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An easy to read document to let you know of the changes around SEND reform

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DFE Our Plan to help every child March 2026

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Ranelagh continues to move from strength to strength in terms of its superb inclusive practice!

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Visual support for communication

Regular blocks of speech and language therapy

Access to different transitional supports eg now/next, concrete objects

Some adult support during the day

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Some support in class and individual eg now/next board, visual timetables.

Access to some Language groups

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Differentiated planned by the class teacher

Access to shared support throughout the day

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This is the channel for ELFT Specialist Children and Young People's Services in Newham. They provided a variety of services for children and young people in the borough.

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This is the channel for ELFT Specialist Children and Young People’s Services in Newham. We provided a variety of services for children and young people in the borough and are using this as a platform to make content more accessible!

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Using the Assess, Plan, Do, Review Approach. 

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Using the Assess, Plan, Do, Review Approach. 

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The Assess, Plan, Do, Review approach is a clear way schools support children’s learning and development.

Assess: Teachers carefully observe your child, look at their work, and listen to their views to understand what they can already do and where they may need extra help.
Plan: Based on this, the school decides what support or teaching strategies will best help your child and sets clear, achievable goals.
Do: The plan is put into action in the classroom through lessons, activities, and any extra support needed.
Review: Teachers check how well the support is working, celebrate progress, and make changes if needed.

This approach helps your child because support is tailored to their needs, regularly checked, and adjusted so they continue to grow in confidence and learning.

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At Ranelagh every child's contribution is valued . We know that we learn from each other and with each other. We learn that in order to create social cohesion, we have to understand the many differences of each individual and accept that this is what makes us all unique. We learn to adapt and vary our behaviours to allow all children to contribute.

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The Social Inclusion Model in our school ensures that all children including those with significant needs such as autism, are fully included in the classroom and school community. Children with a range of neurodiverse needs learn, play, and participate alongside their peers. They are supported with different programmes and interventions delivered by an expert staff team to help them succeed, to regulate and be included.

This approach develops friendships, social skills, and a sense of belonging, whilst allowing each child to access the same learning opportunities as their peers at a level suitable to them. By working together, all children benefit from a more tolerant , empathetic, and inclusive environment.

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Whilst pupils are awaiting an ECHP assessment we will...

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The school makes the necessary referrals for specialist assessment and, where it deems necessary, for a request for an Education Health Care, EHC, assessment. This can lead to an EHC Plan, above is the timeframe for this process.

Provision of interim enhanced adult support whilst the process runs is extremely limited. However, it may be made at the level to support a pupil's emotional regulation where it disrupts learning.

When an EHCP is in place, personalised assessment arrangements, individual target setting and personalised progress tracking and assessment are managed through an ongoing assess, plan, do and review process that includes annual reviews.

The provision outlined in section F of the EHCPs for all the children with one currently at the school, forms the model of provision at the different banding levels. This is how the school balances a strategic approach to provision and the individual needs of each child.

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-Specialist package of speech and language therapist input, as agreed by the school with the local authority and as stipulated in the SLA

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Visual support for communication including the core vocabulary board

Regular Language Therapy sessions

Access to different transitional supports eg now/next, concrete objects

Enhanced adult support during the day

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Visual supports in class and individual eg now/next board, visual timetables.

Language groups

Targeted interventions such as social skills and attention focus groups

Some shared support if appropriate

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Differentiated work planned by the teacher supported by the Inclusion Team

Access to small group focused work

Enhanced adult support to access learning at times

Targeted interventions at points during the day

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--Personalised curriculum planned by a SEN teacher

-Specialist environment designed to support pupils with ASD or PMLD whilst maximising time accessing the mainstream environment

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Differentiated work planned by the teacher

Access to small group focused work

Enhanced adult support to access learning when needed

Targeted interventions at points during the day

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Differentiated work planned by the teacher

Access to small group focused work

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Access to a Trusted adult

Some reasonable adjustments

Access to Zones of Regulation, Social Skills sessions

Access to low arousal environments

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-Key worker

-Individual work station or system if required to ensure emotional regulation and/or access to learning

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Trusted Adults

Zones of Regulation

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Access to a Trusted adult

Some reasonable adjustments

Access to Zones of Regulation, Social Skills sessions

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Sensory room access

Sensory Circuit sessions

Soft Play Room access

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The school aims to meet as many needs as possible through adaptation of the curriculum planned for the age of the child. However, we accept children as they are and that their stage of development may not be the same as their age. When children are working significantly outside of their chronological year group, teachers need to plan beyond adaptation and differentiation is required. This may require a personalised curriculum where staff draw on the knowledge of teachers with specialist experience and/or qualifications. This NASEN document explains the role of differentiation in current pedagogy.

