SEND Information Report 23-24

Special Educational Needs and Disability (SEND) Information Report

Buckingham Primary School is a maintained school and is supported by the Local Authority to ensure that all pupils, including those with Specific Educational Needs and Disabilities (SEND), make the best possible progress in the school. Buckingham Primary School adheres to ensuring that all children are given the opportunity to fulfil their potential. We are committed to raising attainment and promoting inclusion. The school will seek to identify and address all possible barriers to learning.

Who are the best people to talk to if I have concerns about Special Educational Needs and Disabilities (SEND)?

In the first instance, please talk to your child’s teacher about your concerns.
The class teacher may discuss your concerns with a member of the school’s Inclusion Team.

The Inclusion Team includes:

Ms Morris - Inclusion Manager (INCo)
Ms Robinson – Special Educational Need and Disability Coordinator (SENDCo)

If you wish to arrange a meeting with Ms Morris or Ms Robinson, please call the school office or send an email to info@buckingham.richmond.sch.uk

If you continue to have concerns, you may wish to discuss these with the Head Teacher- Ms Boyle.

See below the staff roles and responsibilities in relation to Special Educational Needs and Disabilities

The Headteacher is responsible for:

The day-to-day management of all aspects of the school, this includes the support for children with SEND.
Making sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
Liaising with the Inclusion Team to ensure that suitable provision is made for every child with SEND.
She is responsible, together with the Inclusion Team and class teacher, for ensuring that your child’s needs are met.

The Governing Body are responsible for:

Ensuring that the SEND provision is made for any pupil with additional needs and that it complies with the current legislation.
Regularly reviewing the SEND Policy and approach to SEND provision.
Ensuring that the school is committed to inclusive education and that due regard is given to The SEND Code of Practise.
Responding, when deemed necessary, to concerns from parents of pupils with SEND regarding provision.

The Inclusion Team are responsible for:

Coordinating the support for children with SEND.
Monitoring the progress of all children with SEND and ensuring that communication with parents is accessible and frequent.
Developing the school’s SEND provision 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

Liaising with other professionals who may be coming into school to help support your child’s learning e.g. Speech and Language Therapist (SALT); Occupational Therapist (OT); Educational Psychologist (EP); Mental Health Support Team (MHST) and ensuring that the targets/outcomes are clear and shared with parents, children and teaching staff.
Updating the school’s SEND register (a system for ensuring that the SEND needs of pupils in this school are known).
Keeping up to date records of your child’s progress, needs and provision.
Providing specialist advice, support and access to continuous professional development for teachers and support staff in the school so that they are equipped to meet the needs of children with SEND in the school.
Maintaining resources and managing the financial provision to ensure the appropriate support for children with SEND.
Ensuring that access to technological and physical aids as well as appropriate resources are in place and that staff are confident in using these.
Where appropriate, overseeing and managing the risk assessments for children with SEND.
Managing and arranging the allocation of additional support staff-teaching assistants.

Class teachers are responsible for:

High quality targeted classroom teaching, known as Quality First Teaching (QFT).

For your child this would mean that:

The teacher has the highest possible expectations for your child and all pupils in their class.
Teachers apply assessment, monitoring and recording systems to track attainment and progress.
Teachers raise concerns with the Inclusion Team, if necessary.
The teacher plans lessons taking into account the needs of all groups of children in their class, starting with what they already know, can do and understand.
Teaching is adapted so that your child is involved in learning in class. This may involve things like using more practical learning.
Additional strategies may be put in place to support your child to learn.
The teacher may, if necessary, work with the support staff to meet the needs of your child.
Specific resources and strategies may be used to support your child individually and in groups.
The teacher is responsible for setting and reviewing targets for children.
The teacher will meet with you to provide feedback on progress.

Teaching Assistants are responsible for:

Assisting in the provision for pupils with SEND.
Liaising with the Inclusion Team to ensure that suitable provision is made for every child with additional needs.
Delivering targeted support in class.
Delivering research-based intervention groups.
Keeping records of aspects of child's progress.
Supporting the class teacher in reviewing and setting targets.

How are pupils with SEND identified?

The principle of early identification and intervention underpins our approach to identifying those pupils who need extra help and those who might have SEND. Additional support may be put in place, even if SEND has not been identified, with the aim of enabling the pupil to catch up.

