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 Strand SEND Report 2018 - 2019

How does Strand know if children need extra help?


We track the progress of children closely in order to quickly identify pupils who are ‘off track’ and may need extra support. We identify age-related expectations and act quickly to support children who do not meet them. We carry out standardised reading, English and maths tests which allow us to draw comparisons with children across the country. We also use Cognitive Ability Testing  (CATs)  in Year 4 – these help us to predict achievement and provide support for children who are ‘off track’ .

All staff at Strand know their children well and this is often the best tool in recognising when children need extra help. However parents and carers often have insight into areas their children struggle with and you can ask for help at any time.

When children transfer to Strand we liaise closely with their previous school, particularly for children who are identified as having additional needs.

Finally, children often know if they need help and we will listen to them.


I think my child may have Special Needs. What should I do?


Come and talk to your child’s class teacher as soon as possible.

You could also contact the SENCo (Kay Richards) or Headteacher (Ruth Woods) via the school office 

How will school staff support your child?


Class teachers have responsibility to provide high quality teaching to all children, including those with special needs (SEND). They will tell you at our regular parent meetings how we are helping your child.

Teachers may differentiate lessons, use different strategies or plan small group support within the classroom to help your child.



Some children may have extra support which is additional to, and different from, the usual classroom offer.

This support could be in a small group or 1:1 and may be delivered by a Learning Support Assistant (LSA) or teacher.

Additional support is targeted to meet specific needs and is planned by the SENCo.

Support is reviewed regularly and its impact assessed to make sure we are helping your child in the right way.

We work closely with other professionals (Specialist Advisory Teachers for Learning or Behaviour, Educational Psychologists, Occupational Therapists, Physiotherapist, Speech and Language Therapists, CAMHS staff and the Physical Disabilities team) to make sure we are helping your child effectively.

We will record the extra help we are giving your child on either the whole school provision map or an Individual Education Plan (a short document which outlines the outcomes we want to achieve and how we plan to do this) which is shared with your child.

Who will explain to us what is happening for our child?





The class teacher is responsible for the children’s learning and is best placed to explain how each child is being supported in class.

They will explain your child’s IEP, if they have one, and talk through the outcomes we hope to achieve for your child.

If your child works 1:1 with a LSA (particularly if they have an EHCP or a Statement of Special Educational Needs) then the school will keep in close contact with you.

In the Swan Centre our Head of Centre, Becky Essex, will be happy to help if you need any further information.

Meetings with the SENCo to discuss progress or air any concerns you might have can be arranged via the school office.

When we identify that your child is struggling or may have additional needs the classteacher and/ or SENCo will meet with you to discuss our concerns and plan the support we can put in place.


How will I know how my child is doing? When will we be able to discuss our child’s progress?


We have Parent Consultation meetings in the Autumn and Spring term where class teachers will discuss your child’s progress and set new targets. This will be an opportunity to update IEPs.

In addition children receiving SEN support will be able to arrange a meeting to discuss progress with the SENCo should they wish.

In the Summer Term a report is sent home which details the progress your child has made against national benchmarks.

There is an opportunity to discuss these reports with both class teacher and/or SENCo.

Staff are always happy to meet to discuss progress throughout the year.  These meetings are most useful if they are done by prior appointment. The office staff are happy to make appointments with class teachers, the  SENCo or the Headteacher.

If your child has an ECHP or Statement of Special Educational Needs then we hold annual review meetings where we discuss progress and identify outcomes for the next year.

If professionals from outside school are working with your child then regular meetings will also be arranged to monitor the effectiveness of the strategies they suggested.

How will the curriculum be matched to our child’s needs?


It is our aim to deliver high quality teaching to the whole class, differentiating, tailoring and refining the content as necessary; we focus on matching learning to every child’s needs.

Our broad, balanced and creative curriculum is designed so that each child can take part and learn; learning is underpinned by the Strand Values.

We review our grouping arrangements regularly and group children across the year group for Maths and English where the cohort profile suggests children would benefit from this arrangement.

We have a team of support staff and volunteers who we deploy creatively to enhance and enrich learning. They may work with a small group or with a child 1:1, both in and out of the classroom, to provide SEN support and tailored interventions.

