All Souls C of E Primary School


TEL: 02076414707


Special Educational Needs and Disabilities

At All Souls we believe that every child has the ability to achieve and find success during their time with us. We aim to establish pupils' strengths and educational needs as soon as they start school and, in this way, develop programmes of support that will help all of our pupils achieve their potential in their future.

Special Educational Provision means different or additional support other than that which is generally made for children of the same age. Each class teacher adapts their teaching to meet the needs of each pupil. However, some children need more specialised support or intervention.

Talk to your child’s class teacher first about your concerns.
It is likely that the class teacher will have discussed your concerns with the school SENCo (Special Educational Needs Co-ordinator). You may wish to arrange a meeting with the SENCo.
If you continue to have concerns you can arrange to discuss these with Ms Alix Ascough the Head teacher.

(*See Roles and Responsibilities below.)

Your child’s class teacher may initially speak to you at the beginning or the end of a normal school day and arrange a further time to discuss the concerns.
The class/form teacher may also talk to you about any issues at a parent/teacher consultation meeting.
The SENCo may contact you and arrange a meeting to discuss your child’s difficulties with learning and any possible support strategies the school might be considering.

At All Souls school we believe it is very important for parents/carers to be involved in all areas of their child’s learning and we actively encourage discussions. We believe, where appropriate, that it is essential to understand your child’s views on any difficulties they may experience with their learning.
You will be able to share your views and discuss your child’s progress at regular parent meetings with the class teacher and others.
If your child has an identified special educational need you will be invited to a termly meeting with the class teacher and SENCo to discuss current progress, support strategies being used and expected outcomes.

If your child has a Statement of special educational need or an Education, Health and Care plan (EHCP) you and your child will be able to share your views at the Annual Review and/or Transfer Review.

At All Souls we believe that your child’s learning needs will first be met through the high quality teaching delivered by her/his class teacher.
We regularly review the school training schedule and professional development for all teaching and support staff to ensure there is the appropriate expertise to support children with special educational needs.

The school is able to access training programmes from different organisations including the Tri-borough Training and Outreach team based at Queen Elizabeth 2 Jubilee School.
Individual training can also be arranged when necessary.

At All Souls we believe that your child’s learning needs will first be met through the high quality teaching delivered by her/his class teacher.
We carefully plan our curriculum to match the age, ability and needs of all children.
The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability.
It may be appropriate to adopt different strategies or resources and adapt outcomes to meet your child’s learning needs.
Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning.
All Souls regularly reviews its Accessibility Plan to ensure that all children have the fullest access to the curriculum and the school site as possible.

This depends upon the nature of your child’s needs and difficulties with learning. Our education provisions will match the needs of the four broad areas of need as defined in the SEN Code of Practice 2014;

Communication and interaction
Cognition and Learning
Social, emotional and mental health
Sensory and/or physical needs

At All Souls we have a 3 tiered philosophy to supporting a child’s learning.

Universal – this is the quality first teaching your child will receive from her/his class teacher and may include some very minor adaptations to match learning needs.

Targeted - it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning. This takes the form of a graduated four part approach of
assessing your child’s needs planning the most effective and appropriate intervention providing this intervention and reviewing the impact on your child’s progress towards individual learning outcomes.
Specific targeted one to one or small group interventions may be run outside the classroom. These will be limited to a number a weeks to minimise disruption to the regular curriculum. You will be kept informed of your child’s progress towards learning outcomes.

Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy, occupational therapy, sensory advisory teachers and the child development service. The school may need to prioritise referrals to these services. However, for a very small number of pupils access to these specialists may be through a Statement of SEN or an EHC Plan.
Plan / Do -Universal (all)

A differentiated curriculum and Q.F.T -Targeted (additional, short-term)

The class teacher and other staff working with your child ensure that your child receives appropriate teaching and support in order to reach these goals. The learner support profile, strategies and progress will be reviewed teach term.
External agencies and specialists may also review your child’s progress and adapt their planning accordingly.

The purpose of an EHC Plan is to make special education provision to meet the special educational needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/her gets older, prepare for adulthood. An EHC Plan will contain;

  • the views and aspirations of you and your child,

  • a full description of his/her special educational needs and any health and social care needs,

  • establish outcomes for your child’s progress,

  • specify the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes.

You, your child (where appropriate and aged 16 and over)and/or the school, usually the SENCo or Headteacher, can request that the local authority conduct an assessment of your child’s needs. This may lead to an EHC Plan.

There may be suggested strategies or activities for you to do at home to support your child’s learning.
We sometimes run parent/carer workshops in school to help you understand the strategies used in school. In addition, we may be able to offer you individual training in specific support strategies relevant to your child.
The SENCo may also support you with strategies, resources and ideas for supporting your child’s learning at home.
You may have an opportunity to meet with other professionals involved in supporting your child.

