Supporting Children with Special Needs or Disabilities


Coldfall Primary School Vision

To go further than we thought

To run faster than we hoped

To reach higher than we dreamed

To become the best that we can be

Coldfall Primary School SEND Policy 2023-2024

Coldfall is an outstanding school with clear aims and expectations for all children and staff. We welcome and support all children who have or may have a SEND throughout, or at any time during their time here regardless of whether they have an Education, Health and Care Plan (ECHP) or not. At Coldfall, we follow the principles outlined in the Code of Practice which states that ‘All schools should admit pupils already identified as having special educational needs, as well as identifying and providing for pupils not previously identified as having SEN. Pupils with special educational needs or EHCPs must be treated as fairly as all other.’

This policy outlines our aims, beliefs and our commitment to include all children in our school regardless of SEND.

 Our SEND Vision

All children are unique and at Coldfall we want to ensure there is the same vision and ambitions for all. We believe that all children are entitled to an education which enables them to achieve their best, and we endorse the principle that all children should have full and equal access to the curriculum. We are committed to supporting their needs appropriately and to promote high standards. We also understand the high importance of children’s well-being and self-worth. We want our children to lead happy and fulfilled lives, to be caring and confident and to achieve their personal best which they have a choice in.

Aims and Objectives

As a school we aim to/have:

  • Identify needs as early as possible (Cognition and Learning, Communication and Interaction, Social, Emotional and Mental Health and Physical and Sensory)
  • A clear and consistent graduated approach with four stages: Assess, Plan, Do, Review
  • An effective ongoing partnership with parents/carers
  • Environments which meet the needs of all children
  • Identify the roles and responsibilities of all members of staff in providing teaching and support for the child’s needs
  • Follow our High Quality Teaching approaches
  • Involve the child in the SEND process where appropriate

 We aim for our staff to be/have:

  • Confident, empowered and highly capable
  • Positive and inspiring
  • Team players
  • Adaptive
  • Exemplary role models
  • Reflective practitioners who are up to date with the latest research and best practice
  • Committed to all children’s learning and development
  • High expectations for all children
  • Unshakeable belief in all children
  • Warm, caring, nurturing and understanding
  • Positive relationships with parents/carers

 We want our children to be/have:

  • A maximised a sense of personal worth – self-confidence
  • Good basic skills – academic and social
  • A love to learn and to be lifelong learners
  • To discover, to love, to share and to use their talents
  • Emotional intelligence and social skills
  • A strong moral sense
  • Well behaved and courteous
  • Healthy minds and bodies
  • Emotional intelligence
  • Happy and have a positive experience at Coldfall

 The Role of the SENDCO

The SENDCO, under the direction of the Head Teacher and Deputy Head, will:

  • Promote an ethos and culture that supports the school’s SEND policy and promotes good outcomes for pupils with SEND or a disability
  • Determine the strategic development of special educational needs (SEND) policy and provision in the school, monitoring and reviewing the quality of provision
  • Maintain an up-to-date knowledge of national and local initiatives which may affect the school’s policy and practice
  • Identify a pupil’s SEND by undertaking initial school-based assessments
  • Manage assessment and complete relevant and supporting documentation required (including those by outside agencies)
  • Promote the pupil’s inclusion in the school community and access to the curriculum, facilities and extra-curricular activities
  • Implement and lead intervention groups for pupils with SEND, and evaluate their effectiveness
  • Contribute and oversee the class teacher’s pupil progress review records
  • Upkeep records – maintain the SEND register and a provision map
  • Evaluate whether funding is being used effectively, and propose changes to make use of funding more effectively
  • Be responsible for day-to-day operation of the SEND policy and co-ordination of specific provision to support individual pupils with SEND or a disability
  • Provide professional support and advice to colleagues – advising with the graduated approach to SEND support
  • Work closely with staff, parents and other agencies
  • Liaise with those involved with transitions to ensure an efficient handover
  • Organise Annual Reviews for SEND children
  • Lead and have responsibility for the preparation of exam arrangements for pupils with SEND
  • Work with the Head Teacher and governors to ensure the school meets its responsibilities under the Equality Act 2010 in terms of reasonable adjustments and access arrangements
  • Prepare and review information the governing board is required to publish
  • Contribute to the school improvement plan and whole-school policy

