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Seven Sisters Primary School - SEN Local Offer




Our vision and how we hope to achieve it


At Seven Sisters we believe in inclusive learning, with Quality First Teaching (QFT) at the heart of it.  QFT means planning and delivering lessons that aim to meet the needs of all the learners, when we are able to, through learning that is aimed at the levels of all the children and regular assessment.   We believe in equality for all and we strive to do the best we can to accommodate all learners


Type of school


Seven Sisters is a 2 form entry (although in some year groups there are 3 classes) primary school with 480 pupils, ranging from 3 – 11 years old.   This means we take children from Nursery age, right through to year 6.  We also work very closely with South Grove Children’s Centre which is based on our school site. 


Our Ofsted rating


We were last inspected January 2016 and were judged to ‘Good’ school across all categories.   In 2013 we were highlighted as the most improved school in Haringey.


How we know if a child has special educational needs


All children are different and have their own unique needs, and sometimes we recognise that some children may require something additional to quality first teaching in order to achieve and progress.  Through regular assessment, and good working relationships with families, we try to identify any barriers to learning as early as possible in order to put the appropriate support in place if we can, or signpost where that support can be found.


Some of the ways we identify SEN are by looking at:


  • Low attainment or slow progress in a particular subject area (when compared to age expected or peers), despite trialling different interventions/ strategies
  • Difficulties presenting around their relationships with others, or their communication
  • Emotional wellbeing
  • Sensory
  • Poor motor skills – this refers to co-ordination e.g. running, jumping etc and more specific movements, e.g.  holding of a pencil, cutting paper, etc.


Categories of SEN & Disabilities (D) include:


  • Speech, language & Communication Needs (SLCN)
  • Autistic Spectrum Disorder (ASD)
  • Social, Emotional & Mental Health (SEMH)
  • Physically Disability  (PD)
  • Hearing Impairment (HI
  • Visually Impaired (VI)
  • Multi-Sensory Impairment (MSI)
  • Specific Learning Difficulty (SpLD)
  • Moderate Learning Difficulty (MLD)
  • Profound & Multiple Learning Difficulty (PMLD)


At Seven Sisters Primary School we identify the needs of a pupil by considering the needs of the whole child, which will not only include their special educational needs. The best way is through working closely with parents, having honest discussions and sharing concerns regarding possible barriers to progressing, and we welcome meetings to talk about learning.   The following are not considered SEN but may impact on progress and attainment:


  • Disability
  • Attendance and Punctuality
  • Health and Welfare
  • English as an Additional Language (EAL)
  • Being in receipt of Pupil Premium
  • Being a Looked After Child
  • Being a child of a Serviceman/woman


What we do to help children with special educational needs


If a child is recognised to have SEN the first thing we do is look at how we can differentiate the lesson plans in order for them to access learning.  This may mean that they are given additional resources to support them in class e.g. templates, word banks and picture symbols, adult support etc

When appropriate a child may be included in an intervention group that is taught outside of the main class to focus on a particular area.  These may include fine motor skills (e.g.  co-ordination of hands for needlework, handwriting etc), improving memory and sequencing, developing speaking and listening skills or attention building.  Sometimes we feel that a child may benefit from time spent with the Learning Mentor, Donna Coker, to help them develop social skills and resilience in order to meet their potential.  We are always looking to improve the range of interventions we can offer and this is dependent on the skill set of our staff and the resources available.  When possible, we like to maximise opportunities for children to remain in the classroom with their teacher, as we believe in inclusivity.


All interventions are tracked.  This means we look at the level that a child is working at as they enter an intervention and then we look at their level at the end of the intervention.  Not all interventions work for all children, and sometimes we have to request support from external agencies.  We monitor all interventions every term, and observe them being delivered so we can ensure that the quality is to the school standard.


If we decide that we need external support, by this we mean contacting a service from outside of the school to work with your child, we will invite you into the school to discuss this with you and, if you agree to us requesting this, we will complete the necessary paperwork.  This may be a Single Agency Referral Form.  All of these are standard forms designed by the Local Authority and are used simply to assess how a child or family can be helped and to ‘pull together’ all the different services that may be working with a family to decide on useful next steps.


How we adapt our teaching for children/young people with special educational needs


All teachers in our school have a commitment to planning their lessons in order to cater for the needs of all our learners, no matter what their assessed level is.  This means planning lessons that challenge and extend the more able and supporting where needed.  By following this policy, and ensuring that children all know what their individual targets are, all children know what they need to do to progress and take greater ownership of their learning.   These targets are regularly updated so that everybody knows and we encourage parents to be involved in this process.


Sometimes, the school and parents feel that mainstream education does not offer the level of specialism needed for a child.  In that instance, this will be discussed in a SEN review meeting.


How we decide what resources we can give to a child/young person with special educational needs


If a child has Special Educational Needs, we will put in place appropriate intervention where we can.


If a child has specific needs that means that the school needs extra money to provide for them,  a Statement of SEN or EHC Plan will be applied for, which takes approximately 6 months where assessments are made to determine if that child qualifies.  Then the school and parent/ carer will be sent a proposed document offering an amount to be spent to provide additional support.  It is good practise for the parent/carer and school to meet to discuss what would benefit the child the most. 