The majority of pupils will have their needs met through appropriate classroom arrangements and suitable differentiation.
Despite high quality targeted teaching, some pupils may continue to make less than expected progress. Additional assessments might be carried out internally by the Inclusion Team. These might include the York Assessment of Reading for Comprehension (YARC), the Sandwell Numeracy Test, the Helen Arkell Spelling Test (HAST 2) and others.
At times, it may be necessary to consult with outside agencies to receive more specialised expertise. External professionals, including the Educational Psychologist, Speech and Language Therapist, Occupational Therapist or Mental Health Support Team, might carry out further assessments with a pupil. The purpose of these more detailed assessments and reviews is to understand what additional strategies and resources are required to enable the pupil to make better progress. At this point, because the pupil requires additional and extra provision, we will identify and record that the pupil has a Special Educational Need and they will be added to the school’s SEND Register.
If the pupil makes good progress using this additional and different intervention (but would not be able to maintain this good progress without it), we will continue to identify the pupil as having a Special Educational Need.
We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.
The impact of any additional provision made for a child will be measured and reviewed by the Inclusion Team and relevant staff on at least a termly basis.
Parents/carers are able to initiate the identification procedure by requesting an appointment with their child's class teacher. During the meeting, any information provided and concerns raised by parents should be shared with the Inclusion Team.

What is the school’s ethos/approach to teaching pupils with SEND?

We are an inclusive school and have high expectations for all our pupils, including those with additional needs. All teaching and learning areas in the school are accessible to pupils with physical disabilities. The second floor of the building can be accessed by a lift. The school has a disabled toilet.
Pupils with SEND are included in every aspect of school life, including trips and clubs, and, where necessary, reasonable adjustments are made to make this possible. Children with SEND regularly attend our wide range of school clubs.
We ensure that equipment and resources used are accessible to all children regardless of their needs.
Breakfast Club and After School Club are accessible to all children including those with Special Educational Needs and Disability and, where necessary, reasonable adjustments are made to ensure that pupils can access this provision.
All extra-curricular activities are accessible for children with Special Educational Needs and Disability and, where appropriate, additional risk assessments are carried out to ensure safe access.
Please refer to the Accessibility Plan by using the link below: http://www.buckingham.richmond.sch.uk/school-policies/
The school monitors the impact and effectiveness of what it does on the outcomes for pupils with SEND very carefully, for example:
The Senior Leadership Team analyse the data on attainment levels during termly pupil progress meetings.
The class teachers and Inclusion Team meet every term to review the targets for children in their class and to agree the necessary provision.
Parents can book appointments with the Inclusion Team via email or by phoning the school’s office.
During parent/teacher consultations, the Inclusion Team offer additional appointments for parents of children with SEND.
Children with SEND are supported in a number of different ways. There may be strategies that can be used in class to support them, such as visual timetables or a task checklist. They may receive additional adult support or work in a small intervention group. The children are carefully monitored and the support given is based on the child’s level of need.
A number of different resources and programmes are used for intervention support such as Phonics; Precision Teaching; Colourful Semantics; Reciprocal Reading; Maths Catch Up; Lego Therapy; Zones of Regulation, amongst others.
Some of the intervention work is bespoke and designed to meet the needs of specific children. Support staff are highly trained to effectively deliver the additional interventions.
In terms of pastoral care, the school offers Art Therapy to children and their families who are facing difficult or stressful times. The school has three Emotional Literacy Support Assistants (ELSAs) who deliver ELSA groups across the school. Buckingham Primary School is a part of a Mental Health Support Team and have regular access to mental health support workers who run one-to-one and group interventions as well as parental support and staff training.
Buckingham Primary School are an Attachment Aware school and adopt a relationship-based approach to behaviour management.
Class teachers, leaders and support staff work closely to ensure that lessons are differentiated appropriately to meet the needs of all the children.

How will the school prepare and support my child when joining Buckingham School or when transferring to a new year or school?

At Buckingham Primary School, we work closely with the educational settings used by the pupils before they transfer to us in order to seek the information that will make the transfer as successful as possible.

Initial admission to Buckingham Primary School:

As with all admissions, please refer to the school and borough policies. http://www.richmond.gov.uk/school_admissions
We would encourage all parents of children with additional needs to visit the school and discuss the child’s needs with the Inclusion Team in order to inform your choice of school for your child.
It is important that all information regarding your child’s needs is included in the school application. The Inclusion Team will use this information to support a smooth transition.
A member of the Inclusion Team will contact you to plan your child’s transition into our school. Where possible, your child’s previous school will be contacted.

