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Special Educational Needs at Kensington Primary School

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Special Educational Needs at Kensington Primary School

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Inclusion is at the heart of all we do at Kensington Primary School. We believe that every child has the right to feel that they belong in their school community and therefore it is essential that any obstacles to learning are identified early and supported appropriately so that they can thrive in all areas of their school life. We have been recognised in our delivery of this through our Inclusion Quality Mark (IQM) Flagship School status.

The key areas we want to support our children who have Special Educational Needs with are:

Aspirational and ambitious progress from individual starting points

Independence and self-advocacy

Emotional well-being and a strong sense of belonging

Effective communication and social interaction skills

Successful transitions and long-term life readiness

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Teachers or parents can make a referral to the Special Educational Needs Coordinator (SENCo). Teachers complete a Cause for Concern form which starts the monitoring process for the child.

After gathering information from parents, teachers and, whenever possible, from the child themselves, referrals would be made to the relevant external agencies.

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Kensington Primary School's Regulation and Relationship Policy

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Kensington Primary School's Regulation and Relationship Policy

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Our themes provide context and excitement for our children and our teachers. They are developed using a combination of what the children are interested in and what the teachers are interested in. They are based around six broad ‘drivers’ across the school year: Investigators, Designers, Problem Solvers, Creators, Explorers, and Entrepreneurs.

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The Education Endowment Foundation are an independent charity dedicated to breaking the link between family income and educational achievement. They do this by supporting schools, colleges, and early years settings to improve teaching and learning through better use of evidence.

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High quality teaching: The 'five-a- day' principle

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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.

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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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At Kensington Primary School, we have created a curriculum and learning structure which is inclusive by design.

Inclusion means that children need a learning space which includes them. Therefore we have three pathways for children who are not yet ready to be in class full time. These children will have Education, Health and Care plans. These children will have Special Educational Needs Teacher planning, assessing and teaching them as well as a mainstream teacher.

Intervention Group 1

These children require a very specialist, personal curriculum, timetable and learning environment. They have higher number of adults to support them with their learning and emotional regulation.

Intervention Group 2

These children are beginning their semi-formal education and have personalised timetables which include core subjects. These children will still require a higher ratio of adults and will have periods in their group and in their mainstream class.

Intervention Group 3

These children are moving from semi-formal to more formal timetables but continue to include many interventions to close the gap with their typical peers. They will join for more of their mainstream class' lessons.

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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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Visual timetables

Communication Friendly Classrooms

Visual support for vocabulary and learning activities

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Communication and Interaction is our most common area of need. Children may present with the following:

Speech Difficulties (Sound Production)

Speech that is unclear or difficult to understand for their age

Persistent sound substitutions (e.g. “tat” for “cat”) beyond expected developmental stages

Difficulty producing certain sounds or sound blends

Stammering or disrupted fluency

Unusual voice quality (very hoarse, nasal or strained)

🧠 Language Difficulties (Understanding and Expression)

Receptive Language (Understanding):

Difficulty following instructions, especially multi-step directions

Appearing not to listen or frequently asking for repetition

Difficulty understanding questions, new vocabulary or abstract language

Misinterpreting information

🗣 Expressive Language (Using Language):

Limited vocabulary compared to peers

Short, simple or grammatically immature sentences

Difficulty finding the right words

Problems retelling events in sequence

Over-reliance on gestures rather than spoken language

💬 Social Communication Difficulties:

Difficulty taking turns in conversation

Limited eye contact or awareness of listeners

Struggling to stay on topic

Literal understanding of language (difficulty with humour, sarcasm or inference)

Difficulty interpreting social cues or body language

Challenges initiating or maintaining friendships

📚 This can then have an impact in the Classroom. For example:

Slow progress in reading and writing

Difficulty accessing the wider curriculum

Frustration or withdrawal during discussion-based tasks

Behaviour that may reflect underlying communication frustration

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Difficulties within Cognition and Learning (as outlined in the SEND Code of Practice) relate to how a child processes information, acquires skills and applies learning. Presentation can vary widely, but common symptoms may include:

🧠 General Learning Difficulties

Attainment significantly below age-related expectations across subjects

Slow rate of progress despite high-quality teaching and intervention

Difficulty retaining previously taught concepts

Limited ability to transfer skills from one context to another

Requiring repetition and overlearning to secure knowledge

📖 Literacy Difficulties

Persistent difficulty with phonological awareness

Slow, inaccurate or laboured reading

Poor spelling that does not improve with practice

Difficulty structuring sentences and extended writing

Problems with reading comprehension

➗ Numeracy Difficulties

Difficulty understanding number value and quantity

Struggles with basic number facts and recall

Difficulty applying mathematical concepts to problem-solving

Confusion with mathematical vocabulary

🧩 Processing and Memory

Weak working memory (forgetting instructions quickly)

