SEN Report 2017/2018

Brompton Academy’s Local Offer and 

Additional Educational Needs Information

The Children and Families Act 2014

The Children and Families Act 2014 takes forward the Government’s commitment to improve services for vulnerable children and support strong families.  It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background.  

The Government is transforming the system for children and young people with SEN, including those who are disabled, so that services consistently support the best outcomes for them.  Extending the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met by:

  • Replacing Statements and learning difficulty assessments with a new birth to 25 Education, Health and Care Plan (EHCP), extending the rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need
  • Improving cooperation between all the services that support children and families and particularly requiring local authorities and health authorities to work together
  • Requiring local authorities to involve young people and parents/carers in reviewing and developing provision for those with special educational needs and to publish a ‘Local Offer’ of support

The Local Offer was first introduced in the Green paper (March 2011) as a Local Offer of all services available to support disabled children and children with SEN and their families.  This easy to understand information will set out what is normally available in schools to help children with  lower level SEN as well as the options available to support families who need additional help to care for their child.

The Medway framework will allow the Local Offer to provide parents/carers with information about how to access services in their area, and what they can expect from those services.  With regards to education, it will let parents/carers and young people know how school and colleges will support them, and what they can expect across the local settings.  During the last year, the Local Offer Steering Group for Medway has developed questions for schools and trialled them with a small number of settings.

There are 16 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests.  These will be answered by agencies, schools and colleges to provide information to parents/carers to enable them to make decisions about how to best support their child’s needs.

Brompton Academy is a mainstream school in a selective system with approximately 40% of the students currently on the SEN support register.  The Academy additionally has a specialist education centre for up to 20 students in each year group (100 students in total across the Academy).  The students in the Eliot Centre have a very specific learning need and all have an ECHP; these students are placed with us by the Local Authority.  

Brompton Academy will apply the published admission arrangements and criteria to all students regardless of SEN/D.  An applicant’s disability will not prevent an offer of a place at the Academy being made where reasonable adjustments to the environment and curriculum can be made to accommodate the student’s learning needs. 

At Brompton Academy we strive to support all children to enable them to achieve.  In order to do this many steps are taken to support them through their learning journey.

High quality teaching for all students is vital and all teachers are teachers of SEN.  However, for some students there are occasions when further additional support may be needed to help them achieve their targets.  This is where the SEN team can help.

The SEN team consists of:

Ms Antonia Jackson (Head of Eliot Centre and Assistant Principal for SEN and Inclusions)

Ms Laura Mole (SENCO)

Paula Layland (SENCO) 

Mrs Leona Talsma (Speech and Language Therapist)

Eliot Centre Teachers

Curriculum Assistants

The Academy governors are kept up to date regarding SEN actions and policy with regular feedback from the Vice Principal at governor meetings.  There is at least one full formal report provided to the governors annually which updates and reviews the progress of SEN/D students.

The SEN Governor is Rob Ryan -

SEN Coding

The following aims to explain how students are identified and ‘coded’ within the SEN structure.

School Support (K) – the student is identified as SEN when their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to students of the same age.  Normally higher quality teaching to the whole class is likely to mean that fewer students will require such support.

Education Health and Care Plan (EHCP) – A statutory document which is sought by a school or parent/carer when despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the student, the student has not made expected progress. In order to achieve and EHCP a specialist assessment is carried out by the Local Authority using a range of relevant specialists (e.g speech therapists, Educational Psychologists).  Should this assessment prove the need/case an EHCP will be built in conjunction with the parent/carers child and Local Authority to provide necessary special educational provision for the student.

Broad Areas of SEN

The areas below are set out from the SEN Code of Practice 2014. The Academy caters for all students with the broad areas of need set out below.  If these needs impact severely on the learning of the student or on the learning of others then the student and parent/carer are signposted towards further resources which they might access to support them in addition to that which we are able to provide within the school setting.

Communication and Interaction

This may include students with speech, language and communication needs or those children with ASD (Autism Spectrum Disorder) who may have particular difficulties with social interaction.

Cognition and Learning

This may include those students working at a slower pace than their peers, even with appropriate differentiation.  This may include those students with specific learning difficulties (SpLD) such as dyslexia, dyscalculia and dyspraxia.