The curriculum in the Swan Centre is tailored to children’s individual needs and is adjusted to incorporate the targets from their ECHP or Statement of Special Educational Needs. We aim for children from the Swan Centre to integrate into the mainstream classes as much as they are able but this will obviously vary from child to child, reflecting current circumstances.

We encourage and nurture children’s strengths and celebrate achievement across the board from sporting skill to artistic talent.


How will the school support us to help our child’s learning?


We hold parent meetings in the Autumn Term to explain the curriculum for the year and how you can help your child.

We hold curriculum meetings as necessary.

Our Home/School Agreement clearly explains what we expect from you and your child.

Homework is set weekly in preparation for Secondary school. You are encouraged to support your child in homework tasks. Homework tasks are often personalised for children who need it. We provide a homework club for invited children.

For those children with additional needs receiving SEN support IEP targets are shared with you termly.

Classteachers, SENCo  or Head of Centre are always happy to discuss extra ways you can support your child at home.

Our Record of Achievement books are shared with you twice a year and the targets we set give you a good idea of what to work on next.


What support will there be for my child’s overall well being?


All staff share responsibility for the welfare of the pupils while they are at Strand.

Relevant staff are trained to support any medical needs your child may have, including allergies. We draw up medical care plans for when required, for example if your child needs to regularly take medicines in school.

Safeguarding and child protection procedures are in place and the role of the Designated Safeguarding Lead is held by Ruth Woods in the main school whilst Becky Essex holds the role in the Swan Center.

Our Code of Conduct and behaviour policy are followed by all staff and children. Any incidents of bullying (including cyber bullying), racist behaviour or serious incidents are followed up by senior staff and you are informed.

We run social skills groups and individual mentoring sessions to support some pupils.

Attendance is monitored regularly and our Parent Support Advisor (PSA) Jo Whelan works with families to ensure children come to school regularly and on time. If your child has to miss school for medical appointments due to their disability or medical condition please make sure that appointment slips are given to Janet Perkins in the office for our records.


We work closely with our colleagues from other services to support your children’s well being. We have close partnerships with:

Early Help Hounslow

SEN Specialist Support Team (advisors for visual and hearing impairment and physical needs)

Educational Psychology  Service

CAMHS (Child Adolescent Mental Health Service)

Heart of Hounslow  (School Nurse, Speech and Language Therapists, Occupational Therapists and Physiotherapists)

Social Care

Play or Bereavement Therapists ( accessed through Roehampton University and private commissioned services)

We always speak to you and get written permission before we make a referral to an outside agency to get extra help for your child.



What training will the staff supporting children and young people with SEND have?


All staff are trained in teaching pupils with SEN through regular whole staff training sessions. 

We are responsive to the needs of our school community and plan training to meet the children’s needs.

Individual staff have had specialist training in a range of areas (Occupational Therapy, Play Therapy, Anger Management, developing Social Skills, MAPA, Speech and Language development, ADHD, ASC and Specific Learning Difficulties)

Kay Richards, our SENCo, is completing the course for National Award for SEN Co-ordination.

Swan Centre staff are experienced in working with children with ASC and have additional qualifications in this field.


How will children be included in activities outside the classroom, including school trips?


All our outside learning activities and trips are accessible for all our pupils.

If necessary additional adults or alternative transport are arranged to support your child if they need them. We will make sure you are aware of and happy with the arrangements we have put in place for your child.

Special arrangements can be made for swimming and PE as necessary – just talk to us and we will come up with a plan.


How accessible is the school environment?


The ground floors of both our buildings are wheelchair accessible – we review the location of classrooms as necessary to make sure facilities are accessible for pupils with impaired mobility.

There is an accessible toilet facility in the main building.

The Swan Centre has a lift and is fully accessible. It has accessible toilet facilities on each floor.

Identified students are safe and have a clearly recognised set of procedures to meet their needs in case of fire.

We have an accessibility plan in place.


How will the school prepare and support my child when they join the school?

Or transfer to a new school?


We work closely with our attached Infants, Strand on the Green Infant and Nursery School, to plan a seamless transition to the Juniors.  We have a range of transition activities from parent picnics to taster days to help your children settle into their new surroundings.

