Special Educational Needs and Disabilities

The Symphony building is at the heart of our SEND, inclusion and access work in Stationers’ Crown Woods Academy. We believe all students have the right to achieve their maximum academic and social potential and it is our policy to identify and assess students’ different learning needs to ensure they are supported at the appropriate level in order to make outstanding progress.

We offer a range of support to develop teachers expertise and additional support within the classroom, which includes: drop-in sessions, in class training and observations from the SENCO, as  well as specialist advice/input within the classroom.  Students can access specialist intervention in the Symphony Centre as appropriate.

If you have any additional questions, concerns or worries, please do not hesitate to contact the Academy’s SEN staff:

Emma Bartlett – SENCo DSP (Dean School)

To view our SEND, Accessibility and Equality Policies, please visit our Policies page.

  • SENCo DSP (Dean School) – Emma Bartlett 
  • SENCo Main Academy – Entela Dervishi
  • Deputy SENCo Main Academy – Nyashia Blackburn
  • Working Hours: Full Time

Questions about your child’s progress?

In the first instance contact will need to be made via the form tutor. SENCo can be contacted via email info@scwa.org.uk or telephone  0208 850 7678.

Key websites for support and information

SENCo and Wellbeing

It’s our responsibility to ensure children leave Stationers’ Crown Woods Academy as well-educated, well-rounded, resilient, confident and independent young people who have been prepared for life opportunities and success.

We use the The International Baccalaureate Middle Years Programme as a framework from which our knowledge rich KS3 years 7,8, and 9 curriculum is delivered.  The curriculum offered encourages our students to articulate their knowledge and understanding clearly, to make connections between different areas of study and ultimately develop an understanding of their place in the world.

Each of our 11-16 Home Schools has a Head of School, Deputy Head of School, School Support Officers and a team of Tutors. Collectively, this team of adults will support students in all aspects of their school life both academically and socially. They will support your child as they make their transition from primary to secondary education. At Stationers’ Crown Woods Academy our staff will be there to support and guide your child through this transition.

Inclusion Provision

At Stationers’ Crown Woods Academy we have a specialist provision which offers a bespoke curriculum that meets the individual needs of all our students, operating on a stage not age process. We have a specialist team of staff that help support our students, including mentors, councillors and specialist teachers.

Please note, the DSP/ SRP is not available to all SEND students, but only those who have identified MLD and receive full time shared support.

The DSP (Dean School) is for Pupils with Moderate Learning Difficulties at Stationers’ Crown Woods Academy. Staff support pupils with MLD all of whom receive full time shared support across the board of the NC curriculum either in the mainstream schools or in the DSP (Dean School). Our pupils follow a balanced differentiated curriculum, tailored to their specific individual abilities and needs in accordance with the long-term objectives as recorded in their statements of SEND.


Students educated within  the specialist provision at Stationers Crown Woods Academy will have an entitlement to a broad and balanced curriculum that overcomes potential barriers to progress enabling them to experience success and become positive members of society.

SCWA provides its students with the best possible learning environment to meet their individual needs, and for students to leave us with the social, independence skills and qualifications relevant to their next steps.  Students leave the provision having developed holistically to maximise their potential at post 16 level and into adulthood.  We aim to provide a tailor-made learning environment and curriculum that matches individual needs as closely as possible.

We strive to provide the resources, trained staff, and specialist support to maximise the student’s ability to: 

  • communicate and interact with others 
  • develop and improve social skills 
  • access the curriculum 
  • improve independence 
  • develop literacy and numeracy skills 
  • learn within the mainstream environment 
  • gain appropriate qualifications for future employment 
  • develop the life skills to participate and be included in the wider community, and make friends and enjoy the company of others

In order to achieve our Curriculum Intent we will:

  • Ensure all students receive a high quality Literacy and Numeracy curriculum which is bespoke to their stage, not age, to ensure that their individual needs are met. 
  • Implement a maths curriculum which provides concrete understanding and experiences, developing from sensory exploration to abstract thought and representation.  Students will develop according to their individual needs and pace inline with their EHCP targets and developmental milestones, where appropriate.
  • Our RSE curriculum and policy takes into account the needs of our pupils. 
  • Students receive high quality interventions and support which are bespoke and tailored to their individual needs. 
  • Ensure the students have opportunities to engage in the SCWA co-curricular offer. 
  • Ensure that our students have opportunities to experience a wide range of learning inside and outside of the classroom so that they have the opportunity to apply their learning and understanding to the real world. They are given opportunities to interact with staff and students across the Academy by attending tutor sessions, assemblies and lessons in the mainstream where appropriate.

