Send & Inclusion

SEND Vision & Mission Statement

Our inclusive ethos underpins all that we do at Garfield Primary School and is driven by our Garfield values. We welcome children and families of all faiths or none and promote mutual respect for all and we strive to provide a happy, stimulating, supportive and safe learning environment in which our children can exceed their expectations irrespective of their needs, ability, race and gender. We aim to develop children’s personal, social and emotional well-being through a broad, balanced and relevant curriculum. We provide positive, high impact support in the form of high quality teaching, additional school support measures, training and resources and making reasonable adjustments along the way.

We recognise that some children require additional support in their learning at given times in their school lives. Children are considered to have special educational needs if they have a particular need requiring special educational provision that is additional or different to that of their peers. Following our inclusive values, children with SEN are offered full access to a broad, balanced, challenging and relevant curriculum for the EYFS and National Curriculum and all other areas of school life at levels appropriate to their needs. We strive to enable pupils with SEND to access daily teaching & learning and support them to reach their full potential by the time they leave us in year 6.

In meeting our responsibilities, we have due regard to the SEND Code of Practice 2014 and the Disability Discrimination Act 2001.

Inclusion Team

All staff at Garfield have a shared responsibility to make appropriate provision for pupils with SEND.

As well as your child’s class teacher, our Inclusion Team consisting of Ms Magdalena Gabruk (Acting DHT for Inclusion & Safeguarding), Ms Louise Callender (Lead Learning Mentor) and Mr Alkan Oktay (Behaviour Lead) are available to talk through any concerns that you have about your child’s additional needs, pastoral support and wellbeing.

Please contact any member of the Inclusion Team by emailing or phoning 020 8368 4500


At Garfield it is the belief that all children have an equal right to a full and rounded education which will enable them to achieve their full potential. We use our best endeavours to secure special educational provision for pupils for whom this is required, that is:

‘additional to and different from’ that provided within the differentiated curriculum to
better respond to the four areas of need identified in the new Code of Practice.’
(September 2014).

The 4 areas for which children may be identified as having SEN:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, mental and emotional health
  4. Sensory/physical

The first point of contact should be your child’s class teacher. The class teacher will seek advice from SENCO at each stage.

The class teacher is responsible for:

  • Checking the progress of your child and identifying, planning and delivering any additional help your child should need
  • Writing Learning Support Plans and reviewing these with parents each term
  • Ensure all staff in school are helped to deliver the planned work or a special programme for your child. This may involve the use of additional adults or support for outside agencies which will be overseen by SENCO
  • Ensuring school SEND policy followed in their classroom

The SENCO/INCLUSION LEADER is responsible for:

  • Developing the school SEND policy and coordinating all the support children get to ensure their needs are met
  • Ensuring that you as a parent/carer are:
  • involved in supporting your child’s learning
  • informed of the support your child is getting
  • involved in reviewing their progress termly with the staff who work with your child

The Headteacher is 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 SENCO and class teachers but is still responsible for ensuring your child’s needs are met
  • She must ensure that the Governing Body is kept up to date about any issues relating to SEND

The SEN Governor is responsible for:

  • Ensuring the necessary support is provided for any child who has SEND, through termly meetings with the SENCO and termly reports from the Headteacher

a) Quality first teaching in the classroom

All children should receive consistently good teaching in the classroom which means:

  • Teachers have high expectations of your child
  • All teaching based on what you child already knows and can do
  • Teachers regularly check on your child’s progress and ensure appropriate support is in place as necessary
  • Different teaching methods are used so your child can be fully involved eg Pair work, group work, practical learning, mixed ability or independent work
  • Specific strategies (which may be suggested by the SENCO or outside agencies) are in place to support your child’s learning

b) Some children will benefit from working in smaller groups on specific work to help them make progress

  •  These are sometimes called intervention groups
  • They may take place in classroom or outside
  • They may be run by a teacher or specially trained TA

c) Some children will be referred to external professionals so we can ask for advice and support from them. This is often after ‘Quality First Teaching’ and intervention groups have not helped your child progress

These professional may include Speech and Language Therapist (SALT) or the Educational Psychologist (EP).Permission is always sought from parents before a referral is made.

