Privacy Policies | Curriculum Policies | Non-curriculum Policies | Handbooks
"The school is an inclusive and welcoming environment where pupils are well supported to strengthen their learning and well-being." Ofsted 2018
Special Education Needs and/or Disabilities (SEND)
At Allen Edwards, we want every child, including those with additional needs, to access the best possible education for them as an individual and fulfil their potential. We are committed to ensuring equity for all children by providing the individual support, resources and opportunities each child needs to thrive.
We enable every child to become the very best they can be by nurturing their individual strengths and interests, while providing opportunities to discover new and exciting things within a safe, secure and inclusive learning environment. We have high expectations and aspirations for all our children and ensure that the provision we put in place gives them the building blocks they need to achieve their goals and prepare confidently for the future.
How is the school physically accessible to children with SEND? | Support from Professionals - Speech & Language, Music Therapy, Art Therapy, Occupational Therapy, Educational Psychologist
United Nations Convention on the Rights of the Child (UNCRC)
At Allen Edwards Primary School, we are committed to the United Nations Convention on the Rights of the Child (UNCRC) and have achieved our Gold accreditation through the dedicated work that our community has committed to and will continue to do. We strive to ensure that we are fulfilling the rights of all children by providing them with an inclusive environment where they feel safe and confident enabling them to reach their full potential and prepare them for an ever-changing world.
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Article 2
Non-Discrimination
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At Allen Edwards, children, staff, parents and governors guarantee that children are not discriminated against because of their abilities. All staff work closely together to ensure that strategies and interventions are in place to support children so that they can achieve their full potential and can access a curriculum that allows them to flourish.
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Article 6
Life, Survival and Development
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At Allen Edwards, children, staff, parents and governors ensure that we provide a tailored curriculum that meets the needs of all children so that all children develop to their full potential.
Article 23
Children with a Disability
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At Allen Edwards, children, staff, parents and governors work tirelessly to increase our children’s independence, promote skills that will allow all of our children to develop to their full potential and treat every child with the dignity that they deserve.
Article 29
Goals of Education
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At Allen Edwards, children, staff, parents and governors recognise that every child has talents and abilities that need to be encouraged and developed.
The Team Around Your Child
Who is the best person to speak to about your child's needs whether they are identified or you have concerns?
Class teacher
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The first point of contact if you require information or have any concerns is the class teacher.
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Your child’s Class Teacher is responsible for:
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Providing high-quality, inclusive teaching and ensuring that the curriculum is adapted, where necessary, to meet your child’s individual needs.
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Observing and assessing your child’s learning and progress, identifying any additional support they may need and planning appropriate provision. This may include targeted activities, additional adult support or adapted resources.
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Providing your child with appropriate advice, encouragement and strategies to help them access learning and participate successfully in the classroom.
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Working closely with the Inclusion Team to discuss your child’s needs, progress and any additional support that may be required.
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Liaising with therapists, specialist professionals and external agencies to ensure that recommendations are understood and incorporated into your child’s provision where appropriate.
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Ensuring that all staff who work with your child understand their individual needs and any adjustments required to support their inclusion, wellbeing and progress.
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Supporting staff to deliver your child’s provision effectively. This may involve coordinating additional adult support, specialist advice, tailored teaching approaches or adapted learning resources.
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Following the school’s SEND Policy and agreed procedures for all pupils with SEND in their class.
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Working with the Inclusion Team to develop and review Focused or Individual Target Plans, where appropriate, and to monitor the progress of pupils with SEND.
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Discussing your child’s progress, provision and targets with you at least once each term. Where appropriate, your child will also be involved so that their views and experiences help shape the support they receive.
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The class teacher can be contacted by speaking to them at the end of a school day to arrange an appointment at a mutually convenient time; telephoning the school office and leaving a message on
020 7622 3985 or by sending a message on DOJO.
