Stebon Primary School

Stebon Primary School

Stebon School Logo
Life at Stebon Primary School Life at Stebon Primary School Life at Stebon Primary School Life at Stebon Primary School Life at Stebon Primary School Life at Stebon Primary School
Learning is very good at Stebon because expectations are high and the teachers give us confidence. Imtiaz
As a child at Stebon, I am happy to be here as I have good
friends. Emad
There are lots of activities that are really fun like tournaments in the summer. Sadia
You can do excellent things in art and do loads of projects and experiments. Shahriyar
This school is a safe, happy and friendly place to be. Jannah
I think the atmosphere is cheerful because learning is
fun! Fahim
I would say that teaching is of a high standard. Abidah
Everybody respects each other. We have an anti-bullying policy and playground buddies who help you find friends. Zainab
It is a wonderful place to be where everyone is treated the same. Muhibur
Playtimes are the best because we have lots of games to play with. Sadiya

Inclusion (SEN Information Report)

PDF icon Inclusion policy (including Looked after children and SEN report)

Vision for Special Educational Needs and (SEN) at Stebon

At Stebon we believe that, every child has the right to the very best education that we can offer.   We are all learners and together, we can achieve great things.   We have a whole school responsibility to ensure that teacher’s provide quality first teaching for all the children in the class, including those with special educational needs.  Though there may be times when children are withdrawn for specific programmes which support their learning, wherever possible they should be included within the classroom and lessons should be differentiated to enable all students to take part. Diversity and differences are celebrated at Stebon and seen as an opportunity for learning not a barrier to learning.

About us

Stebon is currently undergoing building works which will enable us to move from a two form to a three form entry school.  In September 2014 we opened two new classes in the foundation stage.  Our current role is 525.  The school is happy to include all areas of special educational needs within a mainstream context.  We do not have any specialist supported provision or resource bases.   Our current OFSTED rating is good with outstanding leadership.

How do we ensure that children and parents have a voice?

At Stebon we have a family centred culture.  Children with special educational needs and their families have a unique knowledge of their own needs and circumstances.  They have views about what they find difficult and what sort of help they would like in order to make the most of their time at school.  Children are encouraged to participate in all the decision-making processes including the setting of learning targets.  They contribute fully to the Annual Review meeting and are involved in discussions about transitions and secondary school choices.  Children with special educational needs are represented on our school council and are members of our Playground Buddy team.

Parents of children with special educational needs meet at least once a term with the school’s Special Educational Needs Coordinator (SENCo).  Parents are encouraged to contribute to annual reviews where learning targets are shared.  Parent conferences are held twice a year.

What should I do if I think that my child has a special educational need?

Any concerns that parents may have about their child’s progress will be taken seriously and should in the first instance be discussed with the class teacher.  Parents can also contact the school’s SENCo.  Parents of children with special educational needs may also contact the Parents Advice Centre for independent advice and support.

How does the school know if my child has special educational needs?

Early Years Foundation Stage

Early identification is essential for getting the right support for children early on.  Staff in the Early Years Foundation Stage (EYFS) team carries out home visits before children start school.  This establishes relationships with parents and work in partnership with parents if concerns are raised.  The EYFS Coordinator and the school’s Family Support Worker attend intake interviews and ensure that the SENCo is made aware of any children with SEN so that early intervention can take place.

The EYFS team carry out observations and assessments of each child as part of their everyday practice and inform the SENCo of any concerns.   The school employs a speech and language therapist, three days a week to work with children who do not have access to NHS speech and language services and do not have a statement or an education health care plan (EHC).

Yrs 1-6

Children are regularly assessed by their class teacher.   As a child moves through the school there may be concerns that a child is not making enough progress in their learning, social development or wider needs.