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-Sensory room

-Soft play room

-Moving and handling equipment

-Essential medical equipment and procedures i.e. respiratory equipment

-Other therapy provision as agreed by the school with the local authority and as stipulated in the SLA

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Special Educational Needs and Disability Information Advice and support Service, SENDIASS, is a statutory service designed to support parent/carers, children and young people 0-25, with issues relating to their special educational needs and disability (SEND) rights and provision.

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Empowering Families
Special Educational Needs and Disability Information Advice and support Service, SENDIASS Newham(formerly Parent Partnership Services), is a statutory service designed to support parent/carers, children and young people 0-25, with issues relating to their special educational needs and disability (SEND) rights and provision. The support offered is free, impartial and confidential, as the service works at arms-length from the local authority (LA). Support is given electronically, telephone and face to face meetings. SENDIASS will not share parent, carer, or young persons information with other professionals, unless we have explicit consent or there is a safeguarding issue.
How do SENDIASS help?

Knowledge, advice and support based on SEND statutory process and duties

Advice and support around SEN Support and all aspects of the education, health and care plan (EHCP).

Exclusions (where the pupil has an SEN).

SEND Tribunal cases

Meeting support.

If you are a parent/carer, child, young person or professional in need of advice or support please call: 0203 373 0707 or email sendiass@newham.gov.uk

Please be aware that SENDIASS is a self-referral service, therefore we require service users to contact us themselves, unless there are extenuating circumstances which prevent the parent/carer or young person from accessing the service independently.
SENDIASS Information and Documents: Young People's Flyer Parent Referral Process SENDIASS Newham Working Practices SENDIASS Newham Steering Group Terms of Reference Young People's Steering Committee Terms of Reference Complaints Procedure

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Newham Families Advice and Support | SENDIASS

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Empowering Families Special Educational Needs and Disability Information Advice and support Service, SENDIASS Newham(formerly Parent Partnership Services), is a statutory service designed to support parent/carers, children and young people 0-25, with issues relating to their special educational needs and disability (SEND) rights and provision. The...

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Zones of Regulation

Trusted Adults

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Access to the sensory room

Access to Soft Play room

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Access to the sensory room

Access to Soft Play room

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Sensory room access

Sensory Circuit sessions

Soft Play Room access

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Our Local Offer has been developed and will be updated regularly to help you find information about local services, support, activities and events for children who have special educational needs and disabilities (SEND).

We have separated the Local Offer into a number of sections below, please click on the specific area for more information.

This is our new Local Offer and we welcome feedback to improve the site.

If you need this content in an alternative format or if you have a specific query you can contact us by:

Email: local.offer@newham.gov.uk

Telephone: 0203 373 2051, Mon - Fri , 10am - 2pm

We will try to respond to emails or voicemails within 2 working days.
Related Information Feedback from families and our plans to respond. Complaints, comments and compliments

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Our Local Offer has been developed and will be updated regularly to help you find information about local services, support, activities and events for children who have special educational needs and disabilities (SEND). We have separated the Local Offer into a number of sections below, please click on the specific area for more information.

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We believe that all teaching should be Quality First Teaching. This means that every child receives high-quality, engaging lessons in the classroom from the start.

Our teachers plan lessons carefully to meet different learning needs, using a variety of teaching styles, and provide support or challenge where needed. This allows all children have the best chance to succeed without always needing extra support and allowing them to 'be the best that they can be!'

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The best available evidence indicates that great teaching is the most important lever schools have to improve pupil attainment. Ensuring every teacher is supported in delivering high-quality teaching is essential to achieving the best outcomes for all pupils, particularly the most disadvantaged among them.

It is important that schools consider how children learn, how they develop knowledge and skills, and how they can be supported to lay firm foundations for later learning. Teaching approaches that ensure long-term retention of knowledge, fluency in key skills, and confident use of metacognitive strategies are crucial. These are fundamental to learning and are the ​'bread and butter' of effective teaching:

Cognitive strategies include subject-specific strategies or memorisation techniques such as methods to solve problems in maths.

