Northside Primary School

Northside Primary School - Achieving and celebrating success where every child matters


Northside School Special Educational Needs & Disability (SEND) Policy




Northside School strives for all children to maximise their life chances and participate as active citizens in society by experiencing a positive learning environment that:


  • has high expectations of everyone
  • values their differences
  • offers respect and dignity
  • is challenging but supportive
  • is broad and balanced.


We aim to achieve this by helping children overcome barriers to learning by matching tasks to pupils’ needs (differentiation) and thus enabling full participation.


The school will have regard to the Special Educational Needs Code of Practice (amended 2015) when carrying out its duties towards all pupils with special educational needs.


Definition of Special Educational Needs (SEND)


Some children have barriers to learning which result in SEND that require particular action by the school.


Children have ‘special educational needs’ if they have a learning difficulty that calls for special educational provision to be made for them.  Children have a learning difficulty if they:


  • have a significantly greater difficulty in learning than the majority of children the same age
  • have a disability that prevents or hinders them from making use of educational facilities generally provided for children of the same age (in schools within the area of the local educational authority)
  • are under compulsory school age and fall within the definitions above or would do so if special educational provision was not made for them.


Children will not be regarded as having a learning difficulty solely because the language of their home is different from the language in which they are being taught.


Children may have a SEND either throughout or at any time during their school career. 


Aims and Objectives


The school’s aims and objectives are to:


  • enable all children to have full access to all elements of the school curriculum
  • help every child realise their full potential and optimise their self-esteem.
  • ensure that needs are identified, assessed and provided for as early as possible
  • ensure that curriculum planning and assessment takes account of the type and extent of individual’s difficulties
  • create an environment that meets the SEND of each child where possible
  • involve parents in supporting their children’s education
  • ensure that our children have a voice in this process
  • identify the roles and responsibilities of staff in providing for children’s SEND



The role of the Special Needs Coordinator (SENCO)


The SENCO/Inclusions Manager will:


  • positively promote and oversee the school’s policy for SEND
  • work collaboratively with pupils, parents, staff and governors to ensure the most appropriate interventions and outcomes for those children identified as having SEND
  • liaise with external agencies, including the LA’s support and educational psychology services, health and social services and voluntary bodies
  • contribute to the professional development of staff
  • oversee the records and monitor the progress of all children with SEND
  • organise and monitor SEND resources.


The Role of the School Governors


School Governors have a duty imposed by law to ensure that:


  • teaching staff are aware of the importance of identifying and providing for pupils who have SEND
  • all those likely to come into contact with children with SEND are aware of their individual needs
  • to ensure that all relevant documents are published onto the school website.



Practice within the School


Northside School models its approach to the guidelines given in the SEN Code of Practice 2015

A copy of both this and a SEN guide for parents and carers written in several languages are available from the school. The SEN information report is also available on the schools website alongside details of the schools provision and Barnet’s local offer outlining what is normally available within Barnet schools


Allocation of Resources


The Head Teacher is responsible for the operational management of the specified and agreed human resourcing for special needs provision within the school, including provision for children with a statement of SEND or EHCP.


Assessment, Monitoring & Support


Early identification is vital either from the school assessment process or parental concerns. The class teacher will discuss any concerns with the parents/carers at the earliest opportunity and seek their opinions and enlist their help. The class teacher will also liaise with the SENCo and SEND team. Assessment data, observations and discussions in Pupil Progress Meetings will be considered. Termly targets, shared with parents, carers & the individual children, will be set and their progress monitored.


Where concerns continue and parents/carers agree, external specialist advisory services will be sought, such as:

Educational Psychologist (EP); Speech & Language Therapists (SALT); Child & Adolescent Mental Health Services (CAMHs),  High Incident Support Team (HIST), Occupational Therapists (OT), & Oakleigh Outreach. Where specialist advice has been given, SEND support plans will be drawn up and reviewed at the end of each term.


SEND Support


Children will be offered additional SEND support when it is clear that their needs require intervention which is “additional to” or “different from” the well-differentiated curriculum offer for all children in the school ie they have a special educational need as defined by the SEND Code of Practice 2015.

In keeping with all vulnerable learners, intervention for children on the SEND list will be identified and tracked using the whole-school provision tracking. If the school have a concern they will discuss this with the parent/carer and the class teacher will in the first instance record this on out initial concern and monitoring record.


On very rare occasions, where a pupil has a significant, severe and sustained need, it may be necessary to enter a multi-disciplinary assessment process with health and social care in order to consider the need for an Education Health and Care Plan.


If the child does have Special Educational Needs or Disability r we suspect this may be the case then the class teacher with the Inclusion manager will meet with the parent/carer to discuss this and plan next steps and identify outcomes and provision.


For more detailed information on schools provision and procedures for children with Special Educational Needs or Disability please see the schools SEND Information Report on the school website.


Statement of Special Educational Needs and Disability or Education Health and Care Plan


Children with a Statement of Educational Needs or Disability (pre September 2014) or an Education Health and

Care Plan (all children by 2017)  will have an Annual Review of their statement/plan. (biannually if under 5)

Our school will comply with all local arrangements and procedures when applying for

  • High Needs medical funding / SEN contingency funding
  • An Education Health and Care Plan
  • Transition reviews for statements to Education Health and Care Plans

Our review procedures fully comply with those recommended in Section 6.15 of the Special Educational Needs Code of Practice (2015) and with Barnet’s guidance - particularly with regard to the timescales set out within the process.

We invite parents & will always try to involve the child in the review and will do this by discussion prior to the meeting.





Access to the Curriculum


All children have an entitlement to a broad and balanced curriculum that is differentiated to enable them to understand the relevance and purpose of learning activities and experience levels of understanding and rates of progress that bring feelings of success and achievement.


The National Curriculum, Foundation Stage and, where necessary, P Level indicators, are our starting points for differentiated planning that meets the specific needs of individuals and groups of children.  When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs.


Generally, all pupils with SEND will join in all activities of the school with pupils who do not have SEND. In exceptional cases, in which part of the curriculum is deemed inappropriate, the Head Teacher may give a special direction for either modifying or not applying the National Curriculum for the child for a period of up to six months (section 19 of the 1988 Educational Reform Act).


Children may also receive help from support staff and/or have learning aids. Where necessary, to maximise learning, children may occasionally work in small groups or in a one-to-one situation outside the classroom.


Specialist Provision


The main building, halls and nursery have wheelchair access and there are toilet facilities for disabled pupils and staff. There is currently no wheelchair access to upper floors.


Monitoring & Evaluation


The SENCo & Head Teacher meet regularly to review the work of the school in this area.


This policy should be read in conjunction with all other school policies, in particular, Equal Opportunities, EAL, Gifted & Talented, Teaching, Learning, Admissions, Assessment, Race and Behaviour; the School Prospectus and the Disability Act 2001, (Amended 2014) and the Equalities Act 2010










JH Updated October 2017


Ratified : Spring  2018