Curriculum Intent

Students follow a curriculum which focuses on 6 core aspects:

  1. Literacy and Numeracy
  2. Modified MYP Offer
  3. Topic 
  4. RSE/PSHE Curriculum
  5. Tier 2 Support and Intervention 
  6. Tier 3 Support and Intervention

There are daily literacy and numeracy sessions to support the development of students’ functional skills. Progress is assessed at 3 points each year using GL assessments and reading progress through Phonics International and Star Reader tests. 

To further develop students’ Literacy and Numeracy and to expose the students to the full breadth of the curriculum, students study 6 themed units each year:

  • Who we are
  • Where we are in place and time
  • How we express ourselves
  • How the world works
  • How we organise ourselves
  • Sharing the planet

We recognise that some subjects are best taught by specialists and students are also able to experience DT, IT, Digital Media and PE in the mainstream through a modified MYP curriculum in the mainstream. 

Learning is sequenced in the following way to ensure that students can acquire new knowledge and skills, demonstrate that knowledge and apply it in new and unfamiliar situations:

  1. recalling and reviewing prior learning 
  2. teaching and modelling new learning 
  3. pupils practising with scaffolds and modifications in place to enable access for all 
  4. reflection and assessment.

Tier 2 interventions and support are given in a bespoke way to meet the specific needs of the students in the DSP.

Drama lessons take place for 90 minutes each week and are delivered by an external provider. This is tailored to the targets on the students’ EHCPs and those targets identified in the Annual Reviews. 

ASDAN is a personal development programme which allows students to develop and recognise a range of skills that are invaluable when they start work and live independent lives. These include Teamwork; Independent Learning; Coping with Problems; and Using Maths, English and IT.

Students’ achievements can be certified at three different levels:

  • BRONZE – 60 hours of learning (6 credits)
  • SILVER – 120 hours of learning (12 credits)
  • GOLD – 180 hours of learning (18 credits)

The SCWA Career Advisor visits students in a group twice per module with a focus on different careers and pathways that are appropriate for the students. This involves speakers and visits from external providers where appropriate. 

In addition to this, KS4 students benefit from Work Experience and individual meetings. 

Travel Training gives the students the confidence and skills to travel independently on buses, trains and walking routes. Being able to travel on public transport is a key life skill. During training, students cover:

  • confidence in using buses or trains
  • personal safety
  • how to use timetables and buy tickets
  • road safety, including how to cope with traffic on major roads
  • what to do when things go wrong (e.g. the bus is late)

Tier 3 Support is accessed by individual students according to their specific needs. 

  • SALT 
  • Makaton
  • ELSA
  • Social Skills
  • ASD Outreach
  • Lego Therapy
  • Sensory Circuits
  • Occupational Therapy
  • Physical Therapy
  • Touch Typing
  • Hospital Outreach

New learning, our ‘WOW Moments’ are captured using Tapestry and on our soft skills tracker which is bespoke for each student. Where appropriate, students are assessed against the MYP criterion.

Visual Impairment Special Resource

The Borough initiated the setting up of the Resource at Stationers’ Crown Woods Academy in 2000. Its purpose is to provide specialist support for vision impaired and blind students in a mainstream school.

Students who attend the Resource are provided with support to enable them to access the curriculum alongside their sighted peers and participate as fully as possible in school activities.

What do we do?

  • Work closely with subject teachers
  • Work is prepared in students’ preferred format
  • Specialist in class support
  • Specialist equipment
  • Individual lessons
  • Extra-curricular activities
  • Liaise with parents and carers
  • Liaise with other agencies
  • Touch Typing

We encourage our students to experience different activities to develop confidence and social skills. Some of our activities have included:

  • Horse riding
  • Theatre trips
  • Sporting events
  • Rowing
  • Gardening

Frequently asked questions

Initially please speak to your child’s class teacher. If you would like to speak to our SEND department, please contact via our contact details which can be found in the ‘worried about a child’ section above.

We can only screen for dyslexia, and this will provide an overview of your child’s strengths and areas for development. Screening reports are then shared with teachers so they are aware of how to support your child through Quality First Teaching in the classroom.

This depends on the referral – please speak to the pastoral team for further information regarding your child’s referral.

Yes the school can refer your child for a diagnosis of ADHD, ASD or other referrals needed such as Speech and language. These referrals are completed by the SENCO with support of the pastoral team/teachers. You may prefer to discuss this with your GP as they can facilitate a referral too.

This will be dependent on the level of SEND that your child presents with and support needed at home and at school. The process will require your child to have a personalised plan, if appropriate, that is reviewed at least 3 times and with some specialist involvement. They might be in receipt of Higher Needs Funding – which you would have been informed about via the SENDCo. If you would like to discuss this further please contact the SEND department.

As a school we have a Wellbeing service that can support students with a variety of emotional difficulties. Please speak to your child’s class teacher or pastoral team for further information.

Higher Needs Funding (HNF) levels are dependent on need. The money school receives can be used in a variety of ways to support their needs.

