SEND Information Report

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SEND Information Report - September 2026

The school is supported by the Local Authority and other appropriate outside agencies, to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. Chiswick School endeavours to be as inclusive as possible, with the needs of pupils with special educational need/s being met in a mainstream setting wherever possible.

At Chiswick School we believe strongly in the importance of quality-first teaching and that meeting the needs of students with SEND is the responsibility of all staff. Therefore, we aim to ensure that all lessons are of the highest standard, catering for students’ individual needs and ensuring that they have access to a broad and balanced curriculum.

Children with SEND are supported to engage in all activities available for those children who do not have SEND including our vast offer of enrichment activities.

The Chiswick School Personalised Learning Team is a dedicated SEND team that provide support both in and out of the classroom. This team is overseen by Mrs Rachael Lounds (Assistant Head), and led by Ms Rebecca Triboulet (SENDCO) and Ms Alexandra Pedroso (Deputy SENDCo) and consists of a High Level Teaching Assistant (HLTA), teaching assistants, a speech and language therapist (SALT) and Occupational Therapist (OT).

In addition, our Cognition and Learning Specialist Resource Base (SRB), known as The Orchard, welcome students with significant cognition and processing needs, and global developmental delays who have an EHCP and require a more tailored, structured environment than a standard mainstream classroom can provide. The students at The Orchard have access to a broad curriculum through quality first teaching with TA support in mainstream classrooms, as well as small group teaching and interventions, and specialist and therapeutic support in the base.

Chiswick school provides for students with the following needs:

Area of Need	Condition
Communication and Interaction	Autism spectrum disorder Speech and language difficulties
Cognition and Learning	Specific learning difficulties, including dyslexia, dyspraxia, dyscalculia Moderate learning difficulties
Social, Emotional and Mental Health	Attention deficit hyperactive disorder (ADHD) Attention deficit disorder (ADD)
Sensory and/or physical	Hearing impairments Visual impairment Multi-sensory impairment Physical impairment

Please use the expandable sections below to answer FAQs. This section is reviewed annually and was last updated on September 2025.

Provision for SEND students

Three levels of support are available and combined: universal support accessible for all students, targeted support for students with identified needs, and specialist support prescribed and delivered by therapists and external agencies such as CAMHS. A gradual approach is followed to determine the level of support required for each student and can vary over time.

Target support is divided in three tiers. Again, a graduated approach is followed to assess, plan, do and review the support in place and needed for each student.

If a student is not making the expected level of progress, we will make an assessment to find out what strengths and difficulties they have. This assessment is holistic and can include data from our SNAP screener, feedback from teachers and parents, academic data and classroom observations. Interventions take place in 6 to 8 week cycles, at the end of which we will review the impact on the student progress. The intervention will then be stopped if the student no longer needs the additional provision, or revisited and refined. We will always notify you if your child has been put forward for an intervention.

Interventions available at Chiswick School include:

Draw and Talk
The allotment
ELSA
Art therapy
Literacy interventions such as Miskin (phonics), paired reading and Lexia
Counselling
Small group social and interaction skills
Vocabulary pre-teaching

The school also works with outside agencies, including health and social care bodies, local authority support services, and voluntary sector organisations,to meet the needs of children and young people with SEN and to support their families. This includes ensuring that effective support is in place for children and young people who are looked after by the local authority and have SEN.

All classroom-based staff also receive in-house SEND training through INSET days and regular CPD sessions from the Personalised Learning team to support them to meet the needs of students with additional needs. External agencies also deliver training to the staff body. Our next external training will be delivered in October 2026 by the Local Authority’s Educational Therapist on trauma-informed approach. Staff have also received training from an Occupational Therapist on sensory inclusive classrooms and TAs have attended sessions on subject-specific supports and vocabulary pre-teaching delivered by subject specialists and our Speech and Language therapist.

Identification of needs

To ensure that students with additional needs are identified and monitored effectively, our SEND register is updated regularly:

Chiswick School makes contact with your child’s previous setting to ensure a smooth handover of information.
NGRT testing takes place twice a year for all students to inform the selection and delivery of the literacy interventions.
Students who make less progress than expected at the two assessment points are monitored and screened with SNAP.
If teachers suspect an unidentified need, they refer the student to the SEND team for screening with SNAP.
Students who reach behaviour stage 5 and not on the SEND register are referred to the SEND team for screening with SNAP.

The SENDCo will ask for your opinion and speak to your child to get their input as well. They may also, where appropriate, ask for the opinion of external experts such as a speech and language therapist, an educational psychologist, or a paediatrician.

