Clarendon’s school SEND information support September 2014
SEND Code of Practice 2014
(Special Educational Needs and Disability)
The Code of Practice (2014) covers the 0-25 age range and includes guidance relating
to children and young people with disabilities, as well as those with Special Educational
Needs (SEN).

There is a clear focus on the participation of children and young people and
parents in decision-making at individual and strategic levels

There is a stronger focus on high aspirations and on improving outcomes for
children and young people
It states that 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
Admissions
Initial Admission to Clarendon School

Please note that admissions to Clarendon are through
the Richmond Upon Thames SEN panel.

We would encourage all parents/carers of children
considering Clarendon School to visit the school and
discuss the child’s needs with a member of staff in
order to inform your choice of school for your child.

Once papers have been submitted by the Richmond
UponThames SEN panel to the school for our
consideration, a member of staff will visit your child in
their school before making a decision regarding the
placement.

Once your child has been allocated a place, we will
contact you to plan your child’s transition into our
school.
Transitions
When moving classes in school:
 Information will be passed on to the new class
teacher in advance and, in most cases, a planning
meeting will take place with the new teacher. All
records will be shared with the new teacher.
 Pupils with autism may have a passport prepared
for them to take to the new class to ensure
continuity of strategies.
Moving on to 6th Form/ College:
 Your child’s transition will be carefully planned and
managed by staff from both school and college.
You and your child will be involved in this process
which will start at the Year 9 Annual Review.
Staff – roles and
responsibilities
Teachers at Clarendon ensure that pupils receive excellent
targeted classroom teaching.
For your child this would mean that:
 The teacher has the highest possible expectations
for your child and all pupils in their class.
 Class Teachers plan lessons taking into account
the needs of all groups of children in their class,
starting with what they already know, can do and
can understand.
 Teaching is adapted so that your child is fully
involved in learning in class. This may involve
things like using more practical learning.
 Additional strategies may be put in place to support
your child to learn.
 Class teachers may work with support staff to meet
the needs of your child.
 Specific resources and strategies may be used to
support your child individually and in groups.
The Manager of Additional Needs is responsible for:
 Coordinating all the support for children with additional
special educational needs such as autism or physical
disabilities, to make sure all children get a consistent,
high quality response to meeting their needs in school.
 Ensuring that you are:
o
involved in supporting your child’s learning
o
kept informed about the additional support
your child is getting
o
involved in reviewing how they are doing
 Ensuring that your child is involved in setting and
reviewing targets.
 Liaising with all the other people who may be coming
into school to help support your child’s learning e.g.
Speech and Language Therapist, Educational
Psychologist etc...
 Keeping up to date records of your child’s progress,
needs and personalised support.
 Providing specialist support for teachers and support
staff in the school so they can help children with SEND
in the school achieve the best progress possible.
The Headteacher is responsible for:
 The day to day management of all aspects of the
school
 Ensuring that your child’s needs are met. The
Headteacher may delegate day to day strategies to the
Manager of Additional Needs and class teachers but
remains accountable for this.
 Ensuring that the Governing Body is kept up to date
about any issues in the school relating to SEND.
The SEN Link Governor makes sure that the necessary support
is made for any child who attends the school.
Teaching Assistants may work with your child to support their
learning. They are extremely valuable members of staff who
work with the teachers to ensure all children are well supported
and make progress across the curriculum.
In class they support children in the following ways:
 Prepare additional resources to support learning
 Organise resources and support with visual aids
 Support children’s concentration during lessons
 Teach children in smaller groups or on a one to one
basis
 Help to monitor behaviour in class and support the
schools behaviour policy
 Support children in the completion of work
 Facilitate the development of independence
Identification –
progression of
support
 Your child’s progress is continually monitored by
his/her class teacher.
 His/her progress is reviewed formally every term and a
National Curriculum level given in reading, writing,
maths and science.
 If your child is not yet working within the National
Curriculum, a more sensitive assessment tool is used
which shows their level in more detail and will also
show smaller but significant steps of progress. The
levels are called ‘P levels’.
 In a small number of cases, advice and support from
outside agencies may be requested.
 The progress of children is formally reviewed at an
Annual Review with all adults involved with the child’s
education.
If you or a member of staff has any concerns about your child’s
progress or development a meeting will be arranged. Additional
strategies may then be implemented.
Support within
school
 The Manager of Additional Needs supports class
teachers in planning for children who require extra
help.
 The school has a training plan for all staff to improve
the teaching and learning of children. This includes
whole school training on SEND issues.
 Individual teachers and support staff attend training
courses run by outside agencies that are relevant to
the needs of specific children in their class.
Families and Schools are able to access following additional
external professionals through a referral process:
 Educational Psychologist
 Speech and Language Therapists
 Occupational Therapists
 Physiotherapists
 School Nurse
 Multi-Sensory Support Services
 Educational Welfare Services
 Social Services
 Family Support Services
 Children’s Counsellors
 Primary Mental Health Services
 Child and Adolescent Mental Health Services
Details of
provision
funded by the
school
The following provision is currently offered to the pupils at
Clarendon according to the needs of the individual pupil,
via a referral process initiated by staff, parents or pupils. It
is funded by the school and is additional to the services
listed above.
 ELSAs (Emotional Learning Support Assistants)
 Family therapy










Art therapy
Family Support Workers
Pastoral Support Manager
Educational Psychologist
A senior member of teaching staff with a Dyslexia
specialism
A senior member of teaching staff with an Autism
specialism
TEACCH style workstations
Makaton trained teaching and support staff
Access to our sensory room
Access to our specialist class for pupils with more
complex needs (S4)
 Access to specialist support from the Peripatetic
Learning Support Assistant team
Funding
 The Head Teacher and the Manager of Additional
Needs discuss all the information they have about
SEND
in
the
school,
and
decide
what
resources/training and support is needed.
 All resources/training and support are reviewed
regularly and changes made as needed.
 Additional funding and resources may be available for
children with more complex needs.
 Parents have the ‘Right to request a personal budget
but not a right to have one’. Such requests should be
made to the Headteacher at the annual review of a
Statement or EHCP.
Accessibility
The school is a single storey building with ramps available to
each classroom from outside. There are 3 accessible toilets
throughout the school. Further improvements to accessibility are
planned by Governors through the school’s accessibility plan.
EHC plans
In the academic year 2014-15, the school proposes to transfer
all Year 6 and year 9 pupils from statements to Education,
Health and Care plans, along with those pupils in Year 11
requiring an EHCP for their transition post 16.
This rolling programme will continue over the following two
years, with all pupils having transferred to EHCPs by July 2017.
Useful contacts
For further information about Richmond’s Local Offer for SEND
and the current changes: www.richmond.gov.uk/send
 For further information about Richmond Social Services
Disabled Children’s Team: dct@richmond.gov.uk
 For further information about health provision for your
child please contact your GP
 If you would value additional support you can contact
Richmond Parent Partnership: www.richmondpps.org.uk