In order to gain more information on whether a child has special educational needs, the following takes place:

  • Class teacher will speak to the child to find out how they feel about their own learning
  • The parent and teacher will discuss the cause for concern
  • The class teacher will continue to monitor and assess the child’s progress
  • The class teacher will seek advice from the SENCo
  • Further assessments or observation may take place
  • Strategies will be put in place for a child to get extra help through intervention groups or 1-1 support
  • The impact of the support will be monitored by the class teacher and SENCo and shared with parents
  • It may be necessary with the agreement of parents, to seek advice and support from specialist agencies

What does the school do to help my child if he or she has special educational needs?

When a child receives additional support parents will be formally notified.

The child, parents, class teacher and SENCo will set targets and put a plan in place.

This might consist of one or some of these:

  • Targeted support from the class teacher, support teacher or teaching assistant
  • In class and home strategies to support learning independence or emotional well-being
  • An intervention programme or referral to the Learning Mentor or School Social Worker
  • Referral to a specialist service for assessment, advice or support
  • Progress and outcomes will be reviewed and shared with the child and parent


If families of children with SEN are experiencing difficulty accessing local services or need further information regarding the school or relevant agencies, they can contact the school’s Family Support Worker or speak to the SENCo.


Government money is given to the Local Authority, who then allocates it to each school’s budget.  This funding is used to meet the needs of children with special educational needs.

The school spends this money on:

  • Additional support teachers teaching assistants
  • The SENCo
  • Training for staff to meet the needs of those children with SEN
  • Specialist resources which support students with SEN
  • Speech and language therapist for EYFS and Yr1
  • Additional support from Tower Hamlets Support for Learning Service advisory teachers
  • Additional  Educational Psychologist Service hours
  • Additional after school activities

My child has a range of needs including medical.  How will the school support my child?

Children who have a Statement of Special Educational Needs or Education Health Care Plan will be assigned a key person who will keep parents informed of the day to day wellbeing of their child.  The school accesses a range of services to seek advice and support according to individual need.  Services that we work with include: 

  • Physiotherapists
  • Speech Therapists
  • Hearing impaired service
  • Phoenix Outreach Service
  • Occupational Health
  • Educational Psychologist
  • Social services
  • Education Welfare Advisor
  • Hearing and visual impaired service
  • School Nurse Service
  • Health Visitors
  • NHS Dermatologist

Where a child requires a team around the child meeting (TAC) or an annual review, those agencies currently working with the child and their family will be invited to take part in the meeting.

Medical training for all staff working with a child who has medical needs will take place prior to them starting school or if already in school, as soon as a diagnosis of needs is made.  Care plans are written in consultation with parents.  The school office will take details of any medication that a child needs to take during school time.  Medication is only administered with GP or hospital advice attached.  The school has a number of qualified First Aiders and Paediatric First Aiders.  Medicines and asthma pumps are checked each term by the class TA’s to ensure that they are in date. 

The school employs a learning mentor who supports children whose learning and behaviour are affected by their self-confidence, home situation or friendships.  We also employ a social worker to support some of our most vulnerable children.

What training have staff who are supporting children with SEN received?

At Stebon we are committed to continuing our professional development.   Staff who work with children with special educational needs take part in training provided by outside agencies.   We also recognise that we have expertise within our staff team.  We observe good practice within our own school and that of our partnership school. 

Staff are trained in the following:

  • First Class at number
  • Numicon maths intervention
  • Toe-by-Toe
  • Signalong
  • Talk Boost
  • Blanks Questioning
  • PECS
  • 1st aid
  • Epi-pen
  • RML Phonics intervention
  • Hearing aids check
  • Behaviour management
  • Small group language support

Future training is planned for:

  • Using ICT to support children with SEN
  • Disability Awareness
  • Writing and drawing therapy

The SENCo is currently undertaking the National Award for Special Educational Needs

How does the school know how effective the provision is?

Interventions are monitored by the school’s SENCo.  The range of support that children receive is detailed on the class provision map.  Progress and attainment is evaluated and reviewed each term by the school’s leadership team and at least once a year by other professional bodies who work with the child.

