SEND Local Offer / Information Report

All Greenwich maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or disabilities, and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.

Please click on the questions below for more information about the local offer from Deansfield.

This should be looked at together with:

1) The Royal Borough of Greenwich Local Offer for children and young people with SEND, which can be accessed via the following link:

2) The school Inclusion Policy, which includes pupil premium children, and can be accessed here:

3) The school PSHE Policy which can be accessed here:

4) The school Anti- Bullying Policy, which can be accessed here:

5) The school accessibility plan, which can be accessed here:

The Assistant Head for Inclusion: JANICE LEWIS
Responsible for:

  • Coordinating all the support for children with Special Educational Needs (SEN) and or disabilities and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are:
    • involved in supporting your child’s learning
    • kept informed about the support your child is getting
    • involved in reviewing how they are doing
    • part of planning ahead for them.
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology or other professional agencies.
  • Updating the school’s SEND record of need, (a system for ensuring all the special educational, physical and sensory needs of pupils in this school are known and understood) and making sure that there are excellent records of your child’s progress and needs.
  • To provide specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEN and/or disabilities in the school) to achieve their potential.
  • Supporting your child’s class teacher to write Personal Learning Plans (PLP), also sometimes called Individual Education Plans (IEP) that specify the targets set for your child to achieve.
  • Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.

Contacted by email – or on the school number 0208 850 1218


Class Teacher
Responsible for:

  • Ensuring that all children have access to good/outstanding teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation).
  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support, adapting resources etc.) and  discussing amendments with the AHT for Inclusion, as necessary.
  • Writing Personal Learning Plans (PLP), also sometimes called Individual Education Plans (IEP), and sharing and reviewing these with parents at least once each term and planning for the next term.
  • Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable them to be included and make progress.
  • Ensuring that all staff working with your child in school are supported in delivering the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

Contacted by phoning the school number: 0208 850 1218

Learning Support Assistant (LSA) may be allocated to some pupils with SEN and or disabilities)

A Learning Support Assistant (LSA) may be allocated to a pupil with exceptional special educational needs and/or disabilities and whilst they take a very valuable role in your child’s education we would prefer that questions regarding your child’s learning and progress, are directed to the staff members named above.

Of course, as a school we welcome daily dialogue between parents and LSAs on how a child’s day has been and we do actively encourage this continued feedback

Headteacher and Associate Headteacher
Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • She will give responsibility to the AHT Inclusion and class teachers but is still responsible for ensuring that your child’s needs are met.
  • She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

Contacted by email or on the school number 0208 850 1218


SEND Governor
Responsible for:

  • Making sure that the school has an up to date SEND Policy
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school
  • Making sure that the necessary support is made for any child who attends the school who has SEN and/or disabilities.
  • Making visits to understand and monitor the support given to children with SEND in the school and being part of the process to ensure your child achieves his/her potential in school.

Children in school will get support that is specific to their individual needs. This may be all provided by the class teacher or may involve:

  • Other staff in the school
  • Staff who will visit the school from the Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Staff who visit from outside agencies such as the Speech and Language Therapy (SLT) Service.

Class teacher input via good/outstanding classroom teaching.

 All children receive this.

  • The teacher will have the highest possible expectations for your child and all pupils in their class.
  • All teaching is based on building on what your child already knows, can do and can understand.
  • Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child.
  • Putting in place specific strategies (which may be suggested by the AHT for Inclusion or staff from outside agencies) to enable your child to access the learning task.

Specific small group work.  

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

This group may be

  • Run in the classroom or outside.
  • Run by a teacher or (most often) a teaching assistant who has had training to run these groups.

These are often called Intervention groups.

Some of the children accessing intervention groups may be at the stage of the SEND Code of Practice called School SEN Support, which means they have been identified by the class teacher as needing some extra support in school, after putting strategies in place at class level.

For your child this would mean:

  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to close the gap between your child and their peers.
  • He/ She will plan group sessions for your child with targets to help your child to make more progress.
  • A Learning Support Assistant/teacher (or outside professional (like a Speech and Language Therapist)) will run these small group sessions using the teacher’s plans, or a recommended programme.

Specialist groups run by outside agencies e.g. Speech and Language Therapy OR Occupational Therapy groups

AND/OR  Individual support for your child, as a guide of around 20 hours and below in school.

