Special Educational Needs and Disability


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. In doing so, we will fulfil the statutory duties and best practice guidelines set out in the Department of Education Code of Practice for SEND (September 2014).


If you are concerned about your child and would like to talk to someone, please contact your class teacher who would be delighted to meet you. Your child’s class teacher is the person who knows your child best and they can discuss your concerns and suggest ways of offering more support for your child in the classroom.

If having done this, that you feel that you would like to discuss your concerns further then please make an appointment to see our SENCo (Special Educational Needs Co-ordinator), Mr Hugo Feitor, who can advise you on the different ways that we can meet your child’s additional requirements.

Our SENCo is one of a team of people we have here at school to support children who have additional needs.


Hugo Feitor: Assistant Head/SENCo

Erica Ruse-Whalley: School Counsellor

Lisa Atkinson: Speech and language therapist

Louise Lombardi: Educational Psychologist

Lynsey Barnett: Deputy Headteacher

Jan Simms: Attendance Officer

Danielle Fearon: Education Welfare Officer

Tanya Dennis: – SEND Governor

You can contact any of these members of staff through the main school switchboard: 020 8657 4038.


We use a range of outside agencies; who we use depends on the individual needs of the pupils and families. Some of the agencies we use offer support to pupils and families in school; others offer support out of school for families of children with additional needs.

Here are the agencies and services that we use most frequently:

Educational Psychologist

Our Educational Psychologist, Dr. Louise Lombardi, works for Total Inclusion which is part of our independent service contract. Louise visits Selsdon at least once a month.

Children are referred to Louise if teachers, or parents, feel that a child is not making expected progress given the amount of support they are receiving or have identified a barrier to learning.

Louise observes and assesses the child and then, in consultation with the parent, works with the school to identify the best way forward for the pupil.


We currently share a school counsellor with our partner school, Heavers Farm Primary.

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 no further sessions are needed, or if more sessions are to be offered.

Parents may also be referred through the SENCo for counselling or “Webster-stratton Trouble shooting for parents” advice.

The counsellor is a fully trained counsellor accredited with the British Association of Counsellors and Psycho-therapists and a trained Jungian-Kalffian Sandplay Practitioner.

Referrals to our counsellor, Erica Ruse-Whalley, are made through our SENCo.

Speech and Language

Our school has an Independent Speech and Language Therapy Service, Love to Communicate. The school’s therapist is Lisa Atkinson, who visits Selsdon once a week. Lisa is a fully qualified Speech and Language Therapist who specialises in providing bespoke services to primary schools.

Children are referred to Lisa if teachers, or parents, feel that a child is demonstrating difficulties with their attention and listening, understanding and/or use of language, speech sounds or social communication skills. Referrals are made through the SENCO.

Once a child has been referred, Lisa will assess the child’s communication skills and liaise with the SENCO, teachers and parents about the findings and whether the child would benefit from input from the Speech and Language Therapist. Therapy input can involve direct 1:1 or group therapy sessions with Lisa during the school day. In addition, individualised programmes of supporting therapy activities are provided for parents and teachers to carry out.

Lisa provides training to teaching staff to increase their knowledge and understanding of speech and language difficulties, and how to support these in the classroom. Lisa also trains teaching assistants to run a variety of targeted therapy groups to develop children’s attention and listening, language and social communication skills.

CAMHS (Child and Adolescent Mental Health Service)

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 we also work in a variety of settings including schools, nurseries, Croydon University Hospital and the child’s home.

Occupational therapists are specially trained to assess and provide advice and intervention for children with any disability and children who experience difficulties with everyday tasks at home, school and at play.

Family Lives Parent Partnership

Croydon’s Family Lives Parent Partnership service provides independent information and advice and guidance for parents/carers of children and young people with identified SEND.

Parents in Partnership (PIP)

Croydon Parents in Partnership (PIP) offers services free of charge to parents of children and young people with a special need or disability living in Croydon. They can help you with a range of services if your child or young person is between 0 – 25 years old

Family Link Workers support families on an individual basis, providing information and coordinating services when families feel stuck. They will also provide emotional support, make referrals and liaise with services on the family’s behalf. Family Link Workers will support you in confidence, on the telephone, by email, through home visits or at a venue convenient to you.

Virtual School for Children who are Looked After

This service oversees and monitors provision for children who are in care of the Local Authority. The core purpose of the Virtual School is to drive up improvements in the educational progress and attainment of all children looked after by Croydon, including those that have been placed in schools in other authorities.

The Hearing and Visual Impairment Service

The Hearing and Visual Impairment Service is part of Croydon’s Communication Support Service. Specialist teachers and support staff work with pre-school and school age children with a diagnosed visual impairment or hearing impairment to promote access to learning. Advice and support is offered to children, parents and teaching staff on visual/hearing access strategies that can be used at home and in school.

Outreach Department of St Nicholas Special School.

St Nicholas School offers high quality education to primary age pupils with a wide range of needs including moderate learning difficulties, communication difficulties and autistic spectrum disorders. The school offers an outreach programme to mainstream schools across Croydon for pupils who have complex special educational needs.

 Woodside Bereavement Service: The Listening Ear

Woodside Bereavement Service (WBS) – The Listening Ear grew out of an increasing need in the area for a supportive Christian-based bereavement service for all who have suffered loss. They are volunteers, trained as bereavement counsellors, who give one to one support on a regular basis. They offer support to whole classes of children or support on a one to one basis.


