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Tel: 020 8902 5454 | Headteacher: Mr R Fenton



A guide to how Lyon Park Primary School addresses the needs of children with special educational needs (SEN) and disabilities.

Lyon Park Primary School is an inclusive school that ensures that all pupils achieve their potential personally, socially,emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). This document is intended to give you information regarding the ways in which we ensure that we support all of our pupils, including those with SEN and disabilities, in order that they can reach their full potential. It may not list every skill resource and technique we employ, in order to achieve this, as these are continually developed and used to modify our provision to meet the changing requirements for individual children.

  • How are children identified as having special educational needs?

    Children are identified as having special educational needs when their progress in school has slowed or stopped and the interventions and resources put in place have not led to an improvement. In some cases paediatric assessments reveal that a child has special needs and the consultant paediatrician will then inform the parents and the school.

  • What happens if the school believes my child has special needs?
    • If the school believes your child has special needs you will be informed during parent consultation meetings and you will be invited to contribute to an Individual Support Plan (ISP). The ISP will specify what yourchild’s needs are, the targets and additional resources set by the school in order to support your child’s development and accelerate his/her learning.
    • You will be invited to a termly ISP review meetings where you will have the opportunity to give your views on how well your child is progressing and what the next targets should be.
    • In each school the special needs department is led by an experienced and trained special educational needs co-ordinators (SENCO). In our school this is Mrs Russell . If it is necessary to refer your child to an outside agency for advice and support the SENCO will contact you and ask you to come to a meeting. At this meeting you will be asked if you have any concerns about your child. A discussion will take place and you will be asked to sign a referral form, giving permission for your child to be assessedby the appropriate agency. In some cases, a letter will be written by the SENCO for you to take to your child’s doctor so that he/she can make the necessary referraleg: Child and Adolescent Mental Health Service (CAMHS).
  • What is an Education, Health and Care Plan?
    • Where a child with SEN continues to make little progress, despite the support provided by the school’s SEN provisions, external support and advice will be sought. If there is evidence that the child has severe and complex needs that cannot be met within the resources ordinarily available to school, the SENCO will ask the Local Authority to undertake a statutory assessment of the child’s Special Educational Needs. Following processes set out in the SEN Code of Practice this can lead to the child receiving an Education, Health and Care Plan.
    • If your child has a Statement/EHC (Education, Health and Care Plan) there will be a formal meeting each term, where your child’s progress is reported and outside agencies will meet with you, or prepare a report, commenting on your child’s special educational needs. These are called ‘Team around the child’meetings’ and will be led by the SENCO, who is the Lead Professional.
  • How well do children with SEN achieve?

    Children at the Lyon Park Schools with SEN make good progress:

    Ofsted June 2013 (LyonParkJuniorSchool) -‘Groups of children make good progress from their different starting points including disabled pupils and those with special educational needs’.

    Ofsted December 2013 (LyonParkInfant School) –‘Disabled pupils and those with special educational needs make good progress’.

    Early identification of their needs, additional targeted support and guidance by subject leaders, teachers and teaching assistants ensure that these pupils achieve well.

  • What other documents can I read which explains how Lyon Park Primary School meets the needs of children with SEN and disabilities?

    The following documents are available on the school’s website; The Special Educational Needs Policy, which will be updated to reflect the New SEN Code of Practice 2014, and our Disability Accessibility Action Plan. If you would like further information about what is offered at Lyon Park Primary School then please do not hesitate to contact the special educational needs coordinators (SENCO) Mrs Russell. 