Social/Emotional and Mental Health Difficulties

Students may experience a wide range of social and emotional difficulties which manifest themselves in many ways.  This may include mental health difficulties, such as anxiety, depression, self harming, substance misuse, eating disorders or physical symptoms which are not medically explained.  Other students might have disorders such as ADD (Attention Deficit Disorder), ADHD (Attention Deficit and Hyperactivity Disorder) or attachment disorder.

Sensory and/or Physical Needs

Some students have a disability which prevents or hinders them from making use of the educational facilities provided.   This will include those with visual, hearing or physical impairments.

Below are Brompton Academy’s responses to the questions set out to present our Medway ‘Local Offer’.

School Information

  • How does the school know if young people need extra help? 

The Academy uses a variety of information on arrival at the academy and through young persons time at the Academy to know if they need extra help:

  • Close liaison with primary school or previous place of learning
  • Attendance at any multi agency/EHCP reviews or other meetings - prior to arrival and once on our roll
  • Prior and ongoing learning results/achievements .e.g. SATs, Cognitive Abilities Tests (CATs), Reading and Spelling tests
  • Specialist reports from specific assessments/screening assessments. e.g Dyslexia/Dyscalculia
  • Significant disparity between subject tests and or progress
  • Progress significantly below expected levels (using national expectations)
  • Communication with/concerns raised by students
  • Concerns raised by teachers
  • Concerns raised by parents/carers
  • Information received from external agencies. e.g. Paediatricians, Speech Therapists
  • Attendance information

These are of course not exhaustive but are the main methods of assessment.

Following the concerns being raised the SENCo may consider and undertake or commission additional assessments/investigations (e.g. Educational Psychologist assessment, referral to CAST for ADHD/ADD/ASD assessments) in conjunction with consultation and communication with the student and parents/carers of the young person involved.  What should I do if I think my child may have special educational needs? 

The route to raise concerns or to consult about your concerns are below in the most suitable order of contact:

  • The student’s Personal Tutor - this person is the first port of call for any concerns you may have
  • The specific subject teacher
  • Specific subject leader
  • Leadership Team for the year group/Head of Eliot Centre
  • SENCo 

You may contact all these staff through the main office email address in the first instance at or ring the Academy to speak to them or make an appointment to meet.

Additionally, we have an email address which directs all concerns to the centre of the Inclusions team hub.  Any person - parent/carer/student/teacher or member of the support staff may use this to communicate a learning or wellbeing concern to the Academy.  The email address is:

  • How will Academy staff support my child? 

Academy staff will undertake to deliver ‘quality first’ teaching.  The students are placed in sets appropriate to ability and need. Teachers are trained to teach young people with a variety of additional learning needs and are responsible for ensuring that students are able to access the learning.  This is monitored as part of the regular review and observation cycle. 

These different aspects to quality class teaching include:

  • Scaffolding - relevantly adapted resources for individuals or groups in the class
  • Careful use of differentiation  - task, groups, subject content, practical etc
  • Clear explanations and structures to lessons
  • Positive and constructive relationships with students
  • Specialist/individualised apps/ICT
  • Use of practical interaction
  • Peer and self assessment 
  • Robust and regular reinforcement of literacy, language and specialist terms
  • Specialist ‘cues’ - e.g. standard use of signalong or cued articulation in the Eliot Centre core subjects

Students in the Eliot Centre are taught in small groups with specialist trained staff - both support and teaching.

Outside the classroom students are supported with the following:

  • Safe dining area - primarily for Eliot Centre students but used as needed for others
  • Access to ‘cool down’ spaces
  • Additional non teaching staff to support and be ‘eyes and ears’ for young people
  • Staff trained specifically to respond and support e.g. in self harm, ADHD, self esteem, eating difficulties etc

When students need additional support to make progress there are a range of additional possibilities - of course groups and individuals vary all the time, however these are some of the possibilities and provisions the Academy has deployed:

  • Additional support staff in classes (Curriculum Assistants)
  • Significantly smaller classes
  • 66
  • Specific ‘key worker’ staff allocation
  • Assessments to ensure fair access to examinations (access arrangements)
  • Individual programmes of learning. e.g. Social Use of Language course or specialist vocational courses or work placements
  • Speech therapy - 1-1 or small group
  • Occupational therapy - small group
  • Individual plans for moving round the building e.g. exit passes or lift passes
  • Who will explain these to me?

These provisions/plans/interventions will be overseen by a relevant person e.g. SENCo or specialist programme provider and these people will explain what is planned.