The Inclusion Team
The Inclusion Team at Allen Edwards is made up of Miss Nicola Harris (Deputy Head teacher for Inclusion) and Mrs Madeleine Merrifield (SENCO).
They are responsible for:
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Observing and assessing children who have been identified as experiencing difficulties with their learning and/or development.
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Coordinating and overseeing provision for children with special educational needs and/or disabilities (SEND) across the school.
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Working with children, parents and carers, class teachers and other relevant adults to identify and reduce barriers to learning, participation and wellbeing.
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Making referrals to appropriate external services and professionals, such as Speech and Language Therapists, Occupational Therapists, Educational Psychologists and Paediatricians, when further assessment, advice or support may benefit a child.
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Liaising with professionals and external agencies involved in supporting your child and helping staff to implement their recommendations.
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Developing and reviewing the school’s SEND Policy to ensure that provision is inclusive, responsive and tailored to children’s individual needs.
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Maintaining the school’s SEND record of need so that pupils’ educational, physical, sensory and emotional needs are understood, and ensuring that records of provision, needs and progress remain accurate and up to date.
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Providing specialist advice and support to teachers and support staff so that they can meet the needs of pupils with SEND and enable them to achieve their potential.
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Supporting class teachers to develop, implement and review Focused or Individual Target Plans that set out appropriate and achievable outcomes for each child.
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Working with you, the class teacher, other supporting adults and, where appropriate, your child to develop and review a SEND Support Plan when one is required.
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Coordinating requests for an Education, Health and Care needs assessment, where appropriate, and contributing to the development and review of an Education, Health and Care Plan (EHCP).
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Organising staff training so that colleagues have the knowledge, skills and confidence to meet the needs of children with SEND.
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Developing a consistent, whole-school approach to supporting autistic children.
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Promoting an inclusive and SEND-friendly learning environment across the school that supports children’s learning, communication, physical needs and emotional wellbeing.
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The Inclusion Team also ensures that parents and carers are:
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Fully involved in supporting their child’s learning and development.
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Informed about the support available to their child.
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Kept up to date about the provision their child is receiving.
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Involved in reviewing their child’s progress, outcomes and next steps.
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Given opportunities to contribute to a clear profile of their child’s strengths, needs and aspirations.
The Inclusion Team can be contacted by speaking to them at the end of a school day to arrange an appointment at a mutually convenient time; emailing directly nharris@allenedwards.lambeth.sch.uk or mmerrifield@allenedwards.lambeth.sch.uk; telephoning the school office and leaving a message on
020 7622 3985 or by sending a message on DOJO.
Additional Adults
Your child may work with additional adults in school, such as teaching assistants, learning support assistants or other trained members of staff. Where appropriate, these adults may provide updates about your child’s day in line with the communication arrangements agreed with the class teacher.
Additional adults are responsible for:
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Supporting individual pupils or groups of pupils with special educational needs and/or disabilities.
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Delivering targeted or specialist support in a particular area, such as speech, language and communication, under the direction of the class teacher and Inclusion Team.
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Supporting learning across the wider class while the class teacher works directly with an individual pupil or small group. This helps ensure that pupils with SEND continue to receive teaching from a qualified teacher as part of an inclusive classroom approach.
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Delivering agreed support and interventions planned by the class teacher and Inclusion Team, in partnership with parents and carers. Decisions about the type and level of provision remain the responsibility of the class teacher and Inclusion Team.
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Adapting their support in response to each child’s strengths, needs and agreed outcomes, helping them to access learning, develop independence and participate fully in school life.
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Liaising with therapists and other specialist professionals, where appropriate, to receive training, guidance and targets for delivering specific interventions.
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Following Focused or Individual Target Plans and recording relevant observations and progress.
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Reviewing the impact of support and interventions with the class teacher and sharing information that will help inform future planning.
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Encouraging children to develop confidence, independence and self-advocacy, providing the right level of support without creating unnecessary reliance on an adult.
Additional adults can be contacted by speaking to them at the end of a school day.