Metacognitive strategies are what we use to monitor or control our cognition, for example checking whether our approach to solving a mathematics problem worked or considering which cognitive strategy is the best fit for a task.

The explicit teaching of cognitive and metacognitive strategies is integral to high-quality teaching and learning, and these strategies are best taught within a subject and phase specific context. Approaches such as explicit instruction, scaffolding and flexible grouping are all key components of high-quality teaching and learning for pupils.

Teachers should be mindful of the differing needs within their classes - it is just as important to avoid over-scaffolding as it is to ensure all pupils are adequately supported. Similarly, we know that retrieval practice supports knowledge retention, but it is important to think carefully about how that is implemented in individual subjects across the curriculum to ensure it supports learning.

It is also important to take account of the prior knowledge that children bring to lessons and to help them to build upon this understanding. Additionally, anticipating common misconceptions, and using diagnostic assessment to uncover them, is an important way to support pupils.

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Evidence indicates that great teaching is the most important lever schools have to improve outcomes for their pupils.

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Specialist Children & Young People's Services, SCYPS

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Specialist Children & Young People's Services, SCYPS

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The school make referrals to and works in partnership with this service.

SCYPS (Specialist Children & Young People's Services) provides a wide range of health services for children and young people who are registered with a Newham GP and aged up to 18 years old. They provide speech and language therapy, specialist nursing, physiotherapy and occupational therapy.

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During the COVID-19 pandemic, we are running reduced services in most area's, with reduced staffing. We continue to provide care for your children, mainly via non-face to face methods to adhere to social distancing. Please see individual service information using the 'Our Services' tab. Here, you will also find relevant contact information. You can also contact each service directly via the 'Contact Us' tab.

You may also wish to visit Newham Talking Therapies for therapeutic support during this time. Click here to be redirected to their webpage.

Please click here for additional guidance and information on what support is available during the pandemic.

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SCYPS | East London NHS Foundation Trust

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During the COVID-19 pandemic, we are running reduced services in most area's, with reduced staffing. We continue to provide care for your children, mainly via non-face to face methods to adhere to social distancing. Please see individual service information using the 'Our Services' tab. Here, you will also find relevant contact information.

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Newham Parent Forum are a group of parents and carers in Newham of children and young people (0-25) who have special educational needs or disabilities (SEND). NPCF is a voluntary organisation giving families a voice in shaping local SEND services.

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Newham Specialist Education Support Service

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Newham Specialist Education Support Service

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The school make referrals to and works in partnership with this service.

These services are run by the local authority. They provide the Language, Communication and Interaction Service (LCIS), the Sensory Service for children with deafness, hearing loss, visual impairment and multi-sensory impairment, the Complex Needs and Dyslexia Service (CNDS) and other specialist staff for children with specific learning difficulties, learning difficulties and physical disabilities.

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The Specialist Education Support Service (SESS) is made of 3 long established teams: Sensory Service; Complex Needs and Dyslexia Service; Language Communication & Interaction Service. These teams provide the targeted and specialist offer in early years and school settings and transition advice and support for post 16.

The service as whole has specialist team offers designed to build capacity in educational settings for provision across the SEND continuum through training offer, specialist advice, early identification and prevention, access and accessibility support and arrangements and individual pupil specialist assessments

Please subcribe to our youtube channel Newham Support for SEND - Youtube

Useful Specialist Education Support Service resources

Related Information

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lcis; lauguage; dld; deafness; deaf; hearing; visual impairment; social communication; learning difficulties; physical disabilities

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Newham Families Advice and Support | Specialist Education Support Service

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The Specialist Education Support Service (SESS) is made of 3 long established teams: Sensory Service; Complex Needs and Dyslexia Service; Language Communication & Interaction Service. These teams provide the targeted and specialist offer in early years and school settings and transition advice and support for...

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Child and Adolescent Mental Health Service, CAMHS

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Child and Adolescent Mental Health Service, CAMHS

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The school make referrals to and works in partnership with this service.

The Child and Adolescent Mental Health Service (CAMHS) provides outpatient assessments, support, and treatment for children and young people up to the age of 18 experiencing moderate to severe mental health problems.

