Limpsfield’s School SENCO is Zoe Sampson.
Mrs. Sampson’s role is the school SENCO and Year 6 class teacher. She is available on Mondays and Tuesdays to manage the SENCO role and works full-time.
How does the School Identify a Pupil with SEND?
As Limpsfield is a Junior School, most pupils who make the transition from their Infant School will usually have already been identified as a pupil with SEND. Therefore the identification process usually occurs prior to pupils starting at Limpsfield. However, pupils can develop difficulties at any age and staff are well-trained in identifying if a pupil is beginning to struggle in a certain area or managing pupils that have recently been affected with a medical or physical impairment. Parents may also inform school if they have any concerns about their child, either via the class teacher or meeting with the SENCO.
The Identification Process
If the class teacher is aware a pupil is struggling then an Inclusion Team referral form is completed and discussed at the Inclusion Team Meetings, which are held twice every half-term. A meeting may then be arranged between the class teacher, parent and SENCO and an action plan decided upon. The school offers a wide variety of interventions that are delivered by a trained team of teaching assistants or outside agencies. The school offers a wide spectrum of interventions; some structured (a national programme where resources are bought in and delivered through structured sessions by a TA) and others which offers a more flexible approach, such as ‘Narrowing the Gaps.’ The interventions are categorised into ones designed to promote academic achievement and ones to promote pupil well-being and mental health (please see the current list of interventions further down). The interventions are ran either on a 1:1 basis or small group work and are delivered either within the school classroom or in separate areas of the school by teaching assistants or by outside agencies.
The interventions administered at Limpsfield have a high success rate and most children who complete an intervention program are able to continue with their time at Limpsfield with no further assessments. Some children however may need additional assessments and more specific monitoring and for this we commission several external agencies to help identify pupils’ needs and difficulties and help establish targets and goals for them.
Interventions at Limpsfield Junior School
Name of Intervention
Rainbow Reading / Reading Box
Read, Write, Inc.
New arrivals pupils
Narrowing the Gaps
Basic Maths Skills
Speech and Language
Speech and Language
Social Skills/ Pupil well-being
Mental Health/Anxiety /
Pre-teaching groups for Science and Topic Vocabulary and Maths also run daily.
Once a pupil has been assessed and monitored by an external agency, the SENCO will arrange to discuss the reports and findings with the parents/carers and the child’s class teacher. All pupils at Limpsfield receive academic targets from their class teacher who differentiate each lesson so that all pupils are working to their ability level.
Communication with Parents / Carers
Limpsfield aims to promote an open, effective and welcoming relationship with parents and carers. Good communication between parents and staff will ensure that pupils will benefit from the best care possible. All pupils on the SEND register have a One Page Profile; these are updated three times throughout the year with parents and the pupil. Parents can contact the SENCO or class teacher at any point throughout the school year to arrange an appointment to discuss any concerns or see how their child is progressing. Pupils starting in Year 3 or new pupils to the school are given a ‘Parents’ Guide to SEND’ leaflet that provides a brief outline to SEND provision at Limpsfield. Families whose first language is not English are provided with translated letters or if necessary a translator may become involved.
If a child is selected for an intervention, the teaching assistant delivering the programme will SEND a letter home on the first session with further information on what the intervention involves.
If an external agency has written a report, the SENCO will invite parents/ carers into school to discuss the report and any further concerns.
Tracking and Assessing Pupils with SEND
Rigorous tracking of all pupils is administered across the school and a SEND Pupil Progress Meeting is held three-times a year. Assessments are carried out regularly within the classroom setting as well as for the interventions delivered. Some interventions offer a quantifiable way to measure pupils’ progress, such as with Rainbow Reading or Friends. Other interventions are tracked using notes made by the Teaching Assistant and feedback from the class teacher.
The SEND register of pupils is re-evaluated throughout the year to ensure the list is kept up-to-date. Pupils may be removed or added to the list at any point if a parent, external agency, class teacher or SENCO deems appropriate.
The effectiveness of interventions are monitored by the SENCO and the HLTA in collaboration with the Senior Leadership Team, SLT. Interventions at Limpsfield are often ran in-line with the ones from the close-by Nursery and Infant School to ensure continuity.
Limpsfield strives to provide a welcoming and caring environment that develops pupils’ social and emotional well-being. Social cohesion is given priority due to the diverse culture and mix of the school. Enrichment clubs, after-school and lunch time clubs all provide opportunities for pupils to foster positive relationships with others and learn the importance of teamwork and fair play. A popular breakfast club runs daily from 8.15 and special events and coffee mornings are held throughout the year. Limpsfield has an effective behaviour management policy where teachers reinforce and promote positive behaviour and relationships between pupils. Personal, Social, emotional and Social, PSHE, lessons are held weekly in every class that include work on friendships, goals and contributing to society. Exclusion rates are well below average and Ofsted judged behaviour at the school to be ‘Good.’ The school employs a Learning Mentor, who has attended regular training by Fusion and CAHMs and runs several groups, such as Lego Therapy and Emotional Literacy Sessions to promote positive play, recognising emotions and building self-esteem. The Learning Mentor is also accredited to deliver the FRIENDS Intervention.
Transition for SEND Pupils
Transition can be an anxious and difficult time for some pupils with SEND. Therefore we aim to ensure the process, both when pupils arrive and leave Limpsfield, is a smooth and successful experience. Limpsfield is part of a Family of Schools *remove project that includes Brightside Nursery and Infant School, Hinde House Primary and Hinde House Secondary School, Wincobank Infant School and Concord Junior School. The Headteacher and SENCO work in close collaboration within the family and attend half-termly family of school meetings. Pupils moving between each key stage are supported through a thorough transition stage and are prepared for the process in ways outline below;
From Y2 to Y3
All pupils attend transition days from their Infant School to Limpsfield in July of Year 2. This provides an opportunity for pupils to meet their Year 3 class teacher, to see their classroom and explore their new setting.
In addition to this, extra transition can be arranged for pupils where transition may be a concern. The transition time is an extremely flexible process centred around the child’s needs. Some pupils may require one or two extra visits whereas others come for a more prolonged period. The visits can be made with their parents, their teacher or a teaching assistant from the infant school and photo books are sometimes prepared to help the child familiarise themselves with their new setting and the people in it.
Furthermore the SENCO will attend regular meetings in the summer term with class teachers and the SENCO from the Infant schools as well as with parents to ensure that all the relevant information is passed on. Pupils with an SEND folder containing pupil reports and documents are signed for and passed to Limpsfield where they are kept securely in accordance with Local Authority regulations.
From Y6 to Y7
The process is extremely similar to transition outlined above. All pupils attend transition days at their Secondary School and the Head of Year as well as other Secondary teachers visit Limpsfield to introduce themselves. Depending on the child’s needs or whether the pupil is carrying on to a mainstream or a specialist provision, flexible arrangements are made to organise extra visits to their new setting. This may involve an extra morning, several days or weekly visit. During these visits the pupils will be able to explore their new establishment, meet members of staff and other pupils and may be assigned a Learning Mentor, whose role will be to support the pupil through any difficulties.
The SENCO will also meet with the Inclusion leader and SENCO at the Secondary School to pass on any documents and folders the pupils have accrued over the years and discuss any relevant information to the transition process.
Pupils moving between both Key stages are allowed to select friends to be part of their new class and these are taken into consideration when setting up the new classes.