There will be a variety of methods for this depending on what is most suitable for the parent/carer/student and the communication needed:

  • 1-1 or group meeting
  • Email
  • Letter
  • Text message

Where an individual plan is required this will be overseen by a relevant person.  

Progress and assessment of the success of the special programmes will be carried out using:

  • Termly assessments of progress against targets in all subjects
  • Termly assessments in literacy in all subjects
  • Attendance rates
  • Reading or Spelling tests
  • Specialist assessment tools - e.g. speech acquisition 
  • Individual assessment of self regulation/management of various behaviours
  • Parent/carer and student feedback
  • External provider feedback e.g. work experience reports

The SENCo and Head of Eliot Centre (the latter specifically regarding Eliot centre students only) are responsible for ensuring that interventions impact positively in terms of outcomes for the student and represent best possible practice and value for money. Interventions are recorded in a ‘provision map’ and are tracked by the SENCo or Head of Eliot Centre.

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

There are a range of aspects where the curriculum is/can be adapted to suit the needs of individual students these include:

  • Students are banded and streamed according to ability in all core subject lessons - English, Maths, Science, Spanish, History and Geography
  • Small group literacy intervention (for those with a reading age below their chronological age on arrival at the Academy)
  • Occupational Health/Speech Therapy/SULP programmes (largely Eliot Centre courses)
  • Social skills/anger management/self esteem and confidence building programmes
  • Off site specialist, short term skills programme

Additionally in Phase Two and Three (Key Stage 4 and 5) the following is/can be provided:

  • Suitable subject range and choice for external examinations is adapted for the various ability bands e.g. BTEC and vocational courses maybe more freely available to the lower band students  
  • Supported wok experience placements
  • Specialist subject Learning Mentors -  small groups and 1-1
  • Specialist support from University of Kent Ambassadors 
  • University of Kent 1: 3 PhD student support for Level Three students in specialist subjects

The use of technology to enhance students learning and progress is built into the subject curriculum and has significantly aided students with additional needs.  The Academy SEN and specialist staff are constantly engaging with new pieces of software and relevant apps which are developed to ensure that our Brompton Academy students have the best possible opportunity to access the curriculum.   

We recognise that every student is an individual and we will always aim to be as flexible as possible in ensuring individual provision where needs are identified.

  • How will I know how my child is doing? 

There are a range of methods for you to find out how your child is progressing, formal and less formal:

  • Four times a year full data tracking of the student’s progress - these include, for every subject,  student targets, achievement in term assessments/exams, end of year predicted grade based on current progress, literacy skill level, home learning and attitude to learning.  These data returns state in specific terms if there are concerns or skills are developing
  • Four times a year attendance report showing student’s current attendance percentage
  • Progress is mapped termly against the expected levels of progress towards targets using national data
  • Formal invitation to review progress which will be sent out from the SENCo or Head of Eliot  Centre, three times a year.  These will, as far as possible, co-inside with existing parent consultation evenings
  • Parent teacher consultation evening at least once per year for every year group
  • EHCP or PEP’s (Personal Education Plans) review meetings for students with and EHCP or who are in public care respectively
  • Personal Tutor individual contact
  • Subject teacher or leader individual contact
  • Individual Behaviour Plans (IBP)/Personal Support Programmes (PSP) parent/carer, student and lead pastoral staff member
  • Specific intervention individual or group feedback/information sessions. 

Subject teachers are encouraged to keep in contact with parents/carers and report both success and weaknesses in student achievements.  The Personal Tutor is the first point of contact and the staff member with whom parents/carers communicate most closely.  Depending on the individual, different methods of appropriate communication and contact will be developed to ensure support and clear feedback is achieved.

The SENCo is available to meet or discuss students needs by telephone or email at any time throughout the school year.

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

The Academy is arranged into six Mini Schools.  Two of these are designated as specifically Years 7 and 8, only three are for KS4 students and the last Mini School is the UKAT Sixth Form. These schools function as large family  groups and have the following staff teams to support the students within the Mini School.

  • Personal Tutor - responsible for day to day contact
  • Senior Leaders - responsible for the overall care and academic progress of year groups
  • Learning Coach - the daily ‘on the ground’ contact.  They monitor attitude to learning and manage mediation between students and staff in addition to following up attendance issues with the Personal Tutors

The support available from the team for the student may include specific intervention groups. e.g. anger management, social skills, or 1-1 advice on specific difficulties e.g. self harming or bullying.

