Selsdon Primary School SEND Information Report 2025/2026
Assistant Headteacher/SENDCo: Roisin Kumar
Croydon SEND Lead: Melanie Farris
SEND Governor: Tanya Dennis
Date of last review: September 2025
The SEND Information Report is a mandatory document that explains the implementation of Selsdon Primary’s SEND Policy and outlines our strategies for aiding and supporting students with additional needs. This information adheres to the Special Educational Needs and Disability (SEND) Code of Practice (2015).
| What is ‘Special Educational Needs’ (SEN) or a ‘Disability’? |
A pupil has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.
They have a learning difficulty or disability if they have:
- A significantly greater difficulty in learning than the majority of others of the same age, or
- A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.
At Selsdon Primary School, we believe that each and every pupil has the right to equality of access to, and achievement in, an educational setting that will enable them to reach their full potential. The school will work hard to ensure the necessary provision is made for any pupil with SEND.
| Legislation and Guidance |
This information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:
- Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities
| SEND & INCLUSION TEAM |
The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report.
Roisin Kumar: Assistant Headteacher / SENCo
Nicola Knock: Lead Nurture Teacher and Senior Mental Health Lead
Lisa Atkinson (Love 2 Communicate): Independent Speech and Language Therapist
Louise Lombardi (Rowan Psychology): Independent Educational Psychologist
Erica Ruse-Whalley: School Counsellor
Hugo Feitor: Head of School (Safeguarding Lead and Designated Teacher for Looked After Children)
Elaine Cauthery: Attendance Officer
Nicola Wayne: Education Welfare Officer
Tanya Dennis: SEND Governor
You can contact any of these members of staff through the main school switchboard: 020 8657 4038.
| What should I do if I am worried about my child’s progress? |
Parents/Carers who are concerned that their child may have SEND issues should talk to their child’s class teacher. The class teacher is responsible for the progress of all children in their class including those with SEND.
After talking to the Class Teacher and concerns persist, it may be appropriate to make an appointment to see the SENCO. Often, the initial response will be to consider how the child’s needs can be met through changes in approach or strategy, adaptation, (making the curriculum more accessible for the child) or through the implementation of a classroom intervention.
The Graduated Response is organised into 3 Waves
Wave 1 – Universal: Support in class delivered by the teaching team to support excellent progress for all
Wave 2 – Targeted: Support for pupils identified as needing specific intervention
Wave 3 – Specialist: Support for the highest need and working with outside agencies (Educational Psychology, Speech and Language, Occupational Therapy)
The SEND Code of Practice (2015) outlines 4 areas of Need
| Area of Need | Examples of SEN |
| Communication and interaction | Speech and Language difficultiesAutism Spectrum Condition (ASC) |
| Cognition and Learning | Specific Learning Difficulties such as dyslexiaGlobal Learning Delays |
| Social, Emotional & Mental Health Needs | Attention Deficit Hyperactivity Disorder (ADHD)Attachment DisordersAnxiety or Depression |
| Physical & Sensory | Hearing of Visual Impairment Sensory Processing Difficulties |
| How we identify pupils with SEN and assess their needs. |
We assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and key stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap.
This may include progress in other areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our universal offer, or whether something different or additional is needed.
| What happens when a child is identified with SEN? |
Additional Support Plan
When deciding whether special educational provision is required, we will start with the desired outcomes, which are recorded by the class teacher on the school’s Additional Support Plan (ASP). These are reviewed on a termly basis and progress is reported to parents/carers by the class teacher.
The Additional Support Plan will detail the support and resources that are needed.
Early Intervention Service (CLSS)
Selsdon Primary has links to Croydon’s SEND Service. We can request support and advice from Early Intervention Service (CLSS). The budget is accessible to children who may need a higher level of support on a short-term basis. Our SEND Lead advisor is Mel Farris, who provides support and advice to SENCOs in the area with concerns about specific pupils.
Educational Health Care Plan (EHCP)
When a child has been through several cycles of Additional Support Plans and received support from the Early Intervention Service and it has become evident that the child’s difficulties are long-term and significant, then this might mean they may require an EHCP. This is normally done through the school in consultation with the SENCo however parents/carers can also apply independently of the school to the local authority.
Parents/carers can find more information about the EHCP process here: https://localoffer.croydon.gov.uk/kb5/croydon/directory/home.page
| What support do we offer in school? |
Additional Reading Support
If a child has been assessed as needing extra support they will be included in either catch up, keep up or SEN reading groups through our Little Wandle Reading Scheme. Children included in the Little Wandle programme are assessed on a half termly basis to monitor their reading progress and additional support put in place to address further needs.
Additional Maths Support
At Selsdon, we use the White Rose programme. If a child has been assessed as needing extra support they will be included in maths interventions to address their needs. Children who receive these interventions are assessed on a half termly basis to monitor their progress in maths and additional support put in place to address further needs.
Speech and Language
We have our own independent speech and language therapy service, which is provided by an organisation called Love 2 Communicate. The school’s lead therapist is Lisa Atkinson, who visits Selsdon Primary once a week along with a Speech and Language Therapy Assistant Practitioner.
All children are assessed on entry to Reception using a standardised screening tool, which identifies which children need additional support and what level of help they require. These children are reassessed on a termly basis. The SENCo also refers children from other year groups if they demonstrate difficulties with their attention and listening, understanding and/or use of language, speech sounds or social communication skills.
Therapy input can involve direct 1:1 or group therapy sessions with Love 2 Communicate or by learning support assistants who have been trained to deliver specific interventions during the school day. If a child’s needs are more severe, individualised programmes are provided and shared with teachers, teaching assistants and parents to deliver at school and home.
The school also has access to NHS speech and language therapy services, known as, Better Days.