All Souls school receives funding from the Education Funding Agency and/or the local authority. These funds include money to support the learning of children with SEN and/or disabilities.
The Headteacher, in consultation with the School Governing Body, decides the budget for SEN provision on the basis of the needs of the children in the school.
The Head teacher and the SENCo discuss the effectiveness of the school’s current interventions and provisions and prioritise an action plan, which may include additional or alternative interventions, staff training and equipment needs.
This process is reviewed regularly to ensure the best possible intervention is provided to those children who require additional support to learn.

Your child’s progress will be assessed both in terms of his/her regular learning within the class and with regard to specific intervention programmes.
The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and if not, what adaptations are necessary. It may be decided that a further period of support would be beneficial for your child.
You and your child will be kept informed and encouraged to be actively involved at all stages of this support.
This process is reviewed regularly to ensure the best possible intervention is provided to those children who require additional support to learn.

At (All Souls we believe that the happiness and well being of all our pupils is paramount. All members of staff take this aspect of school life very seriously.
You can be confident that in particular your child’s class teacher, the teaching assistants and the SENCo are available to provide support to match your child’s needs.
You should also feel free to contact your child’s class teacher if you have any concerns.

All Souls is an inclusive school and committed to providing equal opportunities for all children.
School clubs, educational visits and residential trips are available to all children.
When necessary the school will make reasonable adjustments to ensure that children with SEN and/or disabilities are included in all activities.
You should also feel free to contact your child’s class teacher if you have any concerns.

We liaise closely with the school or nursery your child is transferring from. We are able to discuss with the relevant teachers any individual needs and how best to support your child in school.
While at All Souls school we take care to ensure that during transition points (between classes each year and at the end of Key Stages) all staff are aware of individual pupils needs, learning progress and best support strategies.
All Souls school makes arrangements to ensure there is a smooth transition when your child transfers to his/her secondary school of choice. There is a comprehensive transition programme available through the Tri-borough. Please contact us for further details.
If your child has an EHC Plan, we will participate in and/or facilitate its review in sufficient time prior to him/her moving between key phases of education. You will be kept informed of these arrangements and asked to attend the reviews.
From Year 9 all EHC Plan reviews will have a focus on preparing for adulthood, including employment, independent living and participation in society.

Initially speak with your child’s teacher and/or the SENCo. Hopefully they will be able to address your concerns.
You can then contact the Head teacher, who may direct you to the school’s Complaints Policy and procedure. (insert a link here)

At All Souls we are very happy to speak to you about any aspects of your child’s education. It is best to speak to one of the following in this order;

The class teacher
The Head teacher

pupils with disabilities

At All Souls we believe that all pupils regardless of race, gender or disabilities should have equal access to the curriculum in order to achieve to their highest potential. Currently, the SENCO, class teacher and learning support assistants collaborate in order to provide resources and support that will enable pupils with a learning disability to participate fully in the school curriculum. For more information, please refer to the school's Special Educational Needs Policy.

Whilst our school is built over a number of floors, we do have a disabled access and disabled toilet. For more information please refer to the school’s Disability and Access Policy.

Withdrawal groups have proven to be very successful in enabling access to the curriculum in Literacy and Numeracy. The school provides intervention in the form of Catch Up and Five Minute box Literacy and Numeracy support, which provides individual support by trained Teaching Assistants. Additional support is positively enjoyed by pupils and valued by parents as an additional learning opportunity for their children. Additional intervention is also provided depending on the needs of pupils. Pupil Premium funding is used to provide much of this intervention.


To see the Westminster Local Offer for SEND, please click on the link:                 



As a fully qualified Art Therapist, Steph works closely with school staff and family members to effectively support the needs of children who, for various reasons, are finding it difficult to get the most from their time in school.  When difficult emotional issues, such as a family bereavement, problems with peer relationships, or changes in family structure are affecting a child’s sense of well-being, a referral for Art Therapy can be made.


Art Therapy is a form of therapy that offers the opportunity for self-expression and can be helpful to children of all ages as a way to express their thoughts and feelings in a safe, consistent, and supportive environment.  The creative process encourages the development of imagination, spontaneity, and personal identity, and encourages personal growth.


Steph also runs a New Arrivals  and Year 6 Transition Group. She encourages children who are new to the school to use art-making as a fun way to share their thoughts and feelings with other children.  The group provides a space for  children to share their experience and talk about how they feel.  The group aims to help children make new friendships and support each other, build confidence, and develop a sense of belonging.


Art Therapists are state registered and receive regular supervision to ensure a safe and professional practice.