Moving to next year in school:

Information will be passed on to the new class teacher in advance. A transition meeting will take place and all records will be shared with the new staff. The shared information includes pupils’ strengths, interests and successes; pupils’ areas for development and additional needs, and advice on necessary interventions and adjustments to support pupils’ learning.
Key information is summarised in a pupil passport/ one-page profile accessible to all staff supporting the child.
Children will have an opportunity to meet their new teacher and spend time in their new classroom before the end of the summer term.
Some children may benefit from additional support to help them understand moving on such as a social story and this will be made available for them.
If you have any concerns or questions when your child starts the new academic year, you may wish to discuss these with the class teacher or the Inclusion Team.
Please note, that the whole school Parent/Teacher Consultation meetings also take place in the first half term.

Moving on to Secondary School:

Your child’s transition will be carefully planned and managed by staff from both schools. You and your child will be involved in this process.
Where necessary, the Inclusion Team will offer additional support to parents regarding transition and choice of school.
Few pupils may require additional support during their transition to secondary school. The identified pupils may be included in the additional transition programmes which run in partnership with local schools and/or the local authority.
Once Secondary School places are allocated, the relevant Inclusion Team are invited to attend the Annual Review of any Year Six child who has an Education Health and Care Plan.
At the time of transfer to secondary school, relevant records are passed on to the receiving school. Where appropriate, direct contact is made with the receiving school’s Inclusion Team and /or the teacher responsible for pastoral care. The shared information includes pupils’ strengths, interests and successes; pupils’ areas for development and additional needs, and recommendations on adjustments necessary to support learning. When necessary, additional visits may be arranged to their next school.

Mid-year transfer:

Should a child transfer to our school mid-year, we strive to make them feel as comfortable as possible. Children are given a ‘buddy’ to help them navigate around the school.
All SEND information is shared between the relevant schools for any child who transfers mid-year.

How is my child’s progress measured?

If you or staff have any concerns about your child’s progress or age appropriate development, a meeting will be arranged. If necessary, additional strategies will be implemented to support any identified needs.
Your child’s progress is continually monitored by the class teacher. The teaching and support staff also closely monitor the progress within any individual or group interventions.
Each child’s progress is reviewed formally every term. The school uses the Target Tracker assessment tool to track progress of all pupils.
At the end of each Key Stage (at the end of Year Two and Year Six), all children are required to be formally assessed using the Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results are published nationally. Children in Year One sit for the Year One Phonics Screening check.

Some pupils with additional needs may need additional adjustments to support them in taking part in the tests. Such arrangements may include access to 25% of additional time, a reader, a scribe or rest breaks where appropriate.

Some pupils may not be able to access the tests despite the provision of additional arrangements, and can be withdrawn from taking part.

Additionally, members of senior staff monitor progress of pupils through lesson observations, learning walks and observations of additional interventions.
Where outside professionals are involved, regular progress review meetings are arranged. You will be invited to these meetings.
If a pupil’s rate of progress continues to remain a significant cause for concern despite the additional measures taken, a request to the Local Authority for an Education Health Care Plan may be made.
The progress of children with an Education Health and Care Plan is formally reviewed at an Annual Review together with parents and all adults involved in the child’s development.

What types of support may be suitable and available for my child?

The type of support will depend on the nature of your child’s needs and difficulties.

Our education provision will support the four broad areas of need:

Communication and Interaction
Cognition and Learning
Social, emotional and mental health
Sensory and/or physical needs

Once concerns about pupil’s progress have been expressed, the Inclusion Team will start gathering information from all involved (i.e. class teacher, parents, support staff, pupil). The information gathered will then help the school to decide on appropriate type and level of support needed.

The school uses a graduated approach to respond to pupils’ needs and learning:

1. High quality classroom teaching with appropriate differentiation to meet the needs

of all learners in the classroom including those with Special Educational Needs or Disability.

2. For some identified pupils, a targeted short-term provision may be appropriate.

This may involve specific one to one or small group interventions.

3. In a small number of cases, advice and support from outside agencies may be

requested. This may lead to a highly personalised intervention for a child with identified special needs.

4. If a pupil’s rate of progress continues to remain a significant cause for concern, despite the additional measures taken, a request to the Local Authority for an Education Health Care Plan may be made.

5. The progress of children with an EHC Plan is formally reviewed at an Annual

Review together with parents and all adults involved in the child’s education.

