Our school is a community primary school for the  5-11 age range. We have a nursery for children aged 3-4. Children start school in our Reception classes in the year they are 5. There are two classes in each year group. There are over 400 children in the school.

If you have any queries please do ask the school Reception who will direct you to the best person to help. The school telephone number is 0208 888 9771 or email admin@alexprimary.sch.uk.

SEND Information Report 2025-2026

This information report aims to set; out how our school will support and make provision for pupils with special educational needs (SEND) and explain the roles and responsibilities of everyone involved in providing for pupils with SEND. 

We strive to maintain and develop an environment where they can flourish and feel safe. Alexandra Primary School is committed to inclusion. We aim to create a sense of community and belonging and to offer new opportunities to learners who may have experienced previous difficulties. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways that take account of their varied life experiences and needs.

Statutory Framework

This information report is written in line with the following areas of legislation and guidance;

• Special Educational Needs & Disability Code of Practice: 0-25 years September 2015
• Equality Act 2010; Advice for schools DfE 2013
• Schools SEN Information Report Regulations 2014

Areas of Need

• Our school currently provides additional and/or different provision for a range of needs, including: 
• Communication and interaction: for example, autistic spectrum condition (ASC), speech and language difficulties
• Cognition and learning: for example, dyslexia
• Social, emotional, and mental health difficulties: for example, attention deficit hyperactivity disorder (ADHD
• Sensory and/or physical needs: for example, visual impairments, hearing impairments, processing difficulties, epilepsy,  moderate and multiple learning difficulties. 

How does the school know if my child needs extra help?

Alexandra Primary has rigorous systems in place to identify pupils who may have additional needs. Our class teachers will regularly assess the progress of all pupils and identify specific needs; these pupils are referred to our Special Educational Needs and/or Disabilities Coordinator (SENDCO).

Early intervention is always in the best interest of the child. The SENDCO will complete an initial assessment of your child to identify barriers to learning and the areas in which your child is struggling. The SENDCO meets regularly with class teachers to look at each pupil’s progress and the progress of groups of children. Sometimes, individual children or groups are identified as underperforming and strategies are discussed and implemented. The pupil(s) are then monitored regularly by the class teacher and the SENDCO.

The staff who will support my child?

The SEND Code of Practice states, ‘Every teacher is a teacher of SEN.’ All our teachers are responsible for supporting pupils with SEN and disabilities in their class through quality first teaching. All staff are responsible for setting suitable learning challenges, responding to pupils’ diverse learning needs, and working to overcome barriers to learning. 

We use various methods to ensure quality first teaching in every classroom. These include regular book looks and learning walks. Staff are given further support and strategies when they meet with the SENDCO.

In addition, there are staff  who can provide more specialist support and interventions:

• SENDCO & Wellbeing Lead – Kate Birch
• The School Counsellor – Iratxe Gardoqui
• Mental Health Practitioner – Rebecca Ansa-Otu

In addition, we have a team of teaching assistants, including 3 higher-level teaching assistants (HLTAs) who are trained to deliver SEN provision. In the last academic year, staff have been retrained in Read Write Inc., intensive interaction, lego therapy, emotion coaching and Talkboost.

How will the school support my child with special educational needs?

Teachers are responsible and accountable for the progress and development of all the pupils in their class. ‘Quality first teaching’ is our first step in responding to pupils who have special educational needs.

We also provide the following interventions;

• Daily Supported Reading (DSR)
• Read Write Inc (RWI) Phonics
• Talkboost
• Lego Therapy
• Word Aware small groups
• Intensive interaction
• Talk About Social Skills
• Fine and gross motor skills
• One-to-one and small group language skills sessions
• Counselling
• Learning Mentor support

What specialist services and expertise are available or accessed by the school?

We have access to and can buy into all the provisions on offer to children with additional needs and disabilities from the Children and Young People’s Service.

These services include:  

• Haringey’s Educational Psychology Service
• Language and Autism Service Team (LAST)
• Occupational Therapy
• Hearing Impairment Service/Visual Impairment Service
• Speech, Language and Communication Service
• Early Years’ Inclusion Service
• Markfield Project
• At Alexandra Primary School, we are looking to buy in additional Speech and Language time to help staff and pupils access the support they need.