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CAMHS

Mental health conditions are problems such as depression, anxiety and eating disorders. Dealing with these problems can be hard so it is important that you get the support you need.

The Child and Adolescent Mental Health Service (CAMHS) provides outpatient assessments, support and treatment for children and young people up to the age of 18 experiencing moderate to severe mental health problems.

The service works to provide them with a greater knowledge of their condition and improve coping techniques.

We provide help to children and to the wider family, including those with living with foster parents, adopted children and young people living in children's homes. The service may see children and adolescents on their own, with their parents or with their family, and may also see parents on their own.

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CAMHS | East London NHS Foundation Trust

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Mental health conditions are problems such as depression, anxiety and eating disorders. Dealing with these problems can be hard so it is important that you get the support you need

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Newham Children's Therapies Education Pack

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Newham Children's Therapies Education Pack

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Newham Children's Therapies provide this Education Pack to the schools in Newham. The pack outlines the intervention and strategies that school can put in place to support children with speech and language, occupational therapy and physiotherapy needs.

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The Zones of Regulation is a simple and friendly way to help all children understand their feelings and learn how to manage them. It uses colours to describe different emotions and energy levels, helping them recognise how they feel and what they can do to calm down, focus, or ask for help. This supports all children in school by building emotional awareness, self-control, and positive behaviour, which helps them learn better and get along with each other.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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Art therapy in primary school is a way to help children express their thoughts and feelings through drawing, painting, or making things, rather than using words alone. A trained adult supports the child during these activities in a safe and calm space. This can help children understand their emotions, build confidence, and learn healthy ways to cope with worries or challenges.

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The British Association Of Art Therapists

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Art therapy is a form of psychotherapy that uses visual and tactile media as a means of self expression and communication. Art therapists aim to support people of all ages and abilities and at all stages of life, to discover an outlet for often complex and confusing feelings, and foster self awareness and growth.

Cookie preferences

This site makes use of cookies to help improve our understanding of how you use the site. This unformation does not directly identify you, but because we respect your right to privacy, you can choose not to allow some types of cookies.

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Art therapy - The British Association Of Art Therapists

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Art therapy is a form of psychotherapy that uses visual and tactile media as a means of self expression and communication. Art therapists aim to support people of all ages and abilities and at all stages of life, to discover an outlet for often complex and confusing feelings, and foster self awareness and growth.

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The Attention Autism( known as Magic Bag)programme is a daily run interventoin which helps children, especially those with autism learn to focus, listen, and enjoy group activities.

It uses a range of fun, motivating activities to encourage them to focus, take turns, and join in. This enables them to build their attention and communication skills in a highly engaging way!

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Attention Autism is a learning approach that aims to develop natural and spontaneous communication skills in children with autism through the use of visually based and highly motivating activities..

The origins of the approach are in the idea that successful communication is dynamic, engaging and joyful. People learn best when they are filled with enthusiasm, motivation and creativity. The Attention Autism approach should provide children with a learning experience that they want to communicate about.

The Aims of Attention Autism:

As well as the ultimate goal of developing natural and spontaneous communication skills in children with autism, there are several other aims that Attention Autism strives to achieve. These include:

To engage attention.

To improve joint attention.

To develop shared enjoyment in group activities.

To increase attention in adult-led activities.

To encourage spontaneous interaction in a natural group setting.

To increase non-verbal and verbal communication through commentary.

To build a wealth and depth of vocabulary.

Most importantly, to have fun in doing so!

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Attention Autism Programme - Attention Autism Ltd

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Attention Autism is a learning approach that aims to develop natural and spontaneous communication skills in children with autism through the use of visually based and highly motivating activities.. The origins of the approach are in the idea that successful communication is dynamic, engaging and joyful.

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Lego-based therapy is an intervention that uses Lego bricks to help people, especially children, improve their social skills and communication abilities.

It’s like playing with Lego bricks while also learning important skills for interacting with others!

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Lego-based therapy is a type of therapy that uses Lego bricks to help people, especially children, improve their social skills and communication abilities.

It's like playing with Lego bricks while also learning important skills for interacting with others.
Here's how is works:
1. Group play: Lego-based therapy usually takes place in a small group with a facilitator (adult). Each person in the group has a specific role: the Engineer (has the instructions), the Supplier (has the bricks), and the Builder (builds it).