Stage of SEN Code of Practice: School SEN Support, which means they have been identified by the class teacher/AHT Inclusion as needing some extra specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language Therapy (SLT) Service.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

  • If your child has been identified as needing more specialist input instead of or in addition to good and outstanding class room teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress.
  • Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • If it is agreed that the support of an outside agency is a way forward, you will be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better.
  • The specialist professional will work with your  child to understand their needs and make recommendations, which may include:
    • Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better
    • Support to set targets which will include their specific professional expertise
    • Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g. a social skills group or sensory circuit
    • A group or individual work with an  outside professional
  • The school may suggest that your child needs some agreed individual support or group support in school. They will tell you how the support will be used and what strategies will be put in place.

Specified Individual support for your child in school of, as a guide, 21 hours or more.

This is provided via an Education, Health and Care Plan (EHCP) or if your child has had this type of support for some time, may be provided by a Statement of Special Educational Needs. This means your child will have been identified by the class teacher/AHT Inclusion  as needing a particularly high level of individual and  small group teaching (as a guide, 21 hours or more, in school), which cannot be provided from the resources already delegated to the school.

Usually, if your child requires this high level of support they may also need specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the ASD Outreach Team or Sensory Service (for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language Therapy (SLT) Service, Occupational Therapy service, Physiotherapy and/or Child and Adolescent Mental Health Service (CAMHS)

This type of support is available for children whose learning needs are:

  • Severe, complex and lifelong
  • Need, as a guide, 21 hours or more, in school.

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process and you can find more details about this in the Local Authority (LA) based Local Offer, on the Royal Greenwich web site:
  • Your child’s school/setting will have been putting together a profile of your child’s aspirations and needs over time, and you will have been involved in Team Around the Child (TAC) meetings as part of this process. The school will then meet with you and other professionals involved, and decide if it would be helpful to apply for a statutory assessment, and agree any additional information and evidence that should be included from you, other involved professional and them.
  • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will look at the advice submitted and ask you and any other professionals involved with your child to write a report outlining your child’s needs, if this is not already included, or information is missing. If they do not think your child needs this, they will ask the school to continue with the support at School SEN Support.
  • After the reports have all been sent in, the Local Authority will decide if your child’s needs are severe, complex and lifelong as a guide, they need 21 hours of support, or more, in school to make good progress. If this is the case they will write an EHC plan. If this is not the case, they will ask the school to continue with the support at SEN Support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan or Statement (if your child still has one) will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.
  • We will first invite you to visit the school with your child to have a look around and speak to staff
  • If other professionals are involved, a Team Around the Child (TAC) meeting will be held to discuss your child’s needs, share strategies used, and ensure provision is put in place before your child starts
  • Your child’s key person may make a home visit and also visit your child if they are attending another provision
  • We may suggest adaptations to the settling in period to help your child to settle more easily
  • If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
  • If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the AHT Inclusion or Headteacher
  • If you are still not happy you can speak to the school SEND Governor.
  • When a teacher or a parent has raised concerns about your child’s progress and targeted teaching has not met the child’s needs, the teacher will raise this with the AHT Inclusion.
  • There are meetings every term between each class teacher and a senior staff member in the school to ensure all children are making good progress. This is another way your child may be identified as not making as much progress as expected.
  • If your child is then identified as not making progress the school will make a decision about whether to set up an intervention group and will inform you.
  • If your child is still not making expected progress the school will discuss with you:
    • Any concerns you may have
    • Any further interventions or referrals to outside professionals to support your child’s learning
    • How we could work together to support your child at home/school.

The school ensures that the views of your child are incorporated into planning in the following ways:

  • The child’s views are recorded for review meetings.
  • The child and teachers discuss and agree on their next steps for learning and these are incorporated into planning.
  • All children are involved in electing their class representative on the School Council. Additionally, there is an Anti-Bullying Steering Group with elected pupil representatives.
  • The school budget, received from Greenwich LA, includes money for supporting children with SEND.
  • The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
  • The Headteacher and the AHT Inclusion discuss all the information they have about SEND in the school, including:
    • the children getting extra support already
    • the children needing extra support
    • the children who have been identified as not making as much progress as would be expected

and decide what resources/training and support is needed.

  • All resources/training and support are reviewed regularly and changes made as needed.