  • Who are the best people in school to talk to if I have any concerns about my child’s special educational needs?
    • Your child’s class teacher is your first point of contact. The class teachers are responsible for planning the curriculum, differentiation and assessing your child’s progress, along with his/her personal social development and health education(PSHE). Your class teacher is the lead professional with your child for the majority of their time at school and therefore knows your child well.
    • The teachers in charge of Special Educational Needs (SENCO) are responsible for co-ordinating all of the support and interventions in the school and keeping parents informed. The SENCO also hold reviews and liaise with all of the agencies involved with your child.
    • The  Head teacher, Mrs Yudin, is responsible for the day to day aspects of the school and all the arrangements for childrenwith SEN. The Head teacher has to report to the Governing Body on all aspects of SEN in the school.
    • The SEN Governor, Mr Jama, is responsible for making sure that the necessary support is made for every child who attends the school with SEN. He meets termly with the SENCOs.
  • Who provides support for pupils with Special Educational Needs?
    The SENCO leads a team of Teaching Assistants and work with class teachers to provide support for pupils with SEN through money allocated to the school from Brent Local Authority. The school also funds the counselling service for children called Place2 Be.
  • Which Outside Agencies support the school in meeting the needs of special needs children?

    The following services are regularly used to support children and to advise the staff, other agencies are contacted when the need arises:

    Educational Psychology Service

    Speech and Language therapist

    Inclusion Team

    Brent Outreach Autism Team (BOAT)

    Complex Needs Consultant

    Specific Learning Difficulties Consultant


    Occupational Therapist

    Parent Partnership

    Brent Visual Impaired Services

    Brent Deaf & Hearing Impaired Service

    CAMHS is available through referrals from the family GP

    Brent Early Years Service

  • Who can offer me support as a parent of a child with special educational needs and disabilities?

    The SENCO is very supportive of parents who have children with special educational needs and disabilities. There is also a Parent Support Adviser (Monica Mann) who can be contacted through the school office.

    If they feel you need additional support they will encourage you to contact Brent’s Parent Partnership Service.

  • How will my child be given the opportunity to express their views?

    Each child has a right to express their views on all aspects of school life and be involved in decision making about their future. Pupil Voice is encouraged in the following ways:

    •  Parent Consultations and ISP review meetings
    • ISP meetings with parents/carers,teachers,support staff
    • Questionnaires
    • School councillors
    • Learning converstaions
    • Mentoring system
    • 1:1 support

    We continually seek the viewpoints of children formally and informally. Issues brought up by pupils are always acted on.

    If your child has an EHC Plan their views will be sought before any review meetings and they will be invited to attend  as suited to their level of need.

  • How does the school look after children with medical needs?
    • The SENCO works closely with the Welfare Officers to keep the school’s Medical  Register updated.
    • Pescribed medicines and inhalers, are stored securely in the welfare rooms and a record of use is kept. Medication accompanies the children on school trips.
    • Those children with more serious medical needs have Personal Care Plans and key members of staff receive training to ensure that the children can be cared for in school and on outings.
    • Each classroom displays procedures for referral to welfare and (with the permission of parents) photographs of children with complex medical are displayed in the staffroom and welfare room appropriate places in school.

What different types of SEN are identified and how will my child besupported?

  • Autistic Spectrum Disorders
    Whole school ethos and practice for all children Support for pupils with additional needs

    Structured day.
    Positive behaviour management strategies.
    Learning style understood.
    Rewards and sanctions. 
    Communication with parents.

