Special Educational Needs and Disabilities

At Eastcote Primary Academy we recognise that every child is unique and special.

Within our rich and varied PYP curriculum, every child is given opportunities and support, in a safe, caring and stimulating environment, which should facilitate each child’s chance to reach the highest possible standards. All staff are committed to meeting the needs of all our children and strive to break down any barriers that are preventing children from making the progress they are capable of. We aim to quickly identify pupils, who are making limited progress and provide targeted interventions and support to meet their needs. As a school, we recognise the importance of not only supporting children’s academic progress but also developing their emotional and social skills to enable them to become confident, independent learners.

All staff are aware of SEND within the school and receive high quality information and training.  We ensure that parents are fully aware of the SEND process and informed of their child’s learning at regular points throughout the year. We are a fully inclusive school and work alongside the Local Authority, Health Professionals and community organisations to find the most appropriate and effective support for pupils within our care.

The following documents will give you more information in relation to SEND and how school and home can support children. If you have any concerns or wish to discuss SEND at our school, please do not hesitate to contact me and either myself or one of my SEN Team will get back to you.

Mrs Vicki Adams – SENCo

To view our SEND, Accessibility and Equality Policies, please visit our Policies page.

View our SEND Information Report
  • SENCo: Mrs Vicki Adams
    • Working Hours: Monday
  • SEND Assistant: Mrs Maria Kenway
    • Working Hours: Monday, Tuesday and Thursday

Questions about your child’s progress

In the first instance contact will need to be made via the class teacher. This can be asking to speak to them at the end of the day or via the school office: letters@eastcoteprimaryacademy.org.uk or telephone 020 8856 1346.

The SENCo can be contacted via email: vicki.adams@eastcoteprimaryacademy.org.uk

Key websites for support and information

Frequently asked questions

We can only screen for dyslexia, and this will provide an overview of your child’s strengths and areas for development. Screening reports are then shared with teachers so they are aware of how to support your child through Quality First Teaching in the classroom.

This depends on the referral – please speak to the pastoral team for further information regarding your child’s referral.

Yes the school can refer your child for a diagnosis of ADHD, ASD or other referrals needed such as Speech and language. These referrals are completed by the SENCO with support of the pastoral team/teachers. You may prefer to discuss this with your GP as they can facilitate a referral too.

This is an Educational Healthcare Plan. This used to be called a Statement of SEN. About 1% of children in mainstream schools have an EHCP. Most children with an EHCP require specialist provision (special school) and an EHCP allows a parent this choice.

An EHCP is a legal document owned by the Local Authority. It sets out a child’s needs, the provision needed to meet those needs, and the school placement. The criteria for an EHCP is stringent.

https://www.bexleylocaloffer.uk/Services/2317

A parent can apply for an EHCP for their child by emailing the dept at specialneeds.ELS@bexley.gov.uk

It is so important the parent knows the school’s view, because school provides a significant proportion of the evidence to the Local Authority. School and parent should be in agreement that specialist approaches are needed to enable the child to make progress. It is not about lots of diagnoses necessarily although any diagnosis is supportive.

Bexley Local offer and Bexley Voice contain documentation about the ‘pathway’ and timelines, but the whole process, from request to ‘decision to issue’ the plan is 26 weeks. Sometimes, if there is a lack of evidence, the process stops at 6 weeks. If a parent is unhappy about a decision, they can appeal to the Local Authority.

A school can also make a request for an EHCP but need to be sure that they have sufficient plan/do/review and evidence of what has been in place (high levels of provision) not working. It is suggested that schools can take an EHCP request to their local EIT meeting so that the inclusion team can determine if anything more can be done, before an EHCP is requested. That is why a parent request, supported by the school, can be quicker.

It is worth noting that quite a few outside agencies are giving the wrong message to parents about EHCPs. E.g. your child has an ASD diagnosis – have you considered an EHCP? This advice is often given without recourse to the severity of need that an EHCP justifies.

Higher Needs Funding (HNF) levels are dependent on need. The money school receives can be used in a variety of ways to support their needs.

Autism is a neurodevelopmental condition. Therefore, any diagnosis of autism is a life-long health diagnosis and is not educational. There is no ‘test’ for autism. Instead, a paediatrician will collate evidence about a child’s social communication skills, repetitive or restrictive interests and sensory differences so that a judgement against particular Health criteria can be made.

Why does the parent think this? What behaviour do they see at home? Does the class teacher see the same traits?

This is a school-based referral, where the school agrees that there are social/play/sensory differences that should be explored. Perhaps interventions have taken place to help the child with their social skills.

Once a referral by school is sent to the local Community Paediatrics team, parents can expect to wait 2-3 years before being notified about a paediatric appointment. ASD is not diagnosed at this appointment. Instead the paediatrician will observe the child and discuss the information given already with parents, before making a judgement about whether the child should move onto the ASD pathway.

The pathway lasts up to 3 years. In this time, the paediatrician will collect more evidence from parents and school. The child is invited to a longer ‘joint communication clinic’ where a highly specialised speech and language therapist and a paediatrician work together to make a diagnosis, or not.