Based on all this information, the SENDCo will decide whether your child needs SEND support. You will be told the outcome of the decision in writing. If your child does need SEND support, their name will be added to the school’s SEND register, and the SENDCo will work with you to create a SEND support plan for them

If you think that your child has SEND, please contact the SEND team at senenquiries@chiswickschool.org. We will then arrange to meet with you to discuss in more detail and agree on the next steps. If it is decided that your child needs SEND support we will add them to our SEND register and notify you formally in writing.

How will my child be assisted with transitions through their school career?

To ensure that students joining us from Primary School find the move as comfortable as possible we offer a Year 6 transition day for all students in the summer term before students join us. To assist students with SEN, we meet with the Primary School SENDCo during the summer term to discuss the needs of incoming students. We then provide a number of additional days prior to the Year 6 transition day for students to visit and acclimatise themselves to the school and SEND Team.

To support transition to post-16, at the annual review in Year 11 we ensure to talk about all options and follow up includes the key worker helping with decision making (EHCP only), a careers interview and a mock interview with Chiswick Sixth Form if they choose to apply. We ensure that students’ SEND are identified in applications for post-16.

As students reach the end of their school careers, we work to provide all our pupils with appropriate advice on paths into work or further education. We work with the pupil to help them achieve their ambitions, which can include goals in higher education, employment, independent living and participation in society.

What should I do if I complain about my child’s SEND support?

If a parent / carer is unhappy about the arrangements made to meet the SEND of their child they should in the first instance discuss the matter with the SENDCo. The Associate Deputy Headteacher will address secondary complaints. The school will look into the matter in a reasonable period of time, in line with the Governors’ arrangements for consideration of complaints.

Please contact the following SEND colleagues through the central email if you have any questions:

senenquiries@chiswickschool.org

The main points of contact are:

Ms Rebecca Triboulet (SENDCo)
Ms Alexandra Pedroso (Deputy SENDCo) - Mainstream provision
Mrs Vic Robinson (The Orchard Lead) - SRB provision
Ms Amardeep Cooner (SEND Administrator)
Mrs Rachael Lounds (Assistant Headteacher)

The link governor for SEND is Julia Cove-Smith.

Glossary of SEND Terms and Acronyms

Term / Acronym	Meaning	What it means
ADD	Attention Deficit Disorder	A condition that can affect attention, concentration and organisation. ADD is an older term; ADHD is now generally used as the broader diagnostic term.
ADHD	Attention Deficit Hyperactivity Disorder	A condition that can affect attention, impulsivity and activity levels.
CAMHS	Child and Adolescent Mental Health Services	NHS services that provide assessment and support for children and young people experiencing difficulties with their mental health or emotional wellbeing.
CPD	Continuing Professional Development	Training and professional learning undertaken by school staff to develop their knowledge and skills.
EHCP	Education, Health and Care Plan	A legal document for children and young people aged 0–25 who need more support than is normally available through special educational needs support. It sets out their special educational, health and social care needs and the provision required to meet those needs.
ELSA	Emotional Literacy Support Assistant	A school-based member of staff who has received specialist training to provide support for children and young people with their emotional wellbeing and social skills.
HLTA	Higher Level Teaching Assistant	A teaching assistant with additional training, experience and responsibilities who may provide targeted support and learning interventions.
INSET	In-Service Training	Training and professional development provided for school staff, often during designated staff training days.
LA	Local Authority	The local council responsible for providing or commissioning a range of services for children and young people, including aspects of SEND support.
OT	Occupational Therapist	A healthcare professional who supports children and young people to develop skills and strategies that help them participate in everyday activities, learning and school life.
SALT	Speech and Language Therapist	A specialist who assesses and supports children and young people with speech, language, communication and swallowing needs.
SEND	Special Educational Needs and Disabilities	A term used when a child or young person has a learning difficulty or disability that means they need additional or different support from that normally available to other pupils of the same age.
SENDCo / SENCO	Special Educational Needs and Disabilities Coordinator / Special Educational Needs Coordinator	The member of school staff responsible for coordinating support for pupils with SEND. The term SENCO is also commonly used.
SNAP	Special Needs Assessment Profile	A screening and assessment tool used to help identify strengths and areas of difficulty and inform appropriate support.
SRB	Specialist Resource Base	A specialist provision within a mainstream school that provides additional support and a more tailored learning environment for pupils with particular needs.
TA	Teaching Assistant