Thames View Primary School

Learning, friendship and fun - for EVERYONE!

Thames View Primary School

Learning, friendship and fun - for EVERYONE!


We, at Thames View, are committed to inclusion, we aim to ensure that all the children we educate have equal opportunities at school, regardless of disability, age, race, sex and special educational needs- including children who are gifted and talented. We believe that every child has unique characteristics, abilities and learning needs. Therefore it is our responsibility to create an education to value and appreciate the learning styles of the children in our care. We have a three year Accessibility Plan in place to ensure that we are fully inclusive.


Racial Discrimination

By the time children enter school, they will have already been exposed to attitudes towards other cultures. Unfortunately, not all of these will have been positive. We see our first task as equipping the children with awareness of our increasingly diverse society and of presenting the world, not just as it is, but as we would like it to be. We aim to help all the children in our care to develop positive attitudes to our multi-cultural society. Every incident of racism, including racist name calling, is recorded and taken seriously. All such incidents are reported to the Governing Body and we are also required to report these incidents to Medway Council online as each incident happens.

It is the responsibility of class teachers to identify those children with special needs and to work with them to boost their achievements. We strongly believe that the earlier this is done the better it is for the children. Some children will need just a little temporary help; others will have longer-term needs. 

The Special Educational Needs Code of Practice is in operation at Thames View. If a child has a specific learning need requiring intervention which is additional to, or different from, the standard differentiated curriculum provision, he/she will be placed at the appropriate ‘stage.’ Children at ‘School Action’ have special educational provision, which usually involves the support of the Teacher or Teaching Assistant. Where the school needs additional advice from external agencies to address a child’s needs, he/she is placed at ‘School Action Plus.’ Each child at School Action and School Action Plus has an Individual Education Plan (IEP) with targets that are reviewed and discussed with parents. Where insufficient progress is made at School Action Plus the school in consultation with the parent may ask the LA to carry out a more detailed assessment of the child’s needs. As a result of this, a statement may be issued. Very few children need a statutory assessment. All work is differentiated to ensure that each child is challenged according to his/her ability. A termly meeting, called the In School Review, is held to discuss the progress of children with special educational needs. The Inclusions Manager is responsible for co-ordinating the provision for children with special educational needs including those on the Gifted and Talented register. At Thames View, we currently have two Inclusion Managers, who liaise closely to oversee the different age ranges. All teaching assistants work under the direction of the class teacher who is responsible for monitoring and assessing progress and setting programmes of work.


Parents are always consulted at every stage. A full copy of our current Special Needs Policy is available on request (this policy is reviewed regularly, describing current practice).


Arrangements for Disabled Pupils

Our buildings have wheelchair access and a disabled toilet. We consider making our school accessible to all when carrying out any refurbishments. We have a hearing loop in reception and Braille notices in prominent places in the building.

Parents of children who are disabled are asked to give the Head Teacher details of the disability as soon as they apply for a place at the school. The Head Teacher will arrange a mutually convenient time to discuss the ways in which the child’s disability might hinder him/her from taking a full part in the life of the school and the ways in which such difficulties might be overcome, to enable the child to participate fully in all lessons and activities. We do have a Disability Equality Scheme in place.


Gifted and Talented Policy

Exceptionally able children also have special educational needs, which are met by individual programmes set by the class teacher. Close liaison between year groups enables teachers to borrow more challenging materials as and when required.


We are fortunate to have ‘A Place to Be’ in school. This provides emotional and social support for children.

Our Special Needs offer...

At Thames View Primary School we strive to support all children to reach their potential and become lifelong learners.
Quality first teaching is at the heart of our school, however for some children there are occasions when additional support may be needed to help them achieve their targets.
There are many SEN terms that are abbreviated which can lead to confusion (even for us!).
Below is a glossary of the most used SEN terms. 