The Role of our Governing Body

The Governing Body are involved in the recruitment of a suitably qualified and experienced teacher to be the SENDCO (Jenna Buckley-Moran as of September 2021). The Governors have appointed a member of the body to oversee the SEND provision (Ted Lowery) and to meet with the SENDCO termly. As a body, the Governors continue to have an understanding of the provision for those identified with a SEND and the school’s effectiveness in meeting the needs of all. All members are kept up to date with this by the SENDCO and relevant staff members. The Governors also have an understanding of the funding streams children with a SEND and help to ensure that this budget is well spent to maximize the impact of outcomes for these children. The Governors know and understand their statutory duties in relation to children with SEND as outlined in the Children and Families Act 2014 and the SEND Code of Practice 2015.

 Our Partnership with Outside Agencies

Depending on the concern and need, professional advice can be sought from outside agencies. Again, depending on the child’s concern and need, this may be for occasional advice or ongoing.

  • Educational Psychologist (EP)
  • Speech and Language Therapist (SaLT)
  • Hearing Impairment service
  • The Autism Team (LAST)
  • Child Psychiatrist
  • Child and Adolescent Mental Health Service (CAMHS)
  • Educational Welfare Service
  • Social Services
  • Occupational Therapist (OT)/Physiotherapist
  • Parenting programmes
  • Doctors and Nurses


Partnership with Parents/Carers

The involvement and communication with parents/carers is paramount for us at Coldfall. Whilst we want parents/carers to trust and have faith in our professional expertise in matters, we want them to be involved and to be involved at all stages of the intervention and SEND process. At Coldfall, we are considerate of wishes, feelings, circumstances and knowledge to make informed decisions together. We believe that this is a team effort and we encourage parents/carers for their support and active contributions to their child’s education and school life.


Behavioural difficulties and SEND

All children are expected to follow the Behaviour Policy however, reasonable adjustments may be made to support full inclusion of a child with SEND. This will be done in conjunction with parents/carers and external professionals where necessary.

If a teacher has concerns that challenging behaviour may be related to SEND, a Teacher Concern Form will be shared with the SENDCO who will then observe the child and work with the class teacher to develop supportive strategies. Mrs Gazzard (Behaviour Lead) will also support this and may create a Behaviour Support Plan for the child.

When a child presents with persistent and recurring behavioural difficulties, and with the permission of parents/carers, we involve outside agencies to advise and support with behavioural difficulties.

Please refer to the Behaviour Policy.



Where a child has medical needs that impact on their ability to access education, the school will work closely with medical professionals and parents/carers to support the wellbeing and learning of the child.


Who to contact for more information or to discuss a concern:

  • The first point of contact is the child’s class teacher
  • The SENDCo, Miss Buckley
  • The Deputy Head, Mrs Gazzard works closely with Miss Buckley and has an oversight of SEND provision at Coldfall
  • You are also welcome to speak with other senior members of staff – Miss King (Assistant Head), Sebastian Descrettes (Assistant Head) and Mr Marshall (Headteacher)
  • The Governing Body


September 2023 – 2024

This policy will be reviewed annually

Coldfall Primary School SEND Information Report 2023-2024

Provision for Pupils with Special Educational Needs and/or Disabilities (SEND) at Coldfall Primary School

We will give all pupils the opportunity to achieve their full potential by ensuring that they have full and equal access to the curriculum. Coldfall will always have due regard to the needs of pupils with SEND (special education needs and/or disabilities) and are committed to take steps to meet their needs, even if this requires more favorable treatment. At Coldfall, we want all pupils to lead happy and fulfilled lives, to be caring and confident and develop a love of learning.

At Coldfall, we believe very strongly in a high-quality teaching for our pupils, rather than removing children from class and vital lessons with their peers in order to provide ‘catch up’. Our rational for this is that it is detrimental to children’s well- being to believe that they are not able to complete age appropriate work with their peers and that by missing lessons (due to learning outside of the classroom) they are likely to fall even further behind, as they are not covering an age appropriate curriculum.