Difficulty following multi-step instructions

Slow processing speed

Difficulty organising ideas or planning tasks

Challenges with sequencing information

📚 In the classroom, this might look like:

Becoming easily overwhelmed by new learning

Avoidance of independent tasks

Fatigue during cognitive demand

Low confidence linked to academic tasks

Greater reliance on adult support than peers

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Termly setting of targets aimed at their area of need

Termly review of targets

Shared with parents and carers termly

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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

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Additional Aids & Equipment, Access to Technology 

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Additional Aids & Equipment, Access to Technology 

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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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Welcome to Newham’s Family Information Service and our Local Offer for children and young people with Special Educational Needs and Disability (SEND) and their families.

The website aims to provide information and advice to enable families to access support, advice and activities.

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Visual system for communication

Regular ongoing speech and language therapy

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-Individual visual support

-Blocks of speech and language therapy groups

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-Visual support for communication

-Regular blocks of speech and language therapy

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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 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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Personalised curriculum planned by a SEN staff member and including recommendations from external agencies

Enhanced adult support to access learning full-time and individually, may include unstructured times for health and safety reasons, this level of support indicates a specialist placement is required to meet the pupil's needs, therefore, a specialist placement will be sought

Intervention groups with higher ratios of adult to children in alternative learning spaces

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

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-Personalised curriculum planned by teachers within the year group

-Blocks of group work

-Enhanced adult support to access learning for a part of the timetable or shared in a group, full-time. Not including unstructured times

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-Personalised curriculum planned with input from a SEN staff

-Regular blocks of group work

-Enhanced adult support to access learning or shared with other pupils full-time but not always including unstructured times

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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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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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-Key worker

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

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Key worker

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Key worker

ELSA

Individual work station or system if required to ensure emotional regulation

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

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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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The Communication Trust, now SLCF, is a coalition of over 50 not-for-profit organisations. Working together they support everyone who works with children and young people in England to support their speech, language and communication. Here is their guidance on creating communication friendly environments in schools.

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The Council for Disabled Children is part of the National Children’s Bureau family. They are the umbrella body for the disabled children's sector with a membership of over 300 voluntary and community organisations and an active network of practitioners that spans education, health and social care.

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TTLT Supporting Pupils with Medical Conditions

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TTLT Supporting Pupils with Medical Conditions

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Our policy for supporting pupils with medical conditions.

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The school health service aims to support children and young people and their families. They offer information and support in the following areas; emotional health and well-being, managing complex and additional health needs, monitoring growth and development and support with growing up and preparing to become an adult. They work with schools to create individual healthcare plans, IHCP, to manage long-term health conditions in school.

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We are a team of qualified nurses with specialist training in public health for children, young people and families, Child Health Practitioners, Child Health Screeners and skilled trained School Health Assistants. We work with children and their families as well as other partners such as maternity services, GPs, schools and social care, to deliver the Health Child Programme, to improve the health and well-being of all children and young people from five to 19* years (*extended to 25 years for SEND), and their families.
What do the school health team do?
Our school health service aims to support children and young people from five to 19* years and their families, to enable them to reach their full potential. We offer information and support in the following areas; emotional health and well-being, managing complex and additional health needs, monitoring growth and development and support with growing up and preparing to become an adult.
When more help is needed...
The school health service support children, young people and their families when they need extra help. Some examples include support with specific parenting issues, additional and long term health conditions, accident prevention, emotional health and well-being, oral health, personal hygiene and puberty, domestic abuse, bullying, special educational needs, drugs and alcohol misuse, looked after children and young carers. School health service work together with other professionals to help keep children healthy, protected and safe.

The school health team respect individual's values, diversity and promotes good health.

Health promotion

We offer universal and bespoke health and wellbeing information - interactive, fun and informative workshop style sessions.

Our health promotion sessions take place in schools and a variety of community settings such as health centres, youth centres, local libraries, food banks and more recently online.

The workshop style sessions are designed to offer useful information to support families and children/young people to make informed choices and access health and wellbeing information.

School Entry Health Assessment (SEHA)

It is our aim in Newham Children's Health 0-19 to ensure every child has the best start in life to enable them to meet their full potential. One of these aims is to help make your child's transition into school as smooth as possible by working together to achieve this.

www.newham.gov.uk/SEHA

As your child starts to get ready for school it is important that you start to support them in activities they will need to do for themselves when at school, this may seem like a mission impossible, with guidance and support this mission truly is possible. By you supporting and encouraging your child with these independent skills they will be able to start school relaxed, happy and ready to learn. Take a look at our short film where you can see just a few of the skills we use when starting school.

