Special Educational Needs and Disabilities (SEND)

Public examinations are a vital way in which students can realise their ambitions and progress to the next steps in their future, so it is important that all students are set up for success in these examinations and appropriately equipped to achieve their best. Wherever possible, and in line with the SEN Code of Practice, reasonable steps are taken to allow equal opportunity for all. 

Here is a list of the main access arrangements and what they mean: 

• Extra time: Students may be given 25% (or more) additional time for each examination to allow for processing or language needs, or to accommodate for other accessibility requirements.  
• Live speakers: Students who are deaf or hard of hearing may have an adult present in the room to speak aloud elements for listening exams in modern foreign languages such as French and Spanish.  

• Modified papers: Students who are visually impaired or who are unable to access standardised examination papers may have larger or otherwise modified copies of the question paper.  
• Prompt: Students with additional needs relating to focus or attention deficit may have an adult present with them to prompt and appropriately encourage them during an examination.  
• Reader: Students who require a reader will be provided with a digital C-PEN to help read the text for them outloud in the examination. 
• Scribe: Students who are unable to write due to physical disabilities or other needs may have an adult present with them to write their answers for them in the examination.  
• Rest breaks: Students with needs relating to social, emotional and mental health (SEMH), or who face processing challenges may be permitted to take rest breaks during the examination which do not count towards their total allotted time. 
• Word processing: Some students may write their examination answers using a laptop rather than by handwriting. Our word processing policy is available here.  

Please see the linked information for EAA – including a form for parent referrals.

EAA Important Info for Parents.

• Additional Educational Needs (AEN) 
• English as an Additional Language (EAL) 
• Special Educational Needs or Disabilities (SEND) 
• Education, Health and Care Plan (EHCP) 
• Quality First Teaching (QFT) 
• Speech and Language Therapist (SALT) 
• Speech and Language Needs (SLCN) 
• Educational Psychologist (EP) 
• Child and Adolescent Mental Health Team (CAMHS) 
• Social, Emotional and Mental Health (SEMH) 
• Attention Deficit Hyperactivity Disorder (ADHD)
• Autism Spectrum Condition (ASC)
• Visual Impairment (VI)
• Qualified Teacher for the Visually Impaired (QTVI)
• Qualified Teacher of the Deaf (QToD)
• Examination Access Arrangements (EAA) 

Cognition and Learning – includes needs relating to pace and specific learning difficulties including dyslexia, dyscalculia and dyspraxia.  

Communication and Interaction – includes speech, language and communication needs, difficulty understanding social rules and conveying wants, and autism.  

Social, Emotional and Mental Health (SEMH) – includes attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder, along with issues associated with underlying mental health issues. 

Sensory and Physical – includes physical disabilities such as vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) as well as muscular and movement disorders. 

Staff use the assess, plan, do, review cycle to ensure the appropriate support is given to each child. Below is a non-exhaustive diagram of our offer and how we identify the right support for each student.

We understand that transition to secondary school can be an anxious time for all students, but particularly those with special educational needs and disabilities.  

We work closely with feeder schools, students and parents to share information, offer reassurance, and create opportunities for acclimatisation to the secondary school environment in a managed, non-threatening way. 

We recommend: Starting secondary school - BBC Parents' Toolkit - BBC Bitesize 

For students with an Education, Health and Care Plan (EHCP), during your Year 5 Annual Review you will be asked to select schools where you have a preference for your child to attend in Year 7. To help you with your decision-making process, we run two coffee mornings for prospective parents where we will give a short presentation on the SEND provision of Holland Park School, and invite you to have a tour of the school. For 2025, these will be held in September, dates will be sent out to parents nearer the time.

For vulnerable students with SEND, we run a four-week transition programme in afternoons in the summer term, which includes orientation activities, a chance to meet with key members of staff and support workers, acclimatisation to important school spaces such as the Dining Hall and playground areas, and discussions with current pupils. Catherine Hill will be in touch with the SENDCo at your child’s primary school to make arrangements for this programme. 

As part of the usual transition programme for all Year 6-7 students, we run a Taster Day every year – this is on Wednesday 3rd July this academic year. For our SEND students and any further identified vulnerable students from primary school, we offer an additional SEND Taster Morning the day before from 9-11.30am on Tuesday 2nd July. This supports students who may be feeling nervous about meeting everyone on the Taster Day to meet in a smaller group and get to know the key support systems in the school ahead of time. 

Transition page

Where can I get free additional advice about SEND 

• Full of life is the charity that provides advice and support around SEN in the local area: IASS (SEND) - Full of Life (fulloflifekc.com) 
• For Hammersmith and Fulham the Information and Support Service is linked here: H&FSENDIASS (hfsendiass.org.uk) 
• For other Boroughs, please search for IASS. 

What is the process for referring my child for an ADHD/ASC assessment 

• In the first instance, please consult with your GP as they will be able to provide advice on the referral process. 
• We can support the referral with teacher collated evidence. 
• Once the assessment process has begun, the school will be contacted by the relevant assessment service (usually CAMHS) to provide evidence based on questionnaires from key teachers of your child.  
• The whole process can take up to 2 years. 
• If a referral to services to assess has been accepted, we can put together a pupil profile for your child with key recommended strategies for teachers to adapt. 
• We are also able to refer to our Autism Advisory Team in the meantime for advice and guidance on the process and support for strategies to use in school. 

What do I do if I suspect my child needs further support in school? 

• Please see the parent planner flow chart on page 59 

Assess: 

• Contact the relevant member of the SEND team, via the info@ email address. 
• We will seek teacher feedback on their progress and any support they are currently putting in place as part of the graduated approach, as well as observe your child in the classroom. 
• If appropriate, we can refer to our specialist assessor who can screen for reading, writing and processing needs.

Plan: 

• We will then arrange a phone call/meeting with you to discuss your concerns and the plan to approach these. 

Do: 

• We will implement any suggested targeted/specialist strategies and monitor your child’s progress. 

Review:  

• We will review their progress half-termly, and if no progress has been made, discuss next steps with you and add your child to the SEND register. 

To contact the school’s SEND team, please email info@hollandparkschool.co.uk with the name of the staff member you wish to contact included in the subject line.