support is needed.

  • All resources/training and support are reviewed regularly and changes made as needed.

A - Directly funded by the school:

  • Learning mentors
  • Counselling
  • Family Liaison officer
  • Additional Speech and Language Therapy input to provide a higher level of service to the school
  • Additional Educational Psychology input to provide a higher level of service to the school
  • Music Therapy

B - Paid for centrally by the Local Authority but delivered in school:

  • Autism Outreach Service
  • Educational Psychology Service
  • Sensory Service for children with  visual or hearing needs
  • STEPS (Assessment, advice and resources for children with literacy or numeracy difficulties including Dyslexia)
  • Speech and Language Therapy (provided by Health but paid for by the Local Authority).
  • Occupational Therapy
  • Physiotherapy
  • Professional training for school staff to deliver medical interventions
  • Waterside Behaviour advice service
  • Parent Partnership Service (to support families through the SEN processes and procedures).

C - Provided and paid for by the Health Service (Oxleas NHS Trust) but delivered in school:

  • School Nurse
  • Occupational Therapy  
  • Physiotherapy
  • The SENCO’s job is to support the class teacher in planning for children with SEN.
  • The school has a school development plan, including identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school, such as ASD, dyslexia  etc.
  • Whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with an SEND.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g from the ASD Outreach service, STEPS and Sensory service or medical /health training to support staff in implementing care plans.
  • Training takes place on a regular basis. If you would like to hear about the training which is currently taking place or has taken place by the staff members in the school, please speak to the Headteacher or SENCo/ Inclusion Leader.
  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure and will ensure that learning tasks are adjusted in order to enable your child to access their learning as independently as possible.
  • Specially trained support staff can implement the teachers modified/adapted planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs and increase your child’s access to what is on offer.
  • Your child’s progress is continually monitored by his/her class teacher.
  • His/her progress is reviewed formally every term and a National Curriculum level given in reading, writing, numeracy and science as well as progress in other areas, as appropriate, such as attendance, engagement in learning and behaviour.
  • If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show  smaller but significant steps of progress.  The levels are called ‘P levels’.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
  • Children at School Action and School Action Plus will have an ALN which will be reviewed, every term and the plan for the next term made.
  • The progress of children with a statement of SEN is formally reviewed at an Annual Review with all adults involved with the child’s education.
  • The SENCO will also check that your child is making good progress within any individual work and in any group that they take part in.
  • A range of ways will be used to keep you informed, which may include:
    • Home/school book
    • Letters/certificates sent home
    • Additional meetings as required
    • Reports
  • We would like you to talk to your child’s class teacher regularly so we know what they are doing at home and we can tell you about what we are doing in school.  This is to ensure that we are doing similar things to support them both at home and school and can share what is working in both places.
  • The SENCO (or Head teacher) 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. The SENCO will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child.
  • IEP’s will be reviewed each term.
  • Homework can be adjusted as needed to your child’s individual needs
  • A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.

In addition:
If you child is undergoing statutory assessment you will also be supported by the Children’s Services SEN Team.  They will ensure that you fully understand the process.

  • We recognise that ‘moving on’ can be difficult for a child with SEN/and or disabilities and take steps to ensure that any transition is a smooth as possible. 
  • If your child is moving to another school:
    • We will contact the new school’s SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
    • We will make sure that all records about your child are passed on as soon as possible.
  • When moving classes in school:
    • Information will be passed on to the new class teacher  and in most cases, a planning meeting will take place with the new teacher. All IEPs/ALNs will be shared with the new teacher.
    • If your child would be helped by a book to support them understand moving on then it will be made for them.
  • In Year 6
    • The SENCO will attend the Primary Transition Day to discuss the specific needs of your child with the SENCO of their secondary school, and the specialist session for students with an ASD, as appropriate.
    • Your child will attend a small group in school, to support their understanding of the changes ahead. This may include creating a ‘Personal Passport’ which includes information about themselves for their new school.
    • Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.

How many students did we have at our school with statements or EHC plans at the end of July 2015?


7 Statements




How many students did we have at SEN Support at the end of July 2015?



24 pupils

What were the outcomes for children within our school with SEND for 2014/15?


Individual SEN children are tracked using the PIVAT system, or national curriculum if appropriate, and the progress, both quantative and qualitative was noted in the data report.

