SEND Local Offer


Heber is a two form entry community school. We welcome all children. We serve the community. Our job is to ensure that all our pupils, including those with special educational needs or disability make the best possible progress. Admissions are through the London Borough of Southwark.

SEN Parent Survey

4 responses from a survey of parents at Heber with children on the SEN register.

The SENCO provision at Heber is wonderful. Ms Joseph has been a breath of fresh air, always accessible, always empathetic and always interested in ways to help kids reach their potential, instil confidence and feel great about learning

I am very happy with the progress my daughter has made. Class teacher has challenged her whilst remaining caring

D is making great progress. Many thanks for all your help. You have all been great support to D

Since joining Heber A has made amazing progress. The support A has been given will help A have an easier time in the future. Ms W has helped A and is always there to support her. Staff have been helpful. I am very happy with the communication of staff and send A to school with no concerns. I feel she is making excellent progress and has made a lot of friends. We would both like to say a big thank you.

Existing policies and sources of information
Much of the information in this document is also available in existing policies. This document should therefore be read alongside the following (click on the links below).

Our Inclusion Manager is Genevieve Joseph. She may be contacted:

Details of the rich extended curriculum offered by the school can be found on the school website; in particular in the weekly newsletters. We employ specialist teachers to teach Art, Music and PE. We have a dedicated Art room as well as a music space.

The Local Authority’s Local Offer can be accessed via this link. Southwark Local Offer

Extra-curricular activities
We run school journeys in Years 5 and 6. School journey in Year 6 is free to both children in receipt of the pupil premium and children with a statement of SEN.

All classes are involved in regular outings and trips ( see newsletters on school website)

After school clubs are available four nights a week. Subjects vary but tend to focus on sport, art and music.

We are involved in a range of after school sports competitions including tag rugby, football and netball.

Who are the best people to talk to about your child's difficulties with learning?

Your Child’s Teacher who is responsible for:

  • Ensuring that all children receive good/outstanding teaching and for ensuring that every lesson meets the needs of every child.
  • Identifying, planning and organising any additional help that a child may need.
  • Discussing additional help with our Inclusion manager Ms Joseph.
  • Ensuring that all members of staff involved with the class are aware of the particular needs of every child and of what specific adjustments may be needed to help them to make progress.

Our Inclusion Manager Ms Joseph who is responsible for:

  • Coordinating support for children with special educational needs (SEN) and or disabilities, and developing the school’s SEND Policy to make sure the needs of all children are met.
  • Ensuring that parents and children are involved in discussions concerning: -(i)The support being received(ii)The progress that has been made(iii)The provision planned for the future
  • Liaising with the professionals who may be coming into school to help with a child’s learning e.g. Speech and Language Therapists, Educational Psychologists etc…
  • Updating the school’s SEND record of need, (a system for ensuring all the special educational, physical and sensory needs of pupils in this school are known and understood) and making sure that there are detailed up to date records of children’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEN and/or disabilities in the school to achieve their potential.
  • Supporting class teacher in the creation of Personal Learning Plans
  • Organising training for staff so they are able to meet the particular needs of every child

We have a many Learning Support Assistants who support the children in class.  In addition, children with Statements of SEN / EHCs may be allocated their own Learning Support Assistant. Questions regarding children’s learning and progress however should be directed to the class teacher or Inclusion Manager, not to members of the support staff.

The Headteacher, Miss Rosenberg who is responsible for:

  • The day to day management of all aspects of the school, including the support given to and progress made by children with SEN and/or disabilities.
  • Ensuring that the Governing body is kept up to date regarding any issues relating to SEN and/or disabilities.

Our SEND Governor (Jo Watson), who is responsible for making sure that:

  • The school has an up to date SEND policy.
  • Every child with SEN and or disabilities has appropriate support.
  • Every child is receiving appropriate provision and that if necessary; adaptations have been made to meet the needs of particular children.
  • Governors visit school in order to understand and monitor the support given to children with SEN and disabilities.
What are the different types of support available for children with SEND at Heber?

Support can be both in or out of the classroom. A child may, for example struggle with the more social aspects of the school day such as playtime and lunchtime. Provision in this context may involve the child attending a lunchtime drop in session to offer respite from a busy overwhelming playground. Heber recognises that all aspects of the school day, including playtime, impact significantly on how much or how well a child may learn.

Support may be needed in any or all of the identified areas of special educational need i.e. Interventions and provision will therefore be based on the specific need/s of your child.