Therapist and Outreach Workers
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Therapists and outreach workers are responsible for:
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Working with the Inclusion Team, class teachers, parents and carers to identify appropriate outcomes and targets for children with SEND.
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Observing and, where appropriate, assessing children to develop a clearer understanding of their strengths and needs.
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Working directly with children who have specific needs and recommending suitable strategies, programmes or interventions.
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Advising staff on how specialist recommendations can be incorporated into classroom teaching and everyday school routines.
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Training and supporting staff to deliver specific approaches or interventions, such as LEGO®-based therapy, speech and language programmes or strategies to support physical and sensory needs.
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Monitoring and reviewing the impact of recommended provision and suggesting adjustments where necessary.
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Attending Annual Reviews, multi-agency meetings and other professional discussions, where appropriate, to share relevant information and contribute to coordinated support for the child.
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Observing lessons and providing constructive feedback to strengthen inclusive teaching and provision for individual pupils and the wider school community.
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Working collaboratively with the school and families to ensure that specialist advice is understood, implemented consistently and focused on helping each child participate, progress and thrive.
Therapists can be contacted via the Inclusion Team.
The Headteacher
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The Headteacher at Allen Edwards is Mrs Louise Robertson. She is responsible for:
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Overseeing the day-to-day management of all aspects of the school, including provision for children with SEND.
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Ensuring that the school provides an inclusive learning environment in which children with SEND receive appropriate support and are enabled to participate, progress and thrive.
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Delegating the coordination and delivery of SEND provision to the Inclusion Team and class teachers, while retaining overall responsibility for ensuring that pupils’ needs are identified and met effectively.
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Ensuring that staff have the appropriate knowledge, training and resources to fulfil their responsibilities towards children with SEND.
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Working with the Inclusion Team to monitor the quality and impact of SEND provision across the school.
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Ensuring that the school’s statutory responsibilities and agreed SEND policies and procedures are followed.
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Working with the Inclusion Team to keep the Governing Body informed about SEND provision, priorities and developments across the school.
The headteacher can be contacted by telephoning the school for an appointment or by email office@allenedwards.lambeth.sch.uk
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Championing the interests, inclusion and achievement of children with SEND.
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Developing an informed understanding of SEND provision across the school, including staffing, resources, priorities and outcomes for pupils.
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Monitoring how the school uses its SEND notional budget and considering the impact of this spending on pupils’ access, participation, progress and attainment.
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Meeting with the SENCO and Assistant Headteacher for Inclusion at least once during the autumn, spring and summer terms to review provision and discuss current priorities.
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Undertaking relevant training, including a school-specific induction with the SENCO, to develop the knowledge required to provide appropriate support and challenge.
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Asking constructive questions and raising awareness of SEND and inclusion at Governing Body meetings.
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Monitoring the implementation and impact of the school’s SEND Policy and SEND Information Report, ensuring that these remain accurate and reflect the needs of the school community.
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Working with the Assistant Headteacher for Inclusion and SENCO to produce and review an annual SEND report for the Governing Body.
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Seeking appropriate evidence and assurance that the school is fulfilling its statutory responsibilities towards children with SEND.
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Supporting the Governing Body to review whether it has sufficient SEND expertise and, where necessary, encouraging further training or appropriate external advice.
The Governing Body provides strategic oversight and holds school leaders to account for the quality and effectiveness of SEND provision. Operational decisions about individual pupils remain the responsibility of the Headteacher, Inclusion Team and relevant school staff.
The Link Governor for SEND can be contacted by emailing the school office on office@allenedwards.lambeth.sch.uk who will direct the email onto the governors.
How might my child be supported in school?
At Allen Edwards Primary School, our support begins with a substantial universal offer that is available to every child, regardless of their level of need or whether they have an identified SEND. Rather than expecting children to adapt to school, we continually adapt our teaching, curriculum, communication, routines and learning environments to remove barriers and promote equity, inclusion and independence. Through high-quality teaching, consistent approaches and a strong focus on wellbeing, we aim to create a school in which every child can participate fully, feel that they belong and thrive.