2. Roles and teamwork: The Engineer has the building instructions, the Supplier gets the Lego bricks, and the Builder puts the pieces together to create something. Everyone works together as a team, taking turns and communicating with each other.

3. Communication skills: During the Lego building process, participants learn to communicate their ideas, ask for specific bricks they need, and give clear instructions to their team members. It's like learning how to express themselves and listen to others effectively.

4. Problem-solving: Sometimes, the Lego models can be challenging to build. Participants learn how to work together to solve problems, make decisions, and find creative solutions. It's like using their problem-solving skills to overcome obstacles.

5. Sharing and co-operation: Lego-based therapy teaches participants about sharing and co-operating with others. They learn to take turns, share resources, and work towards a common goal. It's like understanding the importance of teamwork and being considerate of others.

The goal of Lego-based therapy is to improve social interactions, collaboration, and communication skills in a fun and engaging way. By playing with Lego bricks and working together as a team, participants can develop important skills that can be applied in various aspects of their lives.
Sources:

Lego Therapy: Building Social Skills for Adolescents with an Autism Spectrum Disorder. This study, published in the journal British Psychological Society in 2013, found that LEGO therapy can be an effective intervention for improving social skills in adolescents with autism spectrum disorder (ASD). The study involved 6 adolescent males with ASD who participated in 12 weekly LEGO therapy sessions. The results showed that the participants improved their social skills, such as turn-taking, sharing, and conversation.

The Use of Lego Therapy to Improve Social Skills in Children with Autism Spectrum Disorder: A Pilot Study. This study, published in the journal Autism in 2016, found that LEGO therapy can be an effective intervention for improving social skills in children with ASD. The study involved 10 children with ASD who participated in 10 weekly LEGO therapy sessions. The results showed that the participants improved their social skills, such as turn-taking, sharing, and conversation.

Lego Therapy: A Creative Approach to Building Social Skills. This article, published in the journal Early Childhood Education Journal in 2017, provides an overview of LEGO therapy and its potential benefits for children with social skills challenges. The article discusses how LEGO therapy can help children to develop social skills such as turn-taking, sharing, and cooperation.

The Effectiveness of Lego Therapy for Children with Social Skills Difficulties: A Systematic Review. This study, published in the journal Child and Adolescent Mental Health in 2022, found that LEGO therapy can be an effective intervention for improving social skills in children with social skills difficulties. The study reviewed 13 studies that included a total of 353 participants. The studies found that LEGO therapy was effective in improving social skills, such as turn-taking, sharing, and conversation.

Next Steps
There are a number of ways to access this therapeutic modality, including:

Child/Young Person Sessions - If you are looking to book a session for your child or young person, please click here.

Parent/Carer Sessions - If you are looking to book a session for yourself, please click here.

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Lego-based therapy is a type of therapy that uses Lego bricks to help people, especially children, improve their social skills and

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The sensory circuit is an intervention which supports children's sensory processing needs. It involves a sequence of physical activities that are designed to alert, organise and calm the child.

It aims to facilitate sensory processing to help children regulate and organise their senses in order to achieve the ‘just right’ or optimum level of alertness required for effective learning.

Sensory circuits are a great way to both energise and settle children so they can focus and engage better in the classroom.

The range of activities are utilised at different times of the day as part of a sensory diet to help a child regulate. Sensory circuits will generally start with alerting activities, moving to an organising phase and then finally to a calming phase.

This intervention supports children to be regulated and ready for the learning ahead.

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The Box Clever programme is an intervention which helps children in Nursery, Reception and Year 1 to build strong language and communication skills in a fun and supportive way.

It is a short, daily small-group activity designed by speech and language therapists, using small world ( Role Play) resources to teach children new words and help them understand and use them in everyday situations.

The intervention helps children with their vocabulary such as naming objects, describing things, and talking about actions. This helps children gain confidence in speaking and listening and ultimately in making and developing social freindships.

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The school make referrals to and works in partnership with this service.

This service supports mainstream schools/settings to meet the needs of children with social, emotional, mental health difficulties and challenging behaviour.