The SENCo (Kay Richards) will meet with the Infant SENCo  in the Spring Term prior to transition, to plan ahead for any children who have an EHCP or Statement of SEN.

We will attend the annual review of any child with an EHCP or Statement of SEN before they join us to make sure we plan sensible, transferable targets.

We will arrange home visits for any children joining the Swan Centre and organised a staggered start to ease transition if appropriate.

If your child transfers midyear from another school we will meet them before they join us and we are happy to meet with you to discuss any special or additional needs.

When your child leaves us in Year 6 they meet a member of staff from their new school and our secondary colleagues speak to both class teachers and SENCo to make sure each new school has a clear picture of your child’s strengths and needs.

The SENCo will meet secondary SENCos to hand over in the Summer Term.

For children who may need extra transition arrangements where possible we are happy to put these in place.

If your child transfers mid phase to another school the handover, often by phone, is as above in all other respects.

How are the schools resources allocated and matched to children’s needs?


The leadership team and the school governors manage the schools finances carefully.

We monitor the effectiveness of provision to ensure we are getting the best for your child and good value for money.

If your child needs substantial support we may apply to the local authority for additional funding from the High Needs Panel or ask for an assessment towards an EHCP.

Statements of SEN/EHCP have funding attached. The amount of funding is decided by the local authority in which the child is resident and this is determined by the Special Needs Panel.

We can apply for an increase of funding during the annual review process or hold an interim review if additional funding is required.

If the annual review meeting supports a request for a change in funding then an application will be submitted to the relevant borough.


How is the decision made about the type and how much support a child will receive?


Constant tracking and detailed teacher knowledge helps us identify who needs extra support and in what area.

We have termly meetings where we discuss each child and identify interventions or approaches that may help them. This may be a speech and language group, 1:1 mentoring support, pre teaching or in class small group support from an LSA during English or Maths lessons.

We tailor our interventions to need; they are flexible and responsive.

We will continue to support your children for as long as they need it.

We reassess at the end of the support package so we can carefully track progress.

Our interventions are all flexible – if it’s not working we’ll try a more effective alternative.

However, additional interventions are by no means the only way we support your child - the main strategy is everyday  high quality teaching in the classroom.

For children with a Statement of SEN or an ECHP the type of support they receive is detailed in their plan.

This is reviewed termly and tweaked annually at the annual review.


How does the school listen to the views of pupils with SEN?


We encourage children to tell us ‘What’s going well’ and what would be ‘Even better if ….’

Your child will use ‘green pen marking’ regularly as a way of reflecting on their progress and this also helps them to become an independent learner.

We invite children with Statements or EHCP to contribute to their annual review in person but recognise that they may find the formality of that meeting daunting. In these cases children will prepare a report of their progress and targets for the coming year prior to the meeting.

We have members of our LS team who are identified as mentors and they are always happy to listen to your child’s views.

We run class and school councils where we discuss important matters and each child has a voice.


How do Governors make sure SEN pupil’s needs are met?


We have an appointed SEN Governor who meets regularly with the Headteacher and SENCo to discuss provision and support.

Progress of children with additional needs is reported to governors termly and new interventions and approaches are discussed at the Curriculum Committee.

The progress of children with additional needs forms part of the Head’s termly ‘Report to Governors’.

Governors visit school regularly to see us in action.


Does the school have a specialist teaching unit for children with SEND?


Yes – In September 2015 we opened The Swan Centre, a purpose built centre for children with high functioning ASC. The Swan Centre is operated jointly by the Junior and Infant School and will eventually have space for approximately 21 children – 9 in the Infant phase and 12 in the Junior. In the academic year 2017– 2018 our capacity is 18 children. The Centre currently has one place in Year 6.

Admissions to The Swan Centre are via Hounslow’s Special Educational Needs Panel.

If you have any questions regarding the Swan Centre please contact SEN Section, Civic Centre, Lampton Rd, Hounslow.


Who can we contact for further information or raise concerns?


If you would like more information or have any concerns, you can contact the school office and ask to speak to:


SENCo                                        Kay Richards

Head teacher                              Ruth Woods 

Head of Swan Centre                  Becky Essex

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