What are the different types of support available for all children, children with SEND concerns and children with SEND?
Types of support provided
What would this mean for your child?
Who can get this support?
Wave 1
Our Universal Offer:
Quality First Teaching
Our Wave 1 provision is a substantial whole-school offer available to every child. It is underpinned by high-quality, inclusive teaching and adaptive strategies that respond to children’s individual strengths and needs, remove barriers to learning and promote participation and independence. Teachers maintain high expectations, set aspirational and achievable targets, provide purposeful feedback and adapt learning, resources and homework where appropriate.
All staff receive ongoing whole-school training to develop their knowledge and confidence in supporting a wide range of educational, communication, sensory, physical, social and emotional needs. Staff work closely with the Inclusion Team and draw upon advice from therapists and other specialist professionals. Our robust therapeutic offer provides guidance, strategies and, where appropriate, targeted support that can be embedded within teaching and everyday school routines.
We also make thoughtful adaptations to the whole-school environment, including classrooms, shared spaces, routines and communication approaches, so that children can feel safe, regulate, access learning and participate fully in school life.
Staff share any concerns with parents and carers at an early stage and work in partnership with them to understand their child’s needs. Progress is monitored carefully and discussed through parents’ evenings, reports or additional meetings where required. Staff agree and record appropriate next steps, review the impact of the support provided and identify what is working well or what may need to change.
All children at Allen Edwards Primary School
Wave 2
Small group/individual interventions and adapted resources.
Where a child requires support beyond the universal offer, the class teacher uses ongoing assessment, observations and information from the child and their family to identify strengths, areas for development and any unmet needs. This evidence is used to plan targeted, time-limited support with clear intended outcomes.
Support may include small-group or individual interventions, additional adult guidance, adapted teaching approaches or tailored resources. Therapists, the Inclusion Team and other specialist professionals may provide further advice, helping staff to refine interventions, adapt resources and ensure that strategies are appropriate to the child’s needs. Recommended approaches are incorporated into classroom teaching and everyday school routines wherever possible.
The child’s response to support is carefully monitored and reviewed. Progress is considered at termly pupil-progress meetings with the school’s leadership team, enabling staff to identify barriers early, evaluate the impact of provision and agree appropriate next steps. Parents and carers are kept informed and involved throughout, ensuring that support remains responsive and enables every child to make progress towards their potential.
Additional intervention for children not meeting expected progress or attainment.
Wave 3
Focused Support
Where a child continues to experience significant barriers despite targeted support, the class teacher and Inclusion Team meet to review the available evidence and develop a detailed understanding of the child’s strengths and needs.
A Focused Plan is created, setting out the child’s individual outcomes, the provision and adjustments to be put in place, who will deliver the support and how its impact will be measured. The plan is shared with all relevant adults, reviewed at least termly and updated in response to the child’s progress. Parents and carers receive a copy and are fully involved in reviewing the plan and agreeing next steps. The child’s views are also included wherever appropriate.
The school meets with parents and carers to discuss concerns, the support already provided and whether the child may require SEN Support and inclusion on the school’s SEND Register. This decision is based on the child’s individual needs and whether they require provision that is additional to, or different from, the school’s universal offer.
With parental consent, relevant therapists, outreach services or other specialist professionals may be consulted for assessment, advice and guidance. Their recommendations are used to further personalise teaching, interventions, resources and environmental adaptations.
Where a child requires a level of provision that cannot reasonably be met through the school’s ordinarily available resources, the Inclusion Team may apply to Lambeth for SEND Inclusion Funding or Exceptional Needs Grants, in line with the local authority’s criteria and application process.
For children we want to monitor more closely to support special educational needs that have become apparent.
