SEND Information

William Tyndale’s SEND Information Report

At William Tyndale our vision is to provide ‘a place where each child is valued and instilled with a life long love of learning’. This vision underpins everything we do and ensures inclusion of all children is our highest priority.

The type of SEND support we provide

  • Speech, language and communication support

    We employ a speech and language therapist (SLT), two days a week, who works with pupils individually and in small groups. Our SLT also works closely with staff who are able to support SLT interventions consistently with targeted pupils in class.

  • Dyslexia support

    Two members of staff are accredited for diagnosing and supporting dyslexic children. All staff have received dyslexia training and the school invests in appropriate resources to support language difficulties.

  • Autistic Spectrum disorder (ASD)

    All staff have received training on ASD from various sources. We are experienced in supporting children with high functioning autism.

  • Visual and Hearing impairment

    We have experience of supporting children with visual and hearing impairments and have worked closely with outside agencies who are experts in these fields.

  • Medical needs support

    How the school identifies and assesses children with SEND

    All staff are highly trained in identifying and supporting children with special educational needs. Information sharing and team work is a strong focus in the school.

  • Pupil profile meetings

    Every term teachers and teaching assistants meet with the senior leadership team, the SENDco and learning mentor to discuss every child in the school.
  • Early concern forms

    As soon as children start the school year, staff are able to fill in an early concerns form which is given to the SENDco to alert them to children who may need extra support.

  • Early intervention team

    There is a dedicated interventions team who work with early years staff on ensuring there is quick identification of children with potential extra needs.

  • Regular assessment

    We regularly assess the effectiveness of teaching and interventions in the school.

  • SEND parent conferences

    Any parents whose children have extra educational needs will have a termly 30 minute parent conference with their child’s teacher and the SENDco.

  • Specialist assessment

    If necessary we refer children to specialists for assessment. They include those from the educational psychology, occupational therapy and neurodevelopmental teams.

How the school ensures SEND pupils are included in all lessons

The school is inclusive. All children are encouraged and supported to take part in all activities on offer. We provide:

  • High quality teaching

    The school provides excellent first wave inclusive teaching. Teachers consistently use assessment for learning strategies which cater for the needs of their class. Teachers have access to computer programs such as communicate in print which allows them to create inclusive resources.

  • Inclusive classrooms

    All classrooms are arranged in order to be inclusive for all children. For example the use of visual representations of timetables and rules, etc.

  • Training

    All staff receive continuing SEND professional development and have received training on autism, speech, language and communication needs, disability, dyslexia and Makaton.

  • Resources

    We ensure we have suitable resources to support children with a wide range of needs. These include laptops, auditory receivers, kindles, dictaphones, enlarged print texts, dyslexia resources, resources to support Makaton, sensory resources and slanted work stations. We also have a lift for children with mobility issues can use to move around the school.

Additional support provided for SEND children

We provide a wide range of intervention and support. Our focus is on ensuring the interventions are led by the child’s needs. The following are a selection of what we offer:

  • Reading Recovery teaching;
  • Maths and literacy boosters;
  • Speech and language support;
  • individual tutoring;
  • Extra teacher support in every year group;
  • Before school small group support in every year group; and
  • Tailored interventions including handwriting, inference, vocabulary, maths, phonological awareness and 5 minute phonics.

How we monitor and evaluate our provision

  • Governors

    There is a link SEND governor who works closely with the SENDco and oversees SEND provision.

  • Pupil profile meetings

    As already mentioned we discuss each child termly and evaluate the provision they are receiving.

  • Monitoring and Evaluating

    We have a clear and thorough monitoring and evaluating schedule that assesses the effectiveness of all teaching.

  • Pupil conferencing

    Children meet every term with their teachers, one-to-one, to discuss their targets and are given the opportunity to give their own feedback.

  • Feedback

    As a school we regularly seek feedback from parents and outside agencies that we work with.

How we support children’s emotional, mental and social needs

  • Peer mentors

    Older children are trained to work with and support their younger peers during play times.

  • PSHCE teaching

    We recognise the importance of actively teaching social skills and have a strong PSHCE curriculum.

  • Links with outside agencies

    We have worked with outside agencies to ensure all our children have an understanding of SEND and are able to support their ideas. For example groups of children have visited The Bridge School to learn more about autism.

  • CAMHS support

    We have weekly support from the child and adolescent mental health service.

  • Learning mentor

    We employ a dedicated learning mentor who focuses on children’s wellbeing.

  • Information sharing

    There is a strong focus on information sharing across the school including a central database for all vulnerable children.

How we communicate with parents of SEND children

  • We schedule termly 30 minute SEND parent conferences with involved agencies, teacher and SENDco;
  • Termly reports are given to parents;
  • Coffee mornings and workshops for parents are held on a variety of different issues;
  • Parents are invited into class to observe; and
  • Parents and school staff meet regularly with outside professionals.

SENDco contact details

Name: Olivia Green  
Email: olivia.green@williamtyndale.islington.sch.uk

Other useful contacts

  • ADHD Family Support Group (Attention Deficit Hyperactivity Disorder) Tel: 01373 826045
  • British Dyslexia Association.  Helpline 0845 251 9002 www.bdadyslexia.org.uk  
  • British Stammering Association. Helpline 0845 603 2001 www.stammering.org  
  • Childline Tel: 0800 1111 www.childline.org.uk
  • Council for Disabled Children. Tel: 0207 843 1900 www.ncb.org.uk/cdc/home  
  • Dyspraxia Foundation. Tel: 01462 455016.www.dyspraxiafoundation.org.uk
  • Islington Dyslexia Support Group Parents’ Helpline 0207 272 7064 
  • Centre 404 (support group for Islington parents of children with SEN) Tel: 0207 607 8762 www.centre404.org.uk
  • Michael Palin Centre for Stammering Children Tel: 020 7530 4238 www.stammeringcentre.org/  
  • National Autistic Society Tel. 0845 070 4004 www.nas.org.uk  
  • NSPCC Child Protection helpline (good for bullying problems) Tel: 0808 800 5000 www.nspcc.org.uk 
  • Parent-line (for Parents under stress) Helpline 0808 800 2222 www.parentlineplus.org.uk 
  • Islington's ADHD Support Group (advice for parents and carers of children with ADHD and co-existing conditions. 'Drop-in’ on the first Wednesday of each month from 7.30 - 9.30pm). Tel: 0207 688 0113 and 0207 686 0208.