There are some cases where we feel that specific intervention is warranted. Where such intervention is deemed appropriate, we always try to substitute like for like. For example, a child may participate in Inference sessions, rather than Destination Reader.

In exceptional cases, where a child has very complex needs and is not able to access learning with peers, a bespoke program will be designed with the support of external professionals.

The school may make referrals to external specialists to help develop our understanding of how to support children with complex additional needs. This includes: Educational Psychologists, Doctors and Nurses, Speech and Language Therapists, The Autism Team, Occupational Therapy Services and The Child Development Clinic.

Please see the separate document ‘High Quality Teaching at Coldfall’ for more details on high quality teaching.

How we know if a child has special educational needs?

A child or young person has SEND if they have:

  1. a) “a significantly greater difficulty in learning than the majority of others of the same age; or
  2. b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools…” (SEN Code of Practice: for 0-25 Years, September 2015)

What kinds of Special Educational Needs and Disabilities (SEND) do Coldfall cater for?

There are four main areas that SEND can fall into, they are:





Children may encounter difficulties in one or more of these areas. We are committed to putting the best provision in place to support children who do experience difficulties in any of these areas.

Education Health and Care Plan (EHCP)

If a child with SEND is still not making the expected progress after following the Assess, Plan, Do, Review Process, the school and/or parents/carers may consider applying for an Education, Health and Care assessment.

You can find out more about EHCPs from the following documents ‘Guide to EHC assessment Feb 20’, ‘Parents Guide to an EHC assessment process Feb 20’ and ‘Haringey eligibility for EHC needs assessment May 2019’.

 Policies, Pupil progress and SEND Support Meetings

Jenna Buckley-Moran is the SENDCo at Coldfall Primary School. She liaises with teachers, external professionals and parents/carers to ensure teaching is shaped to the children’s needs. For more information, please refer to the ‘Coldfall Primary School SEND Policy 2021-2022’.

Every term, children on the SEND register will have a SEND Support Meeting with the SENDCo, class teacher and parents/carers. At these meetings, parent’s/carers’ views are sought with regard to their children, alongside teacher perspective to evaluate the provision and shape what this should look like. Children are consulted regarding how to support them best where appropriate. The SEND Support Meetings are centered around the ‘Assess, Plan, Do, Review’ cycle of action (see separate document ‘Assess, Plan, Do, Review Process at Coldfall’) and if applicable the child’s SEND Support Plan where the targets and strategies are reviewed. Interventions and strategies are evaluated for effectiveness and further plans and targets are considered and agreed.

In addition to the termly SEND Support Meetings, data from summative and formative assessments and the child’s overall progress and well-being is discussed at the termly Pupil Progress Review Meetings that takes place with the classteacher and the Senior Leadership Team. The children’s data is tracked and the effectiveness of provision is evaluated.


There is a robust transition for any child on the SEND register prior to moving to another school, whether that be within a phase, or at the end of Year 6. Similarly, this includes children transitioning from another school to Coldfall. The transition consists of either face to face meetings or telephone conversations with the appropriate professionals in the previous, or next setting. Transition visits are offered for children with complex needs and parents/carers are welcome to speak with the SENDCo and classteacher to support the transition. All relevant documents will be passed on to support the transition and new setting. Transition books may be created and used.

Staff training

Either the SENDCo, Senior Management or external professionals provide appropriate training for staff (teachers, students and teaching assistants). Sometimes this is generic training, involving multiple members of staff; however, there may be bespoke training as part of professional involvement for individual staff who support specific children.

SEND budget

The school receives an annual budget to support children with additional needs, as well as a top up budget for those children who have an Educational Health Care Plan in place. The allocation for 2023-2024 is £125,72 2.81. This money is spent on additional adults to work 1:1, or with small groups, resources and training.

Pastoral support

Many children with additional needs require a high level of pastoral support. This is provided on a daily basis by class teachers, students teachers and teaching assistants who work directly with pupils and those who also supervise them at break and lunch times. The Learning Mentor may also support children who have particularly complex needs. There also may be involvement and support from the Pastoral Team – Mrs Gazzard, Mr Descrettes, Miss King and Ms Buckley.

