Introduction to SEND at Primrose Hill

Our School’s SEND Information Report explains what we offer children and young people with special educational needs and/or disabilities (SEND) throughout their time with us. It explains how we support them on to the next stage of their education.  You may also want to read our SEND Policy, a document that gives more detail about our statutory duties and day to day procedures – for example how we plan the most effective support for children with special educational needs and/or disabilities (SEND) and how we review their progress.

Camden Local Authority also publishes a Camden Local Offer on its website.

http://www.localoffer.camden.gov.uk

This sets out a wide range of information about the specialist services, schools, colleges and organisations that can provide support and information for families of children and young people with SEND.

If you have any queries about information on this website you can contact our School directly. We value parents and carers’ opinions and review and refresh our approach accordingly. The next review date for our School’s offer is November 2020.

You may also want to­­ contact Camden Local Authority Officers who offer an overview of SEND provision. Their email: SENDreforms@camden.gov.uk

Communicating Information About SEND

  • All of our policies are on our website and you can also collect a copy from the office.
  • We are happy to provide additional information or summaries. Please ask the office staff for a Meeting with the Inclusion Manager.
  • If you would like to talk to member of staff we will arrange for a member of staff to meet you and answer your questions. Let us know if you need an interpreter or British Sign Language signer. We will do our best to provide this support.

The Purpose of the our School’s SEND Local Offer

The purpose of our Local Offer is to inform parents and carers about:

  • how we welcome children with special educational needs and/or disabilities (these needs are referred to throughout the document as SEND) into our School;
  • how we support them in all aspects of School life and remove barriers to achievement;
  • how we work in close partnership with parents/carers and children;
  • how we make effective provision for all of our children with SEND.

About Primrose Hill Primary School

At Primrose Hill we aim to maximise children’s achievement by removing barriers to learning through a creative, inclusive curriculum delivered in a safe, stimulating environment. As a primary school, we believe we have a key role in society in combating discrimination and promoting fairness, justice and equality through our teaching and in the role models that we offer. Primrose Hill is a rights-respecting school and places an understanding of children’s and adults’ rights at the heart of its’ ethos and vision. As a rights-respecting school we not only teach about rights but we also model rights, responsibilities and respect in all our relationships: between adults and pupils, between adults and between pupils.

Drawing on the fifty-four articles in the UN Convention on the Rights of the Child, we ensure that these rights are understood and respected by all as a part of our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people in line with the Equality Act 2010.

In our last, Outstanding OFSTED report (2009), the rating awarded to us for ‘How well learners with learning difficulties and/or disabilities make progress’ within the School was ‘Grade 1 = Exceptionally and Consistently High’. The Ofsted report further stated that such learners ‘receive very effective support tailored to their needs’ and that ‘Pupils who have emotional, social and behavioural difficulties are given high quality support…through the School’s excellent provision for vulnerable pupils.’

When inspected by the Camden School Improvement Service in June 2013, it was found that Primrose Hill Primary School ‘has a very strong commitment to the inclusion of all children in the life of the School. The School’s many examples of successful support include the Nurture Group, which gives children who experience stressful or disrupted backgrounds a safe place in school where they can develop, grown and learn. The School’s successful partnerships in support of vulnerable children include the provision of art therapy and music therapy.’

When inspected by Challenge Partners in 2018 (a national organisation which conducts practice inspections using Ofsted inspectors and school leaders from across the country), it was noted that ‘The school provides a very effective balance between its focus on academic outcomes alongside the inclusion, nurture, and enrichment of all pupils’ and that ‘pupils with SEN[D] have made progress in all key stages from their starting points’.

When asked what they liked about our school, the pupils here commented on the ‘amazing lessons’, on the fact that ‘we are all connected together’, and that ‘everyone is happy’; ‘Our school is special because we treat people nicely’.

Our parents have also shared their positive experiences of our SEND provision

  • The parent of a Reception child whose speech difficulty was identified, and for whom a collaborative plan to support his needs was made, said: “The entire process has been spot on: the Inclusion Manager dealt with all concerns in an open and caring way, our son has enjoyed the sessions and, we, as parents, are grateful that the School picked up on it so quickly and dealt with it in such a professional manner. Thank you!”
  • The carer of a Year 1 child stated that they had ‘been supported so much, emotionally and practically…[T]he School team, especially the Inclusion Manager, have been amazing and so professional in all aspects of work with the family. I have a much better understanding of my child’s needs and how much work still needs to be done.”
  • Parents also comment on the quality and calibre of the staff working with their children. For example, one parent whose child has Autistic Spectrum Disorder and needs an additional adult to support him throughout the day said “I give a lot of credit to his ‘one-to-ones’; they have done so much to help.”
  • Another parent whose child has a long-term medical condition stated that “everyone in the School always takes her condition very seriously and treats my views (and hers) with as much respect as the doctors and nurses who advise and train them each year… I’m just so grateful that I don’t need to worry about her when she’s at school because I know she’s in safe hands.”
  • Key to parents’ positive experience of our support is our emphasis on communication, enabled by our regular meetings with parents and teachers; as one parent pointed out, “We really appreciate that they give us plenty of information and meetings”.