What we offer to children with special educational needs and disabilities

We are an inclusive school welcoming all children and their families.

Our highly skilled, caring school team believe that a child’s emotional well-being and self-esteem is crucial to their academic progress. We place the child and family at the centre of all we do.

At Richard Alibon Primary School we support all children to enable them to achieve at school.

The core of our work is good teaching in each classroom but some children may require further support to help them achieve their best.

The following staff lead on our SEN/D provision:

Deputyhead Teacher:
Mrs Sian Farrelly

The Special Needs/Disability Co-ordinator (SENDCO) and Assistant Headteacher for Inclusion is:
Miss Nikkie Marshall

Additionally  Resourced Support Manager for children with complex needs:
Miss Nikkie Marshall

The school governor with send responsibility is:
Mrs Lindsay Clarke


If you would like to find out more about the school’s SEN/D provision do read the detailed information below or contact Nikki Marshall, Assistant Headteacher for Inclusion and our SEN/D Co-ordinator. If you would like to make a complaint about our SEN/D provision, please follow the school complaints procedure which can be found in the policy section of our website here.

Our annual Special Educational Needs report which offers useful information to parents and carers is below:

SEND Annual Report RAPS


Our SEND report for parents/carers outlines the offer we make to parents and carers with children with special educational needs and disabilities (SEND). It outlines the support, interventions and provisions they can expect to receive, if they choose Richard Alibon Primary School for their children. This is in line with the new code of practice which came into force I September 2014.

What is the local school offer?

Richard Alibon Primary School local offer sets out in one place what we provide for children and young people with special educational needs and/or disabilities (SEN/D) throughout their time with us. It explains how we support them on to the next stage of their education. Our SEN/D policy* gives more detail about our day to day procedures – see School Policies section of School Info.

You will find an explanation about the words with an asterisk* in our Glossary.

Barking and Dagenham Local Authority also publishes on its website, setting out a wide range of information about the specialist services, schools, colleges and organisations that can provide support and information for families of children and young people with SEN/D. It explains the procedures for requesting an assessment for an Education Health and Care Plan (EHCP)* – which is replacing the SEN statement*. You will also find information about:

  • Where to go for advice and guidance on SEN and Disability matters
  • Leisure activities for children with SEN/D
  • Arrangements for resolving disagreements and mediation*

1. Effective Leadership and Governance

Roles and Responsibilities of Inclusion Manager

Our Assistant Head teacher has overall responsibility for SEN/D and inclusion – this means that we regularly discuss SEN/D issues in the Leadership Team meetings. We keep support for children with SEN/D under constant review.

Roles and Responsibilities of Special Education Needs Co-ordinator (SENDCO)

Our SENCos are responsible for the operation of the Special Education Needs and Disability (SEN/D) policy and co-ordination of targeted provision made to support individual children and groups of children with SEN/D.

They keep a list/profile of children we identify as having a special educational needs and/or a disability.

They also keep a record on Richard Alibon Primary School Provision Map* of all the different ways that we provide extra support (for example, support for reading, communication and number) for children with SEN/D

You can also see our Provision Map by clicking here 2.

We carefully monitor the progress of and well-being of children with SEN/D and the quality of our provision liaise with staff to monitor and plan further interventions where progress is slower than expected.

We have strong links with external agencies and they are able to provide us with more specialised advice.

If you have concerns regarding SEN/D matters please do contact us.

The Governing Body* challenges us to make sure we constantly review progress of all groups including SEN/D and improve the quality of provision for children with SEND and the outcomes that they achieve.

We have several parents on the governing body and one of their roles is to represent the views and concerns of all parents, including those with children with SEN/D

We have a Governor who takes a particular responsibility for SEN/D matters. She meets with our SENDCo at least once a term to ensure the governing body are able to be clear on all matters pertaining to SEN/D. She reports termly to the pastoral care and curriculum committee of the governing body.

We fully involve our Governors when we review and revise our SEN/D policy and our Local Offer at the end of each school year.

2. High Quality teaching and support to help your child to learn and make good progress

We know that high quality teaching and well-matched support will make a big difference to the progress of all children including those with SEND.

Making sure that this happens in all classrooms is one of the most important things that our school leadership team do.

We make sure that all Teachers and Teaching Assistants have a clear understanding of the learning needs of the children in their class.

Richard Alibon Primary School leaders – including the SENDCo – work with teachers and support staff to provide effective teaching and support for children with SEN/D in a variety of ways. These include:

  • carefully differentiated* (taking account of different needs) planning which ensures that all children are able to make progress
  • supporting the Class Teacher to take full responsibility for the learning and progress of all children
  • using a wide variety of teaching approaches, including guiding learning through demonstration; providing visual support material
  • providing a stimulating, rich and interactive classroom environment
  • using regular, clear and rigorous assessments that help teachers to track pupils’ progress and identify gaps in their understanding
  • using our marking policy to make sure that children know how to improve their work
  • providing additional adult support from well-trained and well supervised Support Teachers and Teaching Assistants
  • making available specialist equipment and digital technology to support access and participation in learning

We help all children to develop their skills as learners – and to persevere when they find learning difficult in line with our aims as a school.