Wave 4
SEND Support
For children on the school’s SEND Register, the class teacher and Inclusion Team follow a continuous cycle of assess, plan, do and review. They monitor the child’s progress from their individual starting point and regularly evaluate the impact of the provision, interventions and adjustments recorded in their Focused or SEND Support Plan.
Targets are specific, meaningful and reviewed at least termly with parents and carers. The child’s views are included wherever appropriate. Information from assessments, observations and intervention entry-and-exit data is used to identify progress, evaluate what is working and determine whether support should be continued, adapted or increased.
Children continue to receive high-quality, inclusive classroom teaching alongside carefully selected individual or small-group interventions. Provision may include specialist programmes devised or supported by professionals such as Occupational Therapists and Speech and Language Therapists. Specialist recommendations are incorporated into classroom teaching, resources, routines and environmental adaptations so that support is consistent throughout the child’s school day.
The class teacher, Inclusion Team, family and relevant professionals work together to ensure that provision remains responsive to the child’s changing strengths and needs and supports their learning, wellbeing, independence and participation.
Children who are on the school’s SEND register
Wave 5
Individual Target Plans
Where a child has complex or significant needs and requires a highly personalised level of provision, the class teacher, any professionals working with your child and Inclusion Team develop an Individual Support Plan. This sets out small-step targets linked to longer-term outcomes, the strategies and interventions to be used, the time and staffing required, and any specialist resources or environmental adjustments.
The plan considers the four broad areas of need:
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Communication and interaction
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Cognition and learning
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Social, emotional and mental health
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Sensory and/or physical needs
Teaching and learning are carefully adapted to enable the child to access the curriculum, participate in school life and develop independence. This may be supported by individual or small-group interventions and specialist programmes designed or recommended by relevant professionals.
The Individual Support Plan is a working document that is revisited, reviewed and refined at least termly. Parents and carers meet with the school each term to evaluate progress, consider the impact of provision and agree new outcomes and targets. The child’s views and aspirations are included wherever appropriate.
When appropriate, and with parental consent, the school may seek further assessment and advice from professionals such as an Educational Psychologist, Autism Outreach Worker, Speech and Language Therapist or Occupational Therapist. Their involvement helps the school and family develop a fuller understanding of the child’s strengths and needs, refine their provision and gather evidence to support a request for an Education, Health and Care needs assessment where this is considered necessary.
Child who are undergoing the SEND Support cycles in preparation for an Educational Health Care Plan (EHCP).
Wave 6
Individual Target Plans
For a child with an Education, Health and Care Plan (EHCP), the class teacher, all professionals working with your child and Inclusion Team develop an Individual Support Plan based on the needs, provision and long-term outcomes specified in the EHCP. These are translated into meaningful short-term targets, teaching approaches, interventions, resources and environmental adjustments to provide a tailored curriculum and ensure that the provision set out in the EHCP is delivered.
Parents and carers meet with the school at least once each term to review their child’s progress, evaluate the impact of provision and agree appropriate next steps and targets. The child is supported to contribute their views, experiences and aspirations wherever possible.
A formal Annual Review is held to consider the child’s progress towards their EHCP outcomes, assess whether the plan and provision remain appropriate, and identify any recommended changes. The views of the child, their family, school staff and relevant professionals are gathered as part of this process.
Where appropriate, multi-disciplinary meetings are also held twice each academic year, or more frequently when required. These meetings enable the professionals involved to share their expertise, coordinate their work and review the child’s provision collectively. This collaborative approach helps ensure that support remains consistent, responsive and focused on the child’s learning, wellbeing, participation and independence.
Children with an EHCP.
In additional to our whole school offer set out above, there are also additional provisions in place to meet the needs of particular children with Educational Health Care Plans and ensure that the learning environment and teaching is further tailored to meet their needs.
Mainstream Plus
Nurture Class
Our Nurture Class is a specialist provision exclusively for children in the Early Years Foundation Stage (EYFS) who are part of the Allen Edwards school community. It supports children with complex and significant needs who benefit from a smaller, highly structured group setting to help them access learning, develop independence and manage their emotional and sensory needs.