AAP Attendance Advisory Practitioner
ADD Attention Deficit Disorder
ADHD Attention Deficit and Hyperactivity Disorder
IM Inclusion Manager
ASD Autistic Spectrum Disorder
BESD Behavioural Emotional and Social Difficulties
CAF Common Assessment Framework
CAMHS Child and Adolescent Mental Health Service
CLA Children who are Looked After
COP Code of Practice
CP Child Protection
DCD Developmental Co-ordination Disorder
EAL English as an Additional Language
EP Educational Psychologist
FSM Free School Meals
HI Hearing Impairment
IEP Individual Education plan
ISR In School Review
KS Key Stage
LA Local Authority
MLD Moderate Learning Difficulty
NC National Curriculum
OT Occupational Therapist
PSP Pastoral Support Programme
SALT Speech and Language Therapy
SEN Special Educational Needs
SEND Special Educational Needs and Disability
SENCO Special Educational Needs Co-ordinator
SLD Severe Learning Difficulty 
SpLD Specific Learning Difficulty
VI Visual Impairment 

Children and Families Bill 2013 
The Children and Families Bill takes forward the Coalition Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill will reform the systems for adoption, looked after children, family justice and special educational needs. 
The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Bill will extend the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met.
It takes forward the reform programme set out in Support and aspiration: A new approach to special educational needs and disability: Progress and next steps by: 


  • replacing statements and learning difficulty assessments with a new birth- to- 25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need; 


  • improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together; and 
  • requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support. 

What is the Local Offer? 


  • The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child.

What will it do? 


  • The Medway framework will allow the Local Offer to provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it will let parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings.  During the last year, the Local Offer Steering Group has developed questions for schools, and trialled them with a small number of settings. 
  • There are 14 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests.  These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.

Thames View’s Response to the Local Offer:


  1. How does Thames View Primary School know if children need extra help?

We know when pupils need help if:

  •  concerns are raised by parents/carers, teachers  or the pupil’s previous school 
  • there is a lack of progress as identified through data or pupil progress meetings
  • there is a change in the pupil’s behaviour 
  • a pupil asks for help.

        What should I do if I think my child may have special educational needs?


  •  If you have concerns then contact your child’s class teacher initially and then the Inclusions Managers –Mrs Thompson (Infant Department) Miss Stalker (Junior Department) 
  1. How will Thames View Primary School support my child?
  • All staff deliver quality first teaching which is monitored by senior management leadership team (SMLT) as part of regular observations. 
  • Each pupil’s education programme will be planned by the class teacher. This may include additional general support by the teacher or teaching assistant in class.
  • If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy & literacy skills etc. then the pupil may be placed in a small focus group run by a teacher or teaching assistant. The interventions will be regularly reviewed to ascertain the effectiveness of the provision and to inform future planning. 
  • These interventions will be recorded on a provision map (this is a record of the interventions, timings, cost and impact of the intervention) If you have any queries related to the interventions please do not hesitate to contact the class teacher or Inclusions Manager.
  • Pupil Progress Meetings are held three times a year. This is a meeting where the class teacher meets with the Head teacher, Assistant Head Teacher and Inclusions Manager to discuss the progress of the pupils in their class. This shared discussion may highlight any specific needs which may require further support. 
  • Occasionally a pupil may need more expert support from an outside agency. Referral forms are completed by the Inclusions Manager, in conjunction with parents/carers and teachers which are then forwarded to the most appropriate agency. After a series of assessments by the external professionals, a programme of support may be formulated. A copy is sent to the parents/carers and the school.
  • At Thames View Primary School there are named governors with a responsibility for Inclusion.  The governors ensure the school is as inclusive as possible and monitor and review policies as defined by the Dfe. 
  1. How will the curriculum be matched to my child’s needs?
  • When a pupil has been identified with special educational needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily. 
  • If appropriate specialist equipment may be given to the pupil to support their needs.

