Who’s Who for Special Educational Needs


·         Our Inclusion Manager/SENDCO (the first person to talk to about any SEND questions or concerns) who leads on the day to day operation of our SEND procedures following guidance in the SEN Code of Practice is Syra Sowe. Her responsibilities include:

–          Ensuring that children with SEND are identified as early as possible and that they then get the appropriate help and support in order to achieve their potential

–          Ensuring that parents are central to the process of planning for children’s needs, through regular meetings and reviews

–          Ensuring that School staff are up to date with SEND procedures and are well trained to meet the needs of all children

–          Ensuring that the SEND policy and the Policy on Medical Needs are up to date and are being followed.

–          Liaising with other professionals from outside the School who may be involved in supporting a child and family


·         Our Acting Head Teacher, who provides leadership on inclusion and high achievement for all, is Mireille Alwan . Her responsibilities include:

–          Ensuring consistently high standards across the School, for example through carefully monitoring standards of achievement

–          Ensuring that the high quality of teaching and the creative curriculum allow every pupil to flourish, for example through observing lessons , looking at books and providing feedback to staff

–          Identifying when something is not working well, and leading changes to improve our provision – we describe these changes in our School Improvement Plan


·        Our Assistant Headteacher, who has responsibility for Children in Need and those with a Child Protection Plan, is Elizabeth Ghamar. Her responsibilities include:

–          Ensuring that all children at our School are safe and well

–          Ensuring the maintenance of high standards across the School, alongside our Head Teacher

–          Ensuring that all staff receive relevant training and that the School has a central record of this training


·         Our Leader of Learning for Children with Social, Emotional and Mental Health is Amanda Aplicano. Her responsibilities include:

–          Reviewing the School’s Behaviour Policy (www) which includes our Anti-bullying Policy, and ensuring that this policy is followed by all members of staff

–          Keeping a central record of all behaviour incidents and monitoring these regularly to identify patterns

–          Planning additional support for children with consistently challenging behaviour, for example a referral to an outside agency or a Behaviour Support Plan in school

–          Ensuring that parents are kept informed about any concerns to do with their child’s behaviour

–          Being the first point of contact for parents who have concerns over their child’s behaviour, social relationships or mental health


·         Our Leader of Learning for Parents, Family and the Community is Edina Saadi. Her responsibilities include;

–          Supporting parents who may need additional help with some aspect of home life (for example helping to establish routines or providing contacts to support with housing)

–          Supporting Early Years parents to ensure that their child settles in to class well

–          Arranging additional learning opportunities and clubs for parents (for example, ESOL classes)

–          Liaising with our School based counsellor from CAMHS (Child and Adult Mental Health Service) to ensure that families are able to access appropriate therapy

–          Supporting parents with the transition to secondary school


You can contact the School and any of these staff members through admin@primrosehill.camden.sch.uk. These staff members together form our Inclusion Leadership Team. The Inclusion Leadership Team are in constant communication and also meet once a week to share information, so that any one of them should be able to provide you with support or point you in the right direction.


Our SEND Governor who has responsibility for monitoring and supporting the School on SEND matters is Alice Gray. She oversees the Curriculum & Pupil Welfare Committee of the Governing Body and shares the following responsibilities::

–          Helping us to make sure that we constantly improve the quality of provision for children with SEND and the outcomes that they achieve

–          Ensuring that the views and concerns of all parents, including those with children with SEND, are represented in the Governing Body

–          Helping us to review and revise, as necessary, our SEND policy, our Policy on Medical Needs, other inclusion-related policies and this Report

–          Completing an annual report on SEND provision within the School

–          Ensuring that our procedures for keeping children safe are effective

Hilary Aylesworth is a co-opted member of the Governing Body.  She has responsibility for Safeguarding with the Governing Body.


How  we develop the skills, knowledge and expertise of School staff

All staff receive regular training and guidance to meet the needs of our children.  At least one of our teacher training days has a SEND focus, and each week our support staff receive bespoke training on SEND, inclusion and medical needs. This helps to ensure that all teachers and TAs:

·      have an awareness of the different special educational needs and disabilities of children in our School

·      are able to plan and teach/support lessons/sessions which meet the needs of all children

·      understand the social, emotional and mental health needs of children with SEND


Our SEND Policy provides written guidance about the different needs and disabilities in our School and the provision made for them. These needs are categorised into 4 broad areas:

·         Communication and interaction e.g. speech, language and communication needs (SLCN); Autism Spectrum Disorder (ASD), Asperger’s Syndrome

·         Cognition and learning e.g. Specific Learning Difficulties (SpLD); moderate learning difficulties (MLD), dyslexia, dyscalculia, dyspraxia, Severe Learning Difficulties (SLD)

·         Social, emotional and mental health difficulties e.g. attention deficit hyperactive disorder (ADHD); depression, eating disorder, attachment disorder, self-injury

·         Sensory and/ or physical needs e.g. Vision impairment (VI); Deafness or Hearing impairment (HI); Multi-Sensory impairment (MSI); Cerebral Palsy etc.


We further provide specialist training for Teachers and Teaching Assistants who support children with the most complex needs – for example, those children with a Learning Difficulty, Hearing Impairment or Autism.