Goldfinch Primary School


Special Educational Needs (SEN) Information Report


As a school we work within the Wandsworth guidance on the Local Offer which explains the different ways pupils with different additional needs are provided for within the school. In addition we also follow our ‘Equality and Disability’ policy and ‘Accessibility’ plans.


At Goldfinch Primary School all pupils, regardless of their particular needs, are offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community. We may offer the following range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and health problems or sensory or physical needs.


At Goldfinch Primary School, our SENCo is the Assistant Headteacher, Mrs O’Connor.  She can be contacted by phone on 0208 769 6486 and by email:


What should I do if I am concerned about my child’s progress or special educational needs?


At Goldfinch Primary School we pride ourselves on the good relationships we have with our parents. We believe that the best way to ensure that your child does the very best at school is by working with the families. Therefore, if you have any concerns regarding your child’s progress or educational needs you should, initially, arrange a meeting with your child’s class teacher. At this meeting your concerns can be shared and discussed and targets may be set. A review meeting will also be arranged to discuss progress made towards the targets. In some circumstances, the SENCO may attend the review meeting along with the class teacher in order to discuss the next steps.


How does the school decide whether a child has special education needs and what extra help they need?

Before your child starts at Goldfinch Primary School it is of paramount importance that we have a detailed picture of them and their needs to ensure that we can meet these successfully. We will ask you to fill out our ‘Induction Form’ prior to your child’s start and then, where necessary, you will be invited to meet with the SENCo. If your child has a special educational need which you already know about, it is very important that you indicate this on the ‘Induction Form’ as well as informing the SENCo at the meeting so that they can put appropriate support in place for your child.


Once your child has joined Goldfinch their progress will be monitored carefully using our robust assessment procedure. If at any point we have any concerns regarding your child’s progress or attainment, the class teacher will request a meeting with you to discuss these and suggest appropriate support and/or targets. A review date will also be arranged where it will be decided if the school needs to continue to monitor or continue with additional support for your child’s learning.  Your child’s name may be added to the school’s register of pupils with Special Educational Needs, which is confidential and only shared with staff who work with your child.  You will be informed if this takes place.





How will I know how my child is doing and how will you help me to support my child’s learning?

At Goldfinch Primary School we believe it is very important to keep you informed of your child’s progress because, as parents, you are their first educators so we must ensure that we work together to secure the best outcomes for your child. All parents are expected to attend Parent/Teacher Consultations every term. At these meetings we provide information about your child’s progress and how you can further support them at home. At the end of the summer term a detailed report is sent home informing you of the progress made by your child throughout the year.


If your child has an Education, Health and Care Plan (ECHP) it must be reviewed annually.  At the review meeting the SENCO, class teacher, parents and any other agencies working with the child will meet to discuss the child’s progress and set targets for the coming year.  Parents and children have the opportunity to share their views and aspirations and these form part of the annual review report, which will be completed following the annual review meeting and distributed to the Case Officer at the local authority, parents and the class teacher.


How will my child be involved and consulted?


It is important that your child feels that they have their say about the difficulties they may face and the support being put into place. Each child with special educational needs or disabilities has a One Page Profile, compiled from information supplied by the child, parents and staff.  This document is reviewed regularly and shared with parents and teachers.


How do you assess and review my child’s progress?

Teachers assess children’s progress on a daily basis to ensure that every child’s needs are met to enable them to meet the expected outcomes and reach their full potential. In addition to this, children are assessed every half term using a combination of tests and teacher assessment. All the data is moderated using a range of strategies both internally and externally to ensure the data is as accurate as possible.


Once this data has been collected the class teacher meets with the Senior Leadership Team to discuss each child and the progress that has been made. It is during these meetings where children who haven’t made the expected progress may be identified and then a meeting with the parent arranged by the class teacher.


When a child has been identified as not making expected progress, they will be monitored carefully and additional support put in place.  The effectiveness of this support will be reviewed at least termly.


How is teaching and the curriculum adapted to my child’s needs?


At Goldfinch we believe that all children deserve quality first teaching every day, in every lesson. Sometimes teachers or TAs will work with individuals or small groups of children.


All classroom based staff know the profiles of their children in their class and their individual needs.


Learning activities are planned carefully, through appropriate differentiation, to match the children’s learning needs. There are TAs attached to some classes or year groups for all or part of the day and they are directed to work with specific groups of children by the class teacher. If a child has a statement of special needs or an Education, Health and Care Plan then they may have a Learning Support Assistant to support their learning throughout the day or for part of it.


Our learning environment in the school is stimulating, supportive and well resourced. Wall and interactive displays provide prompts and reminders to encourage children to learn and achieve independently. Classes are well resourced for children with additional needs; specialist equipment such as writing slopes, move’n’sit cushions, radio aids etc. can be provided if required.  The school can access the services of specialist teachers for children with sensory impairments.


How we support children with Speech, Language and Communication needs:

  • The school works very closely with the NHS speech therapists that assess children with language and communication difficulties and set targets for them.
  • TAs and LSAs are trained, by the speech therapists, to deliver the care plans which are set by the speech therapists; these can be in one to one sessions or small group sessions.


