SEND Local Offer / Information Report

This should be looked at together with:

1) The Royal Borough of Greenwich Local Offer for children and young people with SEND.

2) The school anti bullying policy

3) The school accessibility plan.

4) The school pupil premium statement.

The SEND Local Offer gives children and young people with special educational needs and or disabilities and their families information about what provisions are available for them in the  local area.

Please click on the tabs below to see Willow Dene School's Local offer.


Summary of responsibilities

Class teacher

Speech and language therapists
Occupational therapists
Music therapists
Nursing team

He/ She is responsible for:

  • Ensuring that all children have access to a curriculum that is adapted to meet their individual needs.
  • Ensuring that individual children are assessed to identify specific learning needs.
  • Carrying out baseline assessments when children arrive at school and using this information to accurately identify areas of need
  • Writing Personal Learning Plans (PLP), also sometimes called Individual Education Plans (IEP), sharing and reviewing these with parents at least once each term and planning for the next term
  • Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what they need to enable them to learn and make progress
  • Ensuring that all staff members working with your child in school are supported to deliver planned work/programmes for your child, so they can achieve the best possible progress. This may involve input from external specialists
  • Maintaining a daily dialogue between school and parents, through the home/ school contact book, about how a child’s day has been. We also welcome telephone calls and visits

Contact through school office 

Senior Leadership Team

They are responsible for:

  • Coordinating all  support for all children
  • Developing the school’s provision to ensure that every child receives a consistent, high quality response to identified needs in school.
  •  Ensuring that you are:
    • involved in supporting your child’s learning
    • kept informed about the support your child is getting
    • involved in reviewing their progress
    • included in the process of planning ahead
  • Liaising with all the other people who might contribute to and support your child’s learning e.g. Educational Psychology.
  • Supporting your child’s class teacher to write the Personal Learning Plans (PLP), which specify the targets set for your child
  • Leading and co-ordinating Annual Review meetings
  • Ensuring staffing levels are appropriate in meeting the needs of your child.
  • Making sure that staff are provided with high quality training so they are aware of, and confident in meeting, the needs of your child and others within our school

Contact through school office 

Executive Headteacher and Co-Headteachers

They are responsible for:

  • The overall strategic development of the school
  • The day to day leadership and management of all aspects of the school.
  • Ensuring that the Governing Body is kept up to date about any issues arising in
  • the school

Contact through school office 

Governing Body

Members are responsible for:

  • Making sure that the school has an up to date SEND Policy
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school
  • Making visits to understand and monitor the support given to children within the school and being part of the process to ensure your child achieves his/her potential

Contact through school office 

Children in school will receive support that is specific to their individual needs. This will be provided by the class teacher and class team in partnership with:

  • Other staff in the school with specific specialisms
  • Staff who visit the school from the Local Authority central services e.g. Visual impairment team, Teacher of the deaf etc.

Types of support provided

What would this mean for your child?

Who can get this kind of support?

Class teacher input via good/outstanding classroom teaching.

  • The teacher will have the highest possible expectations for your child and all pupils in their class
  • All teaching is based on building on what your child already knows, can do and can understand
  • Putting in place different ways of teaching so that your child is fully involved in learning in class. This will involve using communication support, adapted resources, specialist equipment (as appropriate to children’s individual needs)
  • Putting in place specific strategies for example the MOVE programme (Movement Opportunities Via Education) (hyperlink to Teaching and Learning/MOVE), Sensory Integration, Intensive Interaction, and any other identified approaches, to enable your child to access a broad and balanced curriculum
All children in school have access to those strategies that best meet their needs


  • Willow Dene has just completed a new build programme. There are special adaptations made throughout the school which ensures that all children have access to all parts of the building and its facilities.


How do we ensure that the views of your child and other children in the school are used to plan for them within the school.
  • Children’s views are represented at annual reviews in some of the following ways:
    • DVD presentation made by the class teacher with footage of the child engaging in preferred activities and demonstrating new skills they have acquired throughout the year.
    • Where appropriate children are encouraged to attend reviews to share their views with parents and professionals.
  • Children are encouraged to use their communication systems throughout the school day to share their feelings and make choices as well as to express ideas and opinions
  • Staff have an awareness of their roles in advocacy of children who are non-verbal or pre-intentional communicators
  • Staff develop links with families that promote pupil voice

Small class groups.

