TKA SEND Information Report


This policy is written in line with the requirements of:

  • Part 3 of the Children and Families Act 2014
  • SEN Code of Practice 2014
  • The Special Educational Needs and Disability Regulations 2014
  • The Special Educational Needs (Personal Budgets and Direct Payments) Regulations, Section 49
  • The Order setting out transitional arrangements, Section 137
  • The Equality Act 2010

This policy should also be read in conjunction with the following policies: Admissions Policy, Anti Bullying Policy, Behaviour Discipline Exclusions Restraints and Searches Policy, Health and Safety Policy, Safeguarding and Child Protection Policy, Complaints Policy and Accessibility plan.

This policy was developed by the SEND Co-ordinator with the Head teacher and representatives from the Kingston Educational Trust Board and will be reviewed annually to include the views of parents of children with Special Educational Needs and Disability.

Definition of Special Educational Needs (SEN)

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.  A child of compulsory school age or a young person has a learning difficulty if they:

  • Have a significantly greater difficulty in learning than the majority of others of the same age; or
  • 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 or mainstream post-16 institutions.

1 The kinds of special educational need for which provision is made at the school

The Kingston Academy is a mainstream secondary school with a specialist resource provision which offers 15 places for children with an EHCP and  Autistic Spectrum Condition (ASC) or  associated Social Communication difficulties.  We firmly believe that every pupil should be given equality of opportunity to achieve their full potential – academically and socially. Each pupil is entitled to a broad and balanced curriculum which is relevant to his/her educational needs.

At The Kingston Academy we can make provision for every kind of frequently occurring special educational needs without an Education, Health and Care Plan, for instance dyslexia, dyspraxia and  speech and language needs.  There are other kinds of special educational needs which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can be met if the child’s needs can be met in a mainstream environment. 

The school currently meets the needs of pupils with an Education, Health and Care plan with the following kinds of special educational need: Autistic Spectrum Condition, Speech and Language Needs, Specific Learning Difficulties, Social and Mental Health, Physical Disabilities.  Decisions on the admission of pupils with an Education, Health and Care plan are made in conjunction with the Local Authority during the consultation process. The admission arrangements for pupils without an Education, Health and Care plan will follow the usual school admissions procedures.

2 Information about the policy for identification and assessment of pupils with SEN

At The Kingston Academy subject teachers monitor and regularly review the academic progress of all pupils and the pastoral team monitor and regularly review the overall progress of all pupils.  We also use a range of assessments with all the pupils at various points including Cognitive Ability Tests (CATs) tests in the Autumn Term of year 7, National Reading test and a series of end of unit assessments.

The principle of early identification and intervention underpins our approach to identifying those pupils who need extra help. This is often put in place, even if special educational need has not been identified. This extra support should enable the pupil to catch up and make progress. Despite targeted quality first teaching, some pupils may continue to make insufficient progress.

Where progress is not sufficient, even if a special educational need has not been identified, we put in place extra support to enable the pupil to catch up. We run interventions in English and Maths primarily. 

Despite high quality targeted teaching some pupils may continue to make insufficient progress.  For these pupils, and in consultation with parents, we will use a range of assessment tools to determine the learning strengths and learning difficulties of pupils. The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress.

In many cases these underlying needs often explain inadequate progress or challenging behaviour. At times it may be necessary to consult with outside agencies to receive more specialised expertise. The school follows the Code of Practice with regard to identifying a pupil with SEN. The school will follow the graduated approach outlined in the Code of Practice. This draws on identification through assessment and, where a need is identified, planning of appropriate support will take place with the parent then support is implemented and reviewed. The parent is consulted throughout the process.

The purpose of this more detailed assessment and review is to understand what additional resources and different approaches are required to enable the student to make better progress.  These will be shared with parents, put into a SEN support plan and reviewed regularly, and refined / revised if necessary.  At this point because the student requires additional and extra provision we will have identified that the pupil has a special educational need. Some pupils will need specialist support and resources above and beyond those normally provided at school. In these cases, the school/parents may request a Statutory Assessment for an EHCP.

If the pupil is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need. If the pupil is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs.  However, these pupils may still be identified at a school level as requiring differentiation through quality first teaching. We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.

3a How we evaluate the effectiveness of the provision made for pupils with special education needs with or without an Education, Health and Care Plan

Each review of the support plan will be informed by the views of the pupil, parents and class/subject teachers and the assessment information from teachers which will show whether adequate progress is being made.