What will the school provide so that my child is included in all activities?

Teachers will consider what special arrangements need to be made in order that children with special educational needs have the opportunity to attend trips and activities in the same way as other children do.  Parents will be consulted prior to a trip or additional activity taking place.

The Out of School Hours Co-ordinator will consider accessibility for children with special educational needs when planning clubs.  Clubs will be monitored to ensure that there is quality provision and appropriate support for children with special educational needs. 

The school’s swimming instructor will make reasonable adjustments to swim sessions in the school’s pool so that it is accessible to children with special educational needs.

Parents and children receive regular information about community events and holiday clubs that are specifically tailored to meet their child’s needs.

How accessible is the curriculum and environment for children with special educational needs?

All children are entitled to a curriculum that is challenging and matched to their needs. The school’s ICT Coordinator will advise on a range of programmes used to support learning. There is wheelchair accessibility and a lift between both floors of the school.  Toilets on the ground floor are currently being modified to provide accessible toilet and changing facilities.

What preparations will be made for when my child joins or leaves Stebon?

Transitions from one school to another or to another year group can be both exiting and an anxious time for both children with special educational needs and their parents

When we know that a child with special educational needs or/and disabilities is coming to our school, the SENCo will meet with parents and visit or meet key staff of the previous school or setting to learn more about the child and to put a transition plan in place.   Any agency that works with the child and their family are also invited to attend the meeting. 

Additional training needs for staff that are highlighted at the transition meetings are put in place. 

Parents are encouraged to help with the transition process, which could mean a staggered start and/or regular pre visits to our school.

When we know that a child will be leaving our school we do the following:

  • Put plans in place for children leaving Yr 5 so that appropriate options can be considered
  • Staff attend open days to secondary schools with parents
  • Staff arrange visits during the summer term to the children’s school of choice
  • Staff of the new school are invited to attend annual reviews, TAC meetings and visits to Stebon to get to know the child and their parents
  • Children contribute to ‘All About Me’ books which are taken to their new school
  • The SENCo will meet with the SENCo of the new school to share information and make a transition plan. 
  • All records are transferred within 15 days of the child ceasing to be registered at our school

Both parents and children are invited to take part in all or any of the meetings.

When a child moves to a new class within our school we do the following:

  • Transition meetings are held with all current and future staff.
  • Staff from the receiving class will spend some time working with and observing the child beforehand

Who do I contact for information or to discuss a concern?

  • The class teacher  or key person will have day to day information and knowledge about your child and is the first point of contact
  • If there is a continuing concern then parents can speak to the SENCo Rebecca Hancox, who can be contacted through the school office
  • Appointments can also be made to see either of the head teachers, Jo Franklin and Jeremy Iver, via the school office

If you have a concern about your child or your families wellbeing parents can also contact Chanel Ahmed, our Family Support Worker or our School Social Worker via the school office. 

Please feel free to come and speak to any member of the school’s team who are in the playground at 9:00am and 3.30pm each day.

How do I make a Complaint?

If a parent wishes to make a complaint they are able to speak to the headteachers, or put their complaint in writing.  The headteachers will do all they can to resolve the matter.

If parents remain dissatisfied in the way that your complaint has been dealt with, they are able to write to the Chair of Governors, Peter Sherratt.  All complaints will be dealt with under the terms of the complaints policy.  A copy of which can be requested from the school office and is also available on our school’s website; www.

Under the Children’s and Families Act 2014 and the Special Educational Needs and Disabilities Regulations 2014, parents may seek advice on resolving a disagreement about and Educational Health Care Plan with the LA through the Disagreement and Mediation Service.  The school will make further information about this process available on request.

Contact Information

Headteachrs:  Jo Franklin/Jeremy Iver

SENCo:  Rebecca Hancox

Admissions:  General Office

Phone:  020 7 987 4237