There is a very clear behaviour system and policy which is applied consistently across the year groups. Student misdemeanours and behaviour infractions are recorded in the Management Information System (MIS) and monitored by the Pastoral Team.  This information provides the basis for the teams to design relevant interventions for groups or individuals.

An In-School Review (ISR) is held once a term where Academy staff and where appropriate other professionals meet and plan further intervention for those students who have not responded well to the interventions previously put in place for them.  The aim of the ISR is to gain an understanding of and try to resolve a students difficulty.

There is a wide range of strategies in place to support young people at risk of exclusion and relevant programmes and strategies are deployed to avoid the use of these sanctions and consequences. Where fixed term exclusions are used we always endeavour to implement alternative sanctions first e.g. time in the Pupil Respite Room, restorative justice, detentions etc.  A risk assessment is always undertaken in respect of a child’s vulnerability/SEN prior to any exclusion. 

  • What specialist services and expertise are available or accessed by the Academy? 

Additional Support available for students through referral:

  • Counselling
  • Small group lunch/dining space
  • Careers - Information Advice and Guidance
  • Speech Therapy
  • Mindfulness

There is also excellent access to and relationships with the following external professionals and teams: 

  • School Health
  • CAST (Child and Adolescent Support Team)
  • CAMHs (Child and Adolescent Mental Health Service)
  • Behaviour support specialists
  • Educational psychologist
  • SLCN (Speech, Language and Communication Needs Team)
  • Medway Action for Families
  • Kent Council for Addiction
  • Sensory Impaired team
  • Social Services

Where necessary or by request, support can be co-ordinated across a range of  teams using the Common Assessment Framework (CAF), to support both students and their families.

The Academy’s Refernow system is suitable for use to refer any social, emotional or behavioural difficulties.  Referrals to Refernow can be made by phone, e-mail or letter (email:  This service consists of a team of staff who  discuss and assess individual students and co-ordinate a central strategy for an individual’s care.   This may involve referral to outside agencies or a change in strategy within the Academy.  The original referrer to Refenow will receive feedback appropriate to their original referral. 

  • How does the Academy manage the administration of medicine?

Individual long or short term medication provision are treated as restricted and as such treated very formally:

  • All medicines must be brought in to the Academy by the parent/carer in their original pharmacy dispensed packaging
  • The administration of medicines form must be completed and signed by the parent/carer - this covers what the medication is, what the specific administration instructions are and times and quantities to be given etc.
  • There is only one issuing officer - based in the Administration office in the Eliot Centre
  • The medicines are stored in a secure and locked cupboard in a secured office
  • Only the designated staff member may issue medicines  
  • The student signs to acknowledge receipt of the medicine

Where individual personal care needs to be provided on a short or longer term basis the relevant assessments are made and provision for this to be provided by appropriately trained staff is managed.

  • What training have the staff supporting young people had? 

The SENCo, Camilla Wilkie-Smith and Head of Eliot Centre, Rose Thurgood have qualifications nationally recognised within their specific area of specialism or D/SEN.   All staff are trained regularly in all aspects of D/SEN/Inclusion and Safeguarding including an online D/SEN training and assessment package.  

The Pastoral Team are variously trained in Child Protection specialist areas of delivering specific support packages and programmes.  In addition to this the whole Pastoral Team and SENCo engage in group supervision twice monthly facilitated and managed by a psychotherapist. 

Planning for the progress and support of D/SEN students is also a focus of all staff induction and our ITT, NQT and Teach First programmes.   A folder with any safeguarding or D/SEN information is also available for any supply or short term staff who may be working with our students. Support, provision and outcomes for students with D/SEN is an explicit focus for all staff as part of the six weekly data assessment and lesson observations. This has proved to be an effective means of evaluating the impact of training.

The Eliot Centre staff, including the five Teaching Assistants are trained in a range of specific aspects of language disorder, speech and language acquisition and Dyslexia.  They also take courses in Cued Articulation and Signalong which they deploy in their teaching.

  • How will you help me to support my child’s learning? 

We welcome the support and involvement of parents in their children’s’ learning.  We provide a variety of methods and opportunities for parents/carers to assist them in supporting their children in learning.