  • Led by a teacher in collaboration with a team of teaching assistants.

Classes are supported by input from:

  • Your child will be in a small group with children who have similar needs
  • Class groups at Willow Dene range in size from 6-10 pupils
  • There is a high ratio of staff to children (approximately  2-1)
  • The class teacher will plan group and individual sessions for your child as appropriate and will set relevant targets to ensure that your child makes progress
  • The class teacher will work in partnership with other professionals to deliver programmes of work that are appropriate to group and individual needs
  • All children attending Willow Dene will have an (Education, Health and Care (EHC) plan or if your child has had support for a while a Statement of Special Educational Needs.
  • This will outline the support that your child will receive how it should be used and strategies that should be put in place. There will also be long and short term goals.
  • It will also identify additional support to be provided e.g. SaLT, OT, MT as appropriate.

All children in school receive this.

Specified support according to your child’s diagnosis and staff training:

  • Small class groups with high ratios of adults to children
  • Structured teaching environments where staff are supported to understand the children’s needs through regular training
  • A communication-rich environment where children have access to a variety of communication approaches (as appropriate) e.g. PECS, signing, communication boards, Intensive Interaction, objects of reference
  • A therapy team who work alongside staff to assess children and help devise and deliver the best programmes for individuals. This consists of:
    • Speech and language therapists, occupational therapists, music therapists, and physiotherapists
    • A nursing team who help to support children who need medical interventions in school.
  • MOVE programme - we are a MOVE centre of excellence and have a dedicated MOVE coordinator
  • Children are assessed for their sensory needs and are offered personalised sensory diets and sensory integration. We have a designated Sensory Integration coordinator to deliver this provision
  • There is regular training specific to the needs of children at Willow Dene for teachers, therapists and all support staff.
All children as appropriate

Dual placements and mainstream links

  • Sometimes it may be appropriate for children from Willow Dene to have dual placements with mainstream schools, often these take place if the child is looking to transition to a mainstream secondary school or unit
  • Sometimes it may be appropriate for children to have a dual placement or a link with a local primary school. These will be supported by Willow Dene staff and will be arranged for a period of half a term in the first instance
  • Children on roll at mainstream primary schools can access a short 5-week training-based placement at Willow Dene school. These placements can be set up if it is thought that this would be useful to skill staff to meet the needs of your child better in their mainstream setting. Staff from your child’s mainstream school setting would support your child at Willow Dene. Access to this option is via the LA SEN Department


Some children where appropriate to their needs

  • We will first invite you to visit the school (with your child if appropriate) to have a look around and speak to staff
  • Once we have your child’s papers from the Special Educational Needs department at the Local Authority, we will offer you a home visit. In most cases it will be your child’s class teacher who will come to visit you at home to talk to you about your child and his/her needs
  • We will visit your child if they are attending another provision
  • If your child has medical needs, someone from the nursing team will also get in touch with you
  • If your child is coming from a mainstream or other special school we will arrange a series of transition visits with a familiar adult from the setting that they currently attend
  • Most of our children come to school using school transport. We will arrange this for you
  • We will invite you to come in with your child on the first day to help settle him/her in
  • If it is appropriate for your child we will provide them with a transition book prior to starting to help them know what to expect
  • We may suggest adaptations to the settling-in period to help your child to settle more easily
  • We will have a base-line meeting after your child has been with us for approximately 8 weeks so that we can talk about your child and you can share your aspirations for him/her. We will then set targets together.


  • If you have concerns about your child you should phone your child’s class teacher or write in the home/school contact book
  • If you are not happy that the concerns are being managed, and/or think that your child is not making progress, you should speak to a member of the senior leadership team (see above)
  • You can contact us at any time and ask for a meeting
  • If you are still not happy you can speak to the school SEN Governor



  • If we have concerns we will talk to you on the phone, write to you in the home/school contact book and/or ask you to come in to school to meet with us
  • We have termly parent/teacher meetings where we can discuss your child’s needs and progress
  • Your child’s class teacher will write a report for their annual review. You will be invited to come to a meeting to discuss this. We value your contribution to this process and will set targets your child’s targets with you
  • Staffing numbers are decided once the individual needs of children in given class groups have been considered.
  • Class groups at Willow Dene range in size from 6-10 pupils
  • Staff/child ratios are high (approximately 2-1)

A) Directly funded by the school

  • Family Support worker
  • Music Therapy
  • SALT, Occupational Therapy, MOVE and Sensory Processing.

