The children have enjoyed a shadow puppet workshop today! Great fun!!


Year 3 have just found some fossils in the Natural History Museum!


Year 3 are enjoying a fossil workshop at the Natural History Museum today!! We almost got eaten by a T-Rex too!


Kent House year 5s and 6s representing us at Bromley School Games hockey competition! Undefeated so far! Come on HPAKH!


Scribble club in full swing at Kent House! We are so lucky to have so many wonderfully creative children


A fantastic piece of pointillism from one of our wonderful Year 5s. An artist in the making 🎨


Retweetd From HarrisSchoolDirect

"I owe a huge debt of gratitude to my mentor. In addition to the more official lesson observations, she has given me real-time coaching while I am teaching, which has made all the difference." Meet Emily, a trainee primary teacher at


A big well done to all the children that received their 100% attendance award today!


Extra special visitors at Kent House today!


Final night for our year 6 children!


Nothing beats a good campfire song while on school journey!


Our wonderful PTA are working so hard in our hidden garden. Here is a sneaky peek of the amazing transformation so far! We can't wait for the grand opening!


Spectacular end to our performance arts week with this morning's whole school production of Shakespeare's A Midsummer Night's Dream!


Royal afternoon tea fun in the sun!


Year 3 have had a fantastic day identifying the benefits of different plants on their nature walk...followed by a tea workshop where some truly unique blends were created!


KH's amazing cheerleading team did an excellent job performing during our Friday celebration assembly! #unity


Lunchtime fun in the sun!


We've got opportunities for a and a Assistant to join us in May. Find out more and apply at


Spring has truly sprung in our nursery today! &learning


Excellent scientific thinking happening this afternoon in year 5. Super teamwork to create a mechanism to lift a heavy weight!

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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SEN & Disabilities

HPAKH is an inclusive school and offers a range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory or physical needs.  We believe in a partnership approach, working closely with parents, staff and external professionals endeavouring to tailor the provision to reduce the barriers to their learning that may be present to give them every opportunity to succeed and meet their full potential.  We provide formal times for parents to feedback to us at review meetings but equally welcome and encourage parents to do this as and when any new developments or observations occur as/when necessary.

The range of support deployed will be determined thorough assessment by internal systems or observations and/or external agencies as well as collaboration with parents. It is designed to promote pupils working towards becoming independent and resilient learners and should not be seen in isolation.

The SEND information report has been co-produced with key stakeholders including parents/carers, staff and governors through yearly parent focus groups, surveys, SEND Governor liaison meetings and allocated time within a staff meeting.

Information and Guidance:

Who should I contact to discuss the concerns or needs of my child?

Class teacher









Inclusion Manager

Mrs Elizabeth Minas


Mrs Helen Bansback









Executive Principal:

Ms Sam French





AEN Governors:

Mrs Lynn Marston and

Ms Rachel Adaah



He / she is responsible for:

Adapting and refining the curriculum to respond to strengths and needs of all pupils. Checking on the progress of your child and identifying, planning and delivery of any additional support.

Contributing to devising personalised provision maps to prioritise and focus on the next steps required for your child to improve learning.

Applying the school’s AEN policy.

If you have concerns about your child you should speak to your child’s class teacher first. You may then be directed to the Inclusion Manager/SENCO.

They are responsible for

  • Coordinating provision for children with AEN and developing the school’s AEN policy
  • 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 doing
    • Consulted about planning successful movement (transition) to a new class or school
    • Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties
    • Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.

She is responsible for:

  • The day to day management of all aspects of the school, including the provision made for pupils with AEN



They are responsible for:

  • Supporting the school to evaluate and develop quality and impact of provision for pupils with AEN across the school.





Assessment, Planning and Review

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

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

After discussions with key staff at half termly review meetings and following discussions with parents’ additional support will be put into place to provide enhanced resources and targeted small group and / or individual support to help overcome any difficulties. The views of the pupil or young person about their support will be given consideration at this stage. 

This additional support is documented in a class personalised provision map / pupil support agreement or behaviour support plan (pastoral support plan, PSP). Short term targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties. Impact is measured half termly and shared with parents at parents evening/s, review meetings and through the termly reports to parents.

In some cases a member of support staff may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.