If you are concerned about your child’s speech and language development please contact your child’s class teacher.
Nurture
We have a fully equipped nurture class called Happy Hideaway, which is staffed by our nurture team led by Nicola Knock. Nicola offers several intervention groups of differing intensity covering a range of issues including building self-esteem, supporting emotional regulation and development and social skills development.
| How do we support pupils with specific learning needs? |
Autism Spectrum Disorder (ASD)
We recognise that pupils with ASD may experience challenges with communication, social interaction, and sensory processing. Our support includes:
- Additional Support Plans: We work with parents, carers, and external professionals to create tailored learning plans that address each child’s specific needs and set clear, measurable targets.
- Visual Supports: Timetables, task planners, and visual cues are used to provide structure and predictability, reducing anxiety and supporting understanding.
- Sensory-Friendly Environments: We offer quiet spaces and sensory breaks for children who may feel overwhelmed by classroom stimuli.
- Social Skills Support: Through small group sessions, we focus on improving social communication and peer interaction.
- Communication Support: We employ strategies like Makaton, PECS (Picture Exchange Communication System), and other alternative communication methods where appropriate.
Attention Deficit Hyperactivity Disorder (ADHD)
We understand that pupils with ADHD may need additional support with concentration, impulse control, and self-regulation. Our approach includes:
- Structured Learning Environment: Clear expectations and consistent routines help pupils stay focused and manage transitions. Tasks are broken down into manageable chunks, with regular breaks built in.
- Movement Breaks: Pupils have access to movement breaks and active learning opportunities to help channel excess energy and maintain focus.
- Behavioural Interventions: Positive behaviour reinforcement strategies are used to encourage self-regulation. We work with children to set personal behaviour goals and offer rewards for progress.
- Home-School Communication: Regular updates between home and school ensure consistent strategies are in place to support the pupil’s learning and behaviour across settings.
Attachment Difficulties
Pupils with attachment difficulties often need emotional and relational support to feel secure in the school environment. Our strategies include:
- Emotion Coaching: Staff are trained to recognise and respond to emotional triggers, using strategies to help children understand and manage their feelings.
- Therapeutic Interventions: Where appropriate, pupils can access therapeutic support through counselling, or nurture groups. These interventions help children process emotions and develop coping strategies.
- Safe Spaces: We provide designated calm spaces in the school where pupils can go when they feel overwhelmed or need time to self-regulate.
- Social and Emotional Learning: Group activities focused on building self-esteem, resilience, and peer relationships are offered to help children develop positive social skills and emotional understanding.
| Working with external agencies |
We work hard to communicate effectively with outside agencies to put specialised support in place for our pupils and their families.
Educational Psychology
Our Educational Psychologist is called Dr Louise Lombardi. Children may be referred to the Educational Psychologist after a substantial amount of support has been put in place for them and additional help is deemed necessary.
The Educational Psychologist observes and assesses the child and then, in consultation with the parent/carers, works with the school to identify the best way forward for the pupil.
If a child has an Education and Health Care Plan, we may be able to access Education Psychology advice, particularly around transition in Year 5.
Child and Adolescent Mental Health Services (CAMHS)
Croydon CAMHS offers a diagnostic assessment and therapeutic intervention to children and adolescents who have a serious mental health disorder or psychological difficulties, and to their families.
They provide assessment and treatment where the disturbance of functioning may result in physical and mental harm to the child; especially if without therapeutic input there might be deterioration in the child’s mental health or in achieving optimum developmental potential
Occupational Therapy
Croydon Children’s Occupational Therapy Service provides therapy, advice, equipment and adaptations for children who have disabilities or difficulties with everyday tasks. The service is based at the Crystal Centre and they also work in a variety of settings including schools, nurseries, Croydon University Hospital and the child’s home.
Counselling
We offer a counselling service to both children and parents and a specialist therapeutic sand therapy technique for children experiencing emotional difficulties.
Weekly thirty-minute sessions are offered, and for longer-term work, sessions may take place every other week. Assessments twice a year will determine whether further sessions are needed.
Parents and carers may also be referred through the SENCo for counselling or “Webster-Stratton Troubleshooting for parents” advice.
The counsellor is a fully trained counsellor accredited by the British Association of Counsellors and Psychotherapists and a trained Jungian-Kalffian Sandplay Practitioner.
Referrals to our counsellor, Erica Ruse-Whalley, are made through our SENCo.
| How we use other adults in school to support pupils with special educational needs or disabilities. |
Our team of Teaching Assistants can effectively support individuals or groups of children in the classroom and undertake small group or one-to-one support as appropriate to meet the needs of pupils with special educational needs or disabilities. The provision across schools is planned for by our class teachers as part of our quality first teaching.
We have specialists who work closely with the school, working with the children and providing strategies for staff:
- Lisa Atkinson: Speech and Language Therapist, Love to Communicate
- Louise Lombardi: Educational Psychologist, Rowan Psychology
- Erica Ruse: School Counsellor, Selsdon Primary School
- Nicci Wayne: Education Welfare Officer, Team Education Welfare Service
- Nicola Knock: Lead Nurture Teacher and Senior Mental Health Lead
| Accessibility |
Selsdon Primary School is a fully accessible school. There is ramp access to both main entrances. We have disabled toilets that are easily accessible at both ends of the school.
We also offer modifications for pupils who have specific arrangements within their classroom; they may need a particular type of chair, wider aisles to allow for mobility, a writing slope, a footstool or a pencil grip. We work closely with parents/carers and the occupational therapy service to ensure that we meet the needs of every pupil.
| Where can I go for information on Local SEND Services? |
You can access information about the local services that Croydon offers to support children with SEND. For more information, please visit this website: https://localoffer.croydon.gov.uk/kb5/croydon/directory/home.page