  4. How will I know how my child is doing? 

  • At Thames View Primary we have an open door policy where parents/carers are welcome to speak to the class teacher at the beginning or end of the day. If a more in-depth conversation is needed appointments can be made to speak to the class teacher or Inclusions Manager via the school office, alternatively if you wish to write a note, which can be handed to the class teacher they will contact you at their earliest convenience.
  • IEPs (Individual Education Plans) are reviewed three times a year. Targets are usually set by the class teacher and parents/carers are encouraged to contribute. 
  • You will be able to discuss your child’s progress at Parents Evenings where you will receive a written report of the discussion.
  • You will receive a written report as to your child’s progress annually. 


How will you help me to support my child’s learning?

  • The class teacher may suggest ways of supporting your child’s learning at both informal meetings or at the more formal parents’ evenings. 
  • The Inclusion Manager may meet with you to discuss how to support your child.
  • If outside agencies e.g. speech therapy or the Educational Psychologist have been involved suggestions and programmes of study are normally provided that can be used at home. 
  • Parent/carer workshops and coffee mornings are arranged throughout the year to encourage an open and relaxed forum where advice and ideas can be exchanged
  • The school holds an annual information evening with a basic skills, English or Maths focus. 
  • Year 1 Phonics screening information meeting held in Term 1 or 2.

What support will there be for my child’s overall well-being? 
     The school offers a wide variety of pastoral support for pupils who are encountering   
     emotional difficulties.
     These include:


  • Members of staff such as the class teachers, teaching assistants and Inclusion Managers are readily available for pupils who wish to discuss issues and concerns. Where appropriate mediation sessions are carried out.
  • Peer mediators – children who help find a solution to which everyone is happy with. 
  • Place2be therapists – professionally trained counsellors who will work 1:1 with a child for between 12 and 36 weeks. A therapist is also available at break and lunch times for individuals or small groups to discuss any friendship problems.
  • Passport to play – support programme to encourage positive play at break and lunchtimes. 
  • AAP (Attendance Advisory Practitioner)

Pupils with medical needs

  • If a pupil has a medical need then a detailed Care Plan is completed by the parents/carers and this is shared with all staff who are involved with the pupil. 
  • It is the responsibility of the parents/carers to update the Care Plan if any changes are made.
  • Asthma pumps are kept in the child’s classroom so are readily available if needed. 
  • We have qualified first aiders who are available during break and lunchtimes.
  • A qualified first aider is included in the number of staff to pupil ration on school visits. 
  • If a child needs medication during the day, e.g. antibiotics, then parents should come into the school office with the medication and personally give to their child.

6. What specialist services and expertise are available at or accessed by the school? 
The school accesses specialist services and expertise through our In School Review (ISR).
A meeting is held three times a year involving school staff and other professionals; Educational Psychologist, Medway Behaviour Solutions, Place2be and School SEN governor attend each meeting. The aim of an ISR is to gain a further understanding of a pupils difficulties and a way forward to meet their needs.
An Educational Psychologist is allocated to each school. He/she attends the ISR and will carry out assessments as agreed at the meeting. The Educational Psychologist will generally meet with the parent/carer and give feedback after the assessment has been completed. He/she will offer advice to the school and parent/carers on how best to support the pupil.
At times it may be necessary to consult with outside agencies to receive their specialised expertise which include:


  • Autism Outreach Team
  • Child Protection Advisors
  • Educational Psychologist
  • Danecourt Outreach
  • CAST (Child & Adolescent Support Team)
  • CAMHS (Child & Adolescent Mental Health Service)
  • AAP  (Attendance Advisory Practitioner previously known as Educational Welfare Officers)
  • PASS (Physical & Sensory Service) to support pupils with hearing/visual Impairment
  • Inclusion Team
  • Social Services
  • Children’s Therapy Team (Speech & Language/Occupational Therapy)
  • MAGIC (Medway Autism Group & Information Centre)
  • Medway Hospital (Paediatricians)
  • School Nurse
  • Medway Behaviour Solutions
  • Medway young carers
  • ICSS (individual children’s support services)
  • Sure Start
  • Integrated Prevention Service
  • Place2be
  • Warren Wood outreach
  • Young Carers
  1. What training are the staff supporting children and young people with SEND had or are having?