Waiting lists for these professional can be long and it is advisable to refer your child as soon as you feel necessary. If it is a medical matter parents may also go to the GP for these as it is sometimes quicker.

Once the professional has seen your child they may suggest:

  • Making changes to how your child supported in class
  • Support to set targets which will include their professional expertise
  • A group run by trained school staff eg SALT intervention group
  • A group or individual work with outside professionals

d) Some children may need some specific individual support beyond that already provided by the school as part of its core offer

  • This can be provided by requesting a statutory assessment from the Local Authority in which you live (Enfield Local Offer)
  • From September 2014 this will be provided via an Education, Health and Care Plan (EHCP) .This was previously known as a Statement of Educational Needs. This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual or small group teaching. It means the school needs additional financial support from the Local Authority (LA) to help your child’s need be met

For your child this would mean:

  • The school or you can request that the LA 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 to enable them to reach the desired outcomes
  • The school supported by you will complete forms giving lots of information about your child and the work the school has already done with them
  • The LA will decide whether they think your child’s outcomes are not being met ( as described in the paperwork provided)
  • If they decide that your child requires a statutory assessment then you and all professionals who have been involved in working with your child will write a report outlining what will be required to enable your child to meet the desired outcomes
  • The LA will then decide if your child’s needs are severe, complex and lifelong and that they need additional financial supporting school to enable them to make good progress. If this is the case the LA will write an EHC Plan
  • If your child is given an EHC Plan parents may be able to request a personal budget to support some of the outcomes of the plan as long as they meet the criteria detailed in the Enfield Local Offer. Enfield’s Local offer lists the services parents may be able to access with a personal budget. The EHC Plan will outline the amount of personal budget your child will receive and whether it is being paid by education health or social care or school and how it will support your child’s outcomes

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

  • Severe, lifelong and complex
  • Need more support in school than the school budget can provide

Note: If the professionals decide your child does not need a statutory assessment then the school will be asked to continue with the support they have been giving.

The whole family context is taken into consideration when supporting and communicating with parents/carers regarding their child. Confidentiality is kept at all times.


  • If your child has any medical needs the School Welfare Officer will invite you into school to create a care plan
  • The plans will be updated regularly and you are able to contact the school Welfare Officer at any time
  • Your child’s social and pastoral care is very important and sharing of your concerns with their Class Teacher/ Learning Support Assistant will help us all to work together
  • All medicines are carefully monitored and recorded
  • If there are any concerns the School Welfare Officer will ring you and discuss any issues. If needed the School Nurse will be contacted
  • Your child will access all the assessments held in school and if there are any concerns you will be informed
  • Dietary needs are discussed and any allergies shared with relevant staff. If needed a food diary may be kept to support programmes given by a dietician


  • You child is fully included in activities where possible. All children are encouraged to work together
  • If your child is struggling to understand how to make friends social stories are made available
  • New children (or if your child is struggling in the playground) are provided with an appropriate buddy
  • Staff and learning mentors in the playground will monitor your child and encourage them to interact with others. If there are any concerns their class teacher, Key Stage Leader and the Inclusion Team will be notified
  • Buddies may also be provided for children who are experiencing difficulties or require some support
  • In Early Years we endeavour to visit all children who enter Garfield at the beginning of the year and if they enter during the year where possible
  • In Early Years we provide several transition events such as Open evenings and Stay and Play where you can visit the school and meet staff with your child
  • In Years 1 to 6 we have supportive induction systems for new entrants to the school including buddy systems and induction interviews
  • All children are welcome to attend Lunch time clubs, After school clubs, Breakfast Club where places are available

Behaviour: ( Note : Challenging behaviour is no longer seen as a Special Educational Need in itself – SEND Code 2014)

  • If your child has difficulties in following the behaviour expectations of Garfield their Class Teacher will keep you fully informed
  • Strategies will be implemented and shared with you
  • Additional support will be implemented if needed and advice requested from additional professionals if required
  • The Assistant Head Teacher – Inclusion will keep you informed and if necessary hold a meeting with all the professionals involved and yourself
  • Everything possible will be implemented to ensure your child is included at all times