Children accessing the provision may be working significantly below age-related expectations and require consistent support throughout the day. Teaching is carefully tailored to each child’s individual strengths, needs and stage of development, with learning delivered through a combination of whole-group activities, small-group work and one-to-one interventions.
The classroom provides a safe, nurturing and predictable environment in which children are supported to communicate, build relationships, develop self-regulation and engage with an appropriately adapted EYFS curriculum. The provision aims to remove barriers to participation and help every child experience success, belonging and progress.
Specialist Provision within a Mainstream School
Autism Resource Base
Our Autism Resource Base is a specialist provision for children from Reception to Year 6. It comprises four classrooms and forms an integral part of the Allen Edwards school community.
Children considered for a place in the Resource Base must have a diagnosis of autism and an Education, Health and Care Plan (EHCP). Placements are agreed through Lambeth’s SEND admissions process and are based on whether the provision can meet the child’s individual needs.
The Resource Base supports children who benefit from additional specialist provision while remaining fully included within a mainstream school. Children access a carefully adapted curriculum at an appropriate level and are supported to participate in the wider life of the school.
Our specialist staff work closely with class teachers, families, therapists and other professionals to provide personalised teaching, appropriate interventions and therapeutic support. Provision focuses on each child’s individual communication, sensory, emotional, social and learning needs, while developing their independence, confidence and self-regulation. Our aim is to remove barriers, promote belonging and enable every child to participate, progress and thrive.
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For further information about the Resource Base, please contact Nicola Harris, DeputyHeadteacher for Inclusion, at nharris@allenedwards.lambeth.sch.uk.
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Applications for a place in the Autism Resource Base are made through Lambeth SEND Admissions. Your child’s current school can discuss the process with you and support your application.
Further information is available through Lambeth’s SEND Local Offer.
How will you support your child with transitions?
When starting at Allen Edwards:
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If your child has been allocated a place in our school by the local authority and they have a special education need or disability, please contact us as soon as you receive the offer as we may not have details of their needs at this stage.
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We will invite you to visit the school with your child to have a look around, meet the Inclusion Team and ask questions about our school's provision.
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If other professionals are involved, a Team around the Child (TAC) transition meeting will be held or contact will be made with these professionals to discuss your child’s needs, share strategies used and ensure necessary provision is put in place before your child's admission.
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In the nursery and reception, staff will offer a Home Visit prior to your child's admission.
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If your child is already attending a school or nursery, a member of the Inclusion Team and, where possible, the class teacher will visit your child in their current setting.
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We may suggest adaptations to provision, to help your child to settle more easily but these will be agreed between you and the staff at the TAC transition meeting.
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If they have not already visited, your child will be invited into school in advance of starting, to meet the staff they will be working with and their peer group. This may include a staggered start approach if we deem it appropriate.
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Following the settling in period, the class teacher will arrange an early meeting with you to review your child’s settling, learning and progress.
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Targets will then be completed for your child and provision put in place to support them. You will be involved in discussion around this at every stage. The staff will have regular contact with you to monitor the progress of your child and invite you into school at least once a term to review this with you.
When moving classes in school:
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Children will be provided with a social story including photos of the adult that they are working with to prepare them for the change.
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Whenever possible, you will be invited to meet with the new teacher before the move takes place.
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A planning meeting will take place with the new teacher. Support plans will be shared with the new teacher. o If your child would be helped by a book to support them understand ‘moving on’ then it will be made for them.
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Staff working with your child will meet with The Inclusion Team to discuss support needed and have an opportunity to read through all appropriate paperwork pertaining to your child.
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In Year 6:
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Our Inclusion Team will discuss the specific needs of your child with the SENCO of their secondary school.
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Your child will be involved in specific activities to support their understanding of the changes ahead. This may include creating a transition booklet, which includes information about themselves for their new school.
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Where possible your child will visit their new school on several occasions and, whenever possible, staff from the new school will visit your child in this school.
