Our vision at Holy Trinity is to enable all in our school community to experience ‘soar on the wings of eagles’, both now and in the future. We are an inclusive school where we expect and help all children to learn and play together whatever their abilities, differences or individual needs. Our vision is led by our ‘HT 3’:

 Raising Aspirations

We raise aspirations for our pupils with SEND by pursuing academic excellence in all areas, according to individual need. We offer the breath of curriculum for children with SEND, both within school and through extra-curricular activities. We enrich our curriculum with opportunities locally and across London.

Children are taught explicitly about the successes and achievements of people with SEND through our PSHE curriculum. We have also chosen our English texts carefully so that there are books that reflect people with SEND and their achievements.

Reaching Our Potential

For pupils to reach their potential, we offer a safe, welcoming and inclusive environment, where everyone has the opportunity to contribute and flourish. We aim to encourage a personal love for learning alongside high quality teaching and support.

We ensure that all staff have the knowledge and skills to support all children with SEND in our school and dedicate INSETs to SEND training.  We believe that progress in wider skills, such as speaking and listening, maintaining friendships, developing independence and keeping safe and healthy is just as important as progress in academic learning.

We know that parents are the first educators of their child and help children meet individual progress through strong partnership. We do this by; listening to their concerns, discussing their child’s strengths and individual needs; planning provision and review progress. We also work in partnership with external professionals, linking them with families and acting on their advice.

Learning to Live Well Together

Pupils learn to live well together through our school’s Christian values of: significance, peace, compassion, respect, forgiveness and courage. These engender a sense of community and belonging for all. The children enjoy whole school Worship in which we work together towards these values and encourage children to ask questions. By celebrating diversity in this way, our children learn to be respectful and compassionate towards children with SEND.

 

Holy Trinity’s SEND Information Report sets out what we provide for children with special educational needs and disabilities (SEND) throughout their time with us.  It is designed to answer some of the key questions that parents may have when considering, or entering the school, as concisely as possible.  Please refer to our SEND Policy Sept 2021 for greater detail on the provision that we offer and our day-to-day procedures.

 


The current SEND Code of Practice categorises SEND under the following four broad headings:

  • Communication and Interaction e.g. speech, language and communication needs (SLCN); Autism Spectrum Disorder (ASD), Asperger’s Syndrome

 

  • Cognition and Learning e.g. Specific Learning Difficulties (SpLD), moderate learning difficulties (MLD), Severe Learning Difficulties (SLD)

 

  • Social, Emotional and Mental Health e.g. attention deficit hyperactive disorder (ADHD); depression, eating disorder, attachment disorder, self-injury

 

  • Physical and Sensory e.g. Visual impairment (VI); Deafness or Hearing impairment (HI); Multi-Sensory impairment (MSI); Cerebral Palsy etc.

 

Whilst each child’s needs are unique, the above categories help the school to broadly plan provision. Some children may have needs in more than one category.

Limitations of the school site

At Holy Trinity we take our duties under the Equality Act 2010 seriously and we continue to implement a programme of improvements to the school building in order to make it accessible to more children. However, the nature of the school site will make access very difficult for children with some types of physical disability. Parents of children with mobility difficulties are therefore advised to visit the school and meet with the Inclusion Leader before applying for a place, so that they can make an informed decision as to whether the school can meet reasonably meet their child’s physical needs.

Medical Conditions

Parents are asked to alert the school office to any medical conditions that their child may have and provide contact details for their GP. Children may require an individual health care plan that will normally specify the type and level of support required to meet the child’s medical needs. This should be drawn up by medical staff and shared with the school.


All children are unique and their learning needs are different, whether they have SEND or not. Therefore, it is not possible to set out a definitive approach to teaching SEND. Each child will require a different approach. We aim to be as responsive to the individual’s needs as possible and may use a variety of different approaches to do so. These may include: different teaching strategies, additional or different resources, time with an additional adult or external professional, more time to complete tasks, additional breaks or specific intervention programmes.

Most children with SEND are educated with their peers in their classroom for the vast majority of the day and follow the same programme of study, which has been differentiated for them. Where a child needs to follow a highly differentiated curriculum, this will be planned for them by their teacher, in conjunction with specialist professionals and the SENCO. These children may spend more time out of class learning life skills, such as how to shop and use money.

We take advice from professionals regarding adaptations to the school environment. These recommendations always take into account the limitations of the site and the need for the school to create a welcoming environment for all of the children.


At Holy Trinity CE Primary School, we place great importance on the early identification of children with barriers to learning and recognise the need for early intervention. We have clear procedures in place that help us to identify children that need to be monitored or those needing extra or different provision on the basis of the progress they make. Please note that academic progress is not the only measure we look at. Children are also measured against various developmental milestones, especially in reception.

 

A child is identified as making less than expected progress, given their age and individual circumstances, when their progress:

  • is significantly below than that of their peers starting from the same baseline;
  • fails to match or better the child’s previous rate of progress;
  • fails to close the attainment gap between the child and their peers;
  • widens the attainment gap.