  • Communication and Interaction (Speech and Language-SAL)
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory/physical

Stage 1: Good/Outstanding classroom teaching which means that the teacher will: –

  • Have the highest possible expectations for every child in their class.
  • Build on what children already know, can do and can understand.
  • Ensure that every child in the class is fully involved in learning. This may involve adapting resources to meet the needs of particular children. Teachers will engage in discussion with the child, taking into account their views and learning styles.
  • Putting in place specific strategies (which may be suggested by the Inclusion Manager or staff from outside agencies) that may help a child learn.

Stage 2: Targeted support from the class teacher.

This means that class staff have recognised that your child needs extra targeted support in the classroom.

Stage 3: Interventions led by trained members of the support staff

  • The aim of these sessions is to consolidate and reinforce what has been taught in class. Interventions are set, monitored and supported by the class teacher. Sessions are taught by a Learning Support Assistant or a member of our Senior Leadership Team.
  • A child receiving extra support may be placed on SEN support and on the school’s SEN register. This will be done with parental consent. This means that they have been formally identified as needing extra support.

What will this mean?

  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gaps in their understanding/learning and needs some extra support to close the gap between him/her and their peers.
  • Your child’s teacher or the Inclusion Manager will consult with you and agree on whether your child needs to be on the SEN register on SEN support.
  • Your child’s teacher will liaise with the class Learning Support Assistant and, where needed, the Inclusion Manager to determine what interventions will best suit your child’s needs. A draft provision map detailing these interventions will be drawn up and shared with you and your child inviting your input. These interventions are reviewed termly. You will be kept updated on any changes to your child’s provision.

Stage 4: Children taught as part of a group by the teacher

Stage 5: Advice is sought from outside agencies

This will be led by the Inclusion manager. With consent from parents/carers, children may receive support from outside agencies. They will remain on SEN support and on the SEN register. Support is accessed through filling in a CAF (Common Assessment Form) which parents sign.

What will this mean?

  • If your child has been identified as needing more specialist input instead of or in addition to good and outstanding class room teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress.
  • Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • If it is agreed that the support of an outside agency is a way forward, you will 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. The Inclusion Manager will fill in a CAF form in liaison with you which you will sign.
  • The general waiting period within which this supports becomes practically available is within 18weeks. In most cases however, the waiting period is shorter.

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. changing some aspects of teaching to support them better.
  • Support to set targets which will include their specific professional expertise.
  • Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g. a social skills group.
  • Group or individual work with the outside professional.
  • The school may suggest that your child needs some agreed individual or group support. This may be in or out of school. (Some support may be clinic based e.g. for occupational therapy or counselling). They will tell you how the support will be used and what strategies will be put in place.

This type of support is available to children with specific barriers to learning that cannot be overcome through whole class good/outstanding teaching and intervention groups.

Stage 6: Specialised Individual support

This was been provided via a Statement of Special Educational Need. However the new SEN code has introduced an Education, Health and Care Plan (EHCP). This means your child will have been identified by the class teacher and Inclusion Manager as needing a particularly high level of individual and small group teaching, which cannot be provided from the resources already delegated to the school.

It is often the case that a child requiring a high level of support will also need specialist support in school from a professional from outside the school. This could be from:

  • Local Authority central services such as the ASD Outreach Team.
  • Outside agencies such as the Speech and Language therapy (SALT) Service, Occupational therapy service, Physiotherapy and/or CAMHS.

What will this mean for my child?

