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Chase Lane
Primary School

" I always try my very very best at everything "

Special Educational Needs

Chase Lane Primary SEN Information

What kind of Special Educational Needs (SEN) are provided for at Chase Lane Primary? 

As outlined in the 2015 Code of Practice, there are 4 categories of need:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health needs
  • Physical and/or sensory

How do you identify children with SEN and assess their needs?

You, your child’s teacher or your child may indicate that your child is struggling. Sometimes another professional may have noticed something that warrants extra support. 

We know when pupils need help if:

  • concerns are raised by parents/carers, teachers, or the pupil’s previous school
  • there is lack of progress
  • poor test scores
  • there is a change in the pupil’s behaviour
  • a pupil asks for help

The school SENCO is Mrs Ableson, and she can be contacted on 0208 529 6827


How do you consult parents of children with SEN and involve them in their education?

  • Parent meetings are held termly for all pupils
  • Through meetings with the teacher, SENCO, and/or a relevant external professional
  • Parent workshops are arranged to support parents’ understanding of different teaching approaches used by the school, eg. phonics, maths, language groups etc.

How do you assess and review children’s progress towards outcomes? What opportunities are available to work with parents and children as part of this process?

  • Annual reviews are held for pupils with high needs
  • External professionals may be involved and will meet parents to gather information and seek views, before assessments are made.
  • Parents will be invited to meetings through the year and will be encouraged to talk to the teacher and/or SENCO if they have any concerns.
  • IEPs (Individual Education Plans) are discussed at Parent Consultations. Targets are usually set by the class teacher. Parents/carers are encouraged to contribute their views which can also be included on the IEP at the meetings.
  • Progress in learning is assessed regularly throughout the year

How do you support children in moving between phases of education and preparing for adulthood?

  • Transition visits
  • Where appropriate, transition books including photographs and timetables
  • Parents meetings
  • Sharing information between schools and families
  • Seeking pupils views throughout 

What is your approach to teaching children with SEN?

We believe that every child is special and enriches the quality of life in our school. 
We recognise, however, that some children at different times may struggle in school.  This may be seen in their work, their relationships with staff or other children or in their attitude towards learning.

These struggles may relate to a particular situation that has arisen and may be relatively short-lived. For others, the difficulties they face may be life-long.

We are committed to ensuring that EVERY child receives a high quality education regardless of those needs and that where those needs arise, targeted, high quality support is provided – for the child and, where appropriate, for their family. 


How are adaptations made to the curriculum and the learning environment of children with SEN?

  • When a pupil has been identified with special needs their work will be further differentiated by the class teacher to remove barriers to learning and enable them to access the curriculum more easily.
  • An LSA or another adult may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.
  • If appropriate, specialist equipment may be given to the pupil e.g. writing slopes, concentration carpet tiles, pen/pencils grips or easy to use scissors.

What expertise and staff training do you have to support children with SEN?

  • All staff are trained internally by the SENCO or visiting external professionals.
  • Staff may attend specialist courses which are held at external venues.
  • Regular meetings are held for support staff within school to share good practice and to train.
  • Where we do not have the skills available in school, we will ask for parents’ permission to refer a child to the relevant specialist
  • We do secure the services of specialists in the open market where necessary.

How do you make sure that children with SEN are engaged in activities with children who do not have SEN?

  • All  children have equal access to the same high quality teaching and enrichment activities within the school day
  • All children have equal access to clubs, trips and residential trips

What support do you provide for improving emotional and social development

The school offers a wide variety of pastoral support for pupils who are encountering emotional, social and behavioural difficulties.

These include:

  • Members of staff such as the class teacher, LSAs, SENCO, and Learning Champion are all readily available for pupils who wish to discuss issues and concerns
  • Pupils who find lunchtimes a struggle are invited to Lunch Time Club for fun activities. We also run a buddy system at playtimes
  • Individual behaviour support plans supported by the Learning Champion are used where necessary
  • Support from a Primary Mental Health worker is available on site once per week. This is usually in the form of group activities to develop children’s emotional resilience skills 
  • Social skills groups are run throughout the school where needed
  • All staff have been trained on the ‘5P Approach’ to behaviour management. This is a preventative and positive approach

How do you prevent bullying?

We take bullying very seriously.
Please see our Anti-bullying policy at the bottom of this webpage.


How does the school involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children’s SEN and supporting their families?

Sometimes we need to speak with other professionals such as Speech Therapists, Educational Psychologists, Occupational Therapists, Social Services and Paediatricians because we cannot provide the level of support your child needs.

In such cases, we can help you complete the referral paperwork and liaise with those professionals directly so that we can achieve the best possible outcome for your child. 


What arrangements are in place for handling complaints from parents of children with SEN about the provision made in the school?

Please see our SEN policy at the bottom of this webpage.


Should you have any concerns that have not been met by the class teacher, please contact the SENCO Mrs Ableson. If  you still have concerns, please contact the Head Teacher, Miss Houstoun.

In the event that a parent feels a concern is not resolved there is a formal complaints procedure which can be found in our Complaints Policy at the bottom of this webpage.


Contacts within Chase Lane Primary to contact should you have concerns

In the first instance, please always speak with your child’s class teacher – they work with your child each day and will know how your child is progressing and if there are any concerns.

The school SENCO – Mrs Ableson – oversees and co-ordinates the support provided across the school. If you would like to contact her, please either inform your class teacher, or phone on the main school line.

Miss Houstoun is the Head Teacher of Chase Lane and can be contacted if you are unable to contact the class teacher or SENCO.


School’s contribution to the Local Offer

ALL children will have access to:

  • High quality teaching and enrichment activities within the school day
  • Access to clubs, trips and residential trips
  • Within this, access to visual supports, overlays and modified learning objectives etc. 

A FEW children will have access to: 

  • Sensory room sessions
  • Support from a Primary Mental Health Worker
  • Art Therapy
  • High quality teaching and enrichment activities within the school day
  • Access to clubs, trips and residential trips 

SOME children with additional SEN needs will have access to: 

  • Small group work
  • 1:1 catch up for English and/or Maths
  • Behaviour Support
  • Specialist external advice
  • Speech and language groups
  • Social skills groups

Link to Waltham Forest’s Local Offer
http://walthamforest.childrensservicedirectory.org.uk/kb5/walthamforest/fsd/localoffer.page


How the curriculum is adapted for pupils who have SEN

Teachers plan a broad and balanced curriculum which is accessible to the needs of all learners. When a pupil has been identified with special needs their class teacher will work to remove barriers to learning in order to enable children to access the curriculum more easily.


SENDIASS-Special Educational Needs Information, Advice and Support Service

This is delivered via the Citizens Advice Bureau:
CAB, 220 Hoe Street, Walthamstow, E17 3AY
Telephone: 0300 330 1175