Developing the skills, knowledge and expertise of school staff

All staff – including Teaching Assistants – have regular training and guidance to meet the needs of our children. Our SENDCo has a responsibility to arrange and provide this training.

At least one of our training days has a SEN/D focus where we make sure that teachers and TAs

  • have an awareness of the different special educational needs and disabilities of children in our school
  • are able to plan and teach/support lessons which meet the needs of all children
  • understand the social and emotional needs of children with SEN/D

We address staff training needs annually ensuring training is up to date – this includes knowledge and expertise about different SEN/Ds.

Our Staff SEN/D File provides written guidance about the different SEN/Ds in our school. The Glossary provides a brief explanation of each area of need:

  • Communication and interaction*
  • Cognition and learning*
  • Social, emotional and mental health difficulties*
  • Sensory and/ or physical needs*

We know that children will frequently have a range of needs and may cross areas.

We provide a whole staff briefing on the procedures set out in our SEN/D policy.

We provide training for all of our Teaching Assistants who are working with children with particular SEN/Ds, for example, slow progress in reading, number and communication and part of their annual professional development meeting is set aside to discuss further training needs. We provide specialist training for Teachers and Teaching Assistants who support children with the most complex needs – for example general Learning Difficulty, Hearing Impairment and Autism.

We also provide training for teachers new to the school on structured conversations* with parents and carers.

Members of our SEN team attend training sessions run by national and local organizations.

We use the eight national Teaching Standards* to develop the knowledge, skill and confidence of all of our Teachers as part of their professional development.

3. The contribution that specialist services and teams make to the progress and well-being of children with SEN/D

Teaching and support staff work closely with relevant members of specialist services who provide support for our school. The services which are working in our school this year are:


Each service has referral and eligibility criteria* – this means that service support is targeted on children with higher levels of need.

For example, speech and language therapy service:


and the Occupational Therapy and Physiotherapy service:


The School purchases Education Psychology time

We also work with the Institute of Education London and iCan supporting research of new interventions and support for our pupils.

4. Identification of Children with SEN/D at Richard Alibon

On entry to our school we conduct a baseline assessment to assess each pupil’s current skills and levels of attainment. Where children have transferred to our school, we use their information provided from previous setting and key stages together with our baseline to monitor an individual’s progress and attainment.

Our school tracks pupils’ progress through half termly assessments and progress meetings. If parents/carers have concerns regarding their child’s progress or behaviour they can request an appointment with the class teacher to discuss their concerns. If a teacher has concerns about a child’s progress or behaviour they will invite parents in to discuss these concerns.

If further advice is required class teachers will refer to the SENDCo. If specialist advice is required parental consent will be requested.

How are children with Additional Needs Defined?

Richard Alibon Primary provides 3 categories of support to children. They are universal, targeted school support and education health care plans.


5. The Support Available to Children with SEND at Richard Alibon Primary

Each pupil’s learning programme will be planned by the class teacher. It will be differentiated accordingly to meet the pupil’s individual needs. This may include additional support by the teacher or a teaching assistant (TA) in class.

If a pupil has needs related to more specific areas of their education, for example, phonics, handwriting, literacy or numeracy skills, then a pupil will be placed in a small targeted group. This will be run by either a teacher or a teacher assistant. All interventions are time limited. The length of the intervention depends on the intervention itself. Interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.

If your child is identified as having an additional need, your child may be receiving one of these interventions. You will be notified of this during your structured conversation with your child’s class teacher.






Further information about these interventions is available from the class teacher and the SENDCos.

Should your child be on the Autistic Spectrum individualised targeted programs and tailored strategies will be implemented to meet the individual need of your child.

6. Ensuring Access to the Curriculum

When a pupil has been identified with a barrier in their learning their work will be differentiated by the class teacher to enable them to access the curriculum more appropriately to their needs.

  • If a child has been identified as having additional needs you will be consulted and together we will agree targets to focus on reducing learning barriers. These will be regularly monitored by the class teachers and the SENDCo.
  • Teaching Assistants (TAs) may be allocated to work with the pupil in a 1:1 or small target group to develop specific skills.