The SEN Code of Practice (2014) describes adequate progress thus:

  • Is similar to that of children of the same age who had the same starting point
  • Matches or improves on the pupil’s previous rate of progress
  • Which allows the attainment gap to close between the pupil and children of the same age

For pupils with or without an Education, Health and Care Plan this year there will be a review of the provision made for the child, at the end of the spring and summer terms which will enable an evaluation of the effectiveness of the special provision to be made. In the future provision arrangements should be monitored and reviewed and adapted each term. The collation of all review evaluations of effectiveness will be reported at least annually to the Trust Board.

3b the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs

Every pupil in the school has their academic progress tracked two times per year.  In addition to this, pupils with special educational needs may have more frequent and detailed assessments to inform targets and to measure small steps of progress both personally and academically. If these assessments do not show adequate progress is being made, the support plan and detailed outcomes will be reviewed and adjusted accordingly.

3c the school’s approach to teaching pupils with special educational needs

‘Special educational provision is underpinned by high quality teaching and is compromised by anything less’ (SEN CoP, 2014)

We will work to ensure that our approach to teaching and learning is of high quality and personalised to meet the individual needs of the majority of children/young people. Some children/young people need educational provision that is additional to or different from this. This is special educational provision.

3d how the school adapts the curriculum and learning environment for pupils with special educational needs

At The Kingston Academy we follow the advice in The National Curriculum Framework on how to adapt the curriculum and the learning environment for pupils with special educational needs.  We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in Education, Health and Care Plans.

As part of our requirement to keep the appropriateness of our curriculum and learning environment under review the Trust will seek advice on how practice and provision may be improved which may relate to one or more of the following aspects: the school building and development of the school site, the curriculum offer and training of staff.

3e additional support for learning that is available to pupils with special educational needs

As part of our budget we receive ‘notional SEN funding’.  This funding is used to ensure that the quality of teaching is good in the school and that there are sufficient resources to deploy additional and different teaching for pupils requiring special educational provision.  The amount of support required for each pupil to make good progress will be different in each case.  In very few cases a very high level of resource is required.   The funding arrangements require schools to provide up to £6000 per year of resource for pupils with high needs, and above that amount the Local Authority should provide additional top up funding to the school.

3f activities that are available for pupils with special educational needs in addition to those available in accordance with the curriculum

All clubs, trips and activities offered to pupils at The Kingston Academy are available to pupils with special educational needs either with or without an Education, Health and Care Plan.  Where it is necessary, the school will use the resources available to it to provide additional adult support to enable the safe participation of the pupil in the activity.

3g support that is available for improving the emotional and social development of pupils with special educational needs

At The Kingston Academy we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching. For instance all pupils participate in weekly  pastoral sessions which enables them to broaden their understanding in a range of skills including academic, social and personal.  Pupils have the opportunity to meet and discuss their progress with teachers daily and can also consult with their tutor and head of year. 

For some pupils with the most need for help in this area we also can provide the following: a school based mentor, access to the school nurse, referral to Child and Adolescent Mental Health services (CAMHs) and support from the pastoral team.

Pupils in the early stages of emotional and social development because of their special educational needs will be supported to enable them to develop and mature appropriately.  This will usually require additional and different resources, beyond that required by pupils who do not need this support.

4 The name and contact details of the SEN Co-ordinator

The Assistant Headteacher in Charge of Inclusion and SENCo is Carly Briggs ,  who is a qualified teacher and holds the following qualifications: National Award for SEN Coordination, Mental Health First Aid, BSc Sports Science and Psychology, qualified teacher status, a  Master’s Degree in Professional Studies and Education, Level 3 Safeguarding training and who holds a Diploma in Autism Awareness.  Carly Briggs  is available via email at

The Key Stage Three SENCo is Rana Malik-Kates- she is responsible for pupils in years 7, 8, 9 and holds the following qualifications: BA Hons in Special Educational Needs and Inclusion, Masters in Positive Emotional well being and NASENCO.

The leader of the Specialist Resource Provision for pupils with ASD is David Stenning, who holds the following qualifications: Higher Learning Teaching Assistant Qualification, Mental Health First Aid trained, TEACCH trained. David Stenning is available via email at

The Inclusion Team and SRP are both line-managed and overseen at a strategic level by Ms Charlie Venter, Head of School who holds the following qualifications: Masters Degree (Oxon) in Physiological Sciences, Masters in Education, National Professional Qualification for Headteachers (NPQH).

