Inclusion and SEND (Special Educational Needs and Disability)

All children make progress at different rates according to their age and stage of development, especially in primary education. At Bishop Perrin School, we are committed to identifying needs, making reasonable adjustments and providing additional support and to any child in need. Provision for children with special educational needs and disabilities is underpinned by high quality teaching.

Quality first teaching (QFT) and early intervention are key aspects of our approach to supporting children with SEND. Teachers take account of the needs of individual children and adapt lessons and tasks to ensure the curriculum is pitched at the right level for them. Some lessons/tasks may be adapted (scaffolded) differently to ensure equal access. In the classroom, children may work in a variety of groupings, such as small supported groups, 1:1 with an adult, and mixed ability and similar ability groups to support learning and to meet children’s needs.

If any parent has concerns about their child’s development, we encourage them to discuss these with their child’s class teacher.

Class teachers and senior leadership monitor the progress of all children and in liaison with the Inclusion Leader will use a range of recommended and research-based criteria to identify a child who may appear to have a particular learning need. Additional support and resources will then be used to support that child and the impact of the support reviewed.

In the first instance, additional support for a child who has been identified as not progressing in-line with their age-related expectations, or who is experiencing difficulties accessing the curriculum, will receive targeted and specific support in class. This may involve a specific intervention led by a teacher or teaching and learning support assistant and/or appropriate adjustments made to how they access the curriculum.

Sometimes a child will only need adaptations and support for a short time after which they will stop if the child is able to maintain the progress without them. They will continue to be monitored to ensure there is no regression. Where the need for support lasts for longer than one cycle of ‘assess-plan-do-review’ (typically six weeks, or one half term) this will be referred to the Inclusion Leader who will seek advice and action from other professionals in collaboration with parents and the class teacher and the child could be considered to have a special educational need. All children who have an identified special educational need and/or disability have a learning support plan which is created and reviewed by class teachers in collaboration with parents and carers as part of the ‘assess-plan-do-review’ cycle.

The school has close links with a range of external agencies who are able to offer support, guidance and interventions. In collaboration with parents/carers, children can be referred to specialists for speech therapy and occupational therapy, or to the Achieving for Children (AfC) Educational Psychologist and Education Inclusion Support Service (EISS). The school engages services including:

A Child Wellbeing Practitioner (CWP) commissioned from the South West London and St George’s Mental Health Trust who can work directly with families to support behaviour and anxiety.
Two trained Emotional Learning Support Assistants (ELSAs) (https://www.elsanetwork.org/about/) who work 1:1 and in small groups with children to support their mental health and wellbeing
A qualified movement psychotherapist who works with a limited number of children a year to support their emotional wellbeing through 1:1 play therapy and group sessions.

Key Staff

Inclusion Lead – Miss McAvoy (Inclusion working days: Monday and Tuesday) 0208 894 1447 / info@bishopperrin.richmond.sch.uk

School Welfare Officers – Mrs Sandell (Monday - Wednesday)

Ms Ruslan (Thursday and Friday)

The Richmond Council local offer of services provided via Achieving for Children can be found at www.afclocaloffer.org.uk, and they can be contacted by telephone on 0208 547 4722 or via email: sendlocaloffer@achievingforchildren.org.uk

Click here for local offer services provided by Hounslow Council

Bishop Perrin School SEND Information Report

Please click on the link below to access information for parents about the ways in which our school will support children with Special Educational Needs and Disabilities. We update our report annually.

Bishop Perrin School SEND Report 25/26

SEND Local Offer in Kingston and Richmond

Supporting children with additional educational needs to be able to access the curriculum

Bishop Perrin School ensures that all children with additional needs have opportunities to access our curriculum, thrive, flourish and demonstrate their abilities and overcome barriers. Our priority is to provide Quality First Teaching for all pupils –

‘High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN’ Code of Practice 2014 6.37.

Teachers regularly adjust their practice to ensure all children have access to the teaching. This includes:

differentiating the activity, including for challenge
arranging and adapting class furniture and seating plans;
adjusting the format of resources such as the whiteboard, books and reading materials;
supplying specialised writing tools and classroom equipment;
using visual timetables as well as implementing a variety of teaching styles to engage and include all pupils;
supported teaching groups.