A : Directly funded by the school:

  • Learning mentors
  • Counselling
  • Family Liaison officer
  • Additional Speech and Language Therapy input to provide a higher level of service to the school
  • Additional Educational Psychology input to provide a higher level of service to the school
  • Music Therapy

B : Paid for centrally by the Local Authority but delivered in school:

  • Autism Outreach Service
  • Educational Psychology Service
  • Sensory Service for children with  visual or hearing needs
  • STEPS (Assessment, advice and resources for children with literacy or numeracy difficulties including Dyslexia)
  • Speech and Language Therapy (provided by Health but paid for by the Local Authority).
  • Occupational Therapy
  • Physiotherapy
  • Professional training for school staff to deliver medical interventions
  • Waterside Behaviour advice service
  • Parent Partnership Service (to support families through the SEN processes and procedures).

C: Provided and paid for by the Health Service (Oxleas NHS Trust) but delivered in school:

  • School Nurse
  • The AHT for Inclusion’s job is to support the class teacher in planning for children with SEND.
  • The school has a School Development Plan, including identified training needs for all staff to improve the teaching and learning of children, including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school, such as ASD, dyslexia etc.
  • Whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with a SEND.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g from the ASD Outreach service, STEPS and Sensory service or medical /health training to support staff in implementing care plans.

Training takes place on a regular basis. If you would like to hear about the training which is currently taking place or has taken place by the staff members in the school, please speak to the Headteacher or AHT Inclusion.

  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that learning tasks are adjusted in order to enable your child to access their learning as independently as possible.
  • Specially trained support staff can implement the teachers modified/adapted planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs and increase your child’s access to what is on offer.
  • Your child’s progress is continually monitored by his/her class teacher.
  • His/her progress is reviewed formally every term and assessed against national expectations for reading, writing and maths as well as for progress in other areas, as appropriate, such as attendance, engagement in learning and behaviour.
  • If your child is reaching the end of Year 1 and above, but is not yet at national expectations, a more sensitive assessment tool is used which shows their level in more detail and will also show  smaller but significant steps of progress.  The levels are called ‘P levels’.
  • At the end of each key stage (i.e. at the end of Year 2 and Year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.)
  • The progress of children with an EHC Plan/ Statement of SEN is formally reviewed at an Annual Review with all adults involved with the child’s education. Additionally these children will have an IEP (or PLP) which will be reviewed with your involvement every term and the plan for the next term made.
  • The AHT Inclusion will also check that your child is making good progress within any individual work and in any group that they take part in.
  • A range of ways will be used to keep you informed, which may include:
    • Home/school book
    • Letters/certificates sent home
    • Additional meetings as required
    • Reports
  • We have a Learning Mentor who visits Deansfield for a day each week.
  • We have an internal Learning Mentor and organise ‘nurture’ support as necessary
  • The school PSHE Policy which can be accessed here.
  • We consult with the virtual school – Head Teacher and SENCO as appropriate for personalised support as required. We also liaise with the allocated social worker, to ensure all agencies are working collaboratively to develop an appropriate support package (PEP/EHCP/Statement) for each child.
  • We review the child’s needs and progress regularly, for example before entering the school to ensure a smooth transition from their previous setting, and then at regular intervals.
  • We ensure Pupil Premium Plus is being used to effectively enable the child to meet their outcomes.
  • The AHT Inclusion ensures that training and policies are supportive of  looked after children with SEND
  • The Designated Governor for LAC (Nicola Wilkes) works to ensure provision is enabling LAC with SEND to make good progress.
  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The AHT Inclusion is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • IEP’s will be reviewed with your involvement each term.
  • Homework will be adjusted as needed to your child’s individual needs.
  • A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.
  • The school is accessible to children with physical disability via ramps.
  • The school has a sensory circuit room.
  • We ensure that equipment used is accessible to all children regardless of their needs.
  • After school provision is accessible to all children including those with SEND.
  • Extra - curricular activities are accessible for children with SEND.

We recognise that ‘moving on’ can be difficult for a child with SEN/and or disabilities and take steps to ensure that any transition is a smooth as possible. 

  • If your child is moving to another school:
    •  We will contact the new school’s SENCO and ensure he/she knows about any special arrangements or support that 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, in most cases, a planning meeting will take place with the new teacher. All IEP (PLP’s) will be shared with the new teacher.
    • If your child would be helped by a transition book to support them to understand moving on, then it will be made for them.
  • In Year 6:
    • The AHT Inclusion will attend the Primary Transition Day to discuss the specific needs of your child with the SENCO of their secondary school, and the specialist session for students with an ASD, as appropriate.
    • Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
    • Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.




How many students did we have at our school with statements or EHC plans at the end of July 2016?


4 Statements





How many students did we have at SEN Support at the end of July 2016?



