At Tree Tops our priority is to make our curriculum accessible to all. We aim to achieve this by providing a high quality, engaging education which reflects the needs of all children, where each child feels that they belong and where pupil agency is enabled.
We are aware that each child is unique, with their own skills, abilities, preferences, learning styles and personalities. Teaching and learning is planned to enable each child to thrive within each learning opportunity.
We are committed to providing an inclusive environment that enables full curriculum access and which values and includes all students, staff, parents and visitors, taking into account all educational, physical, sensory, social, spiritual, emotional and cultural needs.
SENCo: Enno Chinosa
Questions about your child’s progress?
Parents should contact the office first and then this is passed onto the Inclusion lead contactus@treetopsprimaryacademy.org.uk
This is reflected in the school’s environment and provision so that each child is represented. Pupil’s achievements in their learning are recognised and celebrated through specific praise in our weekly celebration assemblies.
Our open door policy enables all stakeholders to communicate with staff, senior leaders, the SENCo and the Pastoral Lead. If necessary positive action is taken in line with the Equality Act 2010.
Websites for Support and Further Information
- Kent SEND Information Hub (Local Offer) – Information about support and services within Kent
- Information Advice and Support Kent – Free, impartial and confidential advice and support for families who have children with SEND
- Kent Children and Young People’s Mental Health Services (CAHMS or CYPMHS)
Frequently Asked Questions
School based referral to a Community Paediatrician. We need to see inattentive or hyperactive/ impulsive behaviour that is significantly different from the majority of the peer group and across different environments, to refer. Children cannot be referred until they are 6.
No test for ADHD. Instead information is collated from home/school and a certain ‘threshold’ must be met when comparing parent and school scores – and the child is observed in clinic. A Connors questionnaire is common.
Medication is a possibility depending on the severity of the ADHD and parent views.
Some children have a diagnoses of ‘ADHD–inattentive type’, which is the old ADD (no hyperactivity).
We can run a speech link or languagelink screener. This identifies the speech sounds that the child might be muddling/substituting, or which areas of language (e.g. instructional, vocabulary, concepts, pronouns etc) they are weaker with. It helps us determine how severe a problem there may be, but it is a computer-based snapshot and it is important to talk to you as a parent and glean information from the teacher.
It can also help us identify additional interventions your child may need, which will also provide evidence to help us make a referral to the NHS speech and language therapy team, if intervention does not have impact.
Some children experience a speech or language delay – the difficulty is likely to resolve itself or ‘catch up’ or could be a disorder, which is where more specialist intervention may be needed.
We know that children with speech and language difficulties may go on to have difficulties with learning, particularly literacy, though this is not always the case.
Very few of our children need 1:1 support to make good progress.
The vast majority of children learn when teaching is responsive and adapted to their needs and work is differentiated, if appropriate. Class TAs are used to help scaffold children’s learning if they find things more tricky.
Sometimes, 1:1 support can also lead to dependency on an adult (I can only learn when an adult sits next to me) and we all want your child to be an independent learner.
In some situations, we may need to apply for funding to provide a child with some key person support. This is called High Needs Funding, and is for children that require bespoke approaches. Applications for this high level of support are stringent and require lots of plan/do/review, evidence and proof of what is spent already on a child’s support.
Please note that an EHCP does not ‘come with’ funding attached or a certain number of hours of 1:1 TA support. This happened in the old system of ‘statements of SEN’, but is not the case now.
More information about HNF is available here (scroll down the page to find the parent guidance).
This is an Educational Healthcare Plan. This used to be called a Statement of SEN.
About 1% of children in mainstream schools have an EHCP. Most children with an EHCP require specialist provision (special school) and an EHCP allows a parent this choice.
An EHCP is a legal document owned by the Local Authority. It sets out a child’s needs, the provision needed to meet those needs, and the school placement. The criteria for an EHCP is stringent.
A parent can apply for an EHCP for their child by emailing the dept at SENWest@kent.gov.uk.
It is so important the parent knows the school’s view, because school provides a significant proportion of the evidence to the Local Authority. School and parent should be in agreement that specialist approaches are needed to enable the child to make progress. It is not about lots of diagnoses necessarily although any diagnosis is supportive.
KELSI contains documentation about the ‘pathway’ and timelines, but the whole process, from request to ‘decision to issue’ the plan is 20 weeks. Sometimes, if there is a lack of evidence, the process stops at 6 weeks.
If a parent is unhappy about a decision, they can appeal to the Local Authority.
A school can also make a request for an EHCP but need to be sure that they have sufficient plan/do/review (3 rounds of provision plans) and evidence of what has been in place (high levels of provision) not working. Schools also need to take an EHCP request to their local LIFT meeting so that specialists can determine if anything more can be done, before an EHCP is requested.
That is why a parent request, supported by the school, can be quicker.
It is worth noting that quite a few outside agencies are giving the wrong message to parents about EHCPs. E.g. your child has an ASD diagnosis – have you considered an EHCP? This advice is often given without recourse to the severity of need that an EHCP justifies.