Formal review meetings are held as required. Parents, relevant external agencies and when appropriate, pupils are invited to this review and their contribution is valued.  The impact of support offered is considered along with the progress towards targets set.  Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded.

If your child is continuing to have significant difficulties, further external expertise may be requested. Additional funding is available for children who meet the criteria.  This can be accessed using the Local Authority process and the guidance in the Banded Funding Criteria by applying for a Pupil Resource Agreement (PRA) through the Local Authority (LA) SEN Panel. Where this is agreed, a PRA will be drawn up and implemented 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. In year 6 this might include additional time, rest breaks or the use of a scribe or word processor. The Inclusion Manager/SENCO will inform you about eligibility and applications for these arrangements which are made through the national curriculum arrangements tool kit.  Modified materials for pupils with a visual impairment can also be ordered as required.



Curriculum and Teaching Methods (including groupings and interventions)

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

Teachers are expected to adapt teaching to meet the diverse range of needs in each class. Daily planning takes into account individual 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 flexibly 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 To support pupils with Specific Learning Difficulties (SPLD) and/or Moderate Learning Difficulties (MLD) and/or Speech, Language and Communication Needs (SLCN).


Access to  learning support staff

  • In class support focus group in Literacy/Numeracy-as identified via Pupil Progress Review Meetings
  • Small group support in reading/writing/numeracy-as identified via Pupil Progress Review Meetings
  • Individual support for currently statemented pupils or those requiring access to higher level funding (EHCP/PRA’s)


Strategies/programmes to support speech and language

  • Speech Therapist input directly into school weekly (from Sept 18)
  • Teaching Assistants/Individual Support Assistants working alongside speech therapist to deliver follow up sessions
  • Narrative Therapy - Nursery and Reception
  • Use of visual cues
  • Makaton used as required by trained member of staff for individual pupil
  • Repetitive teaching of new concepts and chance to practice new skills
  • Use of a variety of different ways for pupils to respond in class other than oral responses to show their thinking
  • Give cues/gesture/re phrase if instruction or concept is not understood
  • Extend vocabulary through categorising
  • Key words explained and clarified, use of pre teaching of vocabulary may be used
  • Use mind mapping to show how vocabulary links together
  • Speech, Language and Communication checklists and screeners used to monitor development of skills


Strategies to support/develop literacy

  • Writing frames
  • Key vocabulary lists
  • Visual cues and stimulus
  • Speaking and listening activities used across the curriculum
  • Build on and consolidate understanding of basic concepts
  • Short achievable tasks using a small steps approach
  • 1:1 Reading
  • Phonics Interventions
  • Tinted exercise books
  • Reading rulers
  • Electronic thesaurus


Strategies to support/develop numeracy

  • Access to a range of concrete apparatus
  • Use of equipment such as Base 10
  • Build on and consolidate understanding of concepts
  • Short achievable tasks using a small steps approach
  • Basic skills groups
  • Clear strategies for the 4 operations across the school
  • Use of practical and real life examples


Provision to facilitate/support access to the curriculum

  • Multi-sensory approaches
  • TEACCH approach
  • Talk frames
  • Variety of recording methods
  • Develop Memory skills-visualising, oral rehearsal and chunking
  • Use of short simple instructions and chunking information
  • Use of ICT


Strategies/support to develop independent learning

  • Use of visual timetables in every class (individual as required)
  • Oral rehearsal of instructions
  • Use of task organisers/tasks broken down
  • Talk partners
  • Visually given choices
  • Use of simple language and being clear and consistent
  • Clear expectations
  • Repeat instructions back to themselves/partner
  • Classrooms are set up and organised to facilitate pupils independence
  • Clear classroom routines in place
  • Group work/Team work to support a collaborative ethos


Pastoral Support To support pupils with Autism Spectrum Disorder (ASD) and/or Social, Emotional and Mental Health Needs (SEMH).