Depending on the support needed, we may also refer external agencies such as the Child and Adolescent Mental Health Service (CAMHS), Grief Encounter, Markfield, Early Help and other organisations who can support both the child and their family.

Safety of pupils

Children with additional needs are more at risk of bullying and abuse. Internally, our pastoral support systems, alongside vigilance by staff hugely helps to protect children. Our culture is very much centered around support being provided both in class and in the playground by members of staff who know the children very well. Staff are knowledgeable about children who may be at risk and ensure close supervision and support. Assemblies, PHSE, Circle Time and Philosophy for Children provide excellent platforms to discuss and explore interpersonal relationships and to promote respect, equality and understanding for all.

At Coldfall, we have very robust systems in place in order to Safeguard our children. A culture of ‘no concern is too small’ exists. We have a team of three people who lead on safeguarding; Sebastian Descrettes, Alex Sapirstein and Louise O’Mahoney. Please see the ‘Child Protection Policy’ for more information.

Concerns and complaints

If you have a concern, or wish to complain, in the first instance this should be raised with the class teacher. If you feel dissatisfied and wish to take the matter further, you should speak to the Year Team Leader, then the SENDCo and finally the Deputy Head/Head Teacher.

The school has a separate complaints policy. The ‘Complaints Policy’ can be found on the school website.

External Support Service

Every borough has an organisation called SENDIASS (SEND Information, Advice & Support Service). They are able to provide support and advice to any parent/carer with a child who has additional needs. You must contact the SENDIASS organisation in the borough which you reside. SENDIASS can support you with any concern e.g. feeling provision is not appropriate for your child, being turned down for an EHCP, needing to be signposted to
appropriate therapeutic or support agencies, or just to give general advice. Training, short breaks, clubs etc. are provided by some SENDIASS organisations.

Contact details:

• Haringey SEND

Barnet SEND

Each Local Authority publishes a local offer. This outlines what services are available at both a school and LA level.

• The Local Offer: Haringey

• The Local Offer: Barnet

September 2022-2023

This report will be reviewed annually

SEND Information Report 2023-2024

Accessibility Plan













Accessibility Plan

Attention deficit hyperactivity disorder (ADHD)
Speech and Language Difficulties



Free resources for activities at home linked to language. You need to sign up (free). E.g. ‘Attention and listening activities for schools and children’– has top tips, interactive games and signposts to websites. 

They also have a range of good resources to buy, such as posters of blank posters, Interaction poster, Colourful Semantics, Colourful Stories (narrative resources), DLD I’ll Help you Understand it (a useful book for parents and teachers on DLD), and lots more.

You can buy any of their core Language Builders books here too.


Worcester Health and Care

Parent activities at home lots of areas, most have videos demonstrating the support/activity some are:

  • Barrier activities
  • key word level activities
  • Language concepts


Speech and Language UK

For Families – in main website:

Lots of information for professionals and parents under their Talking Point section of the website (see top toolbar). All clearly signposted and includes some resources to download.

Also Blogs (under ‘News’) has lots of practical advice and resources. For example: ‘Resources for home learning and helping children’s understanding’.


Symbol resource packs for home use


South West Yorkshire SALT

You can filter themes and age groups to find what you are after.


Language link

A team of speech and language therapists and software engineers developed these packages of assessments and interventions for schools and home called Speech Link and Language Link. They have put together some of their activities and games from their award-winning packages for parents to use freely at home.

Parent portal site: sections are on top toolbar:

  • What’s new (updated regularly)
  • Activities: – everyday activities and age linked activities further down the page.
  • Top tip videos are excellent for parents, including a nice Top Tips parent poster. There is a video for each top tip.


Chatter pack

  • Home – new resources, scroll down for free resources.
  • Resources to buy, cheap
  • Blog – go to: ‘Speech and language, OT and SEND, a list of free online resources’. Scroll right down, past speech sound resources and then to Language Resources. Lots of them are from Language Link.


Symbol resource packs for home use

Lots of visual aids and resources made with Widgit symbols that are free and ready to use. Many different topics to explore such as Science, Entertainment, Sport and Stories. There is a Live News link which is all explained using symbols.


