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Priestmead Primary School & Nursery home page

Primary School
& Nursery

Special Educational Needs & Disabilities (SEND)

SEND at Priestmead - Our Approach


If a child has a Special Education Need (SEN) and/or a disability, we will work in partnership with families to create the best possible provision we can.  We have our SEND offer.


 Frequently Asked Questions:


Miss Boghani (SENDco) or Mrs Best (Deputy Headteacher)








Wheelchair accessible?


Audio/visual enhancements?


Yes, for individuals​


Other adaptations?


Lift, level corridors, step free outdoor access​








The following school policies are available on our website:









Equality & Diversity





Areas of Strength

  • ASD Resource (called Rainbow Resource) including a sensory room, soft playroom, multipurpose room, quiet room, separate outdoor play area. 
  • Tier 2 counselling- dedicated in-school Counsellor (two days a week) plus additional 1:1 therapists (as required).  Children, staff and parents can access “The Space” counselling service with the Counsellor.
  • Learning Mentor support across the school for children with emotional and social needs.


Specialist Facilities/Equipment to Support SEND

Specialist teachers, TAs and Senior TAs. ASD Resource has a high adult: pupil ratio to enhance learning to meet specific needs. Regular training and support for staff across the school and in the Resource. Senior TAs lead SEND assessments and Wave 3 interventions. Equipment used can vary from a Sensory Room in our ASD Resource through to wobble boards, timers, special grip pencils and iPads – the equipment will enable the child to better access the learning in either the Resource or a mainstream class.


Input from Therapists/Advisory Teachers/Other Specialist Support

  • Speech and Language therapist sessions,
  • Hearing impairment consultations and advice,
  • Visual impairment consultations and advice,
  • Occupational Therapy sessions,
  • Educational Psychologist consultations and assessments,
  • Professional Development (CPD) for all staff.


Breakfast and After School Club Support

Pegasus Breakfast Club and After School Club established at the school, with a high take up for both. Pegasus Holiday club is open during school holidays (nine out of thirteen weeks). ASD TA support available until 5pm term-time only.


How do you promote inclusion within the school (including day and residential trips)?

Inclusion celebrates our differences rather than just treating everyone the same. Lessons are inclusive and well differentiated with effective deployment of adults. All staff make appropriate adjustments according to the needs of the children. Children with disabilities and special educational needs are included on all school visits and residential trips.


How do you prevent bullying?

We have the same high expectations for all children- no one should bully and no one should feel unsafe. Situations will arise and as a school we apply our Behaviour and Anti-Bullying Policies to address wrong behaviour choices and educate children to stay safe. 


We have worked with the NSPCC on the “Speak Out Stay Safe Programme” and “Wear Blue Day” an anti-bullying campaign. 


Our staff are trained to detect, deter and develop conflict resolution.

We have an open-door culture where parents can approach any member of the Leadership Team or a Year Team Leader if they have a concern after speaking with the Class Teacher. Children can access support and advice in class during Circle Time.


We also have an early identification system for any child who may have an emotional and/or social needs.


What proportion of children currently at the school have SEND?


11.1% (May 2022)


Using Government data the national average for Primary Schools is 14.7% (2021)


Parent Support / Involvement /


How do we assess progress for SEND learners?

Where children can access age related expectations, we track points progress in an assessment system called Target Tracker.  We will set a progress target on a child-by-child basis and keep parents/carers informed on how on-track their child is performing.


Some children can access some age-related expectations, but are working below in others.  We track using a different set of progress scales used nationally Pre-key stage 1 or 2 standards. You can find more here  for KS1 and here for KS2.


For children with Education, Health and Care Plans we will assess progress against the specific targets identified in them from external professionals such as Educational Psychologists or Speech and Language Therapists.  We work towards this through an Individual Learning Plan.


Regarding statutory assessments, if we do not feel a child can access the assessments, we would disapply them – parents/carers would be involved in this discussion.

How do you involve/support the parents of children with SEND regarding identifying and meeting their needs? How do you communicate their progress and areas of difficulty?

1:1 parent/carer meetings take place regarding specific needs, prior to a child being added to SEND register to enable us to provide additional support.


Termly meetings with parents/carers to discuss and plan for their child’s needs, progress and areas of difficulty.


Setting individual outcomes to support specific next steps using Individual Learning Plans (ILP’s)

Annual reviews for children with EHCPs are held in addition to an ongoing dialogue and target setting process.  This helps us monitor progress as well as evaluate and improve our provision.



How will the school prepare children with SEND on their transition to their next educational setting?

We have carefully planned and structured transition programme year on year and between schools.  We focus on life skills as well as learning skills to ensure children are prepared for the future.