Keep a look out for the 'Ready for school' information sessions advertised  in your local child health clinics, libraries, nurseries and children centres around the borough, where help and advice will be on offer.

Vision and hearing

The Children's Health 0-19 Service offer hearing and vision screening to all reception-aged children (4-5 years) who attend schools in Newham where we are already providing a service.

The programme will be delivered in line with national guidance and clear referral pathways have been agreed with our local partners in health to ensure a seamless approach for those children who are identified as requiring specialist support.

Please find below the information sent to all schools with a reception-aged cohort and the reception screening leaflet for parents.
National Child Measurement Programme Leaflet (PDF)
This programme is in addition to the National Child Measurement Programme (NCMP), find out more about the NCMP.

National Child Measurement Programme (NCMP)

What happens in the child measurement programme?
If you have a child in reception (ages four and five) or year six (ages 10 and 11), you will receive a letter from us before your child is measured. On the day, a trained Child Health Practitioner or Child Health Screener will weigh your child and measure their height, in their clothes at school. They'll ensure the measurements are done sensitively and in private, and your child's results will not be shared with teachers or other children.
Why is it important that my child is measured?
This will tell you if your child is in the healthy weight range. If your child is overweight, you can get support from the school health service or local NHS services. Your child doesn't have to take part, but every child measured is contributing to the national picture about how children are growing. The more children who participate, the clearer that picture will be. The information collected helps your local NHS to plan and provide better health services for the children in your area.
How do I find out my child's results?
Parents will automatically be sent their child's results in the post. The letter sent by your local provider before the measurements take place will explain how you will be informed about your child's results. If you're concerned that your child might be underweight or overweight, speak to your GP, School Nurse, who can offer advice and support.

If you do not want your child to participate in the programme, please complete and return the slip provided with the letter you receive from your child's school. Children will not be made to participate if they do not want to.

Special Educational Needs or Disabilities (SEND)

An additional part of the School Health service also provide support to children and young people with Special Educational Needs or Disabilities (SEND). As a school health service we are aware of some of the existing barriers within SEND. As a service we work with education and health and social care partners to ensure we overcome these barriers, by adopting a holistic approach to care whilst improving outcomes. If required school nurses also contribute to the formulation of Education Healthcare Plan (EHCP).

We offer support and training to school staff.

Individual Health Care Plans (IHCP)

All children attending schools in Newham receive a universal offer. Children and young people who have been identified as having a long term health condition requiring support in school including support in an emergency situation will have an Individual Health Care Plan (IHCP) or action plan. In addition to this, key members of education staff are offered training (undertaken within the service) in relation to this support.

The Whole School Asthma Approach

The Whole School Asthma Approach is a new and innovative approach to asthma care in schools designed by the Children's Health 0-19 Service in partnership with East London Foundation Trust.

It is recommended that every child and young person who has asthma should have a personal asthma action plan. These should be issued at the point of diagnosis whether that be in a GP, hospital or clinic setting; reviewed annually as a minimum and a copy of the personal asthma action plan should be brought into school. However we know that this isn't always happening, leaving the child or young person in schools without any asthma guidance.

To ensure that the child or young person's schools have asthma guidance, the Children's Health 0-19 Service have designed a School Asthma Action Plan that supports all children and young people in that setting with asthma. Whilst it does not replace a child or young person's personal asthma action plan it is aligned so that either can be used if a child or young person is experiencing asthma symptoms or in an emergency, and used where there is no personal asthma action plan available. To be eligible for the School Asthma Action Plan there is a set of criteria that must be met and maintained to support an asthma friendly environment, this includes an offer of asthma awareness training for your whole workforce.

ChatHealth

The school health service has embraced the use of technology and have a digital platform where young people, aged 11-19 can get confidential advice around health and wellbeing, including but not limited to; emotional health, bedwetting, sleep, sexual health, healthy eating and oral health.

ChatHealth is a confidential text messaging service for 11-19 year olds. It is a quick and easy way for young people to access health advice and support. There will be a qualified nurse responding to messages within 24 hours, Monday to Friday between 09am and 5pm.

Contact no: 07507 326645

Access ChatHealth: www.chathealth.nhs.uk find @NwhmSchHealth

Training for professionals

To support children and young people with medical conditions in school, we offer free awareness training for school professionals. This is to ensure emergency situations can be identified at the earlier point, and the child or young person can receive the appropriate emergency intervention.

Free online courses for all parents, carers, grandparents and teen

Newham Council has partnered with the Solihull Approach to offer free access to expertly designed online courses for parents, carers, grandparents and teens living in the region.