The school is bound by a definition of Special Educational Needs as set out by the legal framework, the SEN Code of Practice (2014).
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 him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream Post-16 institutions
For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age
Being SEN or being placed on a school’s SEN register is not because a child receives a diagnosis of a condition – it must be because educational provision is consistently different for them to enable them to make progress in their areas of difficulty. Parents must remember that if their child has a Health condition or diagnosis, that this probably falls under the 2010 Equality Act and means that any school or educational provider must make reasonable adjustments for them, whether they are SEN or not.
We support children as their needs arise and teachers adapt work and their teaching delivery as necessary, maintaining interventions for those children that need something additional. Being SEN or not SEN does not change this.
If your child moves onto the SEN register they will be classed as ‘SEN support’ and their teacher will identify long term Outcomes for them to work towards.
Yes the school can refer your child for a diagnosis of ADHD, ASD or other referrals needed such as Speech and language. These referrals are completed by the SENCO with support of teachers. You may prefer to discuss this with your GP as they can facilitate a referral too.
This depends on the referral – please speak to the SENCO for further information regarding your child’s referral. Currently, the initial wait time for an ADHD/ ASD appointment is 52 weeks, with a full ASD diagnosis taking 3 – 4 years.
We can only screen for dyslexia, and this will provide an overview of your child’s strengths and areas for development. Screening reports are then shared with teachers so they are aware of how to support your child through Quality First Teaching in the classroom.
The screening assesses your child for a possible dyslexic profile and helps us identify possible interventions, but this is not the same as a dyslexia diagnosis. We cannot diagnose dyslexia in our school. This would need to be an independent certified assessor. It is an educational diagnosis that is life-long and results from high levels of psychometric testing that staff in primary schools are not qualified to use. This is private and comes at a cost. Assessors look for a discrepancy between a child’s general ability (like their IQ) and a child’s literacy skills.
Autism is a neurodevelopmental condition. Therefore, any diagnosis of autism is a life-long health diagnosis and is not educational. There is no ‘test’ for autism. Instead, a paediatrician will collate evidence about a child’s social communication skills, repetitive or restrictive interests and sensory differences so that a judgement against particular Health criteria can be made.
Why does the parent think this? What behaviour do they see at home? Does the class teacher see the same traits?
This is a school-based referral, where the school agrees that there are social/play/sensory differences that should be explored. Perhaps interventions have taken place to help the child with their social skills.
Once a referral by school is sent to the local Community Paediatrics team, parents can expect to wait 2-3 years before being notified about a paediatric appointment. ASD is not diagnosed at this appointment. Instead the paediatrician will observe the child and discuss the information given already with parents, before making a judgement about whether the child should move onto the ASD pathway.
The pathway lasts up to 3 years. In this time, the paediatrician will collect more evidence from parents and school. The child is invited to a longer ‘joint communication clinic’ where a highly specialised speech and language therapist and a paediatrician work together to make a diagnosis, or not.
Once a child is on the pathway, the school will be advised to implement ASD strategies if they are not doing so already.
Dyscalculia is a specific maths difficulty. It is inherent rather than just being ‘weaker’ at maths. A child will display intrinsic difficulties with their quantitative understanding of number at a basic level – i.e. show them 3 counters, then 6, and they could not quantify that one set was larger than the other, nor could they give sensible estimates for each quantity.
This would be a child with very poor conversion of number. We have very few children where this has been identified. We cannot diagnose dyscalculia. This would fall to an Educational Psychologist or a certified assessor, and would likely be a private educational diagnosis.
Dyscalculia is specific – so a child is likely to be average in many aspects of schooling, apart from maths. It probably could not be considered if a child has general learning difficulties, a bit like dyslexia.
The important thing is to understand a child’s mathematical gaps and work with them through intervention and class-based support.
This is also called Developmental Coordination Disorder (DCD).
This affects a child’s gross and fine motor skill development and sometimes their sensory profile.
It can arise with other specific conditions – Dyslexia, ASD, ADHD, etc.
Does the teacher see functional difficulties with a child’s self-care skills? E.g. changing for PE, gross motor coordination in PE, fine motor skills – scissor and pen skills, knife and fork skills, handwriting? Does the child appear clumsy and less able to coordinate their movements than peers? Struggles to throw and catch in PE? We need to evidence 3 different functional areas that the child struggles with.
If we see the above, then the child probably has had/needs intervention anyway.
A DCD diagnosis is a Health diagnosis and requires a referral to an Occupational Therapist. The OT service needs to see that the school has put in appropriate interventions such as BEAM or Clever Fingers for up to 50 sessions, before a referral can be made. Therefore, gathering what is needed for an OT referral can take some time.
Once the referral is made, the wait can be 6 months before parent and child are invited to the clinic (if the referral criteria is met). The OT can then identify strengths and weaknesses and help parents and school develop a programme or strategies that will help the child compensate for their motor weaknesses.