Strategies to support the development of pupils’ social skills and enhance self-esteem

  • Social Skills groups
  • Rainbow Club facility at break and lunchtimes-staffed by a T.A., structured games within a small group environment
  • Use of social stories
  • Access to specialist advice from the Social Eyes outreach service (Social, Communication Difficulties) as required  
  • Playground Pals
  • Nurture Group (Targeted Year 4 Pupils)



Mentoring activities

  • Access to mentor support from family worker for identified pupils
  • Bromley Mentoring Initiative accessed for Year 6 pupils to support transition


Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)

  • Play Therapist employed 1.5 day per week to work with identified pupils
  • Use of now and next board-EYFS/KS1 as required
  • Small step approach to learning new transitions e.g. assembly
  • Individual work station to be used/accessed (as applicable)
  • Phased entry/reduced timetable to full time education as required
  • Pre warnings for finishing activities
  • Established routines (as far as possible)
  • Awareness of heightened sensory sensitivity
  • Comic strip conversations (as required)
  • Use of sensory box may be deployed
  • Use of weighted objects/equipment
  • Safe Zones-tent
  • Therapeutic writing group


Strategies to support / modify behaviour

  • Individual behaviour programmes in place as required (PSP’s)
  • Whole school approach- Simple rewards and sanctions visually supported, Dojo points
  • Home-School contact book (as required)
  • Use of visual timers and prompts
  • Short release breaks (as applicable and feasible)
  • Keep instructions simple and positive
  • Use of positive language; ‘Catch them being good’
  • Role model expected behaviour
  • Use of wondering aloud- ‘I can see you are… I am wondering if….’
  • Comic strip conversations (as required)
  • Behaviour rules and expectations taught and consistently acknowledged and rewarded
  • Gain pupils attention before speaking


Support/supervision at unstructured times of the day including personal care

  • T.A.’s trained to support individual medical needs
  • Rainbow Club
  • Rota of activities for break time: tennis courts for ball games, library, computer club, outdoor adventure equipment, field (when not too wet) and playground
  • Targeted lunchtime clubs to promote and support positive play for invited pupils


Planning, assessment, evaluation and next steps

  • Pupil Progress Review Meetings held half termly between teachers, Inclusion Manager and Principal to review progress and determine key priority groups for intervention in the next half term











Increasing accessibility  - getting about for pupils with Visual Impairment (VI), Hearing Impairment (HI) and/or Physical Disabilities (PD).


Access to strategies/programmes to support occupational /physiotherapy needs


  • Referrals to physiotherapy/occupational therapy as required, with suggested strategies built into class provision maps and utilised
  • Funky fingers activities
  • Access to specialist teacher advice from the sensory support service.


Access to modified equipment and ICT


  • Access to particular equipment such as easi-grip scissors, fidget aids, pencil grips, move n sit cushions, posture packs,  sound field hearing system as recommended by specialists, theraputty, individual monitors, viewing dome
  • Adaptations to school site as required to increase accessibility such as lift, chair lift and fluorescent edging on edge of steps
  • Modified equipment as recommended by specialists such as IR Swift hearing system, viewing dome.


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. These include: Educational Psychologist, Social and Communication difficulties outreach, Behaviour outreach service, Sensory support team, Speech and Language, CAMHS, School Nursing Team. Referrals to: Community Paediatrician, Occupational Therapy, Physiotherapy for assessment and advice/support as applicable.



Access to Medical Interventions


  • T.A.’s trained in Paediatric first aid
  • Teachers have up to date EpiPen training
  • Relevant year groups have annual input from diabetic nurse support and specialist nurse training i.e. individual medical conditions and management needs in school
  • Staffed first aid room at break and lunch times
  • Dedicated Diabetic Trained I.S.A.’s to support named pupils
  • Physiotherapist/O.T. comes in to work with ISA’s and pupil as required











Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports

  • Oval Callout:  Parents are invited into school for multi-agency or multi-professional meetings as required
  • Half termly progress reports are sent home for all pupils
  • Pupils on AEN (Additional Educational Needs) register have a copy of their class provision map sent home regularly (twice per academic year via parents evenings) detailing the support they are getting, the strategies used to support them and associated targets.  Parents attending P.S.A/P.R.A./EHCP Review meetings will be given their child’s reviewed provision maps as part of the review paperwork