End of Key Stage One results showed a closing of the gap between all pupils and pupils with SEN. End of Key Stage Two results showed a widening gap between all pupils and pupils with SEN. However, the needs of these pupils was significant and included two statements.

For two of our statemented children who were leaving us, we worked closely with parents and their next school to ensure a smooth transition both academically and emotionally. We have kept in contact and are pleased to hear of their continued achievements.





 What training did staff at our school have in SEND over the year 2014/15?

 Record of LSA Professional Development


Type of Development

LSA Observations Autumn 1



Oral and written individual feedback

given to each LSA by Beckie and Julie.

Keena Project

Autumn 1

Film clips of LSA working with SEN child analysed with SALT (4 sessions)- promoting skills in pre language skills.

SALT  group leaders trained.

Autumn 1

SALT groups set up. LSAs trained to run them. Observed by speech therapist- material and resources provided.

Groups monitored by SALT and Julie.

Phonics Training

Autumn 1

Beckie to lead

Managing Diabetes


Autumn 1

Training given by specialist nurse for a specific child.

Peer observations

Autumn 2

New LSAs given the opportunity to watch experienced LSAs work with individuals/groups.

Sensory circuits

Autumn 2

Training  run after school by Claire Bayfield Willowdene.

Sensory circuits set up for 5 SEN children.

Circuits monitored by Claire on subsequent visits.

Willowdene Outreach

Autumn 2

Observations and meetings/resources given to problem solve specific issues related to the children these LSAs are supporting.

Website training

Autumn 2

Training to support Holly in updating the website with photos and information.


Spring 1

STEPs to success literacy program training.

Word up program training.



Start write/Stay write Handwriting program. Trained by OT.

Learning Mentor

Spring 1/2

Jane attending a sequence of training to become a Learning Mentor

Spring 1

LSA Observations

Oral and written individual feedback given to each LSA by Beckie and Julie.

Training on new curriculum and assessment system.

Spring 1

Beckie to provide training on the new curriculum and assessment system.






What was in the Headteacher’s report to the Governors about SEND in 2014/15?


Beckie Williams and Julie Pepperrell have carried out both formal and informal observations of the LSAs working with individuals and groups of children. We have met regularly to discuss, plan, assess and monitor the provision we offer children with SEND. We have recruited 2 new LSAs this term to ensure we are able to meet the needs of our children. They are being inducted and supported by myself and peer mentors within our LSA team. We are confident that these new members of staff will be an asset to our team at Halstow. 


The children with a Statement/EHCP have continued to have an individualised timetable with a combination of differentiated curriculum and additional specialist packages. In addition we incorporate a range of life skills/life enriching activities into each child’s timetable such as shopping, cooking, horse riding, drumming, social skills groups and dance. Where possible children are given real life opportunities to make their learning experiences meaningful.



This term we have developed the number and range of speech and language groups we offer children on the SALT case load.  The groups include ‘news groups’, social skills groups, one lego therapy group, one active listening group and one ‘chatterbox’ group. These groups have targeted children from reception to year 6.


Six LSAs have received training and support from our SALT team Anne Furey and Jen Howard, to enable them to run these language intervention groups.  They have spent time talking and planning these sessions with the therapists and watched the therapists demonstrate the groups. The therapists and myself have observed these sessions. We have regularly filmed these sessions and used this as a basis for further discussion and staff development. Each session has a planned structure and framework and specific language targets are focused on and progress towards these targets are tracked.  The effective use of visuals has been a focus for all LSAs working with the children as underpinning all these sessions visual support is essential.


In addition to supporting us in setting up the language groups the SALT team has completed individual assessment work and therapy sessions with targeted children on the case load.

The SALT system of working with pupils at Universal, Targeted and Specialist level has been working well. Becoming a Targeted pupil ensures that additional support continues, but does not require the Speech and Language Therapist to observe and write reports.

Keena has continued to work with our LSAs this term. Class teachers with Statemented children or children with an EHC Plan have had 2 sessions with Keena where they have had opportunities to take films of them interacting and have had opportunities to discuss this with Keena.


Three more children have been identified with dyslexia this term and we have 3 more referrals awaiting a full assessment. The STEPs team have continued to support us in this area. New teachers have received dyslexia training at the STEPs centre to support them with identifying and developing dyslexia friendly teaching strategies.