How we support children with their handwriting and fine motor skills:

  • Physiotherapists and Occupational Therapists provide specific advice and guidance for target children and will provide training for staff when needed.
  • Small group Motor Skills groups are run by TAs, where required under the guidance of the class teacher.


What support is there for my child’s emotional well-being?


At Goldfinch Primary School we offer a wide variety of pastoral care for children who are encountering emotional difficulties:

  • Members of staff such as the class teacher and Senior Leadership Team are available for children who wish to discuss issues and concerns.
  • PSHE is part of the children’s curriculum and ‘Circle Time’ maybe used to deal with issues which may arise throughout the year.
  • Assemblies
  • Anti-bullying week is a focus annually and the Bullying Policy is regularly updated and shared with parents.
  • Adults foster good relationships with the children
  • The Goldfinch Way Rules
  • Goldfinch 5 R’s as stated in the Behaviour Policy
  • Place2Be counselling and Place2Talk drop-in sessions


How do you promote positive behaviour?


At Goldfinch Primary School we believe that all children have the right to learn in a calm and safe environment.

  1. Our Behaviour Policy outlines the high standards of behaviour and conduct expected in the school.
  2. We reward good behaviour, effort and attainment through the Good to be Green system, certificates and texts home
  3. We follow our ‘The Goldfinch Way’ Rules and 5 R’s at Goldfinch and these are displayed around the school.
  4. For children who find good behaviour a challenge we may provide additional support.




What training and specialist skills do the staff supporting children with SEND have or are having?


  • All TAs/LSAs delivering speech therapy care plans are trained by the speech and language therapists.
  • LSAs/teachers working with pupils with autism attend relevant training.
  • Staff training is provided when needed e.g. a new child may require a different provision and we would always seek support and advice.
  • The Educational Phycologist supports teachers and TA’s in school.


How do you make the school environment and curriculum accessible for all children?


At Goldfinch we ensure that all the children can access the curriculum and environment by adapting it as necessary. Some of the ways in which we may do this to meet a child’s needs are:

  • Individual work stations.
  • Visual timetables.
  • Use of equipment e.g. move‘n’sit cushions, reading rulers, pencil grips etc.
  • A range of computing equipment and software to support pupils in a range of areas
  • Appropriate support/extra time will be requested for children who need this during testing.


How will my child be included in activities outside of the classroom?


  • A range of clubs are run during and after school. Clubs are on offer to all pupils on a first come first served basis.
  • Throughout the year all classes go on a range of school trips to enhance their learning. Risk assessments are carried out by the member of staff leading the trip to ensure that it is accessible to all. Appropriate levels of supervision are provided.


How will the school prepare my child to join the school or transfer to a new school?


If your child is joining our school we will initially contact your child’s previous school to obtain information to ensure that we can successfully meet their needs. Where necessary the SENCo will arrange a time to meet with you and your child/children.


If your child is moving to another school or is in year 6 we will always pass on important information regarding your child and their needs, which may include discussion with staff at the receiving school.  We will provide copies of information that we hold about your child’s special educational needs, subject to parental consent.


When moving classes in school we provide additional support for children who find it difficult to cope with change.



What specialist services by external agencies does the school use to help meet pupil’s needs and how do you work together?

  • Speech and language therapy
  • Occupational therapy
  • Educational Psychologists Service
  • Educational Welfare Service
  • Physiotherapy
  • Behaviour, Learning and Support Service
  • Garratt Park Advisory Service for pupils with autism


  • Hearing Impaired Service
  • Visually Impaired Service
  • Family Recovery Project
  • MASH Team
  • Early Years Team
  • TAC and TAF meetings are held with families and professionals when necessary.


  • The SENCo or other members of staff are available to meet with professionals when necessary.


What will you do if my child has medical needs?

  • Please refer to our ‘Medical Policy’.


What should I do if I am unhappy with my child’s support or progress?


  • If you are not happy with how your child is being supported within school and you would like to make a complaint then please refer to our ‘Complaints Procedure’ which can be collected from the office.
  • To make a complaint to the local authority please see the link below:


Where can I go for further advice and support?


  • The Wandsworth Parent Partnership Service(Information Advice Support Service for parents/carers of children with SEN/disability) provides an impartial and confidential service to all parents of children with SEND. Visit their website at or telephone 020 8871 8061


  • The Wandsworth Parents’ Forum “Positive Parent Action” works with the Council to improve all provision for children and young people with SEN and Disabilities aged 0 to 25. If you want to get involved in influencing services visit their website at or telephone 020 8947 5260.


  • More information about the Local Offer of services and support for children and young people with special needs and disabilities in Wandsworth can be found on the Family Information website at Their helpline is open from 9am until 5pm.


The information in this report is accurate on the date published, but we regularly review and make changes to what we offer and keep this information as up to date as possible, yearly as necessary.



Feedback This offer is intended to give you clear, accurate and accessible information. If you would like to comment on the content of the offer or make suggestions to improve the information, please contact the school office.


Download our SEN Information Report here – SEN Information Report 2018