Brooklands Primary School

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SEND Policy and Information Report



“Equality is giving everyone a shoe. Equity is giving everyone a shoe that fits”

Dr Naheed Dosani

  • Introduction

A pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. 

They have a learning difficulty or disability if they have:

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

Special educational provision is educational or training provision that is additional to, or different from, that made generally available for other children or young people of the same age by mainstream schools. 

The difficulty or disability may relate to:  

  • Communication and interaction  
  • Cognition and learning  
  • Social, emotional and mental health
  • Sensory or physical conditions. 

All types of special educational need are provided for, except in the case where the education of a pupil with SEND is incompatible with the efficient education of other learners in the school community. 

  •  Aims
  • To set out how Brooklands Primary School will support and make provision for pupils with special educational needs and disabilities (SEND)
  • To explain the roles and responsibilities of everyone involved in providing for pupils with SEND

At Brooklands Primary School and Nursery we believe that every pupil has the right of equal access to a broad and balanced curriculum. We consider it essential that the curriculum is presented in a supportive and stimulating atmosphere, in which each child is valued, inspired to have high aspirations and be equipped with the tools and experiences necessary to prepare them for their futures. We make this vision a reality through the value we place on understanding the whole child, their individual needs and their wellbeing thus providing a learning environment that enables all pupils to make the greatest possible progress and achieve their full potential in a nurturing, supportive and inclusive environment. We are committed to narrowing the attainment gap between SEND and non-SEND pupils. Our SEND provision allows pupils the opportunity to follow a curriculum appropriately tailored to their needs, develop life skills for their futures and to give pupils self-confidence through their learning. 

Brooklands Primary School serves a community of families and children with a variety of needs that either School can support with directly or provide signposting information as appropriate. Providing for the needs of the families we serve is integral to the Brooklands’ ethos and as such every Brooklands’ teacher is a teacher of SEND and every Brooklands leader is a leader of SEND. We place a great emphasis on working with parents; we value their input and contribution in planning and securing appropriate provision for their child. Where appropriate, we work closely with outside agencies and professionals, including those services available from within the Royal Borough of Greenwich. 

The Royal Borough of Greenwich Local Offer can be accessed at the following online address and this document details the services and support available within the Borough. 

The SENDCo at Brooklands Primary School is Mrs Jodene Panteli who is also a member of the Brooklands’ Senior Leadership Team.  

Name: Jodene Panteli

Telephone: 020 8852 8210


  • Legislation

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

This policy also complies with our funding agreement and articles of association.

  • Expectations 

Brooklands Primary School provides additional and/or different provision for a range of needs, including: 

  • Communication and interaction, for example, Autism Spectrum Disorder (ASD) and speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia,
  • Social, emotional and mental health difficulties, for example, Attention Deficit Hyperactivity Disorder (ADHD),  
  • Sensory and/or physical needs, for example, sensory processing difficulties and epilepsy  
  • Moderate and multiple learning difficulties
  • Looked After Children (LAC) with SEND

Identifying pupils with SEN and assessing their needs 

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap 

At Brooklands, we are committed to ensuring that identification and assessment of need considers the whole child and is not limited to academic attainment. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. A broader picture of each individual child is sought. This may include progress in areas other than attainment, for example, social needs. Information for identification and assessment is gathered from a range of sources including: 

  • Formal and informal observation 
  • Concerns from teachers 
  • Concerns of parents 
  • Evidence of impact of wave one intervention on individuals 
  • Ongoing assessment of skills and attainment 
  • Open dialogue between SENCO and Class teachers
  • Discussions with parents 
  • Regular learning walks and observations across the school day including playtimes and lunchtimes. 
  • Information sharing (with parental consent) between outside agencies 
  • Pupil progress meetings 

Usually a triangulation of these is used to accurately identify pupils with SEN and assess their needs. When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed. 