 

We identify the children who are making less than expected progress through a regular and thorough assessment cycle. As part of the cycle, teaching teams and the Senior Leadership Team meet termly to discuss and analyse a range of information, including test data, formative assessment data and wider observations about a child’s overall development. We call these meetings Pupil Progress Meetings. Whilst additional or different provision is broadly planned from the results of these meetings, teachers are continually assessing the progress of the children in their class and adapting their planning and resources to meet their children’s needs.

Parents/carers, children and staff are encouraged to share any concerns about the progress of a child with the class teacher or Inclusion Leader as early as possible. We listen carefully to what staff, children and parents tell us at any time during the year and will seek to implement support where necessary, as soon as possible.

Inclusion Leader

Jess Dillon is the school Inclusion Leader. She is in the process of completing the National Award for Special Educational Needs Coordination (NASCO). She also plays part of the Senior Leadership Team which ensures that the needs of SEND children are at forefront of any decision making.

Both the head of school, Keeley McCleave, and the executive head, Laura Hall, have completed the NASCO and are experienced Inclusion Leaders. Together they work to meet the needs of all the children at Holy Trinity Primary School.

She can be contacted via the school office on 0207 435 9089.


To achieve the best for all children, it is vital that the school and parents/carers work in partnership.

We support this by:

  • Listening to parents/carers and sharing the knowledge they have of their children
  • Providing support for children’s learning and personal development at home
  • Involving parents/carers in reviewing their child’s progress
  • Helping parents/ carers to get independent advice
  • Communicating frequently on their children’s progress, well-being, success and needs.
  • Providing workshops to help parents/carers support their child’s learning at home.

 

The school has strong communication links with parents/carers of pupils with special educational needs. We value the involvement and contribution of parents/carers. We encourage parents/carers to share their views within Annual Reviews and during multi-disciplinary review meetings. Parents/carers of pupils with SEND can approach school staff to discuss the progress of their children and to seek information and advice.


All children with SEND are assessed half-termly so that their progress and attainment can be monitored. Any summative assessments carried out will be at an appropriate level for the child. Some children with SEND may find it hard to access the same assessment materials as others e.g. test papers. Therefore other assessment methods will need to be used. This may include formative assessments made against individual or national curriculum targets, observations, 1:1 or group assessment tasks, reviewing completed work, results of interventions. Where support staff and other agencies are involved, teachers are expected to consult those professionals in order to get a rounded picture of what the child is able to do. Parents/carers and the child should also be asked to contribute.

SATS and Access Arrangements

The focus of all assessments is on what the child can do and we aim for this process to be as stress-free as possible. However, we are obliged to administer the SATS tests to most pupils, including those with SEND. A minority of SEND children, with particularly high levels of needs may be exempt, if they are unable to answer the simplest question on a standard test. Where children are required to sit the tests, we are able to support them in accordance with the access arrangements permitted by the Standards and Testing Agency (STA). These include modified papers e.g. Braille or large-print, additional time, breaks and specified types of adult support.


There are a number of measures in place that support a smooth transfer of all children to the next school year. In addition to these, we have the following measures for children with SEND:

  • The Inclusion Leader ensures that we pass on all records to the next class teacher and that he or she is fully aware of the child’s needs
  • During all Pupil Progress Meetings and SEND Review Meetings pupils are discussed in detail to ensure continuity of provision.
  • At the hand-over meeting in the Summer term, the class teacher shares detailed information with the new class teacher
  • We share behaviour support plans for Social Emotional and Mental Health (SEMH) with class teachers and others as appropriate
  • At the end of the academic year, provision for the child is reviewed and My Plans are drawn up for the Autumn term to ensure children’s needs are targeted, using the resources outlined in the Provision Map. For pupils with an EHCP, their plans incorporate the specific targets and requirements as set out in the EHCP. These are monitored and reviewed through the processes outlined in this policy
  • We put in place additional strategies for individual children e.g. extra visits to the new classroom, photo books, buddying with older child/sibling/learning mentor support
  • When a child transfers to another primary school we pass on the SEND profiles and the Inclusion Leader may speak to the teacher with responsibility for SEND at the new school

 

Children from Holy Trinity CE move on to a variety of secondary schools that are closely linked with the school. All Year 6 children have transition visits to local secondary schools. When children with EHCP transfer to Secondary School or to a special school, the Inclusion Leader and Year 6 teacher invite the SENDCo of the receiving school to visit Holy Trinity to meet the child. They are also invited to attend their Annual Reviews. We pass on all the SEND records e.g. personalised planning to the receiving school. If appropriate some children may make several visits to their new school with their teaching assistant or learning mentor as part of an individual transition plan.


Our latest OFSTED report (March 2018) says:

…parents highlighted the care and support provided for their own children who have special educational needs (SEN) and/or disabilities. Parents appreciate the pastoral care provided by the staff for their children.

Our most recent SIAMS (Statutory Inspection of Anglican and Methodists Schools) report says:

“There is a broad curriculum, complimented through extra-curricular and enrichment experiences.  These include artistic, cultural and sporting activities and indicate the aspirational, holistic and inclusive view of education running throughout the school.  Consequently, pupils of all abilities and backgrounds value themselves, each other and their learning.”