These are  additional to the core offer to enable us to provide a higher level of service

B) Paid for centrally by the Local Authority but delivered in school

  • Educational Psychology Service
  • Sensory Service for children with  visual or hearing needs

(provided by Health but paid for by the Local Authority)

  • Occupational Therapy
  • Physiotherapy
  • Professional training for school staff to deliver medical interventions
  • Parent Partnership Service (to support families through the SEN processes and procedures).

C) Provided and paid for by the Health Service (Oxleas NHS Trust)  but delivered in school

  • Nursing team
  • Occupational Therapy
  • Physiotherapy
  • Speech and Language Therapy

D) Voluntary agencies

  • National Autistic Society
  • Toy Library
  • At Willow Dene we have our own assessment system. It is called ‘Learning journeys’. When a child starts at Willow Dene he/she is given a baseline assessment using this assessment system. Once the base-line has been established, all subsequent progress that children make is recorded using the LJ framework. We summarise progress at the end of each term and use information we have gathered to set new targets. We will share this information with you.
  • All children have an Annual Review meeting to which parents are invited. The class teacher will write a report about how your child has progressed over the last year and will also write about progress made towards meeting the annual review objectives that were set at the previous review. At this meeting we work in partnership with parents to set targets for the coming year.
  • All children have PLP’s written by the class teacher. These are based on the annual review targets broken down into small steps. They are reviewed every term and new ones set. At the end of each school term, the evaluation summaries are sent home to parents along with new targets set for the coming.
  • Annual review meetings can be used to review the suitability of the child’s place at Willow Dene

At Willow Dene we regard it as essential to work in partnership with parents in order to achieve the best outcomes for their child. It is possible for parents to self-nominate for multi-disciplinary team meetings if they feel the need to do so.

It is our policy to work closely with local and tertiary hospitals, medics, our local hospice, the short breaks service and transport services to ensure that parents and families have all of the support they need.

We have a designated family support worker whose role is to support and signpost parents to relevant services.

We have a parent association called the Friends of Willow Dene.

If children need medical appointments parents can request that they are held at Willow Dene.

A range of clinics are held at Willow Dene, these include wheelchair, upper and lower limb orthotics, sleep clinic, a feeding clinic for enterally fed children and a dietetic clinic. In addition to this we have a termly neurology clinic, a visiting dentist and an opthalmology clinic who can prescribe.

  • We consult with the virtual school-Head teacher and SENCo as appropriate for personalised support as required.
  • We liase with the allocated social worker, to ensure that all agencies are working collaboratively to ensure appropriate support.
  • We ensure pupil premium is being used to effectively ensure that children meet their outcomes.
  • The designated governor for LAC (Anne Marie Organ) works to ensure that provision is enabling LAC children to make good progress.

We recognise that transitions can be a challenge for our children and we take steps to ensure that every transition is a smooth and as positive an experience as possible.

Moving classes

  • Information will be passed on to the new class teacher IN ADVANCE and planning meeting will take place with the new teacher.
  • All PLP’s, files and information will be shared with the new teacher.
  • Your child’s new teacher will visit their current classroom.
  • Where possible your child will spend time in their new class before they move classes.


Dual placements

  • Sometimes our children have dual placements between Willow Dene and a local mainstream primary school. These transitions will be supported by a member of Willow Dene Staff for the duration of the placement – usually for ½ a term.


Transition to secondary school

  • Where possible a teacher from your child’s new secondary school will visit them in the Willow Dene setting.
  • Where ever it is possible a teacher for the receiving school will attend your child’s year 6 annual review meeting to introduce themselves to you and share information.
  • We will make sure that all records about your child are passed on in advance of their arrival.
  • We offer a range of transition programmes depending on the needs of the child and the school to which they are transitioning.