The two Inclusions Managers hold the ‘National qualification for special educational needs’
All staff have received some training related to SEND. (In house training or external providers)
These have included sessions on:


  • How to support pupils with a diagnosis of dyslexia.
  • How to support pupils on the autistic spectrum. 
  • How to support pupils with behavioural difficulties
  • Primary and Secondary Inclusion Development Programme 
  • Both inclusions managers and a teaching assistant from each department have attended language for learning to support pupils with specific language processing difficulties.
  • A dedicated Teaching Assistant carries out speech and language programmes written by the children’s therapy team.
  • We have 2 trained teaching assistants one in each department to support children with fine or gross motor skill needs. 

8. How will my child be included in activities outside the classroom including school trips?        

  • Activities and school trips are available to all.
  • Risk assessments are carried out and procedures are put in place to enable all children to participate.
  • However if a health and safety risk assessment suggests that an intensive level of 1:1 support is required a parent or carer may also be asked to accompany their child during the activity in addition to the usual school staff.
  1. How accessible is the school environment?

As a school we are happy to discuss individual access requirements.
Facilities we have at present include:


  • ramps into school to make the building accessible to all.
  • a toilet adapted for disabled users.
  • wide doors in some parts of the building.
  • Disabled parking bays


  1. How will the school prepare and support my child when joining Thames View Primary School or transferring to a new school?

Thames View Primary School understands what a stressful time moving schools can be therefore many strategies are in place to enable the pupil’s transition to be as smooth as possible.
              These include:


  • An induction programme is followed for all children entering the Foundation Stage. (Nursery and Reception)
  • There is a transition programme for pupils transferring from year 2 to year 3 due to the fact that the school has 2 separate buildings.
  • Additional visits are also arranged for pupils who may need extra support with this transition.
  • The Junior Inclusions manager attends the infant department in-school review in May to aid transition.
  • Secondary school staff visits pupils prior to them joining their new school.
  • The Junior Inclusions manger meets with the SENCo’s from the secondary schools to discuss SEN pupils.
  • Meetings between the previous or receiving schools prior to the pupil joining/leaving. We encourage new children to visit or if possible to spend half a day prior to joining the school.
  • All pupils attend a Transition Session with their new class teacher in the Summer Term.
  • All children joining the school mid-year have a short induction.
  • To support a child leaving Thames View to join another primary school we ensure all relevant information is passed on.



  1. How are the school’s resources allocated and matched to children’s special educational needs?
  • The SEN budget is allocated each financial year. This money is used to provide additional support or resources dependent on an individual’s needs.
  • For pupils with a high level of needs Thames View will apply to the authority for additional funding to support their needs further.
  • An additional provision may be allocated after a discussion with the class teacher at pupil progress meetings or if a concern has been raised at another time in the year.
  1. How is the decision made about how much support my child will receive?
  •  If a child is statemented or the subject of an Education or Healthcare plan we always ensure that statutory requirements are met (as a minimum).
  • All pupils are discussed at pupil progress meetings 3 times a year where support and intervention programmes may be arranged for pupils who require it.
  1. How will I be involved in discussions about and planning for my child’s education?
  • All parents, as partners, are encouraged to contribute to their child’s education.
  • This may be through:
  • discussions with the class teacher
  • during parents evenings
  • discussions with the Inclusions Managers  or other professionals



  1. Who can I contact for further information?
  • Your child’s class teacher, in the first instance
  • Inclusion Managers-Mrs Thompson (Infant Department)  Miss Stalker (Junior Department)
  • The Assistant Head teachers or Mrs Milton (Head Teacher)

I hope these have answered any queries you may have but do not hesitate to contact the school if you have