What type of support will be available to a child with social and emotional needs?

Buckingham Primary School recognises the significant impact that adversity and/or social and emotional difficulties can have on a child’s learning and emotional well-being. We are committed to providing a caring and nurturing environment where children feel safe and supported in developing positive strategies to cope with challenges, build their resilience, confidence and self-esteem; and to improve their emotional well-being.
Buckingham Primary School are an Attachment Aware school and adopt a relationship-based approach to behaviour management.
The school offers a variety of nurture and social skills provision which help children with understanding, discussing and managing feelings, and support them in developing resilience, confidence and greater self-esteem.

The provision may include:

Bright Eyes Programme for Early Years children.
Groups which focus on developing emotional literacy and emotional regulation such as Zones of Regulation or ELSA groups.
Social communication groups such as Lego Therapy.
One to one counselling/art therapy by the Arts and Well-being Consultant (through the referral process).
Whole school ‘Adult Mentors’ initiative which enables a child to have a regular one to one access to a trusted adult.
Where appropriate, school can also refer children (with parental consent) to external services like the Mental Health Support Team. Our allocated Education Wellbeing Practitioner runs one-to-one, group and parental interventions as well as staff training.
Children’s social and emotional needs are discussed and reviewed regularly by the relevant staff. Advice and training on supporting individual pupil’s needs is provided by the Inclusion Team and, where necessary, by other professionals, for example, the Educational Psychologist or the Mental Health Support Team.
The school will always show due regard to special educational needs when considering applying sanctions for behaviours which relate to the child’s individual special need. The school will ensure that reasonable steps have been taken to respond to the pupil’s difficulty and that the pupil is not treated less favourably for reasons related to his or her special need.
If you have any concerns or questions regarding your child’s emotional well-being, you may wish to discuss these with the class teacher or the Designated Mental Health Lead (Ms Morris).

What expertise, training and experience do school staff have to effectively support pupils with Special Educational Needs and Disability (SEND)?

The Inclusion Team support class teachers in planning suitable provision for children with Special Educational Needs and Disabilities.
The Inclusion Team are responsible for monitoring the training requirements with regards to Special Educational Needs, and ensuring that the necessary staff training takes place.
Staff development also takes place during:
regular meetings between the SEND team, teachers and support staff with regards to individual pupils
weekly training meetings with all Teaching Assistants
induction meetings for new staff members
individual teachers and support staff attend training courses run by Achieving for Children or outside agencies that are relevant to the needs of specific children in their class, for example, the Speech and Language Service or the Educational Psychology Service.

Within the Inclusion Team:

Miss Morris, the Inclusion Manager, has completed a Masters in Psychology and has a range of experience of supporting children with SEND.
Miss Robinson, the SENCo, has completed a Masters in Education (LIAC) and has 10 years’ experience supporting children with SEN in both specialist and mainstream settings.
The Inclusion Team have been continually accessing and completing a range of trainings to keep abreast of new knowledge and developments within all areas of inclusion.

What specialist services and expertise are available at or accessed by the school?

Families and Schools are able to access the following additional external professionals through a referral process. The role of external agencies is broad, varied and crucial in providing for children with Special Educational Needs. The school works collaboratively and effectively with the following external specialists:

Educational Psychologist (EP)

An educational psychologist supports children or young people who are experiencing difficulties (e.g. learning, social, emotional) within an educational setting with the aim of enhancing their learning and emotional well-being.

Speech and Language Therapist (SALT)

A speech and language therapist supports children who have speech, language and communication difficulties.

Occupational Therapist (OT)

An occupational therapist helps children with physical and motor difficulties.

School Nurse

A school nurse looks after the health and wellbeing of children and young people of school age. She offers support and advice on a range of issues relating to health.

Multi-Sensory Support Service

The service supports children and young people with hearing or visual impairments.

Educational Welfare Service

An Education Welfare Officer works with schools, pupils and families to support regular school attendance.

Social Services

Social Services support families and safeguard children who may be at risk of harm. They provide support to families who are in need of additional help which is not available from schools.

Family Support Service

This service gives emotional and practical help and advice to families which are experiencing long or short-term difficult circumstances.

Parents can contact the service directly or can ask the SEND team to contact the service.

Mental Health Support Team

This service provides early intervention and prevention for children and young people experiencing difficulties which may include anxiety, low mood, emotional/behaviour problems or eating problems.