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Newham Families Advice and Support | The Primary Behaviour Support Service 2024-25

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Becky Evans Ruth Donovan Advisory teacher with extensive experience of working in Newham schools with children who have SEMH needs. Specialist practitioner with extensive experience working with children with SEMH across East London schools and settings. What we do: Support staff in mainstream schools/settings to meet the needs of children with social, emotional, mental health difficulties and challenging behaviour. We observe pupils, consult with staff and meet with parent/carers to develop an understanding of the child’s behaviour and needs. We put together, with you, a package of interventions to be implemented by school/setting-based staff, supported by a BSS member of staff. Interventions may include: in-class modelling of target behaviours; developing systems of individual rewards and sanctions; 1:1 and/or small group sessions focusing on play skills, social skills, anger management or building confidence. We can support you with baseline assessments, planning, meetings, producing reports and measuring progress. Develop and deliver bespoke training based on the needs of your staff. The benefits of our input: Increase in schools’ knowledge, expertise and capacity to meet SEMH needs Professional development and enhanced staff skills Improvement in behaviour for individual pupils and their families Improvement in academic progress Improvement in inclusive practice Reduction in number of suspensions Packages: We work in 3 hour sessions, which we will book in advance with you The content of these sessions will be planned and agreed beforehand. Parental consent is required for direct work with children

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NELI (Nuffield Early Language Intervention) is a small group programme that helps children in the Early Years to develop their speaking, listening, and understanding skills.

It uses short, regular sessions with fun activities, stories, and games to help children build up their vocabulary and confidence, helping them be better prepared with their learning.

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Nuffield Early Language Intervention (NELI)

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The NELI Programme, provided by OxEd and Assessment, is an integrated programme, for 4-5 year olds, that is proven to improve language and behaviour. The Programme consists of:

LanguageScreen, an assessment to select children for intervention and monitor individual and whole-class progress,

CPD certified training with mentor support,

a 20-week intervention delivered by TAs or teachers. The printed resource pack includes full session plans and materials to make delivery of the intervention as easy as possible.

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Nuffield Early Language Intervention (NELI)

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The Nuffield Early Language Intervention (NELI) is an integrated programme, for 4-5-year-olds, proven to improve language and behaviour.

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https://widgitonline.com/en/home

We use dual coding (visual/ symbol) in all areas of the classroom learning.

We recognise that by using a simple visual or symbol next to a word is something all chldren understand By putting a small icon next to a word—like a little ear next to the word "Listen"—this gives the children a shortcut to the meaning. This helps every child in the class, especially those who find reading tough, to keep up and know exactly what to do without feeling stuck or confused.

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Create, print, share and translate symbol materials online

Create simple cloud-based symbol materials

Sign up now and join 1000s of teachers, parents and professionals around the world who use Widgit Online to support learning and communication.

Cloud Based Flexibility

Create and open your symbol materials from any PC, Mac or iPad with an internet connection.
No installation needed.

Support EAL and MFL with 80 different language translations

Our Dual Language Feature Pack is already included in Standard, Plus and Pro plans, or can be added at additional cost to Home and Basic plans.

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Create, print, share and translate symbol materials online Sign up now and join 1000s of teachers, parents and professionals around the world who use Widgit Online to support learning and communication. Cloud Based Flexibility Create and open your symbol materials from any PC, Mac or iPad with an internet connection.

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Here is a link to training for parents from NASEN.

NASEN supports those working with, and for, children and young people with SEND and learning differences by having an influential voice at a national level through our partner networks, developing useful resources and delivering effective CPDL

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nasen supports those working with, and for, children and young people with SEND and learning differences by having an influential voice at national level through our partner networks, developing useful resources and delivering effective CPDL

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Language Enrichment Programmes ( stages 1 -4) are run regularly. The focus is to support children's communication skills, vocabulary and social interactions. They are run on a 1-1 basis or in small groups. The school works together with the NHS Core Therapist to devise targets and recommendations. These will range from foundational skills in the Early Years to more complex Language aims for the older children.

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The Newham Educational Psychologist Service, Language Communication and Interaction Service, Complex Needs and Dyslexia Service and Sensory Service YouTube channel.

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Ranelagh is a truly inspiring and inclusive school!

Ranelagh Primary School has held the Inclusion Quality Mark (IQM) Flagship Status for a number of years. The Status is a prestigious, top-tier award for UK schools acting as a beacon of, and national leader in, inclusive education.

The Flagship Status recognises that the school has deeply embedded inclusive practices in its’ culture and through continuing research has shared these practices with other schools. It shows that Ranelagh ensures all children regardless of need or background thrive and be the best that they can be.