We also look at the whole school day and the wider school environment, responding to individual needs and making adaptations when necessary, such as:

small group support at lunchtimes;
play therapy, Emotional Learning Support Assistant (ELSA) support, friendship, nurture and Lego therapy groups;
monitoring the attendance at school clubs and extra-curricular activities of pupils with additional needs;
individual risk assessments and adjustments for children to be able to access school trips and educational visits;
sensory toys and tools to help with focus and concentration.
Teaching and Learning Support Assistants (TLSAs) are deployed according to need and additional hours, as outlined in Educational Health Care Plans.

We encourage parents to liaise with the school about any issues or concerns they may have about enabling their child to be able to access the curriculum so we can work in partnership to gain the best outcomes.

Below are some links to websites offering advice in ways which you can support your family:

Neurodevelopmental Assessments (Autism and ADHD)

Assessments - Autism and ADHD

Pre- and Post Diagnostic support

Support Services before and after diagnosis

Supporting Children with ADHD

Introduction to ADHD and ADHD Embrace

ADHD Embrace: Essential resources and reading list

www.adhdfoundation.org.uk

www.addiss.co.uk

Additude - Multi-platform resource network containing information, articles, webinars, blogs, ebooks - updated quarterly, published in USA. Includes a section on ADHD parenting

www.ukadhd.com

MIND - Parents and Carers

MIND - Young People

Supporting Children with Autism

http://www.autism.org.uk/

Planning and organising

www.expresscic.org.uk

Emotional regulation

It’s important to facilitate feelings of security by maintaining routines and clear plans where possible.

One of the most effective strategies for a child or young person with difficulty adjusting to change in routine or shifting to a new task is the use of the “2-minute warning.” Teachers and parents can alert xxxx that one activity is about to end and another will begin. Allowing a few minutes of “down time” or leisure activity between the end of one activity and the beginning of the next can also facilitate transitions. Visual aids such as egg timers can support with this.
Relax Kids (www.relaxkids.com)
Incredible 5 point scale by Kari Dunn Buron (https://www.5pointscale.com/)

How to talk to your child about emotions

Short videos exploring different emotions – BBC

Understanding challenging behaviour – The Challenging Behaviour Foundation

The OT Toolbox – Tantrum or sensory meltdown

The Zones of Regulation

What are the Zones of Regulation?

Zones language examples

The Size of the Problem

Teaching the Size of the Problem in a manner friendly to all neurotypes

Supporting children with Developmental Language Disorder

DLD and Me

DLD affects 2 in 30 children

Further Support

Spectrum Gaming

An online community for autistic young people aged 8-17, which has three main intended outcomes; building friendships, increasing self-acceptance and advocacy. FriendBee is a SEND befriending service that matches young people to volunteers to help them access social and leisure activities.

Lighthouse project (Parents can go initially)

ASD and ADHD inclusive. The Lighthouse is located in Heatham House and it organises weekly youth clubs for children and young adults aged 11-25 every Thursday from 6.30 pm until 8.30 pm. The children engage in arts and crafts, cooking, archery, indoor and outdoor games and they watch movies.

Wrong Planet

A web community designed for individuals and parents and professionals of those) with Autism, Asperger’s Syndrome, ADHD, PDDs, and other neurological differences. It provides a discussion forum, where members communicate with each other, an article section, with exclusive articles and how-to guides, a blogging feature, and more.

Skylarks

A supportive community for the whole family affected by special needs. Based in Richmond but is open to everyone. Services include karate lessons, drama & music lessons, osteopathy and an advice clinic for parents. They also have various support groups for children and they offer life skills sessions in collaboration with Role Models on how to develop resilience, confidence and self-esteem in children.

The Curly Hair Project

The Curly Hair Project is an organisation that helps people on the autistic spectrum and the people around them. They use things such as animated films, comic strips and diagrams to make their work interesting and easy to understand.