  • 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 and you can find more details about this in the Local Authority (LA) based Local Offer, on the Southwark web site: A Statutory Assessment request or SA1 can only be made if all avenues of support both external and internal to the school, have been used to maximum capacity and with little impact on the child’s progress.
  • After the school has 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, long term and severe 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 SEN support that was already in place before the EHC application.
  • 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 an EHC Plan. If this is not the case, they will ask the school to continue with the SEN support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • If you are unhappy with the decision the LA has made, not to go ahead with statutory assessment and or the drawing up of an EHC, you have the right to appeal this and either request mediation from the LA or write to the Tribunal stating your dissatisfaction. Details of this process are always included in the letter you will receive in response to the initial SA1application.
  • The EHC Plan 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.
  • An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child. All support will be directed by the EHC. There will be an annual review of the EHC which all relevant professionals, parents and the child where possible, will attend.
Support for children with special needs
  • Parents are invited to visit the school with their child to have a look around and speak to staff.
  • If other professionals are involved a team around the Child (TAC) meeting may be held to discuss the child’s needs, share strategies used, and ensure provision is put in place before the child starts. This may include staff from the previous setting to support transition.
  • A member of staff may make a home visit and may visit a child in their current school / setting.
  • A phased settling in period may be suggested if appropriate.
  • All parents whose children join the school after the start of the year are contacted by our Inclusion Manager and a meeting is arranged.
Communicating with the school about your child's progress
  • Concerns about your child’s progress should be addressed to the class teacher. If you feel that your concerns are not being addressed and that your child is still not making progress you should speak to the Inclusion Manager or Headteacher. If you are still not happy you should speak to the school SEN Governor.
  • When a teacher or a parent has raised concerns about a child’s progress, and targeted teaching has not met the child’s needs, the teacher will raise this with the Inclusion Manager.
  • Progress meetings take place every half term where the class teacher, all Learning Support Assistants, Inclusion Manager, Deputy Headteacher and Headteacher discuss the progress of every child in the school. Provision for children not making expected progress is always discussed. If your child is then identified as not making progress, parents will be informed if they have been placed in an intervention group or are to receive extra support. Being in an intervention group or getting extra support does not necessarily mean that your child is on the SEN register. Being placed on the SEN register is always discussed and agreed with parents first.
  • All parents are advised that teachers are available for meetings to discuss progress at any time of the year.
Allocation of extra support to children
  • The school budget includes a fixed amount for supporting children with SEN.
  • The Headteacher decides on the spending for Special Educational Needs in consultation with the school governors, on the basis of the needs of the children currently in the school.
  • The Headteacher and the Inclusion Manager consider all the information they have about SEN in the school in order to decide what resources/training and support is needed. Discussion will focus on:
    • Children getting extra support already
    • Children needing extra support
    • Children who have been identified as not making as much progress as would be expected.
  • Resources, training and support are reviewed regularly and changes are made as necessary
Internal and external provision for children with SEND at Heber
  • The school employs an Inclusion Manager.  We have a two Learning Support Assistants in every year group. Some children with an EHC /Statement of SEN has an allocated Learning Support Assistants who works with them 1:1.
  • Our Inclusion Manager leads on ‘Restorative justice’ a tool for dealing with issues around friendship and bullying.
  • Our Inclusion Manager provides ‘drawing and talking’ therapy-this supports children who may have emotional difficulties.
  • See the interventions policy(available on our website), for a more detailed list and explanation of all interventions offered at our school.
  • The school has a service level agreement with the NHS Speech and Language Service who provide 35 days of therapy per year. This is reviewed regularly according to children’s needs.
  • Our Educational Psychologist (Max Dixon) comes in according to need.
  • We have close links with the Southwark Dyslexia Service and Southwark Autism Outreach Service.
  • We make referrals to CAHMS, Occupational Therapy and Physiotherapy services.
  • The school has an allocated school nurse.
Training in SEND at Heber
  • Part of the role of the Inclusion Manager is to support the class teacher in planning for children with SEN.
  • The school development plan includes identified training needs for staff. It may include whole school training on SEND issues or the need to support identified groups of learners in school, such as children with dyslexia.
  • Teacher’s appraisal always has a strand with a focus on training. This may include training on SEND issues.
  • Members of staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
  • The Inclusion Manager regularly attends SENCO forums and undertakes necessary training to keep abreast of the changing climate of SEN.
  • The Inclusion Manager arranges regular consultation between teachers and Learning Support Assistants with the relevant external specialists dealing with children in that class, to ensure that provision is well informed and monitored.
  • The SALT trains and supports Learning Support Assistants to run SAL groups so that SAL delivery is seamless and continuous.
  • Staff Training takes place on a regular basis and is based on needs. If you would like to hear about the training which is currently taking place or has recently taken place, please speak to the Headteacher or Inclusion Manager.
Teaching children with SEND
  • Class Teachers plan lessons according to the specific needs of the children in their class. Their job is to ensure that activities are adapted to the needs of everyone in the class.
  • If necessary, specifically trained support staff will implement the teacher’s modified/adapted planning to support the needs of specific children.
  • Teaching will be adapted on a daily basis to meet the specific individual needs of children as and when they arise.
  • The Inclusion Manager will support teachers with advice, strategies, consultation on needs, specific practical resources such as pencil grips, writing slopes, specific IT programs etc.
Measuring pupil progress
  • The progress of every child is continually monitored.
  • Progress is reviewed formally every term when every child is assigned a National Curriculum level in Reading, Writing, and Maths. Every teacher meets with the Headteacher, Inclusion Manager and Assistant Head every half term to review the progress of every child. Children with Special Educational needs are a particular focus. The Inclusion Manager will agree with the teacher at this meeting what the next steps for specific children needs to be. These points of action are then reviewed at the next progress meeting.
  • 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’. Sometimes if as a result of their SEN children are making tiny steps of progress, the Inclusion Manager supports teachers in the use of a more detailed assessment tool: Summative Steps Assessment. This shows progress within sub-levels and helps staff focus on the specific areas holding the child back.
  • 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 the results are published nationally.
  • Children are also assessed at the end of Reception (Foundation Stage Profile). Phonic ability is assessed at the end of Year 1.
  • Children’s provision which will be reviewed with your involvement, every term and the plan for the next term made.
  • The progress of children with a statement of SEN/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
  • The Inclusion Manager also takes part in lesson observations and book scrutinies where she checks on the progress of children with Special Educational needs.
Support for and inclusion of parents
  • Please read the sample questionnaire responses at the top of this page.
  • Please help maintain a dialogue with your child’s class teacher. We will then know what your child is doing at home and we can tell you about what we are doing in school. We can then ensure that we are doing similar things to support children both at home and at school.
  • The Inclusion manager and the Headteacher are always available to meet parents to discuss children’s progress or any concerns/worries parents may have.
  • All information from outside professionals will be discussed with you directly, or where this is not possible, in a report. The Inclusion manager will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child.
  • Individual provision maps/plans will be reviewed with your involvement each term.
  • Where necessary, Homework will be adjusted as needed to your child’s individual needs.
  • If appropriate, a home/school contact book may be used to support communication.