Speech and Language Kids

Resources and activities devised by a SALT for parents to do at home – a lot online, some to print out. Vocab, speech sounds, receptive and expressive etc.

Mental Health and wellbeing helplines

Haringey Mental Health Support Team Helpline

0208 702 6035

Monday-Friday 9.00am-3.00pm, excluding bank holidays


The Haringey Mental Health Support Team has set up an emotional wellbeing telephone support line, staffed by mental health professionals with experience working in schools. 

 The phone line is open to school staff, students and their families, who may phone up and talk to a member of the team about how they are feeling. Staff and family members will also be able to discuss concerns about the emotional wellbeing of a child in their care. They are able to signpost to useful resources and services. 

 The support line is a short-term initiative. The team is not able to offer long-term or crisis support.

NB This is only running during school holidays at the moment.


Young Minds Parents Helpline 

0808 802 5544
Monday-Friday 9.30am-4.00pm (contact form)

Young Minds is the UK’s leading charity championing the wellbeing and mental health of young people. It has a free helpline for parents/carers worried about the behaviour or mental health of a child or young person up to the age of 25. Helpline advisors can refer you to specialists, who will arrange a consultation, normally within seven days of your call.



0800 151 2605

Monday-Friday 10.00am-8.00pm, weekends 10.00am-3.00pm

Email: – online chat available through the website

Boloh offers emotional support, advice and signposting for Black, Asian and Minority Ethnic families affected by COVID-19.


Childline 0800 1111

Childline offers free and confidential help and advice to children and young people. Please see the adjustments Childline has made to its services due to the COVID-19 outbreak here.


Barnet, Enfield and Haringey CAMHS Crisis Line 0800 151 0023

Child and Adolescent Mental Health Services has introduced a 24-hour helpline providing help or advice in a crisis from trained mental health advisors and clinicians.


Shout Text SHOUT to 85258

Shout is a 24-hour crisis text service for people who feel they are struggling to cope and need immediate support. It is confidential, available to UK residents of any age and free to text from all major phone networks. Texting will put you in touch with a trained Shout Volunteer who will chat to you via text. The volunteers can signpost to further support.



Samaritans 116 123

 Confidential emotional support 24 hours a day for people of all ages who are experiencing feelings of distress or despair, or struggling to cope, and need someone to talk to.





 Anxiety UK

03444 775 774

Monday-Friday 9.30am–5.30pm, excluding bank holidays

Text 07537 416 905


Anxiety UK has a membership model but there are free resources available. The confidential helpline is not a Freephone number but you can have a Live Chat via the website or text.



 Grief Encounter (a local charity supporting bereaved children and young people)

0808 802 0111

Monday-Friday 9.00am-9.00pm

Email: – web chat is available through the home page


Cruse Bereavement Care (for any bereaved person)

0808 808 1677

Monday and Friday 9.30am-5.00pm, excluding bank holidays

Tuesday, Wednesday & Thursday 9.30am-8.00pm, weekends 10.00am-2.00pm – web chat available Monday-Friday 9.00am-9.00pm – Cruse’s website for young people


Child Bereavement UK (supporting children and parents)

0800 02 888 40

Monday-Friday 9.00am-5.00pm, excluding bank holidays

Email: – web chat available Monday-Friday 9.00am-9.00pm


Winston’s Wish (supporting children and young people)

08088 020 021

Monday-Friday 9.00am-5.00pm, excluding bank holidays

Email: – online chat Tuesday 1.00-5.00pm, Friday 9.30am-1.00pm

Crisis Messenger – text WW to 85258


Nasfiyat Intercultural Therapy Centre/BAMEStream (over-18s)

Telephone referral: 020 7263 6947

Nasfiyat will provide brief, free online or telephone emotional support to anyone from a Black, Asian or other Minority Ethnic background experiencing bereavement and loss due to the Covid-19 pandemic.



Sudden offers bereavement support for anyone who has lost a loved one unexpectedly.

0800 2600 400

Monday-Friday 10.00am-4.00pm



National Bereavement Partnership

The National Bereavement Partnership provides a support helpline, counselling referral and befriending service for anyone suffering from bereavement, grief, mental health issues, and those affected by the COVID-19 pandemic.