7. Reviewing Pupil Progress

  • At Richard Alibon we use Structured Conversations where pupils, parents and teachers meet and discuss progress participation and learning challenges. Together we will agree on the next steps to support learning.
  • Class Teacher are responsible for ensuring progress towards these targets are made and evidence will be collected to support these judgements. Reviews will be held termly and monitored/overseen by the SENDCos.
  • You will also have a further opportunity to discuss your child’s progress at Parent’s evenings.
  • The class teacher will be available at the end of each day for you to raise a concern and make an appointment for a structured conversation or you could make an appointment through the office to meet with the class teacher and SENDCo.

8. Working in Partnership with Parents and Carers

  • Class teachers should suggests ways of how you can support your child at home.
  • SENCos and class teacher will meet with you to discuss how to support your child with strategies to use if there are difficulties with the child’s behaviour/emotional needs.
  • We closely liaise with agencies for example the Education Psychology Service, Speech Therapists etc. If, with your consent your child has been referred to outside agencies, support programs are usually provided so learning continues at home.
  • The SEN/D department hold termly coffee mornings for parents of children with SEN/D.
    The ARP Manager and SENCo’s make time to meet with parents to offer support and advice.

9. Providing Support for Safety, Personal Wellbeing, Attendance and Health

The school offers a variety of pastoral support for pupils are encountering emotional difficulty.

These include:

  • Staff, including Teachers, Teaching Assistants, SENCos, Parent Support Advisor and members of the Senior Leadership Team.
  • There are lunch time clubs for those who find lunch time a challenge.
  • Richard Alibon Play leaders (RAPs) support pupils on the playground at lunchtime and we also have Mini Mentors who support pupils who find making friends difficult.

What support will children with Health Care needs receive?

  • If a pupil has a medical need then a detailed health care plan is compiled by the school nurse in consultation with the parents/carers.
  • These are discussed and shared with all staff who work with the pupil.
  • The Health Care Plans are updated annually or if the needs of the pupil changes.
  • Staff are trained to deal with specific conditions such as Asthma, Sickle cell, Epilepsy and allergies. Medication prescribed by doctors for these conditions are administered under the guidelines of the Health Care Plan.

10. Supporting Transition of Pupils with SEN/D

When a child comes in to our Nursery or Reception class, a member of staff will make a home visit and where relevant, collect information and records from previous Nursery provision.

If we are aware prior to entry of significant SEN/D issues, or a child already has a EHCP then we will try and organise a professionals transition meeting from current provision and the SENDCo will accompany the class teacher on the home visit. We always encourage parents to visit our Nursery or Reception classes prior to entry. We plan carefully to help children to feel safe and settle in. We have “Settling in” days, “Lunch-time visits” and “Playground visits”.

When a child moves up to the next class, we organise “Hand-Over” meetings where teachers and support staff make sure that the new teacher and Teaching Assistant have a clear understanding of the needs of all children.

We also provide an opportunity for parents and their children with SEN/D to meet the new teacher and teaching assistant before the start of the school year. For some children we may also arrange a number of ‘visits’ to their new class during the summer term and use photo storybooks to ease the transition. Parents are also able to visit the new classroom and get to know the new adults who will be teaching and supporting their children.

When a child comes to our school in the middle of a term, we plan a range of support – depending on the particular needs of each child.


11. Pupil Voice

We know that the only way we really find out if a child is happy, feeling safe and taking part in the full life of our community is for the school to be certain that it hears the voices of children, especially those most vulnerable.

We make sure that we listen to children in our school and respond to what they say in a number of ways, including:

  • clear policies and systems to support children in expressing any worries or concerns that they have: giving children the right to choose a preferred adult to talk to
  • talking to children and/or groups of children after lesson observations to understand their experience of the lesson
  • where possible inviting children to make personal contributions to their Annual Review meetings.
  • doing an annual pupil questionnaire on “pupil voice”* – giving children their say
  • encouraging children to respond to feedback given through developmental marking
  • agreeing with them individual targets
  • making sure that our School Council and our Rights Respecting Schools Ambassadors are inclusive and represent the whole of our school community
  • ensuring that our safeguarding procedures are strong and that all staff are well trained

12. Evaluating Success and Impact

We constantly monitor important evidence for success – we take action where we are not successful

These are the things – the facts and data – we look at to make sure we are meeting the needs of children with SEN/D

A. Their academic standards and good progress
B. Their behaviour – for example, few exclusions
C. Attendance and punctuality – in school and on time
D. Their involvement in activities, visits and clubs
E. Taking responsibility – involved in the full life of the school
F. Destinations and smooth transitions – e.g. feedback from secondary schools
G. Parent feedback – their confidence and trust
H. Parental complaints – few + resolved

We also want to understand the experience of children with SEND so we are looking at the best ways to do this – to ask about

I. Children’s sense of inclusion
J. Positive attitudes to self, peers and school: positive friendships
K. Their personal resilience and confidence as learners