Once a child is on the pathway, the school will be advised to implement ASD strategies if they are not doing so already.

As above, this is a Health diagnosis. This is a behavioural disorder.
Same principles apply – school based referral to a Community Paediatrician. We need to see inattentive or hyperactive/ impulsive behaviour that is significantly different from the majority of the peer group and across different environments, to refer. Children cannot be referred until they are 6.
No test for ADHD. Instead information is collated from home/school and a certain ‘threshold’ must be met when comparing parent and school scores – and the child is observed in clinic. A Connors questionnaire is common.
Medication is a possibility depending on the severity of the ADHD and parent views.
Some children have a diagnoses of ‘ADHD–inattentive type’, which is the old ADD (no hyperactivity).

The British Dyslexia Association says:

Dyslexia is a neurological difference and can have a significant impact during education, in the workplace and in everyday life. As each person is unique, so is everyone’s experience of dyslexia. It can range from mild to severe, and it can co-occur with other learning differences. It usually runs in families and is a life-long condition. It is a specific learning difficulty.

https://www.bexleyvoice.org.uk/dyslexia.html#:~:text=A%20dyslexic%20child%20may%20have,as%20%22on%20and%20no%22

Dyscalculia is a specific maths difficulty. It is inherent rather than just being ‘weaker’ at maths. A child will display intrinsic difficulties with their quantitative understanding of number at a basic level – i.e. show them 3 counters, then 6, and they could not quantify that one set was larger than the other, nor could they give sensible estimates for each quantity.

This would be a child with very poor conversion of number. We have very few children where this has been identified. We cannot diagnose dyscalculia. This would fall to an Educational Psychologist or a certified assessor, and would likely be a private educational diagnosis.

Dyscalculia is specific – so a child is likely to be average in many aspects of schooling, apart from maths. It probably could not be considered if a child has general learning difficulties, a bit like dyslexia.

The important thing is to understand a child’s mathematical gaps and work with them through intervention and class-based support.

This is also called Developmental Coordination Disorder (DCD).
This affects a child’s gross and fine motor skill development and sometimes their sensory profile.
It can arise with other specific conditions – dyslexia, ASD, ADHD etc.

Does the teacher see functional difficulties with a child’s self-care skills? E.g. changing for PE, gross motor coordination in PE, fine motor skills – scissor and pen skills, knife and fork skills, handwriting? Does the child appear clumsy and less able to coordinate their movements than peers? Struggles to throw and catch in PE? We need to evidence 3 different functional areas that the child struggles with.

If we see the above, then the child probably has had/needs intervention anyway.

A DCD diagnosis is a Health diagnosis and requires a referral to an Occupational Therapist. The OT service needs to see that the school have put in appropriate interventions such as BEAM or Clever Fingers for up to 50 sessions, before a referral can be made. Therefore gathering what is needed for an OT referral can take some time.

Once the referral is made, the wait can be 3-4 months before parent and child is invited to clinic (if the referral criteria is met). The OT can then identify strengths and weaknesses and help parents and school develop a programme or strategies that will help the child compensate for their motor weaknesses.

We can run a speech link or languagelink screener. This identifies the speech sounds that the child might be muddling/substituting, or which areas of language (e.g. instructional, vocabulary, concepts, pronouns etc) they are weaker with. It helps us determine how severe a problem there may be, but it is a computer-based snapshot and it is important to talk to you as a parent and glean information from the teacher.

It can also help us identify additional interventions your child may need, which will also provide evidence to help us make a referral to the NHS speech and language therapy team, if intervention does not have impact.

Some children experience a speech or language delay – the difficulty is likely to resolve itself or ‘catch up’ or could be a disorder, which is where more specialist intervention may be needed.

We know that children with speech and language difficulties may go on to have difficulties with learning, particularly literacy, though this is not always the case.

Very few of our children need 1:1 support to make good progress.

The vast majority of children learn when teaching is responsive to their needs and work is well differentiated. Class TAs are used to help scaffold children’s learning if they find things more tricky.

Sometimes, 1:1 support can also lead to dependency on an adult (I can only learn when an adult sits next to me) and we all want your child to be an independent learner.

In some situations, we may need to apply for and EHCP in order to access funding to provide a child with some key person/1:1/specific intervention support. Applications for this high level of support are stringent and require lots of plan/do/review, evidence and proof of what is spent already on a child’s support.

The school is bound by a definition of Special Educational Needs as set out by the legal framework, the SEN Code of Practice (2014).

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
has a significantly greater difficulty in learning than the majority of others of the same age, or
has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age

Being SEN or being placed on a school’s SEN register is not because a child receives a diagnosis of a condition – it must be because educational provision is consistently different for them to enable them to make progress in their areas of difficulty. Parents must remember that if their child has a Health condition or diagnosis, that this probably falls under the 2010 Equality Act and means that any school or educational provider must make reasonable adjustments for them, whether they are SEN or not.

We support children as their needs arise and teachers adapt work and their teaching delivery as necessary, maintaining interventions for those children that need something additional. Being SEN or not SEN does not change this.

If your child moves onto the SEN register they will be classed as ‘SEN support’ and their teacher will identify long term Outcomes for them to work towards.