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Our staff have access to Team Teach training as part of our internal continuing professional development.

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Team Teach:
About Us About Us Who We Are FAQ About Us Who We Are FAQ Our mission is to support individuals and organisations in moving beyond behaviour management; using strategies that lower risk, build relationships, minimise physical intervention, and create positive environments. For

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Verbo is an online speech and language therapy toolkit that empowers education staff to support children and young people’s communication skills. All Newham schools have access.

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Why Verbo

Verbo is actively being used in over 750 settings with new settings joining in the autumn term

3,525 pupils have already been screened with over 1,409 targets met

Verbo is being adopted by individual settings, Local Authorities/County Councils, Integrated Care Boards and Speech and Language Therapy teams

What is Verbo?

Verbo is an online speech and language therapy toolkit that empowers education staff to support children and young people's communication skills.

Communication skills are vital for all children and young people, with a wide-reaching impact on academic attainment, employment prospects and emotional well-being. Evidence shows us that a communication rich environment and upskilled staff are essential in supporting pupils to achieve their potential.

Our aim is to ensure every child and young person has the opportunity to maximise their communication potential by accessing the right support at the right time.

Verbo can help education staff in settings have instant access to speech and language tools.

Verbo can support Speech and Language Therapists by providing universal and targeted resources and training, enabling their limited time to be focused on delivering the direct input the only they can provide.

Early identification, built in target tracking and data reporting can also support with better quality referrals.
Click to hear what our users have to say about Verbo
Hear what our users have to say about Verbo

The Verbo Team

The Verbo platform has been developed by a team of Speech and Language Therapists at Homerton Healthcare NHS Foundation Trust, in collaboration with a tech team at Blum Health Ltd. Verbo was first funded by NIHR and the Knowledge Assets Grant Fund to address the increasing need for speech and language support in schools. We are grateful to the schools and education staff to date who have provided invaluable feedback and ideas throughout the development of Verbo.
The Verbo team are proud to be nominated as finalists for:

The Chief Allied Health Professional Awards 2023

The Health Service Journal Driving Efficiency Through Technology Award 2023

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Verbo upskills staff to maximise the communication potential of children and young people.

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TTLT SEND School Information Report and School Offer

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If you would like to speak to a member of the inclusion team or highlight an initial concern, then please speak to the class teacher in the first instance or send a message via our studybugs app  or the info email inbox. A member of the team will get back to you as soon as possible. 

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Our Special Educational Needs Co-ordinator (SENDCO) is Mrs S Patel and she can be contacted by ringing the school on 0208 534 4364

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Types of Visual Support for our pupils at Ranelagh

Timetables & Schedules: Pictures or symbols showing the day's/week's activities (e.g., "Now, Next, Then" boards) to prepare for transitions.

Choice Boards: Offer choices for activities, snacks, or rewards using pictures or words (e.g., "I want ____").

Core Vocabulary Boards (CVB): Use symbols or photos for basic needs (e.g., "go" "want", "more", "help," "finish").

Emotion & Behaviour Visuals: Zones of Regulation or movement break cards. to help children identify and manage feelings.

In task Schedules: Breaks down multi-step tasks in the lesson to support children's independence and confidence.

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Adaptive teaching involves making adjustments to instructions and teaching materials for children, based on how their needs present in the moment. This makes sure that all children are able to access the learning at their level.

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Our staff have access to AET training as part of our internal continuing professional development.

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About the Autism Education Trust

The AET is a not-for-profit organisation, led by the National Autistic Society and  Ambitious about Autism, and supported by the Department for Education.
We work in Partnership.
Our training programme and education resources are created in partnership with our panel of Autistic Young Experts, parents/carers, and our network of Training Partners, education professionals, experts, and specialists.

All our materials bring to life the latest research in autism and the current, lived experiences of autistic children and young people in education.
The AET Board
The AET programme is governed by its Programme Board which determines its strategy, protects its values and supports, and holds the staff team to account for the delivery of its objectives.

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Since 2007 we have been helping you to develop good autism practice for autistic children and young people. Discover our vision, mission & journey.

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IPSEA are the leading charity in the field of SEND law in England, and they provide free and independent legal advice and support to families of children and young people with SEND. They also provide training on the SEND legal framework.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law