34 pupils

What were the outcomes for children within our school with SEND for 2015/16?


The results of the Year 1 Phonics test is for children with SEND for 2015/16 are above the national average for the group. Additionally the children who are receiving SEN Support in Year 2 who retook the Phonics Test all passed.

The outcomes within our school for children with SEND for 2015/16 showed that they had been well supported to progress well. In particular the outcomes for Science for the SEN Support children at KS1 were above the national average for the group. All children identified with SEND in Year 1, 2, 4, 5 and 6 achieved at least three points of progress in Reading, Writing and Maths.  In Year 3 the children identified with SEND achieved marginally below three points of progress.


What training did staff at our school have in SEND over the year 2015/16?


  • Training for teachers and Teaching Assistants about the key elements of the Communication Commitment which develops practice to ensure that the school is supportive to children with ‘communication and interaction’ needs
  • Training for all teaching and support staff about ensuring that our school remains ‘Dyslexia Friendly’
  • Restorative justice
  • Precision Teaching
  • Team Teach Training provided by Willow Dene


What was in the Headteacher’s report to the Governors about SEND in 2015/16?



Special Educational Needs and Inclusion June 2016

Ofsted July 2015 ‘Sensitive support, matched closely to the needs of disabled pupils and those who have special educational needs, helps them to learn exceptionally quickly’.

As a result of the 2014 SEND Code of Practice for 0 to 25: effective from 1st September 2014, over the next three years the children who currently have Statements of Special Educational Needs will have their statements changed into Education and Health Care Plans (EHCPs). The priority for this academic year was that the Year 6 Statements are transferred to EHCPs. The two children in Year 6 who had Statements of Special Educational Needs had their statements transferred to EHCPs on 5th February 2016. Since then the Local Authority have asked that Year 5 Statements are transferred to EHCPs. In Deansfield we have held all the meetings and completed the paperwork for this process so the documentation is now with the Local Authority to complete the process.


There is the statutory requirement to transfer Statements to EHCPs by March 2018 so it is expected that additional year groups will need to be transferred next year to meet the timescale.


We continue to build networks across the Compass Partnership to share SEND expertise, ensure consistency and improve the outcomes for our learners. The Inclusion Leaders in the Partnership schools meet each half term to this end. Pupils with Special Educational Needs (SEN) continue to make progress above national average indicators. Standards remain high because teachers deliver effective inclusive practice: through high-quality everyday personalised teaching.

The SEN Support children together with the children with Statements of Educational Need and those with EHCPs form the SEND Register.


SEN Categories September 2014 onwards

June 2016

% Of the school Population

SEN Support



Statements/ EHCP



Total Number with SEN




We are continuing to review the school SEND list on at least a termly basis using the four categories of SEN: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health, Sensory and Physical Needs. Of the children who are on the SEND Register for Communication and Interaction Needs 10 of the 13 children have an ASD diagnosis.


Compared to other school nationally Deansfield now has a lower proportion of pupils with a Statement or EHC plan.  There are now four Statements of Special Educational Need and two Educational Health and Care Plans in school. The Inclusion Leader has applied to the Local Authority for a Statutory Assessment for another child and we understand that this application has ben successful. As regards SEN Support: compared to other school nationally Deansfield still has a lower proportion of pupils with SEN Support.


We continue to have a group of children whom we are carefully monitoring. There are forty five children on the Monitoring List. The majority of these children are in FS and KS1 because, as is the case in the rest of the school, their needs are being met by high quality first teaching but they have been highlighted for behaviour and/or progress concerns because they may possibly have additional needs that need focused interventions so need careful monitoring.


We continue to refer to a number outside agencies to help us support pupils with SEN. Through consulting with other professionals we are able to equip teachers and teaching assistants with proficient skills in addressing the needs of our pupils.

Janice continues to manage regular Inclusion team meetings to discuss pupil progress, the type of support required and the outcomes of intervention programmes. We are constantly adapting our practice to meet the needs of the pupils.


Staff Development

Deansfield has a highly skilled group of Teaching Assistants and Early Years Practitioners who are a wonderful asset to the school and they are always keen to further develop their practice to improve children’s learning. The two Higher Level Teaching Assistants are attending training on 30th June: which will continue to develop their good practice.



Our Speech and Language Therapists are Robin Lindop-Fisher and Kath Pigott. Both therapists work together to meet the needs of our school: Robin is in school very Friday morning and Kath is in school every two or three weeks.