Text Box: “We met the SENCO and Reception teacher while our son was still in preschool. They had clear plans and a package of support in place by the time he started, which has continued in line with his needs ever since. The best thing about HPAKH for children with SEN isn't that the targeted support is fantastic (it is!) - it's that the school is inclusive from top to bottom: they see children's needs as a 'challenge' in the proper sense - an interesting and stimulating journey that requires creativity and stretches teaching skills, not a 'burden' or an obligation they have to meet. Our son is part of the class (even when off in his own world!) and loves his school. The leadership team create a culture and structure of inclusivity; class teachers are child-focussed; support staff are knowledgeable and empathetic; mealtime supervisors understand the sensory aspect of lunchtime; and PE teachers make exercise fun for everyone. His peer group are lovely, and I don't think this is coincidence: children taught in this environment learn by example to value compassion and empathy.  HPAKH have bent over backwards to make our son part of the school community and to help him thrive. We've hit the jackpot finding this school, and it feels amazing to leave him in such good hands every morning”. (Parent of KS1 Pupil, July 2018)




















Description of Support


Inclusion Support Service

  • Educational Psychology Service



Social Communication Team

Our Specialist Teacher/Advisor is: Paul Cabb


  • ISAT Team


  • Sensory Support Service
  • Involvement in a multi professional planning meeting in the Autumn Term to discuss which pupils are a priority for assessment that academic year
  • Referrals and advice given
  • Report written by E.P



  • Referral to Social Eyes outreach: Observation of pupils and follow up meeting with parents and teaching staff to discuss strategies and support
  • Access to ISAT Team for advice
  • Referral to Sensory support: Observation and testing of identified pupils, recommendations and advice given.


Speech and Language Therapy

School may refer as required and can implement recommendations following specialist assessment


School Nurse


Occupational / physiotherapy


Paediatric Services


Wellbeing/CAMHS (Child and Adolescent Mental Health Service)


The Information, Advice and Support Service (IASS - formerly Parent Partnership) :

Tel: 020 8461 7630


The Information, Advice and Support Service (IASS - formerly Parent Partnership)  offers information, advice and support, for parents and carers of:

  • Children with special educational needs (SEN) or disabilities from birth to 25.
  • Young people with SEN or disabilities aged 16-25. 
  • All children (regardless of SEN) on their child's transition from primary school to secondary school.

Contact us for information and advice on:

  • Your child's transition from pre-school to primary school and on to secondary school.
  • The secondary schools in your area.
  • How to get your child's special educational needs assessed.
  • Statements of Special Educational Needs and Education, Health and Care plans.
  • The Special Educational Needs Code of Practice.
  • Your rights, responsibilities, and who you can talk to.
  • How to achieve positive outcomes at meetings and reviews about your child.
  • what you can do if you are not happy with a decision about your child's education and the options available, including your right of appeal



Educational Professional responsible  for children who are looked after:

Executive Principal: Sam French

Head of Academy: Katie Day

Family Worker: Rachel Fogden

They oversees and monitors provision for children who are in the care of the Local Authority


Voluntary agencies

  • Bromley Parent Voice

Tel:  Mobile: 07803 287838 (monitored daily)
Telephone: 0208 776 3170 (limited access)





  • Burgess Autistic Trust

Tel: 020 8464 2897

Our office is open from 10:00 to 16:00, Monday, Wednesday, Thursday and Friday.



  • Independent Supporters:

From the  1st of September 2014  until  March 2016 the  Government  has  funded  an  Independent Support program to provide additional support to parents and young  people  in relation to the  new Education and Health Care (EHC) Plan. In  Bromley,  this  service  is  delivered  through  a Consortium  made  up  of  Bromley  Mencap,

Burgess  Autistic  Trust,  Bromley  Parent  Voice  and Experts by Experience.  for further information





  • Burgess Autistic Trust is a specialist independent charity who support families with children, young people and adults with a diagnosis of ASD up to the age of 18.




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

Children and young people with AEN can become particularly anxious about “moving on” so we seek to support successful transition by:

When moving to another school:

We will contact the School Inclusion Manager 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 as soon as possible

When moving classes / forms in school:

Transition meeting for pupils starting in Reception the term before they start, organised by the Pre School with all relevant professionals and parents involved with the child invited.

Visit to new class and a taster lesson with their new teacher.

For identified pupils requiring additional support a social story may be made, with pictures of their new environment to reinforce what will stay the same and what will be different.

An information sharing meeting will take place between the teachers.

Small group or individual sessions with the SENCO to explore how they are feeling and orientation around new areas of the school.

In year 6-7 transition

The Inclusion Manager/SENCO will attend the Primary/Secondary Transition day meeting to discuss specific need of your child and the nature and level of support which has had the most impact.

