Beatrix Potter School

Special Educational Needs and Disability (SEND) Information Report

As a school we work within the Wandsworth guidance on Provision for children with SEND in mainstream schools which explains the ways pupils/children/students with different additional needs are provided for within the school.

At Beatrix Potter School we are committed to ensuring equality of education and opportunity for all children. All our staff work together to ensure lessons include a range of tasks and ways of working to support all children. Working closely with parents and carers throughout, we also provide additional positive support for children who have been identified as having further needs with: Communication and Interaction; Cognition And Learning difficulties; Social, Mental and Health problems; or Sensory or Physical needs. Many steps are taken to help our children through their learning journey.
At Beatrix Potter School, our Special Education Needs Co-ordinator (SENCo) is
Lynn Jones
She can be contacted on 0208 325 4535
And her email is
What should I do if I am concerned about my child’s progress or special educational needs?

Come and talk to us. In the first instance, talk to your child’s class teacher who knows your child very well.
They will reassure you and make sure you have all the information you need. If further help is needed the teacher will seek further advice from the SENCo and they will work alongside you to make sure your child’s needs are addressed quickly.
How does Beatrix Potter decide if my child has a special education need or disability and what extra help they need?
We will follow the SEN support identification process as detailed below:
  • Regular Assessment and tracking of all pupils.
  • Class teacher, SENCO and other professionals carry out further assessment. Does the child have a learning difficulty which requires SEND provision?
  • Review
  • Some progress made repeat cycle once
  • SEND to support cycle 1  formally record and inform parents.
  • Less than expected progress  communicate with parents.
  • Good progress  monitor within class
  • Class teacher agrees actions with parent and child
  • Concern raised
  • Not SEND  address other factors e.g. attendance
  • Outcomes set extra support planned and put in place.
SEN Support Identification Process















How will I know how my child is doing and how will you help me to support my child’s learning?
By working closely together as a team you will always know how your child is doing and you will be able to keep us informed too about their progress outside school. We will have regular meetings every term, more frequently if you need, and we seek outside support and help if necessary to join this team. We work with lots of other agencies and professionals to provide the best support possible for each child. This can include:
 Educational Psychologist
 Learning Support Teacher
 Speech and Language Therapists
 Occupational Therapists
 Garratt Park Advisory Service
 BLSS
 Visual Impairment Services
 Hearing Impairment Services
 Child and Adolescent Mental Health Services
 School Nurse
 Health Visitors
 Community Paediatrics
 Social Workers
After discussions with key staff and parents where appropriate additional support will be put into place to providetargeted, small group or individual support.
This additional support is documented on what we call an Individual Education Plan (IEP).
In consultation with the class teacher, SENCO and parents, short termtargets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice andrecommendations are included in these support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties. Interventions must also take account of the schools ability to resource.
How will my child be involved and consulted?
When drawing up their One Page Profiles (September 2015), your child needs to look very closely at what helps them learn and what can get in the way. This is shared with all adults who are responsible for your child to ensure we all provide consistent support targeted to their precise needs.
As part of the cycle of identification of need, and before any Team Around the Child meetings, your child will be consulted. If your child has a Statement or a new Education and Health Care Plan, their views will be sought in person if possible or by writing or drawing.
Your child will always be given a chance to tell us what they need; and they will be heard. Pupils own views and wishes will often be sought and recorded to contribute to reviews.
How do you assess and review my child’s progress?
Class teachers meet regularly with the SEN team to evaluate the effectiveness of the provision for pupils with SEND. Individual Education Plans for pupils with SEND are reviewed termly with parents under the ‘Plan, do, review cycle’.
If a pupil has an Education Health and Care Plan, (formally known as a Statement of Special Educational Need) an annual review will be held. This will involve parents, class teacher, Learning support assistant, SENCo and other agencies concerned with the pupil’s development. In the case of older pupils it may be appropriate for them to attend the review.
How is teaching and the curriculum adapted to my child’s needs?

Teachers are skilled at planning and adapting teaching to meet the diverse range of needs within their class. Daily planning takes into account individual pupils needs and requirements. Differentiation is approached in a range of ways to support access and insure that all pupils can experience success and challenge in their learning.
We keep our equipment and resources up to date and are always looking out for ideas from families or professionals for anything that can improve children’s learning experiences. From move ‘n’ sit cushions, to reading rulers, putty for occupational therapy, specialised Apps for our IPads or dyslexia friendly book recommendations.There are a number of interventions and resources which we have developed to support children. Training is available from school and Wandsworth agencies for all staff.
What training and specialist skills do the staff supporting children with SEND have or are having?
  • Universal levels of training, expectations of all staff
  • Any specialist teachers
  • Dyslexia friendly
  • Follow the LA’s framework for training in ASD
  • Training from SALT, LNSS, GPAS

How do you do to make the school environment and curriculum accessible for all children?
  • Physical accessibility statement
  • Environmental adaptations for learners with ASD/sensory needs
  • General equipment eg reading rulers, move ‘n’ sit cushions,
  • ICT equipment and software
  • Exam access arrangements
  • Soundfield systems
  • Other adaptations to our school eg ramps, rails

How will the school prepare my child to join the school or transfer to a new school?

We understand that any transition time can be daunting for any child but perhaps especially if they have a Special Educational Need or Disability. We welcome your child to their new environment through ‘Meet the Teachers’ familiarisation sessions, a thorough handover of information from one carer to the next and One Page Profiles (September 2015) which travel with the child to their new setting and teachers. In year six we liaise closely with secondary schools and can build in specialist transition support teaching during Year 6 so the move is seamless and comfortable. All children get to meet their new teachers as part of familiarisation sessions.
What should I do if I am unhappy with my child’s support or progress?
We would first ask you to talk to us as soon as possible and not wait for our next scheduled meeting.
Talk to your child’s class teacher first. Our SENCo, Lynn Jones or Assistant SENCo, Emily Kabba is available to meet and discuss your concerns. You can then contact our Headteacher, Steph Neale or finally our Chair of Governors. If you still feel we have not been able to help, you can contact the Local Authority. For complaints to Wandsworth please contact:

Where can I go for further advice and support?
  • The Wandsworth Parent Partnership Service(Information Advice Support Service for parents/carers of children with SEN/disability) provides an impartial and confidential service to all parents of children with SEND. Visit their website at or telephone 020 8871 8061
  • The Wandsworth Parents’ Forum “Positive Parent Action” works with the Council to improve all provision for children and young people with SEN and Disabilities aged 0 to 25. If you want to get involved in influencing services visit their website at or telephone 020 8947 5260.
  • More information about the Local Offer of services and support for children and young people with special needs and disabilities in Wandsworth can be found on the Family Information website at Their helpline is open from 9am to 5pm Monday to Friday on 020 8871 7899

The information in this report is accurate now, but we regularly review and make changes to what we offer and keep this information as up to date as possible.

Feedback This offer is intended to give you clear, accurate and accessible information. If you would like to comment on the content of the offer or make suggestions to improve the information, please email

Glossary

SEND – Special Educational Needs and Disability

QFT – Quality First Teacher

LA – Local Authority

ASD – Autistic Spectrum Disorder

SALT – Speech and Language Therapist

LNSS – Literacy and Numeracy Support Service

GPAS – Garratt Park Advisory Service

EHCP - Education Health and Care Plan