Consulting and involving pupils and parents 

At Brooklands we like to maintain regular contact with parents about the things that happen in School. We do this in a variety of ways including 

  • School Newsletter  
  • School website  
  • Parent coffee mornings  
  • Parent workshops  
  • Open mornings
  • Assemblies and special events  
  • Parents evenings 

We value and encourage the support and partnership of parents in identifying whether a child needs special educational provision. Early conversations with parents when concerns arise at home or at school will make sure that:  

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty  
  • Parents’ concerns are taken into account and a broader view of the child is established  
  • Everyone understands the agreed outcomes sought for the child  
  • Everyone is clear on what the next steps are 

Notes of these early discussions will be added to the pupil’s record and we will formally notify parents when it is decided that a pupil will receive SEN support and therefore be recorded as having Special Educational Needs. This list is regularly updated and pupils will only remain on the SEN list whilst they require SEN Support. 

Parents are involved in discussions and planning for their children in the following ways:  

  • Parents are invited to termly teacher and parent meetings
  • Parental consent and parent views are always sought for any referrals
  • Parents are invited into school to discuss any reports written by outside agencies
  • Parents of children with SEN are encouraged to contribute in planning and evaluating plans for support
  • Where a child has an EHC Plan, regular meetings are held with parents and other professionals to discuss targets, needs and ways forward including a yearly annual review of the EHCP 
  • Parental views are sought and incorporated into annual reviews of EHCPs
  • Parents of children undergoing Local Authority Education Health and Care Needs Assessments are encouraged to work in partnership with school to develop a holistic profile. 

In addition, Brooklands’ parents are strongly encouraged to access the additional support and opportunities available within the borough as set out in The Royal Greenwich Local Offer.

Assessing and reviewing pupils' progress towards outcomes

Brooklands Primary School follows the graduated approach and the four-part cycle of assess, plan, do, review. This approach follows a model of action and intervention to help children make progress and successfully access the curriculum. It recognises that there is a continuum of SEN and that where necessary, increasing specialist expertise should be involved to address any difficulties a child may be experiencing. 

The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil
  • Their previous progress, attainment and behaviour 
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant 

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress, through termly pupil progress review meetings. Pupils with SEND are assessed using the same systems as the rest of the school. In addition evidence of progress may be collected in other ways, such as: samples of work, photographs, recordings/videos, progress towards goals in personalised plans, small step tracking and external agency assessments. Strength and difficulty questionnaires are used to monitor the impact of some social and emotional interventions where relevant. 

If a child’s needs are complex and/or they have an EHC Plan, a Personalised Learning Plan will be written in consultation with staff, specialist services and parents. This will be reviewed and updated termly. If your child has an EHC plan, a formal Annual Review meeting will take place with parents and any external agencies involved, including a representative from Greenwich SEN Team. At this meeting, a discussion regarding your child’s progress towards their individual targets will take place. Following which, a report will be written and any agreed changes will be made to the EHCP. 

Supporting pupils moving between phases and preparing for adulthood

For new children joining Brooklands, who have identified SEND, we encourage the family to visit our school with their child to assist with the acclimatisation of the new surroundings. We would also visit them in their current school or setting if this is considered appropriate. Transition meetings are routinely held for pupils with complex needs. 