These are then reviewed  yearly minimum with school, parents/carers and any external agencies to discuss if it is still appropriate, and if we feel it needs amending.  These amendments can relate to resources needed, school setting appropriateness and progress made.


How we check that a child/young person is making progress and how we keep parents informed


  • Tracking data termly for all subjects and interventions
  • Monitoring of lessons and book work
  • Individual target setting
  • Detailed marking that informs the children what they are doing well and what their individual next steps are
  • Individual Education Plans (IEPs)  for children with Statements/ EHC Plans (updated termly)


Parents are welcome to request to discuss any of these with the teachers or members of the Senior Leadership team.


Support we offer for children’s/young people’s health and general wellbeing


Seven Sisters Primary School is committed to promoting health and wellbeing and we do this in a

number of ways:


  • 1:1 Learning Mentor sessions
  • In school counselling
  • Art therapy
  • Drawing and talking
  • Nurture group
  • Circle time
  • Mindfulness activities in class – e.g. relaxation and calming strategies
  • PSP (Pastoral Support Plans)
  • Care Plans for individual medical needs
  • Medical Lists for every class, detailing specific needs, with instructions for medicines, allergies etc
  • Regular school nurse visits
  • Photographs of children with food allergies are displayed visually for lunchtime catering staff


All medicines are locked away safely and managed and administered by our Welfare Administrator, Lorna Douglas.  Care plans are kept here also, and updated when needed.  Epi-Pens and Asthma Pumps are kept safe but within quick reach if needed in an emergency. 

All accidents are logged and, if resulting in head injury or something of a serious nature, parents are contacted either by telephone or letter.


Specialist external services we use when we think extra help is needed


  • Educational Psychologist
  • Speech and Language Therapists
  • Language Support Tutors
  • Autism Team
  • CAMHS (Child & Adolescent Mental Health Services
  • In School Counsellor – Cherry Maher
  • Markfield Project 
  • Art therapy
  • Social care where appropriate


The training some of our staff have had include the following:


  • Letters and Sounds
  • Communicate: In Print   (using symbols to help comprehension of language)
  • Talk Boost  (encouraging speaking in full sentences, listening to information, organising ideas etc)
  • Setting up and running of social skills groups  (developing the tools to get along with people and manage emotions)
  • Sensory training (helpful for children with ASD to understand and feel comfortable with using all of their senses)
  • Workstation training
  • Ways to effectively differentiate for a variety of learners.
  • Language group training (encouraging speaking in full sentences, listening to information, organising ideas etc)
  • Child Protection training 
  • Epi-Pen Training (emergency treatment for children with severe allergies who have a medical care plan)
  • First Aid training


How we include children/young people in activities and school trips


Education visits are an integral part of learning and we believe that every child has the right to access them.  Sometimes, in order to ensure the health and safety of a child, we may request that a parent or carer accompanies them, providing they have completed the necessary paperwork (a short List 99 form is to be completed), but we understand that this is not always possible.  In this is instance, we may decide on an adult from the school being available on the visit in a 1:1 supporting role and will work to make reasonable adjustments for the child.  If a child with SEN&D is going on an educational visit, we will contact the provider e.g. museum, and advise them of our access requirements. 


Our school environment


Seven Sisters Primary School is a large building, set across 2 floors.  We have wheelchair ramps into the school, but sadly access to the top floor, where KS2 children and whole school interventions are taught, is via stairs.


How we prepare for children joining our school and leaving our school


When children join the school and have SEN, we always encourage the parents to come and have a meeting with the SENCo to discuss the provision that we can offer and find out their views.  In addition to this, we liaise with previous school/ nursery/ children’s centre to find out as much as possible. 


For those children moving on to secondary school, we will liaise with the new school to ensure provision is in place for them, and prepare children with a Transition intervention, taught in school.   For children with Statements or EHC Plans, we encourage parents to begin applying for secondary placements in year 5.


How parents are involved in school  life


  • 2 x SEN meetings with parents of children on the SEN list a year
  • 3 x Statement or EHC Plan Reviews a year
  • Parent Coffee mornings
  • Fortnightly newsletters
  • Termly curriculum letters
  • Weekly differentiated homework


When a parent does not speak English, they are welcome to bring along a friend or family member to interpret for them, or request that the school book an interpreter for the meeting.


Who to contact for more information or to discuss a concern


We are very lucky at Seven Sisters Primary in that we have a lot of people available to talk to you about your child, who know them really well.


If you want to discuss anything about your child your first point of contact is always the class teacher.  Every year group has a year group leader that you can also contact, and their job is to oversee the year group and all the children within. 

If you wish to discuss anything relating to SEN you may always contact our Inclusion Manager and Assistant Head teacher, Tara Welch, on the school phone number who will be happy to make an appointment with you.


Donna Coker, our Learning Mentor and Family Liaison Officer, is always available to meet with parents and help you through any difficulties you or your child may be experiencing.  Please make an appointment through the Front Office.  


If you still feel you need to speak to somebody, our Head Teacher, Emma Murray is available.