Salmons Brook is a specialist school, and our approach to special educational needs provision and support is a whole school approach.

We are committed to providing a broad and balanced curriculum, based on the National Curriculum for those young people of compulsory school age. This is blended with opportunities for young people to develop functional skills, social, emotional and independence skills and skills for working life as appropriate in line with the 14-19 curriculum

The SEND & Inclusion team support students and Inclusion across the whole school in ensuring that students with social, emotional, mental health behavioural difficulties and other areas of need reach their optimum performance both academically and personally. This involves:

  • The provision offered is exemplary, that individual students engage with their learning programmes and all students make good academic and personal progress.
  • Ensure appropriate interventions are in place to support positive outcomes for students across all Key Stages.
  • Oversees the development, implementation and evaluation of strategies to coordinate support for individuals and groups of children irrespective of their needs.
  • Lead the development, implementation, review and improvement of links between home/school and external agencies in relation to supporting student learning.
  • Provide information as required to the Senior Leadership Team, SENDCO, teachers and other appropriate staff.

At SBS, the inclusion team consists of:

  • Constance Osuji (Assistant Headteacher - SENDCO)
  • Alexandra Dowson (Inclusion Lead and Lead practitioner for Wellbeing)
  • Dawn Bacon (Therapeutic Lead)
  • Geraldine Chenevot (SaLT)
  • Janita Dingwall (OT)

What are Special Educational Needs and Disabilities?

Some children have difficulties or disabilities that make it harder for them to learn compared to most children of the same age.

Special Educational Needs and Disabilities (SEND) is a term that describes the difficulties and disabilities that can affect a child’s ability to learn.

Most children with special educational needs overcome these challenges eventually, but they are likely to need extra support and help during the early years and at a young age.

Examples of SEND include difficulties with:

  1. Speech, language, reading and writing
  2. Concentration and the ability to understand things
  3. Behaviour and emotions
  4. Socialise and make friends
  5. Physical ability

What are the types of Special Educational Needs and Disabilities?

In the Special Educational Needs Code of Practice, the Department of Education has identified four broad areas of need for children and young people which come under SEN.

The four areas of Special Educational Needs and Disabilities are:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional and mental health difficulties
  4. Sensory and/or physical needs

If a child has difficulties in one or more of these areas, they may be classed as having Special Educational Needs and qualify for special educational provision.

Communication and Interaction

Children with speech, language and communication difficulties may find it hard to express themselves or to understand others.

This could make it harder for a child to interact with others make friends, communicate their thoughts effectively and understand what is being said to them.

Children with Autism Spectrum Disorder (ASD), which includes Asperger’s and Autism will be likely to have difficulties with social interaction.

Cognition and Learning

This area of SEN affects a child’s ability to think, understand and learn.

If a child has difficulties with cognition and learning, they may struggle with all or specific areas of the curriculum, such as literacy and numeracy, and learn at a slower pace than their peers.

A child may have complex learning difficulties, such as Moderate Learning Difficulties (MLD) or Severe Learning Difficulties (SLD) and will require support in all areas of learning.

Children with specific learning difficulties, such as dyslexia or dyspraxia may only need support to learn specific skills.

Social, emotional and mental health difficulties

Social and emotional difficulties can present themselves in a wide variety of ways and a child may become withdrawn or display disruptive behaviour.

A child may find it hard to manage relationships with other people or behave in ways that prevent their own or others’ learning and wellbeing.

Underlying mental health difficulties such as anxiety, depression and eating disorders may be the cause.

Alternatively, a child may have been diagnosed with a disorder such as Attention Deficit Hyperactive Disorder (ADHD).

Sensory and /or physical needs

This area covers children who have a disability or medical condition that affects their learning and prevents them from making use of generally provided educational facilities.

Children with visual, hearing, multi-sensory or physical impairments may need additional support or equipment to access learning.

Equality information statement

Salmons Brook School is committed to promoting equality of opportunity and fostering positive relationships for all members of our community. We aim to eliminate discrimination, advance equality of opportunity and foster good relations between people who share a protected characteristic and those who do not, in accordance with the Equality Act 2010.

We are dedicated to ensuring that all students can access a high-quality education, participate fully in school life and achieve their potential regardless of disability, race, religion or belief, sex, sexual orientation, gender reassignment, pregnancy or maternity, or age.

Equality Objectives 2026-2030

Equality Objective 1

Improve Attendance and Engagement for Vulnerable Learners

We will continue to reduce barriers to attendance and engagement for students with Social, Emotional and Mental Health (SEMH) needs, ensuring that all students have equitable access to education.

We will achieve this by:

  • Implementing targeted attendance and reintegration support.
  • Working closely with families and external agencies.
  • Monitoring attendance trends for vulnerable groups.
  • Using trauma-informed approaches to encourage re-engagement with learning.

Success measures:

  • Improved attendance rates.
  • Reduction in persistent absence.
  • Increased participation in learning and enrichment activities.

Equality Objective 2

Ensure All Students Can Access the Full Curriculum and Wider School Life

We will promote equality of opportunity by ensuring that all students, regardless of disability, need, background or protected characteristic, can participate fully in academic, enrichment and extra-curricular opportunities.

We will achieve this by:

  • Making reasonable adjustments where required.
  • Reviewing accessibility and inclusion across all areas of school life.
  • Ensuring educational visits and enrichment opportunities are accessible to all students.
  • Removing barriers to participation and achievement.

Success measures:

  • Increased participation in educational visits and enrichment activities.
  • Positive student voice feedback regarding inclusion.
  • Evidence that reasonable adjustments are implemented effectively.

Equality Objective 3

Promote Respect, Diversity and Positive Relationships

We will continue to develop a culture where diversity is valued, discrimination is challenged and all members of the school community feel safe, respected and included.

We will achieve this by:

  • Delivering a curriculum that promotes equality, diversity and British Values.
  • Educating students about protected characteristics.
  • Providing staff training on equality, inclusion and unconscious bias.
  • Monitoring and responding appropriately to any incidents of prejudice-based behaviour.

Success measures:

  • Students demonstrate understanding and respect for diversity.
  • Reduction in prejudice-related incidents.
  • Positive outcomes from student, parent and staff surveys.

SEND organisation

The SENDIAS Service is a statutory service for SEND and offers workshops and information sessions to parents/carers, drop-in sessions for parents/carers in community centres across Enfield; SENDIASS also offers focus groups for young adults to ensure they are consulted with and included in design of service provisions.

Open to all Parents/Carers in Enfield with children aged 0 – 25 years with special educational needs.

Please call 07494280063 or email sendiassenfield@centre404.org.uk

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