Message sent from:
  • Who should I contact to discuss my concerns about the needs of my child?
    The Class Teacher

    Responsible for:

    • Adapting and refining the curriculum to respond to the strengths and needs of all pupils.
    • Checking on the progress of your child and identifying, planning and monitoring any additional support.
    • Contributing to devising personalised learning plans to focus on the next steps required by your child to improve learning.
    • Applying the school’s SEND policy.
    • You should speak to the teacher first. You may then be forwarded to the SENDCO.

    Special Educational Needs Coordinator

    Mrs McManus

    (Deputy Head Teacher - Inclusion leader and SENDCO)


    Responsible for:

    • Coordinating provision for children with SEND and developing the school’s SEND policy
    • Liaising with a range of agencies outside of school who can offer advice
    • Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.

    Ensuring that parents are:

    • Involved in supporting their child’s learning and access
    • Kept informed about the range and level of support offered to their child
    • Included in reviewing how their child is progressing
    • Consulted about planning successful transition to a new class or school


    Mrs Crockatt

    Responsible for the day to day management of all aspects of the school, including the provision made for pupils with SEND

    SEND Governors

    Mrs Alison Drugan and Mrs Karen Baldwin


    Email: admin@redhill.bromley.sch.uk

    Responsible for supporting the school to evaluate and develop quality and impact of provision for pupils with SEND

Assessment Planning and Review

  • How can I find out about how well my child is doing?

    Monitoring takes place by class teachers to identify pupils who are not making progress or who have behaviour needs which affect their ability to engage in learning activities.

    After discussion with key staff and parents, additional support will be put in place to provide resources and targeted small group/ individual support to help overcome any difficulties. If appropriate to the age and needs of the child, his or her views will be given consideration at this stage.

    This additional support is documented in a provision map, pupil support agreement or behaviour support plan. Short term targets will be agreed, prioritising key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their recommendations will be included in the support program.

    In some cases a teaching assistant may be allocated to support a child to ensure the child can engage in lessons and to facilitate independent learning to support transition to adulthood.

    Formal review meetings are held termly and parents are invited to attend. The impact of support is considered along with progress towards the targets set. Provision will be updated accordingly.

    If your child is continuing to have significant difficulties, further external expertise may be requested with the agreement of the parent. Additional funding is available for children who meet the criteria and can be accessed using the Local Authority process and the guidance in the Banded Funding Criteria. Where this is agreed a Pupil Resource Agreement will be drawn up and implemented in consultation with the school’s Educational Psychologist and other professionals where appropriate.

    Further details about this process will be explained in the LA Local Offer.

    Tests and examinations: Access Arrangements

    For some pupils additional arrangements and adjustments can be made to enable them to fully access a range of tests. The SENCO will inform you about eligibility for additional time, rest breaks or the use of a scribe or word processor. Only tests and assessors authorised by the school and recognised by JCQ can be accepted for access arrangements for public examinations.

Curriculum and Teaching Methods (including groups and interventions)

  • How will teaching be adapted to meet the needs of my child?

    Teachers are skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account pupil’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning.

    Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.

    Additional adults are used to help groups and individual pupils with a long term goal of developing independent learning skills. Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support.


    • Access to learning and the curriculum
    • Access to learning support staff
    • Strategies/programmes to support the development of speech and language 
    • Strategies to support and develop literacy skills - reading, writing, comprehension
    • Strategies and resources to support and develop numeracy
    • Provision to facilitate and support access to the curriculum 
    • Strategies to support and develop independent learning

    Pastoral Support

    • Strategies to support the development of pupils social skills and enhance self esteem
    • Mentoring activities 
    • Strategies to reduce anxiety and promote emotional well being
    • Strategies to support and modify behavior 
    • Support and supervision at unstructured times of day, including personal care
    • Planning, assesment, evaluation and next steps

    Increasing accesibility - getting about

    • Access to strategic/programmes to support occupational therapy or physiotherapy needs
    • Access to modified equipment and ICT

Partnerships with External Agencies

  • What support from outside does the school use to support my child?

    The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. This is always done in consultation with the parents. 

    Inclusion Support Services
    • Educational Psychology Service
    • Social Communication Team
    • SEN Team
    • Sensory Support Service
    Speech and Language Therapy Service   
    School Nurse  
    Occupational Therapy/Physiotherapy  
    Paediatrics Services

    Offer impartial, confidential information, advice and support for parents and carers of children with SEND. Offer advice for all parents and carers about the move from pre-school to primary school and from primary school to secondary school.

    www. Bromley.gov.uk/downloads/file/1570/ppcs information leaflet

    CAMHS (Child and Adolescent Mental Health Service)  
    Parent Partnership Service   
    Educational professional responsible for children who are looked after Oversees and monitors provision for children who are in the care of the Local Authority
    Voluntary Agencies
    • Bromley Parent Voice
    • Burgess Autistic Trust


  • How will the school help my child move to a new class/ year group or to a different school?

    Children and young people with SEND can become particularly anxious about ‘moving on’ to a new setting so we seek to support successful transition by:

    When moving to another school:

    • We will contact the school 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 a soon as possible

    When moving classes:

    • An information sharing meeting will take place with the new teacher
    • Opportunities to visit the new class/ teacher
    • Photo books for some children to look at over the holiday period.

    In Year 6-7 transition:

    • The SENCO will attend the primary/ secondary transition day to discuss the specific needs of your child and the nature and level of support which has had the most impact.
    • In some cases additional multi- agency meetings may be arranged to create a more detailed ‘transition’ plan which may include more visits to the new school and or additional visits from the new school.
    • Children on the autistic spectrum may be invited to attend a secondary transition program.

Staffing expertise



Bromley Parent Partnership

The DfE Code of Practice

Below is the local offer for Bromley SEND:


  • How skilled is the staff in meeting the needs of my child?

    An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support children with SEND. 

    Our SENCO actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with SEND.

    The school also seeks advice and guidance from local special schools to review, evaluate and develop provision for pupils who have the most complex needs.

Hit enter to search