Class teachers are responsible and accountable for the progress and development of all pupils in their class.

All pupils receive high quality teaching, differentiated for their individual needs. This means that class teachers are well trained; lessons are well planned, engaging and differentiated to ensure that all pupils can access the learning at their own level.

For pupils with additional needs this could mean that they are given a slightly different task, given different strategies and/or equipment to help them complete the task. Some may require additional support from the class teacher or teaching assistant as part of small group, paired work or on an individual basis.

Every class has at least one teacher and is supported by a Teaching Assistant during the week. Classes with greater SEN needs may have more than one Teaching Assistant.


Selsdon Primary School is a fully accessible school. There is ramp access to every main entrance. 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, footstool or a pencil grip. We work closely with parents and the occupational therapy service to ensure that we meet the need of every pupil.


Additional Reading Support

  • Every child has one to one reading with an adult once a week. If a child has been assessed as needing extra support they will be given additional reading time with an adult.
  • We run booster groups in Year 6 to support children who show potential for working at greater depth in the end of Key Stage 2 test papers.

Occupational Therapy

Teachers will identify children to receive additional support for their fine and gross motor skills. Time is spent on cutting, threading, writing, sticking etc. Anything to get those fingers working!
Some children may require additional apparatus to help them achieve; we take advice from our occupational therapy to ensure that our children have the correct pencil grips, writing slopes, chairs etc.

Speech and Language

We also have regular visits from the NHS speech and language therapist who models the speech and language care plans to the 1:1 TAs and then the TAs carry out speech and language interventions in the classroom according to needs.

Additional Maths Support
We run booster groups in Year 6 to support children who show potential for reaching working at greater depth in the end of Key Stage 2 test papers.

1:1 Teaching Assistant Support
Some children might need 1:1 support to help them achieve academically or to help them manage their physical or behavioural needs. We have a team of well trained 1:1 TAs who are deployed in all year groups to offer this support.

Social and Emotional Support.
We know that a child cannot learn unless he or she is ready to do so emotionally. We identify children that may need additional support and will contact parents to discuss the child’s needs. We offer a counselling service to look after our children’s emotional needs which is delivered by a trained counsellor, who is also a trained teacher.

How do I know if the additional support is successful?

Your child’s progress is carefully and continually monitored by their class teacher and reviewed formally with the school leadership team every term to ensure that they are making expected/exceeded progress.
At the end of the Early Years Foundation Stage, Key Stage One and Key Stage Two all children are formally assessed and their results reported to parents. In Year 1 all pupils are tested on their phonics knowledge. These test results are reported to parents.
Children on the Special Needs Register will have an Additional Support Plan (ASP) which will be reviewed with parents every term and new targets set for the next term.
The progress of children with a statement of SEND or Education Health Care Plan (EHC) is formally reviewed at an annual review with all adults involved with the child’s education.
Selsdon Primary School has an open door policy. Parents and carers are welcome to make an appointment to discuss their child’s needs at anytime. Please telephone the school office to book an appointment or have a telephone conversation with the class teacher.
Parents can make an appointment to meet the SENCo.
Parents evenings are held 3 times each year. At these meetings the parents of children with SEN will be given a copy of their ASP.
Each child receives a written report at the end of the school year detailing his/her progress.
The SENCo meets with SEND Governor every year to discuss specific provisions and provides data to show that they are successful.


Selsdon Primary School has an open door policy. The class teacher is available to discuss your child’s progress or concerns you may have. It is also useful to share information with the teachers about what strategies work well at home so that we can use similar strategies at school.
The SENCo is available to meet parents to discuss a child’s progress or any worries that parents may have.

ASPs are reviewed with parents each term.

Homework is designed to be accessible by all pupils, including those with SEND. If you have any concerns please do hesitate to contact the class teacher.

Every child has a reading diary that can be used to communicate with the class teacher. In addition some children may need a home/school contact book for daily contact where this has been agreed to be useful to you and your child.


Moving on to new class or a new school can be an anxious time for any child.

Moving to a New Class and/or a New Year Group

  • An information sharing meeting will take place with the receiving teacher every year. Your child will have the opportunity to meet the new teacher and other new staff prior to the September start.
  • Parents have an opportunity to meet the new class teacher at the summer parents evening.
  • Transition sessions are planned for the new teaching staff and the children to get to know each other at the end of the academic year.

Moving to a New School

We will contact the new school’s SENCo and share information about special arrangements and support that has been made to help your child achieve their learning goals. We will ensure that all records are passed on as soon as possible.

Moving to Secondary School

School staff attend the Croydon Information Sharing Meeting for Potentially Vulnerable Pupils including those with SEND each year to make transition arrangements.
Multi-agency meetings maybe arranged to create a more detailed plan. Successful arrangements and interventions currently used to support your child can be share with the receiving school and additional visits to the new setting may be planned to help your child become familiar with the new setting and to reduce any anxieties. Your involvement with this process will be critical to supporting a successful move.
We review and update our arrangements for supporting pupils on a regular basis.

This offer will be updated in September 2019.

Here is a link to Croydon’s Special Educational Needs offer.