  • Transition evenings for all new Year 7 parents and children
  • Parent specific workshops which run along side the Year 7 induction workshops for Year 6 transitions which take place at Easter over a week.
  • Specific initiative ‘strategy’ sessions. e.g. for Year 11 parents/carers and students to raise understanding and confidence in the ability to support young people through revision, time planning and the stress of exams
  • Higher attainer events where you will be given advice and training as to how to best support your child’s learning in particular areas 
  • Using the iPad as a learning tool - parent/carer courses to teach parents how to use the iPad themselves as well as how their children use them at the Academy for learning. Additionally how to manage the iPad at home with a teenager
  • Parental meetings before, during and after various interventions with students. e.g. anger management programmes - to support the student and parent/scarers through the process and effect long term change, ensuring a ‘joined up’ approach

Many opportunities are available for parents to meet and review the progress of their children and access support for themselves to aid in this process through Brompton Academy’s comprehensive support system.

All staff are very happy to be flexible in their liaison with parents/carers to ensure that the appropriate support is in place for students both at home and in the Academy.

  • How will I be involved in discussions about and planning for my child’s education?  

We aim to develop close and mutually supportive relationships with parent/carers from the  first point of transition. Where students have D/SEN transition is usually extended, enhanced and bespoke and we aim to involve parents/carers as a source of expertise around the needs of their child. Opportunities to engage in these discussions will be available at:

  • Subject evenings - at which the SENCo is always present
  • Personal Tutor consultations evening with parents/carers
  • SENCo initiated meetings/reviews
  • EHCP reviews
  • PEP meetings & Looked After reviews
  • CAF meetings and multi agency meetings
  • Specific group meetings .e.g. Literacy/higher attainer parent/carer meetings

Additional to this there will be ongoing opportunities through parental meetings with the Pastoral and SEN team at individual student planning meetings concerning particular assessments/interventions.

  • How will my child be included in activities outside the classroom including Academy trips?  

The Academy seeks to ensure that all students are included in all activities including trips  and learning off site is actively encouraged and viewed as a valuable element of the curriculum. All activities outside the classroom are individually risk assessed and where necessary resourced and supported to maximise the impact of the activity on all the young people who are participating.  Parents/carers are consulted at every stage to ensure that their personal ‘know how’ and knowledge of the young person is very carefully considered in the planning.  The Academy has a robust and well developed support system of trips and social events for our specialist groups, such as Young Carers.

  • How accessible is the Academy environment?  

The brand new purpose built Academy is fully accessible:

  • Disabled toilets in all key areas of the Academy
  • Accessible changing facilities and showers within the PE department
  • Ramps and lifts sited across the Academy internal and external spaces   
  • Wide corridors and accessible classrooms
  • Good lighting and visibility into all learning spaces
  • Very large projection areas in the vast majority of learning spaces (larger than conventional white boards)
  • Modern technologies - both for the individual and within the infrastructure
  • Sound reinforcement in every learning space
  • Clear signage and visual ‘clues’ (colours in particular areas)

Beyond the physical we maintain a register of staff with additional language skills or other communication skills e.g. signing.

We aim to ensure that transitions are positive and will implement a personalised package where needs indicate that this is required.  We involve all other appropriate agencies at other points of transition to ensure that the processes run smoothly and with good outcomes. 

Joining our Academy is set up to be as easy as possible - we offer the following: 

  • 4 day transition workshops which take place in the Easter holidays and gives students a very good opportunity to become acquainted with the physical environment, our structures, and our teaching and support staff
  • Visits by staff from Brompton Academy to the student in their Primary school setting 
  • SENCo will, where needed attend PEP, LAC, CHIN, CP or CAF meetings at the Primary school from April onwards 
  • Individual visits of students to Brompton Academy will be arranged on a needs basis
  • Risk assessments carried out
  • Pre-induction day visit exclusively for the Eliot Centre students
  • Induction day and evening in July
  • Parent/carer induction evening

Transition to another institution is supported in much the same way - the strategies will vary depending on the individual student, however they may include: 

  • Individual planning meetings with parents/carers and the new place of learning  
  • A supported visit - either with the parent/carers or the student and a member of the Brompton Academy team - to the next place of learning
  • Further taster/induction activities or visits 
  • Further planning or communication to ensure that the new institution is fully aware of the individual student’s needs

We are always guided by the views of parents/carers and aim to ensure that the transition is a positive experience for them as well as the young person.