  • We write social stories for children coming into our Nursery and Reception classrooms and moving into year 1 where it has been identified by parents or professionals that this may be helpful. These are adapted according to age and specific needs 
  • For our older children if transition between year groups is potentially going to be difficult, an age appropriate social story or information sheet is written 
  • Transition times to meet new teachers and opportunities to spend time in new classrooms are arranged for the whole school. Where additional time is required for individuals these are arranged  
  • Time is set aside at the end of each academic year for transition meetings between teachers. This meeting time is dedicated to providing a thorough handover of information to ensure receiving teachers have a holistic picture of children with additional needs
  • When children are preparing to leave us for a new school, typically to go to secondary education, we arrange additional visits for those pupils who may benefit for this
  • Some of the local secondary schools, run a programme specifically tailored to aid transition for the more vulnerable pupils which we encourage children and parents to attend
  • We liaise closely with staff when receiving and transferring children to and from different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood 
  • We plan transition activities carefully for pupils with ASD including closely liaising and jointly working with ASD outreach  
  • Our SENCO liaises with secondary schools to pass on pertinent information and attends the Borough’s transition to secondary school day 
  • Transition Annual Reviews are held at the end of year 5 for those pupils who have EHC plans, to which a member of the Greenwich SEND team is invited
  • Once the receiving secondary school of a pupil with EHCP is known, a programme of transition is arranged, including a TAC meeting with the SENCO or relevant person

Brooklands’ approach to teaching pupils with SEND

Brooklands’ teachers are teachers of SEND pupils and are expected to demonstrate through their planning, delivery and assessment that they can effectively cater for a wide range of needs. All children are expected to make progress regardless of their need. To achieve this teachers are expected to:  

  • Reduce barriers to learning through high quality inclusive teaching practices
  • Ensure that the learning environment reflects the needs of their pupils 
  • Be proactive in seeking advice or sharing concerns with the SENCO in a timely fashion for children with identified or unidentified needs 
  • Plan appropriate learning tasks / activities for all their pupils 
  • Celebrate achievement and have high aspirations and expectations for all 
  • Ensure that concrete resources, support materials and scaffolds are available for all children and support them developing the independence to select the supports which help support their learning  
  • Encourage and promote independence and learning for life through promoting and supporting the development of functional, learning and life skills  
  • Differentiate the curriculum to account for the broad range of needs and interests of the pupils
  • Ensure that all children can be included in tasks / activities  
  • Monitor individuals’ progress  
  • Identify those children who require additional or different support in order to make progress  
  • Set and review appropriate individual targets, taking into account the views of the pupils and their parents as appropriate 
  • Identify and pursue training opportunities to enhance their practice for children with SEND

All Teachers are familiar with the relevant equal opportunities legislation covering the protected characteristics: race, gender, disability, sexual orientation, religion or belief and age. 

Support Staff: 

  • Through high quality teaching, support the teachers in enabling all children to have access to the teaching  
  • Be proactive in seeking support and advice
  • Support the teachers in enabling children with SEND to have access to an appropriate curriculum and supporting resources  
  • Encourage and promote independence through promoting and supporting the development of functional, learning and life skills.  
  • Liaise with the class teacher  
  • Help to prepare resources and adapt materials  
  • Lead interventions to close the gap for children experiencing difficulty
  • Identify and pursue training opportunities to enhance their practice for children with SEND
  • Promote the inclusion of all children in all aspects of life at school. 


Intervention is carried out by the school and is in addition to or different from the universal offer of high quality, differentiated teaching generally available to all pupils of a similar age. It can take the form of:  

  • Use of different learning materials in the classroom  
  • Making reasonable adjustments within the physical environment  
  • Making reasonable adjustments to routines  
  • Support staff in the classroom  
  • A more focused level of support in a small group, withdrawn from the class  
  • Focused work to be completed at home  
  • Specialist 1 to 1 support 

Frequency and timing of intervention 

This is recorded and shared with teachers by the SENCo via a provision map. Teachers will timetable required support or sessions to ensure minimum disruption to children’s access to a broad and balanced curriculum. Interventions are always time limited and measured for impact. Teachers, LSAs or external professionals deliver the intervention so that they can adapt provision according to need. This is monitored by the SENCo and by Class Teachers. Targets of intervention are always shared with class teachers, parents and pupils. Intervention targets should not be delivered in isolation but carefully woven into daily classroom practice and across contexts wherever possible for optimal impact and to support the transference of skills learnt. 