5 The expertise and training of staff in relation to children and young people with special educational needs and how specialist expertise will be secured

In the last two years teachers and teaching assistants have had the following awareness training:

ADHD Training

Attachment and Trauma Aware training 

Maximising TA Impact and Mediated Learning

Preparing Autistic and SEND children for going back to school

Understanding Autism, Asperger’s and ADHD

Aspiration Training

Moving and Handling training 

Emergency venting training 

Food Safety

Restraint training 

In addition, the following teachers, have received the following enhanced and specialist training:


Carly Briggs: Suicide Prevention Training, Legal training for Schools, Specificity and Outcomes for EHCP’s.


Grace Cameron: Higher Level Teaching Assistant level 4 QT qualification, Cache Level 3 Teaching Assistant, Diploma In Autism awareness, Level 3  Promoting Positive Child Behaviour, Level 3 Speech and Language Needs, Level 3 Special Educational Needs, Level 3 ADHD Awareness, Mental Health first Aid, Child In Crisis Level 3 , Emotional Literacy Support Assistant qualification, Level 2 Young People and Mental Health,  Level 2 CACHE  in Counselling skills. 

Sam Walters: HLTA level 4 RQF qualification/ Physical Disabilities Coordinator.  Moving and Handling trained, Physio/OT for PD students and Gastrostomy feeding trained. Medication trained. Personal care trained. LVR breath stacking trained, First aid trained. Cache level 3 Teaching assistant diploma. Epilepsy trained including administering rescue medication. Aspiration trained. 

Allison Martin- Level 4 Diploma Higher Level Teacher Assistant, Level 4 Art Therapy, HND Level 4 Diploma Graphic Design, Level 3 Diploma Working with Children and Young people, Level 3 Diploma Art and Design, Level 2 Diploma Understanding Autism, Level 2 Diploma Understanding Mental Health, First Aid Certificate, Understanding Dyslexia Certificate, Aspiration trained.

Kirsty Allan: TEFL Level 3; Understanding Autism Level 2; Understanding Behaviour That Challenges Level 2; Dyslexia and Specific Learning Difficulties Level 2; Food Preparation (TES); Healthcare (Venting); Healthcare (Manual Handling)

We also have a full time Assistant SENCo, Victoria Wilson, who can be contacted on

Teaching Assistants

We currently employ 13 other Teaching Assistants with varying levels of experience and expertise in a range of SEND needs.  

Where a training need is identified beyond this we will find a provider who is able to deliver it.  Training providers we can approach are Achieving for Children, Educational Psychologists, Speech and language therapists, Occupational Therapists, Physiotherapists, Dyslexia specialists and the Education Inclusion Support Service.  The cost of training is covered by the notional SEN funding.

6 How equipment and facilities to support children and young people with special educational needs will be secured

Where external advisors recommend the use of equipment or facilities which the school does not have, we will purchase it using the notional SEN funding, or seek it by loan.  

7 The arrangements for consulting parents of children with special educational needs about, and involving them in, their education

All parents of pupils at The Kingston Academy are invited to discuss the progress of their children on two occasions a year and receive a tracking report twice a year.  In addition, we are happy to arrange meetings outside these times. 

We will contact parents to discuss the use of internal or external assessments which will help us to address any identified need where concerns emerge. From this point onwards the pupil will be identified as having special educational needs because special educational provision is being made and the parent will be invited to all planning and reviews of this provision.  Parents will be actively supported to contribute to assessment, planning and review.

In addition to this, parents of pupils with an Education, Health and Care Plan will be invited to contribute to and attend an annual review, which, wherever possible will also include other agencies involved with the pupil. Information will be made accessible for parents.

8 The arrangements for consulting young people with special educational needs about, and involving them in, their education

When a pupil has been identified to have special educational needs because special educational provision is being made for him or her, the pupil will be consulted about and involved in the arrangements made for them as part of person-centred planning.  A person centred approach is about ensuring someone with a SEN is at the centre of decisions which relate to their life. As such, pupils are invited to meet with the SENCo to discuss their support plans. Pupil’s views are recorded on their support plans. Parents are likely to play a more significant role in the childhood years with the young person taking more responsibility and acting with greater independence in later years.