  • It is important that your child has a good attendance so they are able to make good progress with the support they are given
  • It is important that if your child has a medical issue that the school is notified immediately and they return to school as soon as possible. If you are unsure about any issues the School Welfare will be able to advise you

Child’s views:

  • Your child will contribute to his/her statement (EHCP) meeting
  • Your child is encouraged to discuss school issues that can be taken to the school council
  • Staff discuss issues with your child and if they are able to contribute ideas they will be encouraged to share them with their peers
  • If your child has shared concerns or ideas with you, but they feel they cannot discuss them in school you can bring them to the Class Teacher
  • Your child contributes to their annual report

( For more specific details the SENCO can provide you with a Provision map listing all details of provision at Garfield)

  • Access to a supportive environment
  • Strategies to support speech and language development
  • Access to strategies to support physiotherapy needs
  • Strategies to support or modify behaviour
  • Mentoring/Behaviour support activities
  • Strategies to support your child’s learning in phonics, reading, writing and maths
  • Provision to facilitate curriculum access
  • Strategies to support development of independent learning
  • Planning and assessment
  • Access to medical interventions
  • Dyslexia and Dyscalcula Screening

We have adopted the Borough’s clear complaints procedure. You can also find this on our website.

  • It is always helpful to firstly attempt to resolve an issue via your child’s class teacher (if appropriate).
  • If this is not possible, the next stage would be to try to resolve the matter with the relevant member of the senior team (linked to your child’s phase).

From September 2023:-

Early Years                         Ms M Gabruk (Acting Deputy Head)

KS1 Year 1 & 2                   Ms M Gabruk (Acting Deputy Head)

KS2 Year 3 & 4                   Ms O Pastirmacioglu (Assistant Head)

KS2 Year 5 & 6                   Ms O Pastirmacioglu (Assistant Head)

If the matter is still unresolved, then a letter needs to be sent to the Headteacher.

The Headteacher has devised a sheet to log and record any parental complaints and also analyse if they were resolved. We have very few complaints at Garfield as we try to be preventative and keep good communication with parents.

If still unsatisfied, parents can ultimately lodge a formal complaint by writing to the Chair of Governors c/o the school office.  See the complaint procedure (Appendix 1) of the Complaints Policy for more information.

A copy of our complaint procedure can be found in the office and is available on our website

  • At Garfield we hold termly pupil progress meetings where each child’s progress is discussed with the class teacher, achievement leader assessment leader and the SENCO
  • If your child is identified as a concern then you will be invited to a meeting to discuss this in more detail
  • We will listen to any concerns you may have and plan any additional support your child may need
  • We will discuss with you any referrals to outside professionals to support your child’s learning that may be useful
  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and share information about what happens at home and school
  • At Garfield we have achievement leaders who are available, by appointment, to meet regarding your child
  • The Inclusion Leader and SENCO are available to discuss your child’s progress or any concerns you may have
  • School support plans ( LSPs) will be reviewed with you each term
  • This document has been written with verdana font which is easier for people with dyslexia to read. We have also chosen pastel colours for the background following the same practice we use in school for children with dyslexia
  • he school budget received from Enfield Local Authority, includes money for supporting children with SEND
  • The Headteacher decides on the budget for SEND in consultation with the school governors, on the basis of the needs of the school. From September 2014 parents whose children have a EHC Plan or statement will be involved in discussions about how the funds can be best used to support their child
  • The Headteacher and the SENCO decide on what support is needed by considering all the information they have about SEND in the school. This includes:
    • The children getting extra support already
    • The children needing extra support
    • The children who have been identified as not making as much progress as they would expect

Directly funded by the school

  • Teaching Assistants who are also trained in interventions and welfare
  • Welfare Assistant
  • Additional EP visits
  • Talk Time – counselling service
  • Learning Mentor Team

Paid for centrally by LA

  • Autism Outreach Service
  • Educational Psychology Service
  • Behaviour Support Service
  • Speech and Language Therapy