The British Dyslexia Association says:

Dyslexia is a neurological difference and can have a significant impact during education, in the workplace and in everyday life. As each person is unique, so is everyone’s experience of dyslexia. It can range from mild to severe, and it can co-occur with other learning differences. It usually runs in families and is a life-long condition. It is a specific learning difficulty.

We are bound by the Kent (local authority) definition for Dyslexia which can be found in their policy at:

Therefore, if your child has a significant weakness in single word spelling and/or reading (and has had good educational opportunities, teaching and interventions) then they may meet the Kent criteria for dyslexia.

For us to gain a better understanding of your child’s literacy skills (this is where weaknesses are most evident) we can run a ‘strengths and weaknesses’ screener. This identifies a possible dyslexic profile or dyslexic tendencies. It helps us identify weaker ‘cognitive’ skills such a phonological processing (being able to identify and manipulate the sounds in words) which can signify dyslexic tendencies.

We would then want to gather information from you and the class teacher, and look at a child’s work. A screener is a limited snapshot of a child’s ability – it is important we gather a full picture and look at interventions over time too.

Therefore, we can screen your child for a possible dyslexic profile and to help us identify possible interventions, but this is not the same as a dyslexia diagnosis. We cannot diagnose dyslexia in our school. This would need to be an independent certified assessor. It is an educational diagnosis that is life-long and results from high levels of psychometric testing that staff in primary schools are not qualified to use. A diagnosis is recognised under the Disability Discrimination Act (2010), permits an older child to have access arrangements at secondary school and adaptations in the workplace. This is private and comes at a cost. Assessors look for a discrepancy between a child’s general ability (like their IQ) and a child’s literacy skills.

Our teachers have dyslexia awareness training and can make adaptations to their teaching so that your child can access the curriculum like their peers. Very often, good strategies for dyslexic children are good for all children. Our focus is always on good teaching and good interventions, rather than the label.

Autism is a neurodevelopmental condition. Therefore, any diagnosis of autism is a life-long health diagnosis and is not educational. There is no ‘test’ for autism. Instead, a paediatrician will collate evidence about a child’s social communication skills, repetitive or restrictive interests and sensory differences so that a judgement against particular Health criteria can be made.

Why does the parent think this? What behaviour do they see at home? Does the class teacher see the same traits?

This is a school-based referral, where the school agrees that there are social/play/sensory differences that should be explored. Perhaps interventions have taken place to help the child with their social skills.

Once a referral by school is sent to the local Community Paediatrics team, parents can expect to wait 2-3 years before being notified about a paediatric appointment. ASD is not diagnosed at this appointment. Instead the paediatrician will observe the child and discuss the information given already with parents, before making a judgement about whether the child should move onto the ASD pathway.

The pathway lasts up to 3 years. In this time, the paediatrician will collect more evidence from parents and school. The child is invited to a longer ‘joint communication clinic’ where a highly specialised speech and language therapist and a paediatrician work together to make a diagnosis, or not.

Once a child is on the pathway, the school will be advised to implement ASD strategies if they are not doing so already.

As above, this is a Health diagnosis. This is a behavioural disorder.
Same principles apply – school based referral to a Community Paediatrician. We need to see inattentive or hyperactive/ impulsive behaviour that is significantly different from the majority of the peer group and across different environments, to refer. Children cannot be referred until they are 6.
No test for ADHD. Instead information is collated from home/school and a certain ‘threshold’ must be met when comparing parent and school scores – and the child is observed in clinic. A Connors questionnaire is common.
Medication is a possibility depending on the severity of the ADHD and parent views.
Some children have a diagnoses of ‘ADHD–inattentive type’, which is the old ADD (no hyperactivity).

Dyscalculia is a specific maths difficulty. It is inherent rather than just being ‘weaker’ at maths. A child will display intrinsic difficulties with their quantitative understanding of number at a basic level – i.e. show them 3 counters, then 6, and they could not quantify that one set was larger than the other, nor could they give sensible estimates for each quantity.

This would be a child with very poor conversion of number. We have very few children where this has been identified. We cannot diagnose dyscalculia. This would fall to an Educational Psychologist or a certified assessor, and would likely be a private educational diagnosis.

Dyscalculia is specific – so a child is likely to be average in many aspects of schooling, apart from maths. It probably could not be considered if a child has general learning difficulties, a bit like dyslexia.

The important thing is to understand a child’s mathematical gaps and work with them through intervention and class-based support.

This is also called Developmental Coordination Disorder (DCD).
This affects a child’s gross and fine motor skill development and sometimes their sensory profile.
It can arise with other specific conditions – dyslexia, ASD, ADHD etc.