Organisation of support

Our inclusive approach to provision means that the majority of pupils have their needs met by high quality inclusive teaching and effective differentiation within the planning and delivery of the curriculum. The school adopts a flexible approach to support provision in order that a child’s individual learning needs are met. The support provided usually falls into one of the following categories:  

  • Direct or indirect support in the classroom  
  • Focused withdrawal support from the classroom 

We encourage emphasis being placed on learning within usual, age-related peer groups. Although the needs of the pupils are considered individually they may not necessarily be supported individually. 

Expertise and training of staff 

Mrs Jodene Panteli has over six years experience in the role of SENDCo. Prior to this, eleven years as a classroom teacher within both mainstream primary and specialist schools covering the complete primary age range from 4-11.

At Brooklands, Jodene Panteli is allocated 2 days per week to manage SEN provision. 

We have a team of 6 teaching assistants, including 2 higher level teaching assistants (HLTAs) who are trained to deliver SEN provision.

All staff receive training related to SEND and all planning for staff training takes into account:  

The needs of the children in the school  

Staff SEND questionnaire outcomes  

LSA training Audits  

Training is delivered in a variety of ways including: 

  • Professional Development Meetings
  • INSET days
  • Staff Meetings
  • SEND updates
  • Drop in advice sessions
  • External training by specialist providers
  • Specialist support in school
  • Accredited SEND training programmes for individuals
  • Medical training for specific conditions or disabilities
  • All staff at Greenacres are encouraged to be lifelong learners

Our support staff have had relevant training directly linked to the individual children who they are supporting. Brooklands Primary School is committed to ensuring our inclusion practices synthesise what we know about the needs of our learners and current research and practices.

Evaluating the effectiveness of SEN provision 

We evaluate the effectiveness of provision for pupils with SEN by:

  • Reviewing pupils’ individual progress towards their goals each term
  • Reviewing the impact of interventions after 6-8 weeks or half termly
  • Using pupil questionnaires
  • Monitoring by the SENCO 
  • Using provision maps to measure progress 
  • Holding annual reviews for pupils with statements of SEN or EHC plans 

Enabling pupils with SEN to engage in activities available to those in the school who do not have SEN

  • Children with SEN take part in the full life of the school and all social times are shared  
  • Brooklands Primary School is a values-led school, and everything we do stems from the shared values chosen by the whole school community  
  • Our Accessibility Plan (see Website) describes how we facilitate access for pupils with disabilities 
  • Our anti-bullying, Safeguarding and Inclusion policies make it clear that we are a proactive school
  • All pupils take part in school trips and special events. Activities and school trips are a very important part of every child’s learning experience at Brooklands Primary School. Risk assessments are carried out and procedures are put in place to enable all children to participate. If a child has 1:1 support he/she will accompany them on the trip. However, if there is no 1:1 allocated to the child and it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity 
  • Social skills groups run across the school to support students with social communication and emotional/behavioural needs. These include Lego Therapy, Friendship Group, Lunchtime Club, etc 
  • Our Learning Mentor works closely with class teachers to develop and deploy strategies appropriate to the social and emotional needs of individuals or the whole class
  • School council is fully inclusive and representative of all children at Brooklands Primary School
  • All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs. 
  • All pupils are encouraged to take part in sports day/school plays/special workshops, etc.
  • No pupil is ever excluded from taking part in these activities because of their SEN or disability. 

Working with other agencies 

When a child is demonstrating further cause for concern or their learning need is more complex and persistent than can be met by the school interventions already put in place, school will engage with relevant external services. 

This is triggered when:  

  • A child continues not to make adequate progress  
  • Continues working at levels substantially below that of children of a similar age even when teaching approaches have been targeted on an identified area of weakness  
  • Continues to have difficulty in developing literacy and numeracy skills  
  • Has emotional or behavioural difficulties which substantially or regularly interfere with the child’s own learning or that of other learners, despite taking part in an individualised behaviour management program
  • Has sensory or physical needs and requires additional specialist equipment or require regular advice or visits by a specialist service  
  • Has on-going communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning  
  • A child’s learning needs are manifesting themselves either in a more complex or in a more specific way as they move on through the school.  For these children, the difference between their attainment and that of the other children is widening and this needs further investigation. 