9 The arrangements made by the Trust Board relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school

The normal arrangements for the treatment of complaints at The Kingston Academy are used for complaints about provision made for special educational needs and disability. We encourage parents to discuss their concerns directly with Carly Briggs – Assistant Headtecher in Charge of Inclusion (SENCo) or David Stenning SRP lead and where this does not resolve the issue, with the Senior  Deputy Headteacher Tom Brook, before making the complaint formal. The procedures set out in the Complaints and Suggestions Policy should be followed and a copy is available on the policies page of our website.

10 How the Trust Board involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils

The Trust Board have engaged with the following bodies: –

  • We have bought private Educational psychology provision from ‘Headways’ and so we are very lucky to be supported by an in-house EP one day per week throughout the academic year.
  • Access to local authority ‘service level agreement’ with Speech and Language Therapy Services / Occupational Therapy Services / Physiotherapy Services for pupils with requirements for direct therapy or advice
  • Support from the Health Link Practitioners from the YourHealthCare team
  • A BACP approved Counsellor
  • Membership of professional networks for SENCO and SRP leads e.g. National autistic society, SENCO forum, SRP lead forum etc.

11 The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32 

SEND Local Offer for Kingston and Richmond  – a website containing information about services and support for children and young people with special educational needs or disabilities, and their families, in Kingston and Richmond.

If you don’t live in Kingston or Richmond, your home local authority will have a Local Offer on their council website. 

Special Educational Needs and Disability Register

 All local authorities must have a record or register of children with Special Educational Needs and / or Disabilities (SEND) in their area. If you live in either Kingston or Richmond, we encourage anyone whose family includes a child or young person whose has a special educational need* or disability**  to register.

Everyone on the register will benefit from:

  • Information about support, services, activities and events
  • Information aimed at young people with disabilities
  • Opportunities to have your say about the services that are important to you
  • The knowledge that your anonymous statistical data is helping us to plan and improve services

Find out more and register on the SEND Local Offer website

Kingston Parent Carer Forum

 Kingston PCF is made up of local parents and carers who work to ensure children with special educational needs and disabilities and their needs are heard and understood by local services and decision makers. Part of a national network we try to ensure by feeding in the experiences and needs of Kingston parents and carers who have children with additional needs and disabilities, better, more relevant and responsive services will follow. As local SEND parents ourselves we bring a wealth of different experiences of helping our own children and young people through life.


Phone: 07930 212743




Richmond Parent Carer Forum

Richmond Parent Carer Forum (PCF) is an independent group run by parents for parents or carers of children/young people (aged 0 – 25 years) who have any form of special educational need or disability. Your child does not need an official diagnosis for you to become a member and we support families of children with any type of additional need including learning difficulties like dyslexia. 

We receive funding from the Department for Education and our purpose is to ensure that the voices of parents, children and young people are heard in the planning and implementation of SEND services in Richmond. We can also help you to access services and provide valuable peer support, connecting you with other parents who understand the special joys and challenges of raising a family with additional needs.




SEND Information, Advice and Support (SENDIASS)

The Information, Advice and Support Service (SENDIASS) in Kingston and Richmond offers advice and support across a wide range of subjects. This may include help with personal budgets and how to use the Local Offer plus:

  • support with understanding reports and letters, attending meetings and preparing for assessments and reviews
  • information and signposting to support services in your area 
  • support with Transition and Preparing for Adulthood
  • support with and signposting to mediation  
  • advice and support on benefits

These services offer advice to children and young people as well as parents and carers.


Phone: 020 3793 9596



12 The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living

At The Kingston Academy we work closely with the educational settings used by the pupils before they transfer to us in order to seek the information that will make the transfer as seamless as possible. The SENCo/SRP Lead attends Annual Reviews and consults with the parents/guardians, primary school teacher and all other relevant external agencies involved with that pupil; to build a detailed case study in order to best prepare the teaching staff for the new academic year. 

Before transition each pupil who has an EHCP or whose primary has identified that additional transition work is required,  is invited with their family to meet a member of the Inclusion team or their new head of year. This is a chance to discuss tutor group friendships and to discuss pupil, parents/carers and school expectations.

We have developed good links with local colleges and other post 16 providers. We will contribute to a pupils’ onward destination by providing information to the next setting.

13 Information on where the local authority’s local offer is published.

The local authority’s local offer is published on and parents without internet access should make an appointment with the SENCo for support to gain the information they require.

Next review due: September 2022 (any changes to the information occurring during the year will be updated as soon as possible)

Approved by the Kingston Educational Trust Board:

Date: 10 October 2022