Does the teacher see functional difficulties with a child’s self-care skills? E.g. changing for PE, gross motor coordination in PE, fine motor skills – scissor and pen skills, knife and fork skills, handwriting? Does the child appear clumsy and less able to coordinate their movements than peers? Struggles to throw and catch in PE? We need to evidence 3 different functional areas that the child struggles with.

If we see the above, then the child probably has had/needs intervention anyway.

A DCD diagnosis is a Health diagnosis and requires a referral to an Occupational Therapist. The OT service needs to see that the school have put in appropriate interventions such as BEAM or Clever Fingers for up to 50 sessions, before a referral can be made. Therefore gathering what is needed for an OT referral can take some time.

Once the referral is made, the wait can be 3-4 months before parent and child is invited to clinic (if the referral criteria is met). The OT can then identify strengths and weaknesses and help parents and school develop a programme or strategies that will help the child compensate for their motor weaknesses.

We can run a speech link or languagelink screener. This identifies the speech sounds that the child might be muddling/substituting, or which areas of language (e.g. instructional, vocabulary, concepts, pronouns etc) they are weaker with. It helps us determine how severe a problem there may be, but it is a computer-based snapshot and it is important to talk to you as a parent and glean information from the teacher.

It can also help us identify additional interventions your child may need, which will also provide evidence to help us make a referral to the NHS speech and language therapy team, if intervention does not have impact.

Some children experience a speech or language delay – the difficulty is likely to resolve itself or ‘catch up’ or could be a disorder, which is where more specialist intervention may be needed.

We know that children with speech and language difficulties may go on to have difficulties with learning, particularly literacy, though this is not always the case.

Very few of our children need 1:1 support to make good progress.

The vast majority of children learn when teaching is responsive to their needs and work is well differentiated. Class TAs are used to help scaffold children’s learning if they find things more tricky.

Sometimes, 1:1 support can also lead to dependency on an adult (I can only learn when an adult sits next to me) and we all want your child to be an independent learner.

In some situations, we may need to apply for funding to provide a child with some key person/1:1 support. This is called High Needs Funding, and is for children that require bespoke approaches. Applications for this high level of support are stringent and require lots of plan/do/review, evidence and proof of what is spent already on a child’s support.

Please note that an EHCP does not ‘come with’ funding attached or a certain number of hours of 1:1 TA support. This happened in the old system of ‘statements of SEN’, but is not the case now.

Parent guidance for HNF available on the Kelsi website.

This is an Educational Healthcare Plan. This used to be called a Statement of SEN.  About 1% of children in mainstream schools have an EHCP. Most children with an EHCP require specialist provision (special school) and an EHCP allows a parent this choice.

An EHCP is a legal document owned by the Local Authority. It sets out a child’s needs, the provision needed to meet those needs, and the school placement.  The criteria for an EHCP is stringent.

A parent can apply for an EHCP for their child by emailing the dept at SENWest@kent.gov.uk

It is so important the parent knows the school’s view, because school provides a significant proportion of the evidence to the Local Authority. School and parent should be in agreement that specialist approaches are needed to enable the child to make progress. It is not about lots of diagnoses necessarily although any diagnosis is supportive.

KELSI contains documentation about the ‘pathway’ and timelines, but the whole process, from request to ‘decision to issue’ the plan is 20 weeks. Sometimes, if there is a lack of evidence, the process stops at 6 weeks.  If a parent is unhappy about a decision, they can appeal to the Local Authority.

A school can also make a request for an EHCP but need to be sure that they have sufficient plan/do/review (3 rounds of provision plans) and evidence of what has been in place (high levels of provision) not working. Schools also need to take an EHCP request to their local LIFT meeting so that specialists can determine if anything more can be done, before an EHCP is requested.  That is why a parent request, supported by the school, can be quicker.

It is worth noting that quite a few outside agencies are giving the wrong message to parents about EHCPs. E.g. your child has an ASD diagnosis – have you considered an EHCP? This advice is often given without recourse to the severity of need that an EHCP justifies.

We would encourage you to read the Inclusion policy on our website.
The school is bound by a definition of Special Educational Needs as set out by the legal framework, the SEN Code of Practice (2014).

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
has a significantly greater difficulty in learning than the majority of others of the same age, or
has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions
For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age

Being SEN or being placed on a school’s SEN register is not because a child receives a diagnosis of a condition – it must be because educational provision is consistently different for them to enable them to make progress in their areas of difficulty. Parents must remember that if their child has a Health condition or diagnosis, that this probably falls under the 2010 Equality Act and means that any school or educational provider must make reasonable adjustments for them, whether they are SEN or not.

We support children as their needs arise and teachers adapt work and their teaching delivery as necessary, maintaining interventions for those children that need something additional. Being SEN or not SEN does not change this.

If your child moves onto the SEN register they will be classed as ‘SEN support’ and their teacher will identify long term Outcomes for them to work towards.