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Where children have an EHC Plan, the process of transition will begin at the Year 5 annual review with consideration of the secondary setting that may be most suitable for the child. A planned transition programme will then be implemented throughout Year 6 to support children to feel ready for the move. The Secondary SENCo and Head of Year 7 will be invited to a child’s Year 6 Annual Review.
How is the school physically accessible to children with SEND?
We ensure that we adapt the physical surroundings of the school to meet the needs of children within our care.
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Where appropriate, specialised equipment is available to meet the individual needs of all children on-roll.
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Members of staff have undergone a range of training in order to meet the children's varied needs.
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Individual workstations and specialised spaces are provided to meet the needs of individual children where specialists have identified this as beneficial.
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A toilet for those that need specific access arrangement is available on every floor.
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Medical areas are available for First Aid needs.
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After school provision is accessible to all children including those with SEND.
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A lift is available to allow access to all areas of the building.
Support from Professionals
Specialist professionals work across Allen Edwards to strengthen inclusive practice and support the needs of all children. They work collaboratively with pupils, families, teachers and the Inclusion Team to provide observations, assessments, advice and training. They may also recommend or deliver targeted interventions and suggest adaptations to teaching, resources, routines and the school environment. Their expertise helps us develop our whole-school provision, identify and remove barriers, and ensure that support is consistent, coordinated and responsive. Any direct involvement with an individual child is discussed with parents and carers and undertaken with their consent.
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Specialist Professionals at Allen Edwards include:
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Speech and Language Therapy
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Art Therapy sessions with Art4Space
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Educational Psychologist
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Lambeth Autism Advisory Service teacher
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Occupational Therapy
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Physio Therapy
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CENMAC
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School Nurse
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Child and Adolescent Mental Health Service (CAHMS)
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Mental Health Support Team
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Psychotherapists
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Early Help
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Lambeth SENCO Team
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Dyslexia Teacher
What is Speech and Language Therapy?
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Speech and Language Therapy supports children to understand and use communication effectively. Speech and Language Therapists (SLTs) work closely with school staff and families to assess children’s needs, set appropriate targets and recommend strategies, resources and interventions. They may also provide individual or small-group therapy for children on their caseload.
Our SLT supports the school by:
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Assessing children’s speech, language and communication needs.
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Developing and reviewing individual targets and programmes.
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Advising staff on adaptations to teaching, resources and the learning environment.
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Training staff to deliver communication strategies and interventions.
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Providing individual and small-group therapy where appropriate.
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Offering advice, targets and drop-in sessions for parents and carers.
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Monitoring children’s progress and adjusting recommendations when required.
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Areas of support
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Across the school and within the Resource Base, Speech and Language Therapy may support:
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Understanding and using language: developing vocabulary, sentence structure and the ability to follow instructions.
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Social communication: using language appropriately in different situations, taking turns and understanding social cues.
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Non-verbal communication: using gesture, facial expression, body language, signs, symbols or communication systems.
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Expressive communication: helping children communicate their needs, ideas and experiences verbally or non-verbally.
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Receptive language: understanding spoken language, signs, symbols and questions.
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Speech: developing the clear production of sounds and words.
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Voice: using an appropriate volume, pitch and vocal quality.
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Attention and listening: developing the skills needed to focus, process information and participate in learning.
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Literacy-related language: developing phonological awareness and the language skills needed for reading, spelling and understanding written texts.
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Speech, language and communication strategies form part of our Universal Offer and are embedded across classrooms. Targeted interventions may be provided for children who require additional support, whether or not they have an Education, Health and Care Plan (EHCP). Children with specialist provision specified in an EHCP receive support in line with the requirements of their plan.
What is Art Therapy?
We work closely with Art4Space, a local organisation that provides art therapy for children in Lambeth. Art therapy uses creative activity as a means of expression and communication, particularly when children may find it difficult to put their experiences or emotions into words.
