SEND Local Offer

All Greenwich maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.

Please click on the questions below for more information about the local offer from Horn Park

The government has listened to what parents say their experience of services is like and have put in place a number of things to bring about improvements. One of these is the ‘Local Offer’.

In 2012 the former Children’s Minister Sarah Teather explained that:

“The current system is outdated and not fit for purpose. Thousands of families have had to battle for months, even years, with different agencies to get the specialist care their children need. It is unacceptable they are forced to go from pillar to post, facing agonising delays and bureaucracy to get support, therapy and equipment”.

“It is a huge step forward to require health, education and care services work together. The reforms will give parents better information and a comprehensive package of support that meets their needs”.

Local authorities and other services will set out a local offer of all services available to support children who are disabled or who have SEN and their families. The local offer will enable families to understand what services they can access and what support they can expect from a range of local agencies, including from the local authority, health services, schools, leisure services and the voluntary sector. The offer will include provision from birth to 25, across education, health and social care.

The potential outcomes of the Local Offer are:

  • To provide clarity and confidence for parents
  • To support earlier intervention
  • To reduce the need for assessment
  • To identify need and gaps in provision
  • To provide an evidence base for improving progress and securing better outcomes, at school and local level.

All Greenwich maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All school are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and/or Disabilities being met in a mainstream setting wherever possible, where families want this to happen.

The Inclusion Leader is responsible for:

  • Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy 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.
    • Part of planning ahead for them
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
  • Updating the school’s Inclusion register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
  • Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school. 

Class/subject teacher
Responsible for:

  • Ensuring that all children have access to good/outstanding teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation).
  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the Inclusion Leader know as necessary.
  • Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable them to be included and make progress. 
  • Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.


Head of School
Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • She will give responsibility to the Inclusion Leader and class teachers but is still responsible for ensuring that your child’s needs are met.
  • She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

SEND Governor
Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school.
  • Making sure that the school has an up to date SEND Policy.
  • Making visits to understand and monitor the support given to children with SEND in the school and being part of the process to ensure your child achieves his/her potential in school.

A Learning Support Assistant (LSA) may be allocated to a pupil with exceptional special educational needs and/or disabilities and whilst they take a very valuable role in your child’s education we would prefer that questions regarding your child’s learning and progress are directed to the staff members named above.

Of course, as a school we welcome daily dialogue between parents and LSAs on how a child’s day has been and we do actively encourage this continued feedback!

Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.
For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the Inclusion Leader or outside staff)  are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress.

All children in school should be getting this as a part of excellent classroom practice when needed.

Specific group work with in a smaller group of children.
This group, often called Intervention groups by schools, may be

  • Run in the classroom or outside.
  • Run by a teacher or most often a Teaching assistant who has had training to run these groups.

Stage of SEN Code of Practice: School Action
which means they have been identified by the class teacher as needing some extra support in school.

For your child this would mean:

  • He/ She will engage in group sessions with specific targets to help him/her to make more progress.
  • A Learning Support Assistant/teacher or outside professional (like a Speech and Language Therapist) will run these small group sessions using the teacher’s plan

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

Specialist groups run by outside agencies e.g Speech and Language therapy OR Occupational therapy groups
AND/OR  Individual support for your child of less than 20 hours in school

Stage of SEND Code of Practice: SEN Support
which means they have been identified by the class teacher/DHT/Inclusion Manager as needing some extra specialist support in school from a professional outside the school. This may be from:

  •  Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service or Children and Adolescent Mental Health Service.

For your child this would mean:

  • Your child will have been identified by the class teacher/ Inclusion Leader (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
  • The specialist professional will work with your  child to understand their needs and make recommendations, which may include:
    • Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
    • Support to set better targets which will include their specific expertise
    • A group run by school staff under the guidance of the outside professional e.g a social skills group. The content of which will have been modelled to a teaching assistant by a speech therapist or Educational Psychologist
    • A group or individual work with outside professional
  • The school may suggest that your child needs some agreed individual support in school. They will tell you how the support will be used and what strategies will be put in place.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Specified Individual support
for your child of more than 20 hours in school.

This is provided via an Education, Health and Care Plan (EHCP) or if your child has had this type of support for some time, may be provided by a Statement of Special Educational Needs. This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual and small group teaching (as a guide, 21 hours or more, in school), which cannot be provided from the resources already delegated to the school.
Usually, if your child requires this high level of support they may also need specialist support in school from a professional outside the school. This may be from:

  •  Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service, Occupational therapy service, Physiotherapy and/or CAMHS

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child. You can find more details about this in the Local Authority (LA) based Local Offer, on the Royal Greenwich website:
  • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the SEN support.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more than 20 hours of support in school to make good progress. If this is the case they will write a Statement of Special Educational Needs or an EHC Plan. If this is not the case, they will ask the school to continue with the SEN support and will also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan or Statement will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

This type of support is available for children whose learning needs are:

  • Severe, complex and lifelong
  • Need more than 20 hours of support in school
  • We will first invite you to visit the school with your child to have a look around and speak to staff
  • If other professionals are involved, a team around the Child (TAC) meeting will be held to discuss your child’s needs, share strategies used, and ensure provision is put in place before your child starts
  • Your child’s key person may make a home visit and also visit your child of they are attending another provision
  • We may suggest adaptations to the settling in period to help your child to settle more easily

If your child is then identified as not making progress the school will set up am meeting to discuss this with you in more detail and to:

  • listen to any concerns you may have too
  • plan any additional support your child may receive
  • discuss with you any referrals to outside professionals to support your child’s learning
  • discuss how we could work together to support your child at home/school.
  • We will always take the child’s views into account when holding review meetings
  • Regular discussions between the child and their teacher about their learning, progress and feelings about school.
  • We will look to gather the views of your child in a variety of ways. For example if they cannot express their views in words we might video them engaged in an activity they enjoy and highlight the ways they show pleasure, clapping etc. For older children we might sit with them and ask them some open ended questions about their experiences.
  • The school budget, received from Greenwich LA, includes money for supporting children with SEND.
  • The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
  • The Head Teacher and the Inclusion Leader discuss all the information they have about SEND in the school, including:
    • the children getting extra support already
    • the children needing extra support
    • the children who have been identified as not making as much progress as would be expected

    And decide what resources/training and support is needed.

  • All resources/training and support are reviewed regularly and changes made as needed.

Directly funded by the school:

  • Behaviour Leader
  • Play Therapist
  • Additional Speech and Language Therapy input to provide a higher level of service to the school.
  • Additional Educational Psychology input to provide a higher level of service to the school
  • Willow Dene outreach provides a higher level of service for the school

Paid for centrally by the Local Authority but delivered in school:

  • Autism Outreach Service
  • Educational Psychology Service
  • Sensory Service for children with visual or hearing needs
  • STEPS (Assessment, advice and resources for children with literacy or numeracy difficulties including Dyslexia)
  • Speech and Language Therapy (provided by Health but paid for by the Local Authority).
  • Professional training for school staff to deliver medical interventions
  • Waterside Behaviour advice service
  • Parent Partnership Service (to support families through the SEN processes and procedures).

Provided and paid for by the Health Service (Oxleas NHS Trust) but delivered in school:

  • School Nurse
  • The Inclusion Leaders’ job is to support the class teacher in planning for children with SEND.
  • Termly meetings to discuss the children identified on the Inclusion Register and Monitored child list and to evaluate the interventions already in place.
  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as ASD and Speech and language difficulties.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g from the ASD Outreach service and STEPS.
  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
  • Your child’s progress is continually monitored by his/her class teacher.
  • His/her progress is reviewed formally every term and a National Curriculum level given in reading, writing, and mathematics.
  • If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
  • The progress of children with a statement of SEND/EHC Plan is formally assessed at an Annual Review with all adults involved with the child’s education.
  • The Inclusion Leader will also check that your child is making good progress within any individual work and in any group that they take part in, through monitoring visits and looking at progress data. For children participating in interventions which target their Social, Emotional and Mental Wellbeing, qualitative assessments will be undertaken.
  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The Inclusion Leader is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • You will receive a letter every term specifying your child’s targets for that term which will be shared with you by the class teacher or Inclusion Leader. We will then ask you to sign and, if appropriate, your child. You will be able to take a copy home with you. 
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Homework will be adjusted as needed to your child’s individual needs.
  • Horn Park Primary School is a large school and would make any necessary changes to the building or placement of a classroom to accommodate children with mobility and physical disabilities.
  • We ensure that equipment used is accessible to all children regardless of their needs.
  • After school provision is accessible to all children including those with SEND.
  • Extra-curricular activities are accessible for children with SEND.

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.

  • If your child is moving to another school:
    • We will contact the school Inclusion Leader and ensure he/she knows about any special arrangements or support that need to be made for your child.
    • We will make sure that all records about your child are passed on as soon as possible.
  • When moving classes in school:
    • Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher.
    • A book about moving on will be made for your child where appropriate.
  • In Year 6:
    • The Inclusion Leader will attend the Primary Transition Day to discuss the specific needs of your child with the Inclusion Leader of their secondary school, and the specialist session for students with ASD, as appropriate.
    • Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
    • Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.

Greenwich's Local Offer page has information about services across Greenwich that parents can access. You can search by postcode or area of interest. You can access this at

Horn Park Primary School SEND Information Report 2016-2017

How many students did we have at our school with statements or EHC plans at the end of July 2017?

  • 7 EHC plans or statements for SEN

How many students did we have at SEN Support at the end of July 2017?

  • 55 children

What were the outcomes for children within our school with SEND for 2016/17?


The data has been taken from APS 2016/17.

The national comparator which analyses children with SEND is the national average for all pupils.   