Children can start in Toucan in the term following their second birthday and stay until the term following their third birthday. Children who get places in Toucan will have a learning difficulty and will have several professionals involved in their care e.g. due to complex medical, postural or sensory needs. They will live in Greenwich. Toucan’s admission criteria which can be found on Willow Dene’s website under the Toucan section give further details of this. Children are offered 15 hours each week in Toucan. We work with families to organise hours which best suit individual children and families. Toucan  works  closely with the Early Years Coordination Team to offer places to children who will gain most benefit from Toucan. Toucan is located within Willow Dene School. We use many of the specialist learning environments in the school including the ball pool, sensory room, sensory garden and swimming pool. We work with the nursing team on site and with community and school based therapists e.g. music therapist, physiotherapist and speech therapist. Toucan provides specialist equipment prescribed by therapists which best meet their needs.  Children attending Toucan do not automatically move to Willow Dene School at the end of their placement. Admissions to the school are managed by an RBG admissions panel. Toucan works closely with families and professionals as children move to their next placement to ensure that they have the support needed in a setting which best meets their needs.

How many students did we have at our school with statements or EHC plans at the end of July 2016

Willow Dene caters for children and pupils with a wide range of significant learning difficulties, all of whom have (or are undergoing assessment for) a statement of special educational needs or an EHC Plan (Education, Health and Care Plan). 58% of these statements or plans are for children with an ASD diagnosis and 28% per cent are for children with complex needs. The remainder (14%) are children who are considered to have severe learning difficulties.

How many students did we have at School Action Plus at the end of July 2016?


How many students did we have at School Action at the end of July 2016?


What were the outcomes for children within our school with SEND for 2015/16?


Willow Dene's Compare Schools page

SEND Governor Report 2016

Governor Visit Report - SEND - June 2016

Governor Visit Report - Sensory Processing - June 2016

Governor Visit Report - MOVE - June 2016

What training did staff at our school have in SEND over the year 2014/15?

Whole school training

Our programme of professional learning and development continues to ensure that staff training maintains a high profile across the school. Needs and priorities differ widely according to a number of factors and much of the CPLD programme is individualised so that specific needs are met. Weekly teachers’ professional development meetings address areas such as Essential Skills, Transitions and TA appraisal. Class team meetings on Monday afternoons enable professional discussions between team members, facilitate joint planning and assessment and provide opportunities for team tasks such as priorities identified in team development plans and the putting up of displays.

  • Class teachers who are new to the school, as well as those requiring improvement, are provided with ready access to coaching and mentoring by peers, members of the leadership team and therapists. Using this approach we can target individual needs and make the best use of in-house expertise.
  • All TAs including those who work part-time over the lunch period (i.e. Midday Meals supervisors) participate in training opportunities. Although lunchtime staff are not contracted to attend INSET days, many ask to participate voluntarily.
  • All new staff members receive our comprehensive Induction programme, delivered during the first few weeks of employment at Willow Dene. There is just so much for new employees to learn and understand – much of which relies on the capacity of new recruits to observe, listen, question, reflect, commit to getting it right and to put advice into practice. We now have our newly compiled and printed ‘Professional Guide for support staff’ which provides the foundation on which staff can build expert and exemplary practice.
  • Although much of our training programme is delivered in-house there are courses delivered by external providers either on or off-site.
  • We also make sure that all staff competencies are updated and that statutory obligations are met. Staff have regular updates in Safeguarding, First Aid, National Pool Lifeguarding, Team-Teach, a range of medical competencies, and so on.

What was in the Headteacher’s report to the Governors about SEND in 2015/2016?

Leadership report to Governors - June 2016

Were there have been any other important changes in SEND over the year 2015/16?


  • In September 2015 we fully opened Toucan, our 2 year old provision having admitted our first 2 year olds during the second half of the Summer Term.

Secondary Provision

  • Willow Dene Secondary aged children transitioned to our Oakmere Road site in September 2016, with a cohort of year 7 and 8 children. There are currently 4 classes at Oakmere Road that are made up of children with a range of Special Educational Needs. This site is staffed by established Willow Dene staff.
  •  Numbers of children at the secondary site will increase year on year as more groups move up. (Hyper link to secondary section on website)

NAS ASD accreditation

  • Awarded in November 2014



Individual Education Plan


Personal Learning Plan


Statement stage of the SEN Code of Practice


School Action stage of the SEN Code of Practice


School Action Plus stage of the SEN Code of Practice


Special Educational Needs

SEN Code of Practice

The legal document that sets out the requirements for SEN

EHC plan

Education, Health, Care Plan


Special Educational Needs


Special Educational Needs and or disabilities


Speech and Language Therapist


Child & Adolescent Mental Health Service


Educational Psychologist


Special Educational Needs Coordinator


Autistic Spectrum Disorder