 There is still the statutory requirement to transfer Statements to EHPs by September 2017 so the Borough expects that additional year groups will need to be transferred next year to meet the timescale.

We continue to build networks across the Compass Partnership to share SEND expertise, ensure consistency and improve the outcomes for our learners.  Pupils with Special Educational Needs (SEN) continue to make progress above national average indicators. Standards remain high because teachers deliver effective inclusive practice through high-quality everyday personalised teaching.

 The SEN Support children, together with the children with Statements of Educational Need and those with EHCs, form the SEND Register.

 SEN Categories September 2014 onwards

June 2015

% Of the school Population

SEN Support



Statements/ EHC



Total Number with SEN




In addition to the SEN register we have a group of children whom we are carefully monitoring. There are twenty children on the Monitoring List.

We continue to refer to a number of outside agencies to help us support pupils with SEN. Through consulting with other professionals we are able to equip teachers and teaching assistants with proficient skills in addressing the needs of our pupils.

Beckie Williams and Julie Pepperrell continue to manage regular Inclusion team meetings to discuss pupil progress, the type of support required and the outcomes of intervention programmes. We are constantly adapting our practice to meet the needs of the pupils.

Educational Psychology Service

Our Psychologist Gladys van der Spiegel has continued to make valuable contributions to the cases she has been involved with this term. Her work has included parent consultation sessions, observations, assessments of children and contributing to professional meetings with both teaching staff, LSAs and other outside agencies.

Learning Mentoring

The Learning Mentor Martin Burgoyne continues to be highly effective in supporting children with emotional difficulties. He works in the school for half a day each week and is currently supporting 3 children. Martin liaises with Julie Pepperrell and the respective class teachers to ensure consistency in approach.                                                                              


Our counsellor Ruthie Frost sadly left us at Christmas. The valuable work that she had being doing with families and children continued, however, with our new counsellor Lisa Hitchen. She is working with 5 children. In addition to this we have an additional counsellor working for half a day with a further 3 children and their families. Although the sessions are confidential, both new counsellors have liaised with teachers, the children’s parents and myself. We are committed to offer children counselling for a whole range of reasons to ensure they are supported emotionally.

Partnership SEN links

We have continued to build the links with Willow Dene this year.  Claire Bayfield (Head of ASD Willow Dene) has visited us with a specialist LSA on several occasions. We were able to film the demonstration cooking session they carried out with 2 of our children and their LSAs.  We shared this film with all LSAs at our next meeting so all could benefit from watching the session. We focused particularly on the effective use of visuals with the children. We now type all recipes using the ‘communicate in print’ visuals to support the children with reading and following the recipe with a greater level of independence.


After pupil progress meetings Beckie Williams and Julie Pepperrell review the children receiving Lexia support which is our screen based phonics intervention. We look at the effectiveness of the program for individuals and make changes to those children receiving this intervention. We have included some additional children who have English as an additional language who may benefit from a short period of this intervention.

Additional SEND Music

Additional music sessions with Simon Eastwood have been hugely popular and successful. Children with a Statement of need have an additional session each week, giving them opportunities to use a wide range of musical instruments, experiment with sounds, whilst also developing listening and collaborative skills.

Spellodrome and Mathletics club

This is running twice a week to give children the opportunity to access these programs with adult support.

Whole School Trips /Events

Where children take part in whole school events such as Sutcliffe Park sports day. All SEN children are supported and subtle modifications are made to ensure all children can be challenged and fully access the day.


We have made several referrals to the Dyslexia support group in the Borough (STEPS). As a result we do have some more children with a diagnosis of Dyslexia.

As reported last term, we have now purchased an additional computer program, which is recommended by STEPS, called ‘Wordshark’ which supports children with Dyslexia or who simply need help with Phonics and spelling. We have been providing short 20 minute sessions several times a week for some children who need this intervention. These interventions are highly structured; some are on a one to one basis and others are two to one.  Indicators of success so far have been very positive and we have adapted the intervention to meet need. Next academic year the school will be reviewing practice to renew our Dyslexia Friendly School status.

Provision Mapping

Provision Mapping continues to be an effective way to measure intervention success rates and individual pupil progress. As a result we continue to write Individual Learning Plans for pupils who have a statement /EHC plans and pupils where a statutory assessment may be being considered.