Year 1 phonics check

  • 75% of children with SEN support reached expected standard for the year 1 phonics check
  • Children with SEN support achieved on average a higher pass mark than national

Key Stage One

The outcomes within our school for children with SEN support for 2016/17 are:

  •  67% of children on SEN support achieved ‘Foundations for Learning’ in Reading compared to 40% nationally.


  • 67 % of children on SEN support achieved ‘Foundations for Learning’ in Writing compared to 50% nationally.




  • 33% of children on SEN support achieved expected levels in Maths

Key Stage Two

The outcomes within our school for children with SEN support for 2016/17 are:

  • Children on SEN support made 1.5 points progress more than national in Reading


  • 60% of children on SEN support achieved expected levels


  • 30 % of children on SEN support achieved ‘working at greater depth’ in Reading compared to national average of 25%


  •  60% of children on SEN support achieved expected levels in maths


  • Children with EHCP’s and on SEN support made 0.6 points progress above national in Writing


  • 100% of children with EHCP’s achieved expected levels in Writing compared to 76% nationally


  • 100% of children with EHCP’s achieved expected levels in Maths compared to 75% nationally

What training did staff at our school have in SEND over the year 2016/17?

  • Specialist provision staff undertook training in; Attention Autism and PECS
  • Teachers undertook training in ‘Supporting children with ASD in the mainstream classroom’ delivered by ASD outreach
  • All staff undertook attachment training delivered by the school’s link Educational Psychologist
  • Mid-day meals supervisors undertook training in ASD awareness
  • TA’s undertook training in using visual support for children with ASD

What was in the Head teacher’s report to the Governors about SEND in 2016/17?

  • We are continuing to review the school SEND list on at least a termly basis using the four new categories of SEN: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health, Sensory and Physical Needs.
  • Additionally we have a group of children whom we are carefully monitoring. There are twenty children on the Monitoring List.
  • We continue to refer to a number of outside agencies to help us support pupils with SEN. Through consulting with other professionals we are able to equip teachers and teaching assistants with proficient skills in addressing the needs of our pupils.
  • We continue to build networks across the Compass Partnership to share SEND expertise, ensure consistency and improve the outcomes for our learners. Standards remain high because teachers deliver effective inclusive practice through high-quality everyday personalised teaching.




Speech and Language Therapy (SALT)

The SALT system of working with pupils at Universal, Targeted and Specialist level has been working well. Becoming a Targeted pupil ensures that additional support continues, but does not require the Speech and Language Therapist to observe and write reports. The school’s Speech and Language therapists works closely with school staff to ensure those children receiving universal and targeted interventions are carefully planned for and monitored and next steps identified.  

Willow Dene Outreach and ASD Outreach

The partnership between Horn Park, Willow Dene and ASD Outreach continues to effectively support pupils. ASD Outreach regularly visits pupils who have an ASD diagnosis. Children are supported depending on their individual area of need. Support ranges from individualised planning for the curriculum to running small social skills groups.  

Educational Psychology Service

Our Educational Psychologist is Lorna Nelson and she meets the Inclusion Leader regularly. During her visits she observes children, meets parents and teachers to discuss the children and completes direct work and assessments with children to decide appropriate actions. We have increased our contact with the Educational Psychology Service to meet the growing demand of our children.


We have made a large number of referrals to STEPS for bespoke literacy and maths programmes. We have also had some more children diagnosed with dyslexia or complex specific learning difficulties.


Dyslexia assessments

One of our teachers has recently completed her Level 7 dyslexia qualification and therefore will be taking the lead on assessing children for dyslexia. This will mean that next academic year children at Horn Park will be identified and assessed for dyslexia quicker and more efficiently as this will be done in school


Nurture provision

Due to the changing needs of the school, we have set up a small nurture provision for children with social, emotional and mental health difficulties. This provision supports children who may not be emotionally ready to access their mainstream class. Children are tracked and plan for using the Boxall profile system. This year we have successfully transition children back to class for the majority of the day. 


Sycamores Class

In September 2016 we opened our own designated provision for children with complex ASD and secondary learning needs. The designated special provision offers an enriched, individually orientated curriculum within an integrated setting where children can learn alongside their peers at a pace that suits their needs. It offers a unique quieter and calm environment where children can work on the acquisition of specific skills in safe and comfortable surroundings.


Pastoral support

The Learning Mentor, continues to be highly effective in supporting pupils and families with emotional difficulties. The Inclusion Team meet regularly to discuss caseload and ways in which the Learning Mentor can support across classes and therefore target a wider range of children. Our Learning Mentor offers support through Lego therapy groups, 1:1 sessions, small group interventions and whole class teaching.


First Aid & Medical Conditions

All Staff have received training to administer Epipens and Buccal midazolam. The Medical Alert Handbook has been continually updated and shared with First Aiders and all other teaching staff to ensure that everyone knows how to act in an emergency situation.
The First Aid Procedures and Policy have been revised for greater clarity. First Aid & Medical Administration has been reviewed and new Accident Reports created. There is now consistency across the school.
All Care Plans have been reviewed this year.