0800 448 0800




 Diabetes UK






Markfield – Together for Inclusion

0208 8004134


Haringey Local Offer


Barnet Local Offer


Connected Communities

020 8489 4431

Monday-Friday 8.30am-6.30pm

Haringey residents who are worried about the impact of COVID-19 on their finances, or their ability to access essential items or support they need, can contact Connected Communities. 


Barnet Council Community Help Hub (for urgent non-medical support)

0808 281 3210

Monday-Friday 9.00am-5.00pm



 Kooth (for Y6s and older children)

Kooth is a free online counselling and wellbeing platform for young people aged 11-18. It is safe, secure and anonymous. Signing up is easy, with no referral needed. The service is staffed by a professional team of qualified counsellors and offers one-to-one support as well as a range of therapeutic tools and activities.



020 8702 3405

Monday-Friday 9.00am-5.00pm

CHOICES offers support to children and young people in Haringey who are worried about their emotional wellbeing. Parents/carers are welcome to contact the service if they are concerned about a child in their care. CHOICES is open to self-referrals and signposts to further support in Haringey. It is not a crisis service.




Let’s Talk IAPT

Barnet: 020 8702 5309

Enfield: 020 8342 3012

Haringey: 020 3074 2280

Let’s Talk Improving Access to Psychological Therapies (IAPT) is a free NHS evidence-based talking therapy service for people aged 16 or over. It offers a range of treatments for mild to moderate mental health issues. Anyone registered with a Haringey, Barnet or Enfield GP can self-refer – online is easiest. Due to COVID-19, all treatment is now by phone or online and wait times will be extended.


Haringey Wellbeing Network

07508 511128 or 020 8340 2474 for general enquiries


The Haringey Wellbeing Network (HWN) is a network of voluntary sector mental health services for adults. Its purpose is to empower people towards better mental and physical wellbeing and to alleviate issues such as stress, anxiety, low mood, and loneliness and isolation. HWN is accepting new referrals and will provide access to services including weekly welfare calls, brief interventions and time-limited advocacy, and wellbeing support. It is open to anyone who is a Haringey resident or is registered to a Haringey GP. 


The British Association for Counselling and Psychotherapy has a therapist directory.




Please call the NSPCC on 0808 800 5000 or contact the safeguarding team at school.



 Public Health England has produced a Psychological First Aid training course, available to anyone wishing to support children and young people’s mental health at times of emergency or crisis. Launched in February 2021, it’s free, online, can be completed in three hours and requires no previous experience.

The Free Mindfulness Project links to online mindfulness resources.

Let’s Talk IAPT has put together packs to help Haringey and Barnet/Enfield residents manage low mood and anxiety. Resources range from practical advice to tools and techniques based on the principles of Cognitive Behavioural Therapy. Workbooks include Living with Worry and Anxiety Amidst Global Uncertainty, which is available in translation (see the activity menu on page 7).

The Haringey Educational Psychology Service has produced a booklet, Supporting Families During Coronavirus-Covid19. There is a range of resources for promoting and maintaining your family’s wellbeing and supporting your child’s learning.

Mentally Healthy Schools is compiling COVID-19 Toolkits for schools and parents/carers, linking to quality-assured resources to help manage anxiety and improve wellbeing. The focus is on child mental health. Have a look at the link to 90+ self-care activities, written by young people for young people. It is a portal site created by the UK’s leading children’s mental health charities and is well worth exploring.

The NHS-approved online resource Good Thinking provides safe, proactive and early intervention tools to adult Londoners who are experiencing the four most common mental health and wellbeing concerns: depression, stress, sleep, and anxiety. It has developed self-assessment tools tdirect users to the resources and apps most appropriate to their needs. There is COVID-19 specific content and links to official information, advice and helplines.

The Children’s Commissioner’s website has a children’s guide full of suggestions of creative things to do at home.

Early Help


Disability Living Allowance (DLA) for children





Ms Buckley-Moran



Here is a picture of my office taken last week. It’s legitimate, I’m afraid and not staged in any way. I know – rubbish on the floor, unwashed cups on the desk, papers strewn everywhere.