Speech and Language Therapy sessions continue to be run by Alison Smith, who has over five years’ experience in this role. Alison and Janice Lewis liaise with both therapists.

The SALT system of working with pupils at Universal, Targeted and Specialist level has been working well. Becoming a Targeted pupil ensures that additional support continues, but does not require the Speech and Language Therapist to observe and write reports.

We are continuing the process of obtaining the Focusing Level of the Communication Commitment: which is designed to ensure that the provision at Deansfield Primary School is fully supporting all children particularly those with Speech and Language needs. We will continue with this process next academic year aiming to achieve the Focusing Level within the year.

As part of this process, Robin has now built on the successful Professional Development meeting that Kath Pigott ran in November attended by all teachers and the vast majority of Teaching Assistants. Robin has held a Teacher drop-in which offered support to teachers for any child that needed to overcome the learning barriers within normal high quality first teaching. Additionally, Robin will be present at the Inclusion Coffee morning so that any parent could ask for some possible strategies to help to support their child’s speech and language development. As a result a further referral was made to the Speech and Language Service.

Learning Mentoring

The Learning Mentor Sukwinder Jandu works in Deansfield all day every Tuesday and remains highly effective: supporting pupils with emotional difficulties. Tina Shaw is now a qualified Learning Mentor and due to the high demand for support she is employed in that role for eleven hours each week. Tina discusses her caseload with Sukwinder each week and also with Janice Lewis. Sukwinder feeds back Janice Lewis weekly.

Willow Dene Outreach and ASD Outreach

The partnership between Deansfield, Willow Dene and ASD Outreach continues to effectively support pupils in Deansfield. The monthly Willow Dene Outreach visits have been a valuable support particularly for the children in the lower part of the school whose profile could fit an ASD diagnosis. The ASD Outreach service regularly visits pupils who have an ASD diagnosis. This is an expanding group as there are now ten children with an ASD diagnosis (seven boys and three girls) and another boy who has been referred for an assessment.

Janice Lewis continues to meet Claire Bayfield (ASD Willow Dene) and John Hogan (ASD Outreach) termly to discuss the provision.

Road Safety

We have begun a new program for developing an awareness of Road Safety called Tiger. It has been highly recommended by ASD Outreach and we have begun with a few children in Years 5 and 6. In the Autumn Term we will be extending to Year 4 as appropriate.

Educational Psychology Service

Our Educational Psychologist (EP) is changing and when appointed will meet Janice Lewis five times each term. During these visits: the EP observes children, meets parents and teachers to discuss the children and appropriate actions. This year we have had three different EPs but they have provided invaluable support to the children and to Janice Lewis especially regarding developing EHCPs and meeting families.


We have made several referrals to the Dyslexia support group in the Borough (STEPS). As a result we do have some more children with a diagnosis of Dyslexia so there are now ten children with a diagnosis of Dyslexia (four girls and six boys). So within the Cognition and Learning Section of the SEND Register ten of the seventeen have a Dyslexia diagnosis.

The school are using the computer program recommended by STEPS, called ‘Wordshark’ which supports children with Dyslexia or who simply need help with Phonics and spelling. We have been providing short: 20 minute highly structured interventions, adapted as appropriate to meet need and indicators of success so far have been very positive.


The process of reviewing and then renewing Deansfield’s Dyslexia Friendly status began in January. Further meetings at Deansfield will follow in the Autumn Term. 

Provision Mapping

Provision Mapping remains an effective way to measure intervention success rates and individual pupil progress. Individual Learning Plans are written for pupils who have a statement /EHCP and pupils where a statutory assessment may be being considered.


Children who might struggle at times of transition either into Secondary school or as they move up through the classes are supported by having additional visits to Secondary school and they have extra input from our Learning Mentor, Tina Shaw. Within school children are given Transition books to look at over the summer holidays as well as visiting the new teacher and classroom with the other children in their class.




Autistic Spectrum Disorder

AHT Inclusion

Assistant Head Teacher for Inclusion


Education, Health and Care Plan


Individual Education Plan


Individual Learning Plan


Personal Learning Plan


Statement stage of the SEN Code of Practice


School Action stage of the SEN Code of Practice


School Action Plus stage of the SEN Code of Practice


Special Educational Needs

SEN Code of Practice

The legal document that sets out the requirements for SEN


Special Educational Needs and/or disabilities


Speech and Language Therapist


Child & Adolescent Mental Health Service


Educational Psychologist


Special Educational Needs Coordinator