In addition:

  • If you child is undergoing statutory assessment you will also be supported by the Children’s Services SEN Team. You may also wish to contact Parent Partnership for support. The Inclusion Manager can help you access any further support that you may need to fully understand the process.
  • The ground floor and the disabled toilet are accessible to adults and children in wheel chairs.
  • The first and second floors are not accessible.
Meeting medical needs
  • Heber support staff regularly undertake and update First Aid training. A First aider is on hand to all pupils at all times.
  • Parents are encouraged to share medical concerns with class teachers and the Inclusion Manager.
  • Reasonable adjustments are made to accommodate pupil need and to include pupils in all aspects of school life as far as is possible.
  • Relevant staff including dinner staff are informed of allergies and diet related medical issues.
  • There is annual epi-pen training for all staff.
  • Where children have specific medical needs, the Inclusion Manager will liaise with the relevant external professionals and ensure that staff are aware of children’s care plan s. A multi-agency approach is adopted where needed. The School Nurse assists in ensuring that care plans are kept updated.
  • Where staff need specific additional training, this is arranged.
  • Medication is only administered if backed up by a prescription. Medication is housed in the office.
  • The school has a track record of supporting children with life threatening illnesses.
Transition arrangements

We recognise that ‘moving on’ can be difficult for a child with SEN/and or disabilities and take steps to ensure that any transition is a smooth as possible.

If your child is moving to another school:

  • We may need to contact the new school’s SENCO 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. All Individual plans of support will be shared with the new teacher.
  • If your child would be helped by a transition book to support them understand moving on then it will be made for them.

In Year 6:

  • The Inclusion Manager will, if necessary, liaise with the SENCO at the receiving secondary Schools. Where necessary, Secondary SENCOs will be invited to attend a transition meeting at our school to support the move to Secondary school. For a child with an EHC, this is essential.
  • Your child will attend a small group in school, to support their understanding of the changes ahead. This may include creating a ‘Personal Passport’ which includes information about themselves for their new school.
  • 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. The Learning Support Assistant supporting a child with an EHC may visit the new school with them.
  • Children on the autistic spectrum often struggle with change and transition. The Southwark specialist from the Autism Outreach Team will support a child’s move as closely as is necessary.
ASD Autistic Spectrum Disorder
CAMHS Child & Adolescent Mental Health Service
EHCP Education, Health and Care Plan
IEP Individual Education Plan
PLP Personal Learning Plan
S Statement stage of the SEN Code of Practice
SA/SA+ School Action stage of the SEN Code of Practice
SA+ School Action Plus stage of the SEN Code of Practice
SALT Speech and Language Therapist
SEN Special Educational Needs
SEN Code of Practice The legal document that sets out the requirements for SEN
SENCO Special Educational Needs Coordinator
SEND Special Educational Needs and Disability