    SENCO guidance
    Small group targeted interventions.
    ICT used to reduce barriers.
    Alternative communication systems –Makaton, PECS (Where trained staff are available).
    Visual timetable, work stations, noise is minimised.
    Parents involved in their learning plan.
    Advice and interventions from Brent Outreach Autism Service (BOAT).
  • Speech, Language and Communication
    Whole school ethos and practice for all children Support for pupils with additional needs
    Annual training for Staff in relevant strategies to support communication, speaking and listening. Speech and Language therapy programmes delivered by a Specialist Teaching Assistant .
    Speech and Language Therapist (SALT) Therapist intervention
    Alternative communication systems- Makaton, PECS where necessary/where trained staff are available.
  • Moderate Learning Difficulties
    Whole school ethos and practice for all children Support for pupils with additional needs
    • Differentiation.
    • Teaching resources are accessible and appropriate.
    • Multi-sensory approach to learning.
    • Interactive environment and reasonable adjustments.
    • Curriculum is adapted to meet the needs of pupils.
    • Targeted intervention programmes.
    • Behaviour management plan.
    • Social skills group.
    • Independent learning plan.
    • Specific goals- short steps.
    • Active engagement, monitoring and encouraging independence.
  • Social, Mental and Emotional Health Needs
    Whole school ethos and practice for all children Support for pupils with additional needs
    As a school we have a very positive approach to all types of behaviour with a clear reward and sanction system that is followed by all staff and pupils.
    • Identification and assessment in school.
    • Additional advice and support from Outside Agencies.
    • Adaptations to the curriculum.
    • Support to build relationships and engage with other children.
    • Circle time/PSHE curriculum.
    • Positive behaviour and anti- bullying policy.
    • Place2Talk.
    Our positive behaviour and anti- bullying policy found on the school’s website outline our behaviour levels. We also implement individual pastoral support plans for those children with complex behaviour needs. Advice is sought when required from the Brent Inclusion’s officers and the Brent Inclusion Team. 
    Interventions are implemented, reviewed and revised.
    Parents can speak to their GP about making a referral to CAMHS.
    Targeted interventions to promote social skills and to promote emotional resilience.
    Adaptations to the physical environment eg: time out tables/areas.
    Monitoring during unstructured times eg: breaks/ lunch time.
    Hornstars after school mentoring club
    Lunchtime ‘Butterfly Club’
  • Sensory and Physical Needs- Hearing/ Visual Impairment, Multi Sensory- Physical and Medical Needs
    Whole school ethos and practice for all children Support for pupils with additional needs

    Referrals to Brent hearing impaired service or visual impaired service and provision of specialised equipment.

    Curriculum is adapted is adapted by class teachers as required.
    Targeted interventions and specialist individual therapy programmes eg: phonics, enlarged texts, physiotherapy.
    Teaching assistants with relevant expertise.
    Adaptations to physical environment- enhanced contrast and minimal noise. Compliance with acoustic regulations.
    Disabled toilet facilities.
    Staff consistently use adapted resources and TAs work closely with teachers to support access to the curriculum.
    Assistive technology eg: hearing aids and ICT software.
  • In addition all children will have the following provision:
    Assessment on entry. The Equality Act 2010 requires schools to ensure that SEND children are not disadvantaged.
    Emotional and social needs addressed. Anti bullying, peer support role models.
    Progress tracked and reviewed. Plans, assessed, reviewed, adjusted, tracked.
    Transition arrangements. Access to transition programmes and visits. If your child is moving to another school our SENCO will make contact with the SEN of the new school to ensure that they are aware of any special arrangements or support that needs to be made for your child. The SENCOs will make sure that all records about your child are passed on as soon as possible. When moving classes in school your child’s current teacher will ensure that information is passed on to the new class teacher in advance at the annual hand over meeting. Where staff are new to the school the SENCO will ensure this takes place and that new staff are aware of your child’s support plan and needs.
    Staff who are trained. Expertise is developed, time for meeting with professionals.
    Provision that is assessed and evaluated. Whole school policies are evaluated and monitored.
    Progress that is shared with parent/carers Parents are informed and actively encouraged to support shared goals at home.
    Attendance and punctuality are monitored for every child by  attendance officers – Mrs Chaudhry, Infant School and Mrs Meshaka, Junior School The school purchases support from a local authority Education Welfare Officer who provides advice and meets families as required.
  • What do I do if I need to make a complaint?

    Parents have the following rights of redress, should the school, Governors or LA fail in its duty to provide, or if the parent disagrees with a decision or feels that there is discriminatory practice:

    • Firstly please follow the school’s complaints procedure found on the school’s website or you can follow the Local Authority complaints procedure if your complaint is regarding their services or provision.
    • Make an appeal to The SEN and Disability Tribunal (LA decision).

    Complain to the LA Ombudsman (Schools and Local Authorities) if your complaint is  not resolved through the LAs Complaints Procedure

Brent SEND Local Offer