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SEN Information Report

What types of SEN do we provide for?

Both our Mainstream School and MLD Provision are inclusive schools. We welcome everybody into our community. The staff, Governors, pupils and parents work together to make Parkway Primary School a happy, welcoming place where children and adults can achieve their full potential and develop as confident individuals. This means that equality of opportunity must be a reality for our children. We believe that every pupil has a right to equal access to a broad and balanced curriculum. We provide a learning environment that enables all pupils to be the best that they can be.


Achievement and Progress is at the heart of everything we do. We are an ACE school where pupils and staff focus on:

Aiming high with confidence

Co-operating and learning together

Enabling everybody to succeed


Additional and/or different provision is made in our school for children with a range of needs, including:

  • Communication & Interaction- Autism, Speech and Language Difficulties
  • Cognition and Learning- Moderate Learning Difficulties, Global Developmental Delay, Specific Learning Difficulties
  • Social, Emotional and Mental Health- Attention Deficit and Hyperactivity Disorder
  • Physical/Sensory- Visual Impairment


Our teachers and teaching assistants have extensive experience and continuous training in order to meet the needs of individual pupils. SEN training forms part of the continuing professional development of all staff.


Pupils with EHC Plans or Statements may be offered a place in our MLD Provision. We offer places to pupils who have Moderate Learning Difficulties. There are 4 classes in the Provision.

We employ a Speech and Language Therapist for one day a week to work with our pupils and staff. Our MLD Provision has a separate dining room. Each class has its own outdoor learning area. We also have a sensory room. Staff use a Picture Exchange Communication System and sign language to help pupils to develop their speech and   language skills.


How do we identify and assess pupils with SEN?

We use the Code of Practice (January 2015) definition of SEND to identify pupils who may have a special educational need.

“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.


A child of compulsory school age or young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than the majority of others of the same age, or
  • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.”


We use a graduated approach to assessing, identifying and providing for pupils’ special educational needs.

Throughout EYFS, Key Stage 1 and Key Stage 2, pupils are assessed against Nationally set criteria to check their progress across all areas of learning. It is through rigorous data analysis, termly tracking and termly pupil progress meetings that children, who are not making expected progress, are quickly identified.

We work closely with external professionals such as: Educational Psychologists, Speech and Language Therapists, the ASD Service, Oxleas NHS Trust and CAMHS to quickly identify any needs or difficulties a child may have.


What is our approach to teaching pupils with SEN?

Pupils’ safety, wellbeing and academic achievement are our foci. We do this by constantly reviewing our provision and curriculum.

Class Teachers have responsibility for enabling all pupils to learn. They do this through:

  • setting appropriate learning objectives
  • responding to children’s diverse learning needs
  • differentiating the curriculum to take account of different learning styles, interests and abilities
  • monitoring individual progress
  • overcoming barriers to learning
  • providing other curricular opportunities
  • working in partnership with parents and other agencies
  • celebrating achievement


Support Staff are expected to:

  • support the class teacher in enabling all children to have access to the teacher
  • encourage and promote independence in the children
  • liaise with the class teacher
  • prepare resources and adapt materials
  • deliver interventions
  • promote the inclusion of all children in all aspects of school life

Pupils are expected to:

  • participate fully in the life of the school
  • understand the success criteria to enable progress to take place
  • behave in a responsible and respectful way
  • voice their suggestions
  • comment on how they feel they are progressing



Intervention is defined as provision which is ‘additional to or different from’ the usual differentiated curriculum. It can take the form of:

  • using different learning materials in the classroom
  • making reasonable adjustments within the physical environment
  • making reasonable adjustments to routines
  • deployment of support staff
  • small group work
  • 1:1 work
  • focused withdrawal support from the classroom


External Services

When a child’s need is more complex and persistent than can be met by the school interventions already put in place, the SENCO will engage with relevant external agencies/services. This may be triggered when:

  • a child continues not to make adequate progress
  • a child continues working substantially below that of other children of a similar age even when teaching approaches have been targeted on an identified area of need
  • a child continues to have difficulty developing Literacy and numeracy skills
  • a child has emotional or behavioural difficulties


Education, Health, Care Plans

When a child is demonstrating a significant cause for concern or their learning need is more complex and persistent than can be met by the interventions already out in place, statutory assessment will be considered. The EHC Plan incorporates all information about the child from birth. All agencies involved with the child will contribute to the plan. If a Statutory Assessment is required, the school, in consultation with the child, parents and outside agencies, will submit detailed reports for consideration by the Local Authority’s provision Panel. The request is made to Bexley Local Authority.


How do we adapt the curriculum and learning environment?

Our curriculum is scaffolded and differentiated to meet the needs of our children. Differentiation may occur by grouping (small group, 1:1, ability, peer); lesson content; teaching style (taking into account visual, auditory and kinaesthetic styles of learning); lesson format (role play, thematic); pace; alternative recording methods (ICT, scribe, mind mapping, photographs) and the support level provided.