Child and Adolescent Mental Health Services

This service supports children and young people with mental health problems, and

their families. It promotes positive mental health and improves awareness of its importance.

Mental health refers to the way we feel and how we cope with our emotions. Mental

health problems range from the worries we all experience as part of everyday life to

serious long-term conditions. The majority of people who experience mental health

problems can get over them or learn to live with them.

Referrals to this service can be made by the SEND team or a GP.

Art Therapist

The Art Therapist uses art and psychology to help pupils feel more emotionally empowered, confident and resilient. She can achieve this in a variety of ways, including working individually or with groups of pupils as part of an art therapy-based intervention.

In order to access individual or group Art Therapy sessions, there is a referral process which also includes an assessment. Pupils can be identified by a member of staff or parents/carers.

Who, outside of school, can I turn to for advice and support?

SENDIASS / Kids

Richmond and Kingston Special Educational Needs and Disabilities Information Advice and Support Service or SENDIASS is a free, confidential and impartial service for parents and carers, children and young people (up to twenty five years). https://www.kids.org.uk/richmond-and-kingston-sendiass

The type and range of support offered includes:

Information regarding the local offer, local policy and SEN/ disability law from independently trained staff.
Advice for parent/carers, children and young people on gathering, understanding and interpreting information and applying it to their own situation.
Personalisation of personal budgets.
Information on the local authority’s processes for resolving disagreements, its complaints procedures and means of redress.
Signposting children, young people and parents to alternative and additional sources of local and national information, advice and support.
Individual casework and representation where needed including support in attending meetings, contributing to assessments and reviews and participating in decisions about outcomes for the child or young person.
Support for parents and young people in managing mediation and appeals to the SEND Tribunal.
Jonathan Rourke is a SENDIASS coordinator for Richmond and Kingston based at the Windham Croft Centre, Windham Road, Richmond TW9 2HP 020 8831 6179

Other voluntary and charitable groups include:

SEND speak:

This is a local charity for families of children and young people with SEN and/or disabilities.

www.sendspeak.org

Skylarks:

This is an independent Richmond upon Thames based charity that provides activities and therapies for children with disability and additional needs. They also support and provide therapies, courses information for whole families.

www.skylarks.charity

EarlyBird (under five years) and EarlyBird Plus (ages four-eight)

These are support programmes for parents and carers, offering advice and guidance on strategies and approaches for dealing with young autistic children. Both programmes work on understanding autism, building confidence to encourage interaction and communication and analysing and managing behaviour.

For information about the programmes in the Richmond Borough, please use the contact details below:

Course Coordinator: Beth Hitchens, Phone: 020 8547 6698/6799 or 020 8487 5464

Email: beth.hitchens@achievingforchildren.org.uk

Ruils

Ruils is a local charity that supports children and adults with disabilities to live independently, be part of their community and to live life to the full. It provides information, advice and activities to the children and their families.

Tel: 0208 831 60 83

Email: info@ruils.co.uk

Richmond National Autistic Society (NAS)
Tel: 078 10505 982
Email: richmond@nas.org.uk
W: www.richmondnas.org

Young Carers:

The school can refer children for support to Richmond Young Carers: info@richmondcarers.org

https://www.richmondcarers.org/services/services-for-young-carersFor other support groups and information about the Local Authority provision for children with Special Educational Needs and Disability, please look on the Local Offer:

www.kr.afcinfo.org.uk/local_offer

This section of the Achieving for Children (AfC) website provides information on local services and support available for families including children and young people aged 0–25 years with special educational needs or disabilities.

How will I know how my child with SEND is doing in school or if they may have SEND?

The school uses the Target Tracker assessment tool to closely monitor and track progress of all pupils including the ones with Special Educational Needs and Disabilities.
Every term the Inclusion Team meet with class teachers and support staff to review children’s targets and set new ones following the graduated approach with an ‘assess plan, do, review’ cycle.
Teachers and parents meet on a regular basis and the Inclusion Team are available to meet with parents whenever needed to discuss any concerns or pupils’ progress.
If a teacher is concerned about a pupil’s progress, he or she will discuss this with the Inclusion Team and parents, and steps will be put in place to support the child’s learning. Depending on the level of need, these may be additional in class strategies or interventions outside of the classroom.
The leadership team and the Inclusion Team carry out regular book looks, learning walks and lesson observations.