For transitions from Phase Three (UKAT Sixth Form) to Higher Education/Further Education there are additional aspects:

  • Parent/Carer workshops from University of Kent staff regarding finances
  • Long term programmes on the step change to learning to live independently
  • University of Kent mentors working with Brompton Academy students to advise
  • Trips and visits to the next place of learning  ​
  • How are the Academy’s resources allocated and matched to children’s special educational needs?  

We regularly review and update the Academy, groups and individual provision maps which are costed and evaluated for impact and to ensure value for money and the efficient deployment of resources.  Some of the Academy structure is designed with the whole cohort in mind e.g. 42% of the Academy have SEN Support and there is specific literacy intervention for small groups. The class size structure too is designed round the annual cohort and is part of the strategy for supporting all students. The Academy adopts an approach of Assess (the students needs), Plan (what needs to be put in place, what provision is needed and what outcome should be achieved), Do (put the provision in place) and Review (measure what differences the provision has made towards the outcomes).  Some of the assessment is carried out as whole or large cohorts and others on small group of individual basis.

We implement Medway’s banding system for SEN/D which is scrutinised by the local authority and which can be subject to external and independent moderation.  We are flexible in this process and never attempt to ensure that “one size fits all”; our focus is to maximise achievement and enjoyment in learning for ALL of our students.  Individual Pupil Premium payments are used to support students’ learning.

  • How is the decision made about how much support my child will receive?  

A decision about how much support is allocated is dependent on the level of need and impact of interventions. If a young person is the subject of an EHCP, we always ensure that statutory requirements are met (as a minimum).  We also seek and follow guidance from other professionals working with the child/family and take on board the wishes and feelings of the young person and parents/carers.  Parents/carers are involved and informed when planning interventions are involved and informed about the impact and outcomes of support which may be available.

Decisions are made variously depending on the level of intervention or adaption which needs to be made and the allocation or adjustment of significant levels of human or financial resources:

  • Class, group or strategy change would be made by Head of Department in conjunction with SENCo and the class teacher
  • Purchase of specialist equipment, learning or physical aids would be made within subjects and year teams with supporting advice from the SENCo
  • Significant adjustments or adaptions to the curriculum or environment would be made by the SENCo in consultation with the Principal

The methods of measuring of the impact of various interventions are different and various depending on what the intervention/support might be.  Some of the social intervention support does not always demonstrate impact immediately, however the overall progress of the student in academic terms is the overall measure of the success/or not of the range of interventions.

  • How do I complain about the SEN provision at the Academy?

The Academy welcomes constructive criticism and feedback about the services we provide.  We endeavour to improve the service and outcomes for our students by actively engaging with this feedback.  

In the first instance, parents/carers should approach the SENCo to discuss their concerns.  Should parents/carers or students continue to be dissatisfied they should discuss it further with the Principal.  The Academy has a comprehensive complaints procedure which should be referred to in the unlikely  event that these first strategies have failed to resolve the problem.  Please find the Academy’s Complaints procedure under the Policy section on the website.

Reviewed and amended by Simon Richter 28th September 2017.  Next review:  September 2018.

Medway Council Local Offer  

Details of Medway Council’s Local Offer which outlines the SEN provisions at all schools in Medway can be accessed by visiting

Below is a glossary of some of the most commonly used SEN terms.



Attendance Advisory Practitioner


Attention Deficit Disorder


Attention Deficit & Hyperactivity Disorder


Autistic Spectrum Disorder


Behavioural, Emotional & Social Difficulties


Common Assessment Framework


Child & Adolescent Mental Health Service


Code of Practice


Child Protection


Developmental Co-ordination Disorder


Designated Looked After Children Teacher


English as an Additional Language


Educational Psychologist


Free School Meals


Hearing Impairment


Individual Education Plan


In School Review


Key Stage


Looked After Child


Local Education Authority


Moderate Learning Difficulty


Multi Sensory Impairment


National Curriculum


Occupational Therapist


Personal Education Plan


Pastoral Support Programme


Speech & Language Therapy


Special Educational Needs


Students with Disabilities and Special Educational Needs


Special Educational Needs Co-ordinator


Specific Learning Difficulty


Visual Impairment


Speech, Language & Communication Needs

Please click HERE to access useful information from Gatwick Airport regarding their new lanyard scheme for childen with hidden disabilities.

Please click HERE to view the Accessibility Plan.