Provided and Paid for by Health Service

  • School Nurse
  • Reception Hearing checks
  • Reception Dental checks
  • Occupational Therapy

Provided and paid for by LA and Health and provided outside school

  • Child and adolescent Mental Health Service (CAHMS)
  • All Early Years staff and TA’s were trained in Makaton in 2018-19
  • The SENCO’s job is to support the class teacher in planning for children with SEND
  • The school has a training plan for all staff to improve the teaching and learning of children including those who have SEND. This includes whole school training on SEND issues such as Autistic Spectrum Disorder (ASD), Speech and Learning difficulties and specific learning difficulties
  • Individual class teacher and support teachers attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. courses about working with autistic children
  • If parents find out about a useful resource they are advised to discuss this with the SENCO
  • Outside experts such as EP, SALT and Russett House school provide help and advice to support children who have been assessed in school
  • Quality First Teaching. All class teachers plan lessons according to the specific needs of all groups of children in their class and will ensure your child’s needs are met. Planning will be adapted on a daily basis
  • Teaching Assistants in discussion with the class teacher, and with relevant training, can adapt teachers planning to support needs of child where necessary
  • Specific resources and strategies will be used to support your child individually and in groups
  • Personalised curriculums and timetables are written to support your child which means sometimes they may be working individually or in a small group
  • Progress is measured within each lesson on an ongoing basis

His/Her progress is measured formally at termly progress meetings against expectations or their Year group. The Achievement Leader, Class Teacher, Assessment Leader and the SENCO will attend these meetings

  • We use a 4 step scale within each Year group for Reading*, Writing and Maths

o   Below Year Group **
o   Working Towards Year Group
o   At expected for Year Group
o   Working at Greater Depth within Year Group
* – In Reading a benchmark is also given
**- Within below Year Group the Year group level that the child is working at is also given

  • If your child is not yet at the level expected for their age group then from when they are in Year One Spring Term, a more sensitive assessment tool may be used. These are called the ‘P Levels’.
  • If your child is not yet at the level expected for their age group then a more detailed assessment tool may be used
  • At the end of each Key Stage all children are assessed:
    • Early Years children are assessed according to the Early Years Foundation Stage Profile
    • Key Stage 1 English and Maths SATS take place in Summer Term
    • In Year 1 the children also have to take a phonics screening check
  • Children with additional needs will have an LSP/School Support Plan that will be reviewed termly. This is in addition to the termly parents’ evening/meetings. Parents are also welcome to arrange to meet with the class teacher between these times if necessary
  • The progress of children within a statement will be reviewed annually at a formal meeting called an ‘Annual Review’
  • Chairs and tables are at appropriate heights
  • Access to disabled toilet and changing facilities
  • There are blinds on windows
  • Visual timetables available
  • Signing used in Nursery and Reception
  • Extra Curricular activities are open to children with SEND
  • Early Years staff have communication cards to support children with communication needs
  • Indoor and outdoor lifts

When your child joins Garfield

  • All children entering early years at the beginning of the academic year are home visited and offered a programme of induction visits and open evenings
  • If your child joins mid year in any year group and has SEND we will ensure all provision needed by your child is in place before they start and where possible staff who will be working with your child will conduct home visits

If your child is moving to another school

  • If the child has a statement then their current supporting adult will visit the new school with them during the Summer term and Garfield school staff and the secondary school staff will meet together to plan the transition
  • Your child will have the opportunity to visit the new school more than once
  • Your child will do focussed learning about aspects of transition to support their understanding of changes that will take place

When your child moves to another class in school

  • In the Summer term the current staff and all new staff for September will be at a LSP review meeting where all the information regarding your child will be discussed
  • If your child would benefit from a book including photographs of staff and information about the new class, then this will be made

In Year 6

  • A member of the Inclusion Team will invite the secondary staff in to discuss the child and share strategies
  • Your child will attend a small group in school, to support their understanding of the changes ahead. This may include a ‘Passport’ of transition book about themselves for their new school. If they have q 1:1 support they will visit the school with your child during the Summer Term
  • Several visits are made to the new school and if possible staff from the new school will visit your child in their current school.