Sign up to understand your child's feelings, as well as your own, as you go through life as a family. Learn to understand the changes in your child's development and how to support them, whilst also strengthening your relationship.
inourplace | Solihull Approach - Newham | inourplace

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shs; school health; school health service; bmi; ihcp; care plan; hearing; vision; mental health

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Newham Families Advice and Support | School Health Service

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We are a team of qualified nurses with specialist training in public health for children, young people and families, Child Health Practitioners, Child Health Screeners and skilled trained School Health Assistants. We work with children and their families as well as other partners such as maternity...

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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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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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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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-Some individual visual support

-Some speech and language therapy input

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- Personalised curriculum planned by the class teacher

- Some small group work

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Key Worker

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Sensory Room/ Soft Play Room

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Sensory/ Soft Play Room

Get Set For Learning

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Sensory room

Soft Play

Get Set for Learning

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Soft Play

Sensory room

Get Set for Learning

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NEPS offers a monthly Parent Advice Service for Newham parents and carers. These sessions are one-off, stand-alone and do not involve follow-up work. If you would like to book a session please email eps@newham.gov.uk >

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The Inclusion Team oversee all provision for children with special educational needs. The school's SENDCo is Bridie Mahon and the trainee SENCo is Daniella Francis-Robinson.

There are many ways to raise concerns and contact them:

on the playground before or after school

email to the school

message through Studybugs

Parents Evening appointments

phone call through the main office

We will do our best to respond to your concerns within 48 hours.

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Bucket Time is an intervention which aims to:

🥳 Make Communication Joyful: Removing the "work" from interaction. The intervention focuses on shared laughter and "wow" moments to show the child that communicating with others is rewarding.

🧐 Increase Attention Span: Gradually building the child’s ability to focus on a task, starting from a few seconds to several minutes.

🤝 Foster Shared Attention: Teaching the child to look at the same thing as someone else (joint attention), which is a critical precursor to language development.

🗣Encourage Spontaneous Speech: Creating "communicative temptations" where a child feels a genuine desire to comment or ask for more, rather than just repeating prompted phrases.

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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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Language Enrichment Groups aim to:

1. Strengthening Receptive and Expressive Language

This is the "input and output" of communication. The goal is to ensure the child isn't just hearing words, but processing them correctly.

Vocabulary Expansion: Introducing "tier 2" words (high-frequency words used by mature language users) in a sensory, memorable way.

Sentence Construction: Helping children move from single-word or "telegraphic" speech to complex sentences using connectors like "because" or "and."

Following Instructions: Practicing multi-step directions (e.g., "Get the blue pen, then sit by the window") in a low-pressure environment.

2. Developing Pragmatic (Social) Skills

Many children with SEND, particularly those with Autism or ADHD, may understand the dictionary definition of a word but struggle with the "unwritten rules" of conversation.

Turn-Taking: Learning the rhythm of a conversation—knowing when to speak and when to listen.

Topic Maintenance: Staying on a subject rather than "tangenting" to a preferred interest.

Non-Verbal Cues: Interpreting body language, eye contact, and tone of voice, which often convey more meaning than the words themselves.

3. Improving Auditory Processing and Memory

A primary aim is to sharpen the brain's ability to "filter" sound.

Auditory Discrimination: Distinguishing between similar-sounding words or focusing on a leader's voice despite background classroom noise.

Working Memory: Training the child to hold a piece of information in their head long enough to act on it.

4. Building Emotional Literacy and Confidence

Language is the primary tool for self-regulation. Without the words to describe a feeling, a child often resorts to "behavior" to communicate distress.

Labeling Emotions: Moving beyond "happy" and "sad" to words like "frustrated," "anxious," or "excited."

Reducing Communication Anxiety: Creating a "safe-to-fail" space where children feel comfortable stuttering, pausing, or searching for words without judgment from their neurotypical peers.

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Get Set for Learning aims to:

1. Alert (The "Wake Up" Phase)

The Goal: To stimulate the central nervous system and prepare the brain for sensory input.

Activities: Jumping on a trampoline, star jumps, skipping, or bouncing on a therapy ball.

For the Child: It provides the "big" vestibular and proprioceptive input they often crave.

2. Organise (The "Focus" Phase)

The Goal: To demand multi-sensory processing and motor planning. These activities require the brain and body to work together to complete a specific challenge.

Activities: Balancing on a beam, log-rolling, throwing a beanbag into a target, or "climbing" through a tunnel.

For the Child: It improves coordination and spatial awareness, forcing the brain to "organize" the chaotic sensory input from the Alerting phase.

3. Calm (The "Ready" Phase)

The Goal: To leave the child in a steady, quiet, and grounded state before they return to the classroom.

Activities: Heavy muscle work like "wall pushes," weighted blankets, deep pressure (firm rubbing of arms), or slow yoga stretches.

For the Child: It ensures they don't return to class "hyper" from the jumping; it settles the nervous system so they can sit at a desk.