How will I be involved in discussions about, planning for, and involvement in, my child’s education?

We place the utmost importance on positive working collaboration between school and home, and keeping parents informed on their child’s progress.
We include parents in every part of the ‘assess, plan, do, review’ cycle by inviting them in to meet with teachers on a regular basis. Parents meet with the class teacher at least twice to three times a year but more frequently with parents of children with SEND.
Some children with SEND have a home-school communication book which is used to pass on key information.
The teachers and the Inclusion Team are happy to arrange a meeting with parents to discuss their child’s progress at a mutually convenient time. Staff across the school see parents at dismissal and short key messages may be conveyed as their child arrives at school to a designated staff member. As these are busy times, they are not suitable for longer discussions. If a meeting is necessary, staff will agree a more convenient time to meet.
The Inclusion Team is available, with prior notice, to meet at a range of different times to suit parents.

How does the school involve children/young people with SEND in their education and in the decision-making process?

At Buckingham, pupils’ opinions and thoughts are at the heart of their learning process.
Every term, class teachers, support staff and the Inclusion Team meet to discuss individual children and to review their progress. Whilst it might not be appropriate for some children to attend the whole meeting, their targets and progress are discussed with them and their views are shared at the meeting.
All Annual Reviews are person centred. Children are invited and supported to make age appropriate presentations and contributions.
The views of pupils with SEND, including what is important to them and for them, as well as what helps there are summarised on one-page profiles called pupil passports. These are updated through pupil consultations on a termly basis and are accessible to all staff supporting these pupils.

How is additional support allocated to meet pupils’ Special Educational Needs?

The school budget, received from Richmond LA, includes money for supporting children with Special Educational Needs and Disability.
The Head Teacher decides on the budget for Special Educational Needs and Disability in consultation with the school governors, on the basis of needs in the school.
The Head Teacher and the Inclusion Team discuss all the information they have about Special Educational Needs and Disability in the school, and decide what resources, training and support are needed.
All resources, training and support are reviewed regularly and changes made as needed.
Additional funding and resources may be available for children with more complex needs.

How is Buckingham School accessible to children with SEND?

All teaching and learning areas in the school are accessible to pupils with physical disabilities. The second floor of the building can be accessed by a lift. School has a disabled toilet.
We ensure that equipment used is accessible to all children regardless of their needs.
Breakfast Club and After School provision are accessible to all children including those with Special Educational Needs and Disabilities. Where necessary, reasonable adjustments are made to make this possible.
All extra-curricular activities are accessible for children with Special Educational Needs and Disabilities.
Please refer to the Accessibility Plan by using the link below: http://www.buckingham.richmond.sch.uk/school-policies/

How should complaints regarding SEND provision be made and how will they be dealt with?

We hope that your child is happy at our school. Occasionally, however, a problem may arise. We hope that we will be able to resolve any concerns speedily, in a helpful, informal manner. We accept that, on occasions, the person raising the concern may wish to take the matter further. To ensure that all problems and difficulties are resolved successfully, a staged procedure for dealing with complaints has been agreed and is summed up below:
In the first instance, please talk to your child’s teacher about your concerns.
The class teacher may discuss your concerns with the school’s Inclusion Team.
If you wish to arrange a meeting with the Inclusion Team, please call the school office and the Reception staff will put you in touch. You can also send an email to info@buckingham.richmond.sck.uk
If you continue to have concerns, you may wish to discuss these with the Head Teacher- Ms Boyle.

https://www.buckingham.richmond.sch.uk/school-policies/

When was this information last reviewed and when will it be updated next?

Initially reviewed by Inclusion Manager and parents/carers: June 2015

Updated: June 2017

SEN Information report reviewed and updated by the Inclusion Manager and the Parent Working Party: March 2019

SEN Information report reviewed by SEND team: April 2020

Reviewed and updated: November 2023

Next review: November 2024

Inclusion Team:

Ms Maire Morris (Inclusion Manager)

Ms Hannah Robinson (SENDCo)

This report is written in line with the requirements of:

Part Three of the Children and Families Act 2014
SEN Code of Practice 2014
The Special Educational Needs and Disability Regulations 2014
The Special Educational Needs (Personal Budgets and Direct Payments) Regulations, Section 49
The Order setting out transitional arrangements, Section 137
The Equality Act 2010

This report should also be read in conjunction with the following policies:

Behaviour Policy, Complaints Policy, Accessibility Plan, Admissions Policy.