Through individual or small-group sessions, children may be supported to explore and process feelings, develop emotional regulation, strengthen confidence and build positive relationships. Art therapy can provide a calm, supportive space that helps children engage more positively with home and school life.
Art therapy is delivered by an appropriately qualified professional. It is not an art lesson, and children do not need to have particular artistic skills to benefit from it.
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What is Occupational Therapy?
Occupational Therapy (OT) helps children develop the skills they need to participate as independently as possible in learning, play, self-care and everyday school life. Occupational Therapists may support children with physical, motor, sensory, perceptual or cognitive needs.
Support may relate to:
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Eating and drinking.
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Dressing, washing and personal care.
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Using the toilet.
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Fine-motor skills, including handwriting and using classroom tools.
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Gross-motor skills, posture and coordination.
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Play and participation.
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Sensory processing and regulation.
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Independence within classroom routines.
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Some children, including some autistic children, experience differences in the way they process touch, movement, sound, light or other sensory information. These differences may affect their comfort, attention, emotional regulation or ability to participate.
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Occupational Therapists can undertake specialist assessments to identify factors affecting a child’s daily functioning. They may provide direct therapeutic support and recommend strategies, equipment, resources or environmental adaptations. They work collaboratively with families and school staff so that helpful approaches can be used consistently across the child’s day.
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The Evelina Occupational Therapy resource pack contributes to our Universal Offer. Where a child may need specialist assessment or support, we discuss this with their parents or carers before making a referral to the Evelina Occupational Therapy Team.
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What does an educational psychologist do?
Educational Psychologists (EPs) apply their knowledge of child development, learning, behaviour and emotional wellbeing to help children make progress and participate successfully in school. We commission an Educational Psychologist to work collaboratively with children, families, school staff and other professionals through consultation, observation, assessment and advice.
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Where we believe that Educational Psychology involvement may be beneficial, we discuss this with parents and carers and seek their consent. The Educational Psychologist may:
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Meet with parents, carers and relevant school staff.
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Gather and review information about the child’s strengths, needs and progress.
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Observe the child in class or another school setting.
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Work directly with the child using appropriate assessment activities.
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Recommend teaching approaches, interventions, adjustments or next steps.
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Provide a written record or report of their findings and recommendations.
The school uses this advice to review and strengthen the child’s provision. Educational Psychology evidence may also contribute to a request for an Education, Health and Care needs assessment where this is considered appropriate.
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What does a psychotherapist do?
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Our psychotherapists provide specialist support for children’s emotional wellbeing and mental health across the school. They offer a safe and confidential therapeutic space in which children can explore experiences, relationships and feelings that may be affecting their wellbeing, behaviour or engagement with learning.
Their role includes:
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Providing regular one-to-one psychotherapy for children who have been identified as likely to benefit.
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Working collaboratively with families and school staff to develop a fuller understanding of a child’s emotional needs.
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Offering sessions for parents and carers to help them understand and respond to their child’s needs.
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Delivering training that develops staff knowledge of emotional development, attachment, trauma and therapeutic approaches.
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Providing professional supervision and reflective spaces for staff, helping them consider children’s emotional experiences and respond consistently and thoughtfully.
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Advising the Inclusion Team on whole-school approaches that promote emotional wellbeing, safe relationships and a nurturing school environment.
Any individual therapeutic involvement is discussed with parents and carers, and appropriate consent is obtained. Information is handled sensitively, with confidentiality maintained within agreed safeguarding and professional boundaries.
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Developing our Therapeutic Offer
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We continually review and develop the therapeutic support available at Allen Edwards so that it remains responsive to the needs of our children and school community. Professional advice is used not only to support individual pupils but also to strengthen staff practice, classroom provision and our whole-school environment.
If you believe your child may benefit from a particular therapy, intervention or specialist approach, please speak with a member of the Inclusion Team. We will listen to your concerns, consider the available evidence and discuss the most appropriate next steps with you.