We endeavour to ensure that all classrooms and learning areas are speech and language friendly, promoting the acquisition of new vocabulary. Pupils have access to individual work stations, if required.


How do we enable pupils with SEN to engage in activities with other pupils who do not have SEN?

We make sure that all extra curricular activities are available for all pupils. Risk assessments are carried out for all educational visits. Health and safety audits are conducted as and when appropriate. A number of staff are trained in using PECS (Picture Exchange Information System) and sign language.


How do we consult parents of pupils with SEN and involve them in their child’s education?

Staff always carry out home visits to new pupils to gather information about a child before they start school. The SENCo attends an annual transition meeting with pre-schools.

At the start of each academic year, we hold ‘Meet the Teacher’ meetings where parents and carers are encouraged to meet with their child’s new class teacher. This is an opportunity for parents and carers to discuss individual children’s needs.

We also hold two open evenings in the year to discuss children’s progress, attainment, attitudes to learning and behaviour. The children are given Reading, Writing and Maths Targets each term and these are also sent home to parents.

Parents of pupils with SEN are also invited to attend meetings each term with the SENCo to discuss their child’s progress towards the targets on their Individual Education Plan.

Additional meetings with parents and carers are held for pupils who are accessing support from external agencies such as Speech and Language Therapy, ASD Team and CAMHS.

Parents are invited to attend their child’s Annual Review of their Statement or EHCP with the SENCo.

We welcome information from parents about how their child learns best in order that it can be shared with the staff who work with the child.

We operate an ‘open door’ policy whereby the SENCo is easily contactable via the main School Office.


Yr6 transition meetings are held with receiving SENCos or a member of the Senior Leadership Team/Head of Department of the child’s Secondary School. These meetings take place in June.


Pupils are encouraged to review the progress towards their targets and discuss their achievement of their targets with the class teacher.

Pupil questionnaires are used throughout the year to gain information about pupil views, opinions and suggestions for improvement.

Pupils are encouraged to attend the open evenings with their parents/carers.


How do we support pupils moving between different phases of education?

We understand that transition can be difficult for a child with SEN and take steps to ensure that any transition is as smooth as possible.


If your child is moving to another school:

  • We will contact the school SENCo and ensure that they know about any special arrangements or support that will need to be made for your child
  • We will make sure that all records about your child are passed on as soon as possible

When moving classes in school:

  • Information will be passed on to the new class teacher IN ADVANCE and a planning meeting will take place with the new teacher.
  • Provision Maps will be shared with the new teacher in September
  • Visits to their new classroom will be arranged if necessary
  • Transition Books can be made if necessary

When moving into Parkway during the academic year:

  • We will meet with you and your child to discuss their needs and how best to transition into our school
  • We will liaise with the previous school SENCo to discuss the provision and obtain records from external agencies

Transition to Secondary School:

  • Yr6 transition meetings are held with receiving SENCos or a member of the Senior Leadership Team/Head of Department of the child’s Secondary School. These meetings take place in June.
  • Secondary School staff are invited into our school


How do we handle complaints from parents of children with SEN about provision made at the school?

It is in everyone’s interests for complaints to be resolved as quickly as possible.

The complaint will be dealt with by the class teacher. It is important that the complainant feels listened to and that all points raised have been addressed. If the matter remains unresolved, the complaint is dealt with by the SENCo or by a Senior Leader. If there is still no resolution, the Headteacher will become involved.

If the matter is still not resolved, the complainant must write to the Chair of Governors. The Governing Body will deal with the matter through their agreed complaint resolution procedures.

In the unlikely event that the matter is still not resolved, the parent can take the complaint to the Local Authority.


How accessible is our school?

Our school is fully accessible for wheelchair users. We have a disabled toilet. Our MLD Provision has four classrooms, a separate dining area, enclosed outdoor learning areas and sensory room.

Teachers adapt classroom layouts and learning areas to meet the needs of children with special educational needs and/or disabilities. All classrooms have direct access to outdoor areas. Alternative coloured paper is available for dyslexic pupils. Writing slopes, writing grips and sensory seat pads are available.


What support services are available to parents?

Bexley LA have provided information for parents which can be found on their website: 


Below are links to websites that may be of interest to you as a parent or carer of a child with special educational needs.

Special Educational Needs - A guide for parents and carers

Special Educational Needs - SEND code of practice: 0 to 25 years

Bexley Voice for special needs children      

GOV.UK - Children with special educational needs 


GOV.UK - Special educational needs and disabilities (SEND)      

The National Autistic Society         

National Deaf Children's Society                 

HM Courts & Tribunal Services - Special educational needs and disability

Bexley Voice


Bexley’s Local Offer can be found on the following website: 


Who is our Special Educational Needs Co-ordinator (SENCo) and how can he/she be contacted?

Our SENCo is Mrs Cross. She can be contacted via email: or via the main school office: 0208 310 0176