How are the school’s resources allocated?

At Alexandra Primary School, there is a commitment to monitor every child’s progress and direct resources according to the level of support. If a child has an Education Health Care Plan (EHCP), you will be invited in to discuss provision and to see for yourself what the school has on offer for your child. The school will use the pool of specialists outlined in the section above to ensure that progress is achieved and maintained. 

The School will value the feedback from the child and their parents and will be consulted with both children and their parents throughout the plan being implemented.

How will the school include my child in activities, after-school clubs, and school trips?

Where possible we will make every attempt to ensure that every child has access to everything that is on offer. However, there are times when certain events and activities may not be suitable for individual pupils.

The school will always carry out a risk assessment of activities or school trips which is in addition to everyday classroom activities. Based on the outcome of the risk assessment a decision will be made in consultation with parents. The same risk assessment will apply to after-school activities and extended-day activities.

How will the school check that my child is making progress and that the support is effective?

At Alexandra Primary School, we follow the graduated approach and the four-part cycle of Assess, Plan, Do, Review. Class teachers work with the SENDCo to carry out a clear analysis of the pupil’s needs. This will draw on: 

• The teacher’s assessment and experience of the pupil 
• Their previous progress,  attainment and behaviour 
• The individual’s development in comparison to their peers and national data  
• The views and experiences of parents
• The pupil’s views 
• Advice from external support services, if relevant.

The assessment will be reviewed regularly. All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required.  We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress. This will be reported to parents.

How will the school adapt the curriculum and learning for my child?

We make the following adaptations to ensure all pupils’ needs are met:  Differentiating our curriculum to ensure all pupils are able to access it, for example, by different groupings, 1:1 work, teaching style, the content of the lesson, use of concrete resources, and use of visuals. Adapting our teaching, for example, giving longer processing time, pre-teaching of key vocabulary, reading instructions aloud and use of workstations to help. Class teachers identify children in their planning to ensure that key questions and adaptations are made for them in lessons. Class teachers use recommended aids, such as laptops, coloured visual timetables, larger fonts, ear defenders, etc. Quiet and safe spaces are provided for children who struggle with emotional regulation.

How will the school prepare my child when joining the school or when moving between phases including going to secondary school?

We will always share information with the school your child is moving to and we will agree with parents and pupils which information will be shared. Year 6 pupils will have opportunities to have transition days when they visit their new school. Meetings will be held with Secondary staff to ensure that they understand the needs of the children that will be starting with them. Within school children will have 1-page profiles and support plans to ensure that their needs are well understood by new staff.

How will the school support my child’s mental health?

We have designated staff to support our pupils’ mental health and well-being, including:

• The SENDCO, who also serves as the school’s well-being lead
• The learning mentor, who works directly with our children

In addition, the school has a mental health practitioner provided by CAMHS, who is based at the school one day per week. Our school counsellor works with individuals or small groups of children to help them cope with various difficulties, such as bereavement or low self-esteem.

Senior staff are available throughout break and lunchtimes to support and monitor the playground, ensuring all children can play happily.

Additionally, senior staff meet weekly to share information regarding vulnerable children and discuss necessary actions.

How are parents involved?

We believe in working with parents and carers as partners and we hope that our parents will share that belief. We are keen to listen to your views and welcome you to share your feedback with us. The school offers monthly coffee mornings and drop-in meetings for parents. In addition to this, parents are welcome to call and share their concerns /feedback with the SENDCO.

Contact details for raising concerns

If you have any concerns or would like to share your feedback regarding the SEND provision in the first instance, please speak to the Inclusion Lead Ms Kate Birch.

The Local Authority Offer

The local authority offer is published here: www.haringey.gov.uk/children-and-families/local-offer 

Monitoring Arrangements

This policy and information report will be reviewed by the Safeguarding Committee every year. It will also be updated if any changes to the information are made throughout the year.

Links with other policies and documents

This information links to the following documents;

• School Accessibility Plan  
• Behaviour Policy
• Supporting Pupils with Medical Conditions  
• SEND and Inclusion Policy

Our Ofsted Rating

At our last Ofsted inspection, Alexandra was found to be a good school. We are now working hard to build on our strengths, moving forward to becoming outstanding.