Secondary schools are invited to all Y5 and/or Y6 Annual Reviews.


We also use Pupil Passports to help children tranisiotn when they move classes or Phase. Each passport is updated throughout the year to ensure the new teacher has all the relevant information on each child.


Pupil Voice:

We capture pupil voice through School Council, pupil evaluations and pupil input to annual reviews and EHCPs.  We do a sample of 1:1 pupil interviews over the year.


Other Information:

We liaise with parents to ensure that we have given them all the information they need for a pupil starting at Priestmead this includes, uniform, typical school day, what a pupil will need in school. 

The pupil is then greeted on the first day of school by an experienced member of staff and directed to their new class.


They are introduced to their class buddy, shown where to hang their coat, bag and put their lunch box if needed. Lunch arrangements and toilet arrangements are explained and any medical or dietary requirements discussed with the teacher.

They are left to settle in and the member of staff then meets the parents to go over daily routines such as, pick up and drop off times, collection points, ordering lunch and going over the menus and dietary requirements and medical needs. The parents are advised on how to pay for lunches and school trips etc. and about how to meet with the teacher to discuss any issues.


The parents are advised about Leaders on duty in the morning and afternoon for any emergencies. They are also given the opportunity to ask any questions.

All new children are given a settling in period of 1 month, where they are monitored by the Senior Teaching Assistant (STA). Any child who comes in that is a little anxious or worried is also seen during the first day on several occasion by the STA to ensure that they are happy and making the necessary adjustment to the new school environment. These children are then monitored for a period of time and seen at the end of the first week, second week and again at the end of the month to ensure that everything is on track and that they are happy, made friends and settled.  

For our parents and children who have very little or no English Language, we arrange for a member of staff who is fluent in that language to meet the parents and settle the child into class.


We currently use the following intervention programmes at Priestmead:

  • Small group phonics sessions
  • Talisman reading groups
  • Small group tuition
  • Pre-Teaching, Gap-Teaching
  • Speech and Language Therapy


    • Maths interventions (1st Class @ Number)
    • Catch up Literacy and Catch up Numeracy
    • Fisher Family Trust Reading Recovery
    • RWI Booster
    • Fresh Start
    • Precision Teaching
    • More and Most Able Literacy and Maths


    For all statutory assessments we comply with government access and reporting arrangements (ARA) making appropriate provision for children with SEND such as applying for additional time, large print tests, offering a scribe or transcribe etc.


    We track progress though Target Tracker and other assessment tools within school.

    We focus on early intervention with most adults deployed within our Early Phase. 

    SEND & Inclusion pathways are made explicit at new parent induction meetings for all Nursery and Reception parents, plus the start of year “Meet the Team” events.


    We currently run a successful Counselling Partnership with Elmgrove Primary School and collaborate with 15 schools as part of the Harrow Schools Counselling Partnership:

    • We have a learning mentor who support the emotional and social well-being of our pupils
    • Social skills groups
    • SEAL
    • Mentoring
    • Weekly circle time
    • 5 trusted adults approach
    • NSPCC “Speak out Stay Safe” an PANTS programme
    • “Happy to Be Me” programme

Lunch club for vulnerable children


Completed by (Name and position):

Sash Hamidi (Executive Headteacher)

Andrea Callender (Head of School)

Aliya Boghani (SENDco)



Date completed:

October 2021



Due October 2022



The new SEN Code of Practice 2014 for all schools, requires them to make clear what they can offer children with SEND and their families and also their policy explaining their approach to SEN.


In terms of what HARROW offers parents/carers of children with SEND, go to:


Our belief is that every child should make excellent progress from whatever their starting point.  Schools are not factories that churn out children to all be the same!


There is advice from the National Network of Parent Carer Forums Click Here

We set ambitious targets for all our children, and with you we help them to achieve them.  This happens through a range of approaches including:

  • Quality First Teaching
  • Intervention Programmes
  • A focus on GAP/PRE Teaching
  • Additional adults for small group learning


Work with agencies such as Educational Psychologists and Speech and Language Therapists


Miss Boghani is our SENDco and her role is to help families understand what Priestmead can offer children with SEND, and also to support the teacher who will design the curriculum to best meet the needs of your child.



For children who have Autism we have our Rainbow Resource which enables children to access mainstream learning whilst still having access to a more personalised programme and specialist facilities, similar to that of a Special School.


Admissions come through a child’s Statement for Special Needs or a new Education, health & Care Plan.  Miss Boghani (SENDco) or Mrs Kerslake (Rainbow Resource Leader) would be more than happy to meet you and identify how our Rainbow Resource can support your child in their learning journey of life.

For more information on our Rainbow Resource, click below.