On 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.


Staffing Expertise

How skilled are 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 of children with AEN. Recent training has covered :

  • AEN Harris conference attended by T.A. staff Oct 2013, Oct 2014, Oct 2015, Oct 2016, Oct 2017
  • Rolling programme completed years based on IDP materials: Dyslexia, ASD, SLCN, BESD By teaching and support staff run by Inclusion Manager  with T.A.’s and I.S.A’s 2013-2016
  • ISA’s receiving bespoke training, observations and feedback from the SENCO 2017-18
  • Training in Jan 2014 and November 2017 (Socially Thinking Classrooms) for teaching staff by SCD advisor
  • Whole Staff Training Feb 2018 PAC Attachment Difficulties
  • Support staff attended training r.e. Speech, Language, Communication and Challenging Behaviour September 2015
  • Team Teach Training-whole staff Jan 2018
  • Training by Inclusion Manager to whole staff on SEMH Difficulties March 2015 and October 2016, ADHD September 2017, ASD September 2016
  • O.T. Training for support staff in sensory difficulties, fine motor and pencil skills 2015/16 and 2016/17
  • Training for Support Staff on ADHD with Fintan O’Regan May 2016
  • ISA Attended Primary Education – Meeting Needs of Children 4-11 Years for Downs Syndrome Pupils October 2014
  • HLTA Attended Lego Build to Express - supporting children with social, emotional and mental health needs June 2015  
  • Whole Staff training Deaf Awareness December 2015
  • Mental Health Lead-SENCO attending termly forums 16-17, 17-18
  • ASD Champion-ISA, attending termly forums 16-17, 17-18
  • Training for nurture room staff: Nurture group 3 day training November 17-Jan 18 (Lead HLTA) May 18-July18 (SENCO) and Therapeutic story writing September-November 2017 (Lead HLTA)
  • Inclusion manager and SENCO attending termly SEN Bromley SEN forums and termly ASD forums
  • Inclusion manager trained as SEND Reviewer September 2016


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


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.


We also have staff with specialised expertise and qualifications in school including:

  • Inclusion Manager and SENCO: National Award of SEN Coordination (Postgraduate Qualification)
  • Inclusion Manager: Nurture Group Network Assessment and Certification-Merit June 2015
  • Nurture Group Lead completing Nurture Group Network Assessment and Certification- over 2017-2018.
  • SENCO: Hornsby Diploma in Specific Learning Difficulties: Dyslexia
  • HLTA with 30 credits at L1 NVQ3 Managing the teaching of pupils with Severe and Complex Needs and 15 credits at L1 SENCO Assistant Course and Makaton L1.
  • Teacher qualified in teaching severe SEN pupils aged 3-11.
  • HLTA with a qualification for working with children with Visual Impairment accredited course, 2 ISA’s completing this 2 year course over 2017-2019.
  • HLTA Attended Learning Mentor Course 14/15.
  • 2 x I.S.A’s completed Speech and Language accredited Course.
  • I.S.A. Trained in Makaton.


Who do I talk to if I am unhappy with my child’s support or progress and wish to raise a complaint?

In the first instance a meeting should be requested with the pupil’s class teacher to raise the concern.

Stage 1: After that either a discussion with a senior member of staff such as the Assistant Principal in charge of that Key Stage and or the SENCO or Vice Principal would be appropriate to discuss the concern further.

Stage 2: A meeting to discuss the complaint with the Principal could be arranged.

Stage 3: Complaint heard by Governing Body Complaints Appeal Panel.

A full explanation of the stages that a complaint will be dealt with are outlined in the complaints procedure, this can be requested via the school office.


FURTHER INFORMATION about support and services for pupils and their families can be found in:

Web link to: The Local Authority Local Offer


The Information, Advice and Support Service

                        Special educational needs and disability code of practice: 0 to 25 years


Last Reviewed: September 2016, September 2017, June 2018, July 2019

Reviewed by: E.Minas Inclusion Manger and H.Bansback SENCO

This offer was reviewed by:

  • The staff team as part of a staff INSET in April 2018
  • Parents and carers of children with SEN through a series of coffee mornings held in the academic year 2017-18
  • The Inclusion Team in the Summer Term 2018 in preparation for the next academic year.