A request for support from external services is likely to follow a decision taken jointly by school staff in consultation with parents. In seeking the support of external support services, those visiting the school will need to have access to the child’s records in order to establish which strategies have already been tried and parental permission must be given. 

The external specialist may:  

  • Act in an advisory capacity to refine targets set by the school  
  • Extend the expertise of the teaching staff  
  • Provide additional assessment  
  • Be involved in supporting the child directly  
  • Suggest that it might be appropriate to request the Local Authority undertake a full needs assessment of the child 
  • Consult with all parties involved with the child Support Staff, including learning support assistants, Learning Mentors and Family Support Workers are assigned across the whole school to support SEND pupil’s and families according to need. 
  • As a school, we work closely with any external agencies relevant to individual children’s needs and are proactive about seeking external support, advice and best practice to secure the best outcomes for our pupils

Some of the agencies we work closely with currently include:  

  • Autism Outreach Service  
  • Early Help  
  • Educational Psychology Service  
  • CAMHS (Child & Adolescent Mental Health Service)  
  • Occupational Therapy  
  • Paediatricians  
  • Physiotherapy 
  • Professional training for school staff to deliver medical interventions  
  • School Nurse  
  • Sensory Service for children with visual or hearing needs  
  • Social Care  Speech & Language Therapy  
  • STEPS (Assessment, advice and resources for children with literacy or numeracy difficulties including Dyslexia)  
  • Waterside Behaviour advice service  
  • Parent Partnership Service (to support families through the SEN processes and procedures).  
  • ADHD nursing team.  
  • Virtual school (LAC)

  1. Responsibilities

SENCo: Mrs Jodene Panteli 

Telephone: 020 8852 8210


The SENCo:

  • Works with the Headteacher and SEND Trustee to determine the strategic development of the SEN policy and provision in the school
  • Has day-to-day responsibility for the operation of this SEN policy and the coordination of specific provision made to support individual pupils with SEN, including those who have Education, Health and Care Plans
  • Provides professional guidance to colleagues and works with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and high quality teaching 
  • Advises on the graduated approach to providing SEN support
  • Advises on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • Is the point of contact for external agencies, especially the local authority and its support services
  • Liaises with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned
  • Works with the headteacher and Trustees to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
  • Ensures the school keeps the records of all pupils with SEN up to date  

The SEN Trustee will:

  • Help to raise awareness of SEN issues at governing board meetings 
  • Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this 
  • Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school 

The Headteacher will:

  • Work with the SENCO and SEN Trustee to determine the strategic development of the SEN policy and provision in the school 
  • Have overall responsibility for the provision and progress of learners with SEN and/or a disability

Each class teacher is responsible for:

  • The progress and development of every pupil in their class
  • Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching 
  • Working with the SENCO and Senior Leadership Team to review each pupil’s progress and development and decide on any changes to provision 
  • Ensuring they follow this SEN policy 



Complaints about SEN provision 

At Brooklands Primary School, it is our intention to treat all children equitably and in line with legislation. In the event that a parent or carer has a concern or complaints about SEN provision in our school, they should make contact with their child’s class teacher in the first instance. However depending on the nature of the query or complaint, it may be appropriate to direct the complaint to the School SENCo or Headteacher. They will then be referred to the school’s complaints policy. 

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

  • Exclusions
  • Provision of education and associated services
  • Making reasonable adjustments, including the provision of auxiliary aids and services 

Monitoring arrangements

This policy and information report will be reviewed by Jodene Panteli every year. It will also be updated if any changes to the information are made during the year. 

It will be approved by the Board of Trustees. 

The local authority local offer

Our local authority’s local offer is published here: