Childrens Services

Special Educational Needs

Information for Parents

a better place to learn

Contents

Letter from the Managing Director, Childrens Trust.............................................................................................................................................................................................................. 3

Introduction........................................................................................................................................................................................................................................................................................................................................................................................................... 4
Special Provision for very young children

Nursery schools........................................................................................................................................................................................................................................................................................................................................................... 7

Pre-School Liaison Group............................................................................................................................................................................................................................................................................................................... 7

Pre-School Home Visiting Service......................................................................................................................................................................................................................................................................... 7

Early Years Advisory and Support Service.................................................................................................................................................................................................................................... 8

NAS Early Bird.................................................................................................................................................................................................................................................................................................................................................................... 8
Specialist Support for mainstream schools

Educational Psychology Service................................................................................................................................................................................................................................................................................. 9

Hatton Outreach Support Service........................................................................................................................................................................................................................................................................ 10

Little Heath Specialist Support Service................................................................................................................................................................................................................................................. 10

Newbridge Outreach Service.............................................................................................................................................................................................................................................................................................. 10

Special Education Resource Centre (SERC)................................................................................................................................................................................................................................. 11

The New Rush Hall Outreach Service.......................................................................................................................................................................................................................................................... 11

Roding Outreach Service for Deaf and Hearing Impaired Children.................................................................................................................. 11

Service for Visually Impaired Children...................................................................................................................................................................................................................................................... 12

Education Welfare Service........................................................................................................................................................................................................................................................................................................... 12
Education Otherwise than at School

The Constance Bridgeman Centre KS4 PRU............................................................................................................................................................................................................................ 13

The KS3 Pupil Support Centre.......................................................................................................................................................................................................................................................................................... 13

Redbridge Tuition Service............................................................................................................................................................................................................................................................................................................ 13
Specialist Provision within mainstream schools

Beal Communication & Learning Department................................................................................................................................................................................................................ 14

Churchfields Language Facility..................................................................................................................................................................................................................................................................................... 15

Roding Hearing Impaired Provision................................................................................................................................................................................................................................................................ 15

Seven Kings High School................................................................................................................................................................................................................................................................................................................. 16

Caterham Hearing Impaired Provision.................................................................................................................................................................................................................................................... 16
Special schools

Hatton School................................................................................................................................................................................................................................................................................................................................................................... 17

Little Heath School............................................................................................................................................................................................................................................................................................................................................. 17

Newbridge School............................................................................................................................................................................................................................................................................................................................................... 18

New Rush Hall Group.................................................................................................................................................................................................................................................................................................................................. 19

The New Rush Hall School........................................................................................................................................................................................................................................................................................................... 19

Education Department of Brookside........................................................................................................................................................................................................................................................... 20
Support and Provision for older students

Redbridge Connexions.......................................................................................................................................................................................................................................................................................................................... 21

16+ Provision....................................................................................................................................................................................................................................................................................................................................................................... 21

Redbridge College.............................................................................................................................................................................................................................................................................................................................................. 22
General Information

SEN and Inclusion Services......................................................................................................................................................................................................................................................................................................... 24

Redbridge Childrens Services.......................................................................................................................................................................................................................................................................................... 24

Families Information Direct (FiND)...................................................................................................................................................................................................................................................................... 25

Redbridge Institute of Adult Education................................................................................................................................................................................................................................................ 26
Contacts for Parents

Details of organisations that support parents whose children have special

educational needs............................................................................................................................................................................................................................................................................................................................................... 27
Glossary............................................................................................................................................................................................................................................................................................................................................................................................................................... 30
Translations.............................................................................................................................................................................................................................................................................................................................................................................................................. 33
Table showing deadlines for the assessment process....................................................................................................................................................................................................... 34

Childrens Trust

Letter from the Managing Director,

Childrens Trust:

Patrick Power, Managing Director

Redbridge Childrens Trust
Ley Street House
497-499 Ley Street,
Ilford, Essex
IG2 7QX

Dear Parents
This booklet has been written to help parents and carers of children with special
educational needs. It provides information about the range of provision available in
Redbridge, and gives contact details of some of the voluntary sector organisations that
work with families. It is also possible to obtain information about such organisations
from the Redbridge internet site at
http://www.redbridge.gov.uk/caring/familysupports.cfm
Many services for children and their families that have traditionally been provided by
Education, Social Services and Health have been combined into the Redbridge Childrens
Trust. Schools remain independent self-governing bodies as they are at present.
Services that support children with statements of special educational need, which were
formally provided by Redbridge Primary Care Trust at the Redbridge Childrens Centre in
Kenwood Gardens and the social services Children with Disabilities Team, based in Station
Road, Barkingside are part of the Childrens Trust and are still available at these centres.
Other health, education and social care services have also being combined and are now
available from two local offices called Childrens Resource Centres. Ray Lodge Centre
covers the west and north of the borough and Albert Road Centre covers the south.
The Childrens Trust in partnership with schools will continue to develop provision that
is well-matched to individual need, and continue to ensure that children with special
educational needs are educated in mainstream settings wherever possible, whilst special
schools are available for those children with the most complex needs. We aim to work
closely with parents in developing plans for children with special educational needs
and remain committed to the principle that children and young people should also
contribute to these plans wherever possible.
If you have any queries or would like to know more about what help is available for your
child, please contact Lynn Mills in the SEN and Inclusion Services of the Childrens Trust
on 020 8708 8216.
Yours sincerely

Patrick Power
Managing Director, Redbridge Childrens Trust

Introduction

Some children find it much harder to

learn than other children of the same
age. They may need extra help in
school. These children are said to have
special educational needs.
It is important to identify special educational
needs as early as possible. Playgroups and
nurseries will watch out for signs that a child
may have special educational needs. School
teachers continually check the progress children
are making and will adapt their teaching when
children are having difficulties.
A very few children with very severe difficulties
will have detailed assessments by the local
authority which may lead to a statement of special
educational needs which sets out the help they
require. Most children have their needs met in
their local school, without a statement.
The Special Educational Needs Code of Practice
gives guidance to schools and the local authority
on how they should provide help for children with
special educational needs. The Department for
Children, Schools and Families publish a booklet
called A Guide for Parents and Carers explaining
special educational needs.
Parents can get a free copy of either booklet from
the Department for Children, Schools and Families
by telephoning 0845 60 222 60.

How can I help?

The Code of Practice highlights the importance of
working closely with parents to achieve the best
for children with special educational needs.
Parents know their child very well so they will be
asked what they think their childs difficulties are.
Parents will also be able to tell us what their childs
strengths are.

Parent Partnership
All local authorities must provide parents with
information about a Parent Partnership Service.
Redbridge has an independent Parent Partnership
Service called Parent Link, which aims, at the
request of parents, to provide information
and support to all parents or carers of children
with special educational needs. This support
could be in the form of telephone discussion,
accompanying parents to meetings, support
in preparing for meetings, assistance with
paperwork or a combination of any of the above.
If you would like to find out more about this
service, please call Lin Beverly, the Parent Link
Co-ordinator, on 020 8551 7333.

How schools can help

When a teacher first thinks a child may have
special educational needs they will look at how
they can adapt their teaching and the work they
ask the child to do. This is called differentiation.
If they think the child needs something additional
to other children in the class or something
different they will talk to the schools special
educational needs co-ordinator (SENCO).
The SENCO may suggest other things the class
or subject teacher can do. They may decide
that the child needs additional support. This is
called School Action and will be described in
an Individual Education Plan (IEP). This will be
reviewed at least twice a year.
Parents will always be told when their child is
having special educational provision. You will
have the chance to explain your views.
All schools have a Special Educational Needs
Policy that explains how the school plans its
support for children with special
educational needs.
Usually some extra help within school enables
a child to make progress. If the child does not
make progress, the SENCO will ask for advice from
outside the school. This may be an educational
psychologist or a specialist from one of the
Outreach teaching services in Redbridge. They
will assess the childs difficulties and the way they
learn best and provide advice on the extra help
the child may need. Help from outside the school
is called School Action Plus and will be described
in a new IEP.

Statutory Assessment
If a child has not made progress despite the
school doing every thing it can to help the local
authority may need to start a detailed assessment
to decide if it needs to make a statement. It is
called a statutory assessment because the way
we do it is laid down in the Education Act 1996.
Some children, if they have very severe needs,
have a statutory assessment before they
start school.
When schools request statutory assessment the
local authority will make sure parents have been
consulted and that there is evidence that the child
really needs to be assessed in this way.
Parents may ask the local authority to start a
statutory assessment. The local authority will
check with the school and other professionals
working with their child whether they need such
an assessment.

If the local authority decides to make the

assessment they will seek advice from:
parents, who may send in information about
their child;
headteacher of the school the child has
been attending or educational advice
from someone who knows about special
educational provision in Redbridge, e.g the
Early Years Advisory and Support Service;
an educational psychologist;
a doctor;
social services;
other agencies or services who have worked
with the child.
The local authority will tell parents the name
of the member of staff who can give them
information and help during the
assessment process.
Within 18 weeks of the request for statutory
assessement, the local authority will gather all the
reports and decide whether or not to make
a statement.
If the local authority decides not to start the
assessment or decides not to make a statement
parents have a right of appeal to the
Tribunals Service.

The statement
If the local authority decides to issue a statement,
all the reports are put together and sent to
parents with a proposed statement. This outlines
the childs special educational needs and specifies
the provision the local authority plans to provide.
Parents may meet local authority staff to make
comments on the proposed statement. Parents
can also ask to meet with anyone who gave advice
for the assessment.
When the proposed statement is written, the local
authority does not name a school. Parents are
asked to express a preference for a school for their
child. The local authority will send the school the
proposed statement and reports and ask for
their views.
The local authority will consider parental views
and decide whether to make any alterations to the
proposed statement before issuing a final version,
which will name the school that the child should
attend. This may be the school the child
currently attends.

All statements are reviewed annually in

consultation with parents. If the childs needs
have changed significantly the statement will be
amended. Parents are sent a copy of an amended
proposed statement and may meet local authority
staff to make comments.
The local authority will cease the statement when
a child no longer needs it. This happens if the local
authority thinks the school can meet the childs
needs without it, for example at School Action
Plus. Parents may appeal to the Tribunals Service if
they believe the statement is still necessary.

What school can my child go to?

The local authority want as many children as
possible to go to their local mainstream school.
The following pages describe the range of
specialist provision available in Redbridge to
support children with special educational needs.

Special Educational Needs Panel

The role of the Special Educational Needs (SEN)
Panel is to make decisions about children and
young people regarding statutory assessment
and statements of special educational needs. The
responsibility for decision making rests with the
local authority; however representatives on the
SEN Panel support the local authority in making
decisions and applying fair and consistent criteria.
The situations that would be discussed at the SEN
Panel include:
Requests for statutory assessments deciding
if the criteria for proceeding are met;
Completed assessments;
Proposed statements agreeing the level of
resourcing and considering representations
from parents;
Annual Reviews considering significant
recommendations arising from the
annual review;
Deciding appropriate placement on final
statements.
The SEN Panel meets on a weekly basis through
term time and comprises of Senior Team Manager
(SEN), the Principal Education Psychologist, the
Assistant Manager Statutory Assessment, an SEN
advisory teacher, representatives from schools,
the Conciliation and Tribunals officer and
Case Officers.

Parents may appeal to the Tribunals Service if they

disagree with the contents of the final statement.
Once the statement is finalised, you may be given a
new Case Officer who deals with all the statemented
children at the school your child will attend.

Standing Residential Placements

Panel (STREP Panel)

The law requires schools and local authorities to

plan to improve access to mainstream schools and
the curriculum for children with disabilities.

The role of the Standing Residential Placements

Panel (STREP Panel) is to make decisions about
children and young people about whether a
residential school placement is appropriate. The
responsibility for decision making rests with the
local authority; however representatives on the
STREP Panel support the local authority in making
decisions. The situations that would be discussed
at STREP Panel include:

The laws on special educational needs and

disability discrimination are different. Not every
child with a disability will have special educational
needs. Children with special educational needs
do not always have a disability.

The appropriateness of a residential

placement to meet the childs educational
and social needs - Inspection of proposed
placement;
Review of childs progress;
Re-integration into home community;
Co-ordination of statutory reviews;
Funding arrangements.
The STREP Panel meet every six weeks through
term time and comprises of the Head of SEN and
Disability Services, Head of Children Living Away
from Home Division, the Senior Team Manager
(SEN), an educational psychologist, a Case Officer
and allocated social workers.

Disability Discrimination
Schools must not treat a child less favourably
because they have a disability. They must do what
they can to change things so that a child with
a disability is not at a substantial disadvantage
compared to other children.

If parents feel their child has been discriminated

against they may complain to the Special
Educational Needs and Disability Tribunal.

Independent Mediation
If you are worried about your childs special
educational provision you should first talk to
their teacher or SENCO. You may want to ask
Redbridge Parent Link for help.
The local authority will try and work with you to
resolve any disagreements you may have. You
may ask for independent mediation. This does
not affect your rights to appeal to the Special
Educational Needs and Disability Tribunal.
Redbridge belongs to The London SEN Mediation
Service, Kids London, 49 Mecklenburgh Square,
London WC1N 2NY. Tel: 020 7827 2900.

Special Provision for very young children

Most Infant and Primary Schools (and some
special schools and units) in Redbridge have
nursery provision.
Nursery classes are attached to community
primary schools where there is an agreed
admission limit. Applications should be made
direct to the school. When places become
available, priority is given to those requiring either
5 morning or 5 afternoon sessions each week.
Admissions are considered in accordance with the
Authoritys agreed Admissions Policy.
More details are provided in the booklets
Admissions to Reception and Primary Schools
Admissions available from Childrens Services,
tel: 020 8708 3147/3127.

Pre-school Liaison Group

Childrens Resource Centre,
West Locality,
91 Ray Lodge Road,
Woodford Green,
Essex IG8 7PG
Telephone: 020 8506 5272
Fax: 020 8506 5288
The Pre-School Liaison Group consists of
representatives from the Childrens Trust and
Voluntary Sector. The Group aims to provide a
clear and co-ordinated system of referral for Early
Support and Pre-School Services for children
who may have special educational needs. The
Group acknowledges the importance of early
intervention to enable children to realise their
potential. The Group works closely with early
support practitioners and local Childrens Centres.
The Group undertakes to ensure early notification
by Health Services to Educational Services of
children who may have special educational needs.
Parents may make enquiries directly to the Group
by telephone. The Group meets fortnightly during
term time to receive and discuss referrals for
pre-school educational provision from a range
of referrers.
These referrers could include professionals from
Health, Education and Social Services and also
from voluntary and private sectors.

How the group works

A referral is made to the group only after parental
consent has been given and indicated on the
referral form. Once the referral form has been
received and the information considered, the
Group may decide to:
request further information from the referrer
or (with parental consent) from other sources;
suggest referral to one particular agency e.g.
Educational Psychology Service, Pre-School
Home Visiting Service, Early Years Advisory
and Support Service;

consider support needs for placement at

pre-school provision;
consider requests for other pre-school
provision e.g. Language Facility at
Churchfields, services for the hearing impaired,
and services for the visually impaired;
consider request for statutory assessments for
pre-school children;
review the referral on a regular basis if no
immediate action is appropriate.

Special Provision for very young children

Nursery schools

Further information and referral forms are available

from the Administrator, tel 020 8506 5272.

Redbridge Pre-School Home

Visiting Service
(Working in partnership with parents to promote
the development of pre-school children with
special needs)
Redbridge Child Development Centre,
Kenwood Gardens,
Barkingside,
Ilford, Essex IG2 6YG
Telephone: 020 8924 6160
Fax: 020 8924 6171
Head of Service: Chris Chappell
Home Visitors: Marlene Cross,
Jenni Braysher, Mary Heard
Service Support Assistant: Bridget Whippy
Email: chris.chappell@redbridge.gov.uk

What is home visiting?

The Pre-School Home Visiting Service is primarily
a home-based educational service for pre-school
children who have special needs. This includes
delivery of the Early Support Programme for babies
and very young children with complex needs. It is
based on the principle that parents are the key
figures in the care and development of their child.

How does home teaching work?

Families are visited at a regular, agreed time for
about 1-2 hours usually on a weekly basis.
The home visitor works in partnership with the
parents or carers to build on abilities the child
already has and teach new skills the child has yet
to master. Small group sessions for parents and
children known to the service are also offered if
appropriate.
The Pre-School Home Visiting Service offers
carefully structured but flexible play based
activities to promote learning and development.
Parents are encouraged to be fully involved in all
aspects of the home teaching process. Much of
the learning takes place through play and during
the childs daily routine. Teaching is tailored to
meet the requirements of the individual child.
The emphasis is on the positive finding out, and
building on, what a child can do.

Special Provision for very young children

Home visitors can provide a link between parents

and other professionals. Where appropriate,
home visitors work with children with complex
needs using the Early Support Programme. Early
support key working is designed to deliver a
family focussed, well co-ordinated service for
children under five and their families. The key
worker provides each family with a single point of
contact and enables families to have easy access
to information, support and services to meet their
needs. Key workers are responsible for working
together with the family and professionals to
ensure the delivery of an inter-agency plan for
the child and family, bringing together education,
social care, health services and the voluntary sector.
When parents are thinking about nursery,
pre-school or school, the Home Visiting Service
can provide information and support.
When a child enters other pre-school provision,
the involvement of the Home Visiting Service will
be negotiated, agreed and reviewed regularly
with parents or carers.
The Home Visiting Service holds weekly group
sessions for referred families, including Splash
Sessions at Newbridge School pool. This provides
an opportunity for parents to meet and children
to play within a group setting.

Referrals to the Service

Referrals are made to the Service via the
Pre-School Liaison Group.
Criteria for entry to the Service are:

The Service is able to offer support in

different ways:
Support for children at the Early Years Action
Plus stage;
Support for children undergoing
Statutory Assessment;
Monitoring and Advice to schools.

Early Years Action Plus

Both the school and the educational psychologist
will have identified that a child needs additional
support than is usually available within the
mainstream nursery or reception classroom.
Referrals to the Service are made jointly between
Educational Psychologists and schools.
The support of the Early Years Advisory and
Support Service will be short term (initially for six
weeks) and will focus on specific targets which
have been agreed at a planning meeting to which
parents will have been invited. All of the children
will have complex special educational needs.

Statutory Assessment
Referrals to the Service are made via the
Educational Psychology Service to the Pre- school
liaison group or the Special Educational Needs
panel. Support will continue until the Statutory
Assessment process has been completed,
although the amount of support may change,
particularly once assessment reports have
been completed.

The child must live and be cared for in the

London Borough of Redbridge;
The referral has been discussed and agreed
with parents or carers;
At least two areas of developmental delay
have been identified;
The child is not already attending any
pre-school provision for a substantial part of
the week.

Support

Early Years Advisory

& Support Service

National Autistic Society EarlyBird

and EarlyBird+

102a Pretoria Road

Ilford IG1 2HW
Head of Service: Karen Curran
Telephone: 020 8478 8882

EarlyBird is for parents of pre-school children

with a diagnosis of autistic spectrum disorder.
It is a three month programme working with a
maximum of six families at a time.

The Service offers assessment and support for

children at the Foundation Stage (nursery and
reception classes).

Through a series of daytime training programmes

and home visits, the NAS EarlyBird programmes
work in partnership with parents to develop
understanding of autistic spectrum disorder, to
help manage behaviour and to develop childrens
communication skills. Referrals from any source
can be made to the above address. Referrals from
parents themselves are welcome.

Children will attend their mainstream nursery or

reception class. Support will consist of monitoring
and advice or regular input from an Assessment
Support Teacher. Additional support from a
Specialist Teaching Assistant may also be available
on a part time basis. Parents of children supported
by the Service may also be invited to join coffee
mornings or workshops.

EarlyBird+ supports parents of children 5-8 years.

Ley Street House

497-499 Ley Street
Ilford, Essex
IG2 7QY
Telephone: 020 8708 5983
Principal Educational Psychologist:
Mr David Townley
Redbridge Educational Psychology Service
is a team of educational psychologists (EPs)
who are employed by Redbridge Childrens
Trust. They are based in one of the two local
Childrens Resource Centres. EPs have a degree
in psychology and have undertaken professional
training in educational psychology. Many EPs
are also qualified and experienced teachers.
They work with parents and carers, children and
young people, teachers and other professionals to
promote childrens education and development.
EPs can help with a broad range of issues. Some
may relate to difficulties experienced by individual
children and young people, for instance:

Learning
Relationships with other children
Behaviour in school
Communication
Sensory of physical difficulties

EPs also help school to meet childrens needs

more effectively, for example, providing training
or helping with the schools behaviour policy.
Every school has an EP who makes regular visits.

The EP will collect information about the child

to help plan the best way forward. EPs collect
information regarding children in a variety of
ways. For instance, they might:-

Specialist Support for Mainstream Schools

Educational Psychology Service

Observe them in the classroom or playground;

Talk to the teacher about what happens in the
classroom;
Ask the child for their views about what is
happening in school;
Ask parents about the childs strengths and
difficulties;
Ask the school or other professionals to
collect specific information.
Generally, the most important information
about the childs difficulties will come from the
school and parents. Sometimes, however, it may
be useful for the psychologist to use specially
designed tasks, activities and tests to help
understand the childs difficulties more clearly and
give advice on how to tackle them.
Parents and others who have concerns about
a childs or young persons education, should
initially raise their concerns with the school
they attend.
All mainstream schools receive funding to
meet the needs of most children with special
educational needs.
Schools may receive specialist advice and
support for children who have statements
from the outreach services.

Where the school is concerned about a child, they

should first discuss this with the parents and try
a variety of ways to make the situation better. If
there are continuing concerns, the school may
seek parents permission to involve the EP.
The childs class teacher or another member of
staff will have a meeting with the EP to discuss
their concerns and think about some plans to
help. The school will let parents know what has
been planned at the meeting. Depending on
the circumstances, the EP may have a meeting
with the child and/or the parents, or the EP may
continue to work with the class teacher only.

Specialist Support for Mainstream Schools

Hatton Outreach Support Service

Roding Lane South
Woodford Green, Essex, IG8 8EU
Telephone: 020 8551 4131
Head of Hatton Outreach:
Kathy Stimson
Email: kathy.stimson@redbridge.gov.uk
This specialist outreach support and consultancy
Service provides support for individual pupils
in mainstream primary schools. The outreach
service works with pupils who have a range of
significant language, social and learning needs.
We support pupils who have Statement of Special
Educational Needs and also take direct referrals
from mainstream primary schools for pupils at
school action plus who have more complex needs.
Outreach support can vary according to the needs
of individual pupils and schools.
Input may include:

training for school staff

advice on resources and strategies
training on specialist interventions
modelling of techniques and strategies
individual and small group work
whole class input e.g. Circle of Friends
consultation and monitoring
individual Assessment
attendance and advice for Annual Reviews
and progress Meetings
liaison with parents and outside agencies
support for transition
facilitated visits to specialist provisions
parent workshops

Pupils supported by Hatton Outreach will also be

invited to social events and relevant play schemes
at Hatton.
Outreach teachers will work in collaborative
partnership with pupils, parents, schools and
other professionals.

Little Heath School Specialist

Support Service
Hainault Road
Little Heath Romford, Essex, RM6 5RX
Telephone: 020 8599 4864
Little Heath school Specialist Support Service
provides specialist support in the secondary
sector for students with statements of SEN.
The support is provided by a team of teachers who
all have further qualifications and/or extensive
experience of Special Educational Needs.
Support can be provided for students with:
specific language difficulties;

10

language and communication difficulties

including Autistic Spectrum Disorders and
Aspergers Syndrome;

specific learning difficulties;

general learning difficulties.
Support can be for:
a set amount of time each week;
a specified number of hours over the term;
consultancy which is the equivalent of 5 hours
per term.
(The amount of support and what the specialist
teachers role may include will be written on the
statement.)
Little Heath is centrally funded to provide
this service.
The Service supports about 100 students in 16
Redbridge secondary schools, providing support
and training for schools, teachers, LSAs, parents/
carers and students. The service also provides
bespoke training.
For further details please contact Michelle
Thornton, Head of Service.

Newbridge Outreach Service

258 Barley Lane
Goodmayes, Ilford, Essex, IG3 8XS
Telephone: 020 8503 8773
Head of Service: Clair Warner
Newbridge Outreach Service provides support
to pupils with a range of learning and physical
difficulties.
Advice and assessments are offered in a variety
of areas:
medical conditions/access/continence issues
physical disability;
physical disability and associated learning/
communication difficulties;
dyspraxia/and related Specific Learning
Difficulties;
perceptual difficulties;
fine and gross motor development;
difficulties with handwriting and alternative
methods of recording.
Support is provided by:
providing assessments;
setting targets for learning/writing individual
programmes;
modify curriculum content and delivery;
identify and use specialist resources;
helping to provide support and advice to
parents;
delivering INSET for all staff and parents.
Requests for support from this service should
come from the mainstream school or the
local authority.
For further details contact Clair Warner at
Newbridge School, based on Barley Lane Campus.

Special Education Resource

Centre (SERC)
Newbridge School,
Barley Lane Campus
258 Barley Lane, Goodmayes, Ilford
Essex IG3 8XS
Telephone: 020 8503 8773
Head of Service: Clair Warner
This Centre, based at Newbridge School, provides
advice and support in the use of Information and
Communication Technology with pupils who have
special educational needs. The Special Education
Resource Centre provides:
assessment of the Information and
Communication Technology needs of
individual pupils with special educational
needs, in both mainstream and
special schools;
training for teachers and support staff
who work with pupils who have special
educational needs;
support and advice to parents of children with
special educational needs.
Further information on the work of the Special
Education Resource Centre can be obtained by
contacting Clair Warner of Newbridge School on
020 8503 8773.

The New Rush Hall

Outreach Service
The New Rush Hall School Outreach Service is
available to all Primary and Secondary schools
within Redbridge, who are entitled to an
allocation of free support that is determined by
a formula that is calculated each year using a
number of indicators. Schools are advised of their
allocations during the Summer term.
The team aims to provide a comprehensive
service, which will enable mainstream schools
to meet the needs of pupils with behaviour,
emotional and social difficulties (BESD). This will
be accomplished through support for teachers
and pupils in the context of the whole school,
thus minimising the need for placement in a
special school.
All staff are skilled and experienced in working
with youngsters who can present difficult or
challenging behaviour and are able to offer
support for both pupils and staff.

The range of interventions include consultation,

observation, joint planning, giving feedback and
advice to staff, individual work, small group work,
in-class support, team teaching and the delivery
of INSET.
The team can help to create a thinking space to
reflect and plan on how best to meet the needs of
all the children accessing the Service.

Roding Outreach Service for Deaf

and Hearing Impaired Children
Roding Hearing Impaired Provision
Roding Lane North
Woodford Bridge
Essex IG8 8NP
Telephone: 020 8504 3706
Head of Outreach Provision: Mrs S McMahon
In addition to the on-site provision for hearing
impaired students, Roding Primary School also
provides an outreach service to students who
attend other schools in the Borough, including
special schools.
The peripatetic service provides:
support for pupils in their school;
advice to other schools;
in-service training and deaf awareness
sessions;
care and maintenance of audiological
equipment;
advice and support for families;
monitoring and assessment of progress;
advice for annual reviews of Individual
Education Plans;
liaison with other agencies in the health and
education services.
The outreach service also provides support for
pre-school children and their families, from the
age of diagnosis. Visits are undertaken at home,
or alternative pre-school placements, through
a weekly parents group held at Roding Primary
School. Support is offered on:
the practical aspects of hearing aid care and
management;
play-based activities to promote language
development;
support and advice for families;
monitoring and assessment of progress;
Please contact the Service for further advice
and information.

11

Specialist Support for Mainstream Schools

Joseph Clarke Service for

Visually Impaired Children
Joseph Clarke School
Vincent Road
Highams Park
London E4 9PP
Telephone: 020 8531 8361
Head of Service: Ms D Weaver
This Service is based at Joseph Clarke School in
Waltham Forest. It consists of a team of specialist
teachers who work with, and offer educational
advice, to young people with visual impairment,
their parents or carers and other professionals.
The age range covered is from new-born to
students in further education.
A Mobility Officer provides mobility training and
assists students to develop independence and
self-help skills. Sighted guide training is available
and environmental audits are undertaken in order
to advise on adaptions to the school environment.
The team contributes to Individual Education
Plans, Annual Reviews and writes advice for
statements of special educational need.
The Service aims to support and promote the
education and development of children and
young people who are visually impaired, believing
all young people have equal access rights to
education and participation in school life and
society in general.
A variety of support is offered by the team
to educational establishments and child
development centres. This includes monitoring
visits to schools, advice to parents and other
professionals, advising on curriculum adaptations
and differentiation, in fact, anything to do with
visual impairment.
The staff also make home visits in order to work
with parents/carers on programmes specifically
designed to stimulate and enhance their childs
use of vision. Parents and other professionals are
welcome to refer directly to the service.
The Service provides training to schools, services
and to anyone who has an interest in visual
impairment.
If a childs special educational needs cannot be
met within a Redbridge school, they may attend
Joseph Clarke School. This is a day provision for
partially sighted/blind children and complex
needs, taking pupils from 2 years to 19 years.
There is a nursery assessment unit as well as
facilities for primary and secondary pupils who
have additional disabilities.
The School runs an integration programme for
secondary age pupils with its neighbouring
school Highams Park. A similar programme is
being developed for our primary age pupils with
Handsworth school.

12

Other Support Services

Education Welfare Service
Telephone: 0800 587 7500
The Education Welfare Service (EWS) is a statutory
organisation whose primary role is to promote
and support regular school attendance. Every
maintained school has an Education Welfare
Officer (EWO). Education Welfare Officers are
adept at building bridges between homes and
schools. Education Welfare Officers work in
integrated teams alongside colleagues from
Health and Social Care. They are based in two
Childrens Resource Centres in Redbridge.
All children registered at school are expected to
attend regularly and punctually. The EWS support
the local authority in carrying out this duty,
including taking legal action if necessary. The EWS
has specialist officers who work with vulnerable
children and children in public care. A Pastoral
Officer is attached to the service to support local
authority links and schools regarding pupils
at risk of permanent exclusion. We also have
a Senior Education Welfare Officer attached to
the Child Protection Enquiry Team as well as a
child protection trainer. The EWS has an officer
who processes Child Employment licences, Child
Performance/ Entertainment applications and
undertakes Health & Safety checks where children
are being employed.
For further details please contact Lynn Jago,
Service Manager at lynn.jago@redbridge.gov.uk

Little Heath, RM6 4XT

Telephone: 020 8599 2972
The Constance Bridgeman Centre is an alternative
education provision which aims to give young
people for whom mainstream education is not
suitable during Key Stage 4, a fresh start. The
Centre provides a safe, supportive and structured
environment and an opportunity to gain
accreditation, improve social skills and gain in
self-confidence.
Students attend for a range of reasons. Some may
have been permanently excluded from school or
simply find the larger setting of a secondary school
too daunting to cope with. Students are expected
to accept simple rules and attend regularly.
Generally students do well and go on to study at
local FE colleges or into training and employment at
the end of Year 11.
Some Year 10 students can be assisted back into
mainstream education if this is in the students best
interest. For most of the students, it will be more
appropriate to stay at the Centre to consolidate
their social skills and gain qualification so that they
can participate fully and positively in society as a
whole, throughout their lives.
The curriculum includes a range of subjects at GCSE,
including English language and literature, maths,
science, media studies, ICT, art, PE and humanities.
Students also follow a personal, social, health and
citizenship course that leads to an ASDAN award.
The Centre works closely with Connexions Service
to help to prepare students for world of work and
with an allocated nurse to look at lifestyle issues
such as diet and substance abuse.

Teaching groups are small so that students can

received sufficient support in class and achieve
to the best of their ability. There is an open door
policy at the Centre and visits from parents, carers
and professionals are welcome at any time, either
to join in lessons or meet with staff.

The John Barker Centre KS3 PRU

Education Otherwise than at School

The Constance Bridgeman

Centre KS4 PRU

Cricklefields,
474 High Road, Seven Kings,
Ilford Essex, IG1 1UE
Telephone: 020 8478 2110
The John Barker Centre works with students
who have been permanently excluded from
mainstream schools or those who are at risk of
exclusion. All our students experience difficulty
managing their emotions, behaviour and social
situations. The centre has a maximum of 16 places.
Students who are at risk of exclusion are placed at
the Centre for twelve weeks before returning to
their mainstream school. Students are provided
with opportunities that can help them:
learn more about their emotions and how to
manage them more successfully;
improve their behaviour;
get on better with others;
be more successful learners;
make academic progress;
take part in everyday life more successfully;
return to mainstream school wherever
possible.
By meeting these aims the students will gain more
confidence in themselves, re-engage in learning
and develop skills that can remain with them in
their future lives.

Redbridge Tuition Service

Starch House Lane, Fullwell Cross, Barkingside,
IG6 1PU Telephone: 020 8501 6080
Redbridge Tuition Service works with children from
age 5 - 16 who are temporarily out of school. The
Service provides education for pupils who have
been permanently excluded; those who are at the
risk of exclusion; school refusers and non attenders;
those who have medical conditions and illnesses
which preclude them from attending school;
pregnant school girls/mothers.
The Service takes referrals through the Education
Other Than at School Panel, (E.O.T.A.S.) which
meets weekly. The Service has a team of teachers
who work in childrens homes, King George
Hospital and at the Service base at Barkingside.
The aim is to teach all pupils, apart from year 11s
until they are able to return to school or another
provision within the E.O.T.A.S. structure.
All pupils follow the National Curriculum and pupils
in Year 11 work towards external accreditation such
as G.C.S.E., Entry Level, the ASDAN Scheme and
RSA/Clait. Redbridge Tuition Service relocated to
the new building in November 2006 in order to
provide a full time education to all pupils in a larger
environment. The subjects offered to the pupils
include: Maths, English, Science, I.C.T., Art, P.S.H.E.,
M.F.L., History & Geography and all pupils in year 11
do Work Experience.

13

Specialist Provision within Mainstream Schools

14

Wherever possible childrens needs are met in

their local mainstream school. Children may
require particular facilities or more intensive
specialist provision than the school can provide.
Some mainstream schools are designated schools
for pupils with physical disabilities. These schools
have been adapted to provide accessibility for
pupils who use wheelchairs and mobility aids.
The designated schools are:

Farnham Green Primary School

Manford Primary School
Our Lady of Lourdes RC Primary School
Snaresbrook Primary School
Woodlands Infants School
Woodlands Junior School
Seven Kings High School (secondary)

Further details about primary and secondary

schools are described in the following booklets
which are available from the CSA:
Primary Schools Admissions
Tel: 020 8708 3147/3127
Transfer to Secondary School
Tel: 020 8708 3139/3140
Secondary Schools Admissions
Tel: 020 8708 3129

Beal High School

The Communication and Learning Department
Woodford Bridge Road
Redbridge, Ilford, Essex, IG4 5LP
Telephone: 020 8418 2602
Headteacher: Ms S Snowdon
Director Communication and Learning
Department: Mrs K Ball
The Communication and Learning Department
is a provision for secondary age students with
social communication difficulties including autism
and asperger syndrome. Places are offered to
students whose needs cannot be met in their
local secondary school and for whom a special
school placements would also be inappropriate.
To be offered a place, students need to be able
to successfully access mainstream academic and
social opportunities on a part time basis. There
are places for 30 students within Key Stages 3 and
4 with a maximum of six places for Year 7 students
each September.
Within the provision, students are based in
small class groups. They are taught the National
Curriculum which has been differentiated to
meet their needs. They also have access to a
specialist curriculum, which includes speech and
language therapy. In addition, each student has
a personalised mainstream timetable, which is
supported by a team of inclusion learning support
assistants. All the students access mainstream for
varying amounts of time. Once a student begins
to access over 50% of the week in mainstream
lessons, then consideration is given to a transfer
to their local secondary school. Once they reach
Key Stage 4, students may access some GCSEs and
similar mainstream courses with support. A range
of qualifications within the foundation Learning
Tier is also offered to students. There are also links
with local colleges during Key Stage 4.

Once the students reach the end of Key Stage 4,

they may move straight to college, but if it is felt
that they will benefit from an additional transition
year, to facilitate a move to a further education
college, then students are able to stay until Year 12.
During the transition year, the students continue to
work towards qualifications within the Foundation
Learning Tier and also access one day work
experience and one day at college every week.

Churchfields Nursery and

Infant School
Churchfields Language Facility
Churchfields, South Woodford,
London, E18 2RB
Telephone: 020 8505 0386
Headteacher: Miss L Hook
Churchfields Language Facility
Co-ordinator: Ms L Barden
Outreach Teachers: Ms J Dent/ Ms A Baker

Language Facility
Churchfields Language Facility provides support
for children with moderate-severe specific speech
and/or receptive/expressive language difficulties.
The Language Facility provides specialist teaching
support and intensive speech and language
therapy at the nursery stage. In addition to this,
training and support is provided for parents.
Sixteen nursery places are available. Redbridge
children attend the Language Facility and
transport may be provided.
Referrals are usually initiated by speech and
language therapists, educational psychologists
or by those working with the children in
nurseries and playgroups. Children enter the
Language Facility through a referral system
involving assessment by a variety of professionals
including a speech and language therapist and an
educational psychologist. The decision for referral
to the Language Facility is made by the Pre-School
Liaison Group. The staff of the Language Facility
includes specialist teachers, a speech and
language therapist, a specialist nursery nurse and
a teaching assistant.
Children are fully included in the nursery whilst
receiving additional support from the Language
Facility team. Children can attend up to a
maximum of 5 terms depending on their age at
entry. On leaving the facility for their reception
year, children receive up to 2 terms of monitoring
and advice by the Language Facility team.

Outreach Service
The Language Facility is also available to assess
and monitor children in other Redbridge schools
who are experiencing language difficulties.
Outreach teachers respond to referrals from all
Redbridge primary schools, offering an initial
assessment, advice and monitoring to help
schools provide for children with language
processing and expressive language difficulties. A
specialist teaching assistant can deliver support to
some children within their own schools.
The Outreach Team can also provide training for
staff and parents, arranged in collaboration with
schools and other outreach services.
Parents who have concerns regarding their childs
speech and language development should speak
in the first instance to a speech and language
therapist (referrals via GP or health visitor) or to
their childs school.

Roding Primary School

Roding Primary School
Hearing Impaired Provision (Primary)
Roding Lane North,
Woodford Bridge, Essex IG8 8NP
Telephone: 020 8504 3706
Head Teacher: Mr G Alderton
Inclusion Manager: Mrs S. McMahon
Head of Outreach Provision (Primary & Secondary):
Mrs S. McMahon
Roding Primary School is the base from which
provision is made for advice and support for
all pre-school and primary pupils with hearing
impairment. The service provides a variety of both
teaching and advice for children who are hearing
impaired, their parents and their teachers.
Children with a significant hearing loss who have,
or may require statements of special educational
needs attend the integrated provision within the
school, which includes a nursery for pre-school
children. Trained teachers of the deaf and specialist
learning support assistants work with the children
both in class and on an individual or small group
withdrawal basis.
The Outreach Provision consists of a team of 2.6
teachers of the deaf who support pupils and
their families from 0 up to age 18. Dependent on
age, support includes home visits for pre-school
children and teaching or monitoring sessions in
primary and secondary schools. In addition, a
regular weekly parents group, which includes a
signing class, is offered at Roding Primary School
for parents of children in the Early Years.

15

Specialist Provision within Mainstream Schools

16

Seven Kings High School

Ley Street, Ilford, Essex IG2 7BT
Telephone: 020 8554 8935
Headteacher: Ms T Smith BA (Hons)
Seven Kings High School has provision for
secondary aged pupils with difficulties arising
from physical disability who can benefit from an
ordinary curriculum but who cannot attend their
local comprehensive school because of access
problems. Admissions to the school are arranged
through the local authority.

Caterham Hearing Impaired

Provision (Secondary)
Caterham Avenue, Ilford, Essex IG5 0QW
Telephone: 020 8551 4321
Headteacher: Dr A Atkins
Head of Hearing Impaired In-School Provision:
Ms L. Hutchins

In-School Provision
The Hearing Impaired Provision at Caterham
High school provides support for secondary age
students who have a long term hearing loss which
impacts on their learning and ability to access
the curriculum. The communication approach is
based upon the total communication model and
is student-centred, so can be adapted to suit the
needs of the individual. Students use technology
to make maximum use of their residual hearing
and may also use sign.
The provision is housed in purpose built
accommodation which includes an audiology
room, exam room, resources room and several
acoustically treated small teaching rooms. There
are soundfield systems in the hall and a number of
teaching rooms within the school.
Students are supported by a multi-disciplinary
team, which is comprised of fully qualified teachers
of the deaf; communication support workers;
learning support assistants and a speech and
language therapist who is based at Caterham
High School on two days each week. Specialist
staff work closely with subject teachers in the
planning and presentation of work in order to make
sure it is fully accessible to the hearing impaired
students within a mainstream setting. There are
also opportunities for small group work within the
Hearing Impaired Provision and supported study
sessions for student who require this.

The package of support provided to students is

put together in consultation with professionals,
parents and the students themselves and
reviewed regularly. The hearing impaired
students are fully included in the life of the school:
they are members of a tutor group and participate
in a broad range of extra curricular activities.
The hearing impaired students arrive half an hour
earlier and depart fifteen minutes later than their
mainstream peers. This extra time allows for
tutorials with specialist staff. The Provision also
provides audiological care and maintenance, in
order that the students receive maximum benefit
from their hearing aids and radio aids.

Roding Lane South

Woodford Green
Essex IG8 8EU
Telephone: 020 8551 4131
Headteacher: Mrs Sue Blows
Email: admin.hatton@redbridge.gov.uk

General Provision
Hatton School is a primary aged Special Needs
Provision. Pupils are supported within the
school-based specialist provision and there is an
Outreach Service which supports children with
special educational needs in mainstream schools.
Both the school and service aim to provide
the highest possible standard of provision for
pupils with complex special educational needs.
The school prides itself in the development of
particular expertise in meeting the needs of
pupils with an autistic spectrum disorder, socialcommunication difficulties, specific language
impairment, as well as supporting children with
general learning difficulties.
The school seeks to maintain and develop links
with the local community, mainstream schools
and other special schools within Redbridge to
ensure the continuum of educational provision
within the Borough.
The school also provides an Agency which offers
specialist training for schools and organisations.

Organisation and Curriculum

The school has a well-established multidisciplinary team which works closely with the
range of external support agencies.
The school is organised into three stages Foundation Stage, Key Stage 1 and Key Stage
2 - and all children have access to a broad and
balanced curriculum including the National
Curriculum. A specialist curriculum is also
provided which includes a range of interventions
and resources.

rooms for craft design and technology, home

economics, art, religious education and two
fully equipped science laboratories. All of the
rooms are linked via a computer network to the
ICT centre. The Information and communication
centre is also on offer as a resource base to the
school and the community.

Special Schools

Hatton School

A sixth form is available to those pupils

who require further education in a familiar
environment, working on an accredited course.

Organisation and curriculum

The school has three styles of curriculum delivery
depending upon pupil need. Part of the school
parallels mainstream by teaching the full national
curriculum and organises the pupils into year
groups led by a team leader. Part of the school
runs on very small classes where a structured
approach is adopted and opportunities exist
for use PECs, and a signed environment. There
is also an in-between approach where children
need more support and less movement around
the school. There is a strong pastoral and social
education emphasis to the curriculum to address
associated needs of pupils referred to the school.
The social Use of Language programme has been
effectively developed in the school and this work
is supported by school based speech therapists
from Redbridge Childrens Trust.
The pupils are taught in small groups throughout
the week and in all subjects. This enables
the school to provide special education by
concentrating on the development of literacy
skills as a key area for each pupil. There are
regular opportunities to address reading and
language skills within the curriculum.
Homework is expected and is important training
for those who go on to study for exam courses.
Pupils work towards national accreditation in
most subjects.

If you require a prospectus or more information

about the school and service please contact
the school.

Little Heath School

Hainault Road
Little Heath
Romford
Essex RM6 5RX
Telephone: 020 8599 4864
Headteacher: Mr P Johnson
Little Heath school is a Foundation Special
Secondary school for pupils with general learning
difficulties and other more complex needs such
as social and communication difficulties including
Autistic Spectrum disorders. There are specialist

17

Special Schools

The school has close links with many services

provided by Redbridge Childrens Trust, including
the Educational Psychology Service, Educational
Welfare Service and other services for children.
The school has teaching staff who are experienced
and qualified to teach children with special
educational needs.
The school has an enthusiastic team of Learning
Support Assistants who assist the pupils
in classroom activities and join teachers in
organising club activities at lunchtimes.
The school has a Home and Community
Development Officer who supports the families
of the pupils attending Little Heath School,
providing advice and information on a range
of subjects, and who also directly supports the
pupils who may need extra pastoral care.
The schools catering staff provide set balanced
meals and premises staff keep everywhere clean
and tidy.
The school run two youth clubs after school.
During holiday periods a holiday club runs which
has proved to be very successful for both the
pupils and their families.

Newbridge School
Headteacher: Peter Bouldstridge
Business Manager: Sandra Mallett
Gresham Drive Campus
161 Gresham Drive
Romford, Essex RM6 4TR
Telephone: 020 8590 7272
Email: admin.newbridgegreshamdrive@
redbridge.gov.uk
Head of Education: Jilly Turley
Barley Lane Campus
258 Barley Lane
Goodmayes
Ilford, Essex IG3 8XS
Telephone: 020 8599 1768
Email: admin.newbridgebarleylane
@redbridge.gov.uk
Head of Education: Louise Parr
Newbridge School is a mixed day school for
children and young people between the ages of
2 and 19 years who have severe and profound
learning difficulties along with a range of
additional special educational needs including

physical disabilities;
sensory impairments;
autism spectrum disorders;
challenging behaviour;
medical needs.

Admissions to the school are as follows:

Gresham Drive Campus
Early Years, Key Stage 1, Key Stage 2, Keys Stage 3

18

Barley Lane Campus

Key Stage 4, 16 -19
Pupils transfer from Gresham Drive Campus to
Barley Lane Campus at the end of Key Stage 3 and
are supported to do this through a well planned
transition programme.
The school curriculum is broad and balanced
and includes the Early Years Foundation Stage,
National Curriculum and other areas of learning
as appropriate to the age and needs of our pupils.
Pupils are taught in small class groups, which are
staffed by a team of enthusiastic and well-trained
teachers and learning support assistants.
Physiotherapy, speech therapy, occupational
therapy and nursing support are provided at both
campuses by staff from Redbridge Childrens
Trust and pupils receive regular input from an
educational psychologist, music therapist and
specialist teachers of the visually and
hearing impaired.
The provision for students between the ages
14 and 19 has an emphasis on life skills and the
opportunity to participate in an accredited course
of study. When appropriate, a college link and
some form of work experience is also arranged.
Students and their families are supported by
the school and a number of other agencies to
identify a post -school placement that meets their
individual needs.
The School actively promotes inclusion in primary
and secondary schools through their Access
into Mainstream (A.I.M.) project, which provides
opportunities for some pupils to learn alongside
their mainstream peers on a regular basis.
In partnership with other organisations, the
school offers a programme of after school clubs
and holiday activities for groups of pupils over the
course of the school year.
The Parent Support Adviser works with families
of pupils attending the school and co-ordinates
the provision of learning opportunities for parents
and carers.
The School also provides support services
to children and young people with special
educational needs in Redbridge schools through:
Newbridge Outreach Service Head of
Service: Clair Warner (see page 10)
Specials Education Resource Centre head of
Service: Clair Warner (see page 11)
Early Years Advisory and Support Service
Head of Service: Karen Curran (see page 8)
Redbridge {Pre-School Home Visiting Service
Head of Service: Chris Chappell (see page 7)
Further details about the work of the school is
available from the Head of Education at either
campus or at www.newbridge.redbridge.sc.uk

New Rush Hall Group

Fencepiece Road
Barkingside
Hainault
Essex, IG6 2LB
Telephone: 020 8501 3951
Fax: 020 8500 9309
Email: admin@nrhs.redbridge.sch.uk
Headteacher: John dAbbro

General Provision
The New Rush Hall Group comprises a number
of services that offer education and support to
children experiencing behavioural, emotional and/
or social difficulties (BESD) in Redbridge schools.
The services are:
The New Rush Hall School
Head of School: Ms Maureen Smyth
The New Rush Hall Outreach Service
Primary Outreach Coordinator:
Mrs Anne Edwards
Secondary Outreach Coordinator:
Mr Paul Walsh

The Constance Bridgeman Centre KS4 PRU

Head of Centre: Ms Betty Hales (see page 13)
The John Barker Centre KS3 PRU
Head of Centre: Mr Gary Lefley (see page 13)
The Education Department of Brookside
Head of Education: Mr Alan Harris
(see page 20)
Redbridge Tuition Service
Head of Service: Mrs Cherie dAbbro
(see page 13)

The New Rush Hall School

The New Rush Hall School is an all-age mixed
day school for pupils experiencing behavioural,
emotional and/or social difficulties (BESD). It
caters for 72 pupils in two separate departments.
The Primary Department incorporates an Early
Years provision, which works with 16 children
with no more that 12 on site at any one time.
Pupils attend mornings only and return to their
mainstream school after lunch. The Primary
Department also has facilities for 24 full-time
pupils in Years 3 6. The Secondary Department
has provision for 40 full-time pupils in five classes,
one for each year group in Years 7 11.
Pupils have access to a broad and balanced
curriculum, including the full range of the
National Curriculum and are taught in small
age-appropriate classes, which correspond to
the Key Stages.
All have the opportunity to take part in a one-toone literacy programme, if required, supervised
by a dyslexia specialist. The timetable is organised
to take into account pupils emotional and social
needs. The maximum class size is eight pupils to
one teacher and at least one Learning Support
Assistant (LSA).

19

Special Schools

The school is staffed by teachers and LSAs who are

experienced in the educational and management
of pupils with BESD. The school also has a team of
psychotherapists who provide support to pupils,
parents and staff in understanding some of the
factors which affect behaviour.
The New Rush Hall School has been designated
a high-performing specialist school, (HPSS)
and specialises in BESD and Applied Learning.
Pupils at key Stage 4 can follow both GCSE and
vocational courses.
The school maintains close links with pupils
mainstream schools and seeks to reintegrate
them, whenever possible, with support from
The New Rush Hall Outreach Service (see page
11). It has strong links with parents, carers and
families, involving them in a review process, which
monitors each individual pupils needs.
The New Rush Hall School works closely with a
number of external agencies and offers training
to colleagues in mainstream schools and to
allied professionals. It offers an annual training
course Emotional Factors Affecting Teaching
and Learning taught by staff from the Tavistock
Centre. The School supports parents whose
children do not attend the School but who present
challenging behaviour or emotional difficulties.

20

The Education Department

of Brookside
107a Barley Lane
Goodmayes
Ilford
Essex
IG3 8XQ
Telephone: 020 8924 6313
Head of Education: Mr Alan Harris
Brookside provides a range of Tier 4 highly
specialised psychiatric services for up to thirty
young people aged thirteen to eighteen years,
attending as day or in-patients. These young
people are from across the full spectrum of
academic achievement.
Brookside works within a multi-disciplinary
framework and members of these disciplines - for
example nurses, psychiatrists, psychologists and
psychotherapists - work alongside the teachers.
Pupils can be referred to Brookside at any point
during the academic year and for periods of time
from 4 weeks to one year.
The Brookside Education Department is staffed
by a Head of Education, three teachers, specialist
staff and a Learning Support Assistant. It is well
resourced and offers the young people a wide
range of both academic and extra curricular
activities, including visits to galleries. A range of
educational opportunities, including GCSEs, Key
Skills and Adult Numeracy and Literacy is offered
within the framework of the National Curriculum.

Redbridge Connexions Centre

3rd Floor, Broadway Chambers
1 Cranbrook Road
Ilford, Essex, IG1 4DU
Telephone: 020 8514 9567
Area Manager: Susan Reeve
Lead Specialist Personal Adviser: Dave Moreton
Connexions Personal Advisers in Redbridge help
young people from year 9 in school, through
transition planning until they are settled in
education, employment, training or linked to
other support services. They work with young
people aged 13 19 and up to 25 years for
young people with special needs. Parent/carer
involvement is welcomed.
A Personal Adviser is allocated to each school
within Redbridge and generally visits the school
one day each week.
Young people with statements of special
educational needs have an annual review of the
statement. The school invites parents and carers
and other professionals to the review. The annual
review is to discuss the support provided to the
young person and to plan what will happen on
leaving school. The Personal Adviser linked to
the school, will meet with young people in Year 9
before their annual review. The Personal Adviser
must be invited to the annual review in Year 9.
Guidance, advice and information to support
planning after Year 11 are available in Years 10, 11,
12 and 13. The school will organise interviews and
if appropriate, reviews with the Personal Adviser.
Young people in residential schools are also
entitled to guidance, advice and information from
Personal Advisers. Young people returning to
Redbridge are invited to the Connexions Centre to
see Dave Moreton during the holidays.
If a young person is planning to continue their
education at college or begin training after Year
11, the Personal Adviser will discuss their plans and
provide an assessment of their support needs for
the college, university or training provider to make
sure they receive the support they need to succeed.
This is called an S139a assesment.
Young people can meet with a Personal Adviser
after Year 11 in the sixth form, college or at the
Connexions Centre at the address given above.
The Centre is open 9am-5pm Monday to Friday
and until 7pm on Wednesdays. Parents and carers
are always welcome to drop into the Centre and
it will only be necessary to make an appointment
to see Dave Moreton. Home visits can also be
organised.

Advice and information is available from

Connexions Personal Advisers about:

Support and Provison for Older Students

Redbridge Connexions

Further education courses;

Training schemes such as
Foundation Learning;
Opportunities for voluntary work and
summer activities;
Higher education courses and university and
the special assistance provided.
Employment opportunities. Help is given
with interview skills, producing CVs and
applying for work;
Allowances, benefits and student loans;
Residential college courses for young people
whose needs cannot be met locally;
How to access aids and adaptations in
the workplace.
Personal Advisers can also signpost young people
and their parents/carers to other agencies who
can support them.
At 19 or 20 years, young people tend to either
move on to independence or other agencies
such as the Jobcentreplus Disability Employment
Adviser or Social Services.

16+ provision
Many young people with special educational
needs continue their education on reaching 16, at
the school they are already attending. Others may
go elsewhere, for example Redbridge College, or
at neighbouring colleges.
Help can be obtained from Redbridge Connexions
where there is a Lead Specialist Personal Adviser
experienced in giving support to students with
special educational needs.
The Lead Specialist Personal Adviser liaises closely
with school and college staff, parents/carers and
professional colleagues in advising young people
on their plans for further education, training and
employment.
Leaving school and starting life as a young person
in the community with a disability (at whatever
age) may require considerable planning and
preparation, if an independent lifestyle is to
be achieved.
The 14-19 Reform Agenda establishes 5 main
pathways for young people under the age of 19.
Young people in this age group will be offered
a more flexible and personalised curriculum
through a variety of pathways to complete
recognised qualifications.
These pathways may include young
apprenticeships, diplomas, general qualifications
(GCSE) and other accreditations. A Foundation
Learning Tier is also being developed. Young
people will have opportunities to follow courses
tailored to their needs, interests and strengths.

21

Support and Provison for Older Students

Courses may be school-based or partially collegebased. A wider range of providers are now
working with schools to ensure this increased
personalisation of learning.
Community support services may include:

social care support and advice

day services
supported living
special training courses
short breaks
help at home/college
individualised budgets/direct payments
adult fostering support

Transition starts at 14+ years within an

educational setting.
One of the tasks of the integrated Children with
Disabilities Team is to assess the needs of school
leavers with a statement of special educational
needs, who are disabled under the definition of
the Disabled Persons Act. Young people who
meet the eligibility criteria under the act are
entitled to a Transition Assessment, which will be
completed shortly after a young persons 17th
birthday. If a young person has complex needs
then the transition assessment may start when the
young person is 16 years of age. The primary aim
is to ensure that young people who are eligible
receive the support they need into adulthood.
The assessment will start to identify the future
needs of the young person and also their dreams
and aspirations for the future. The assessment
process may involve the young person, their
family and the school, along with any other
professionals who may have been involved. To
receive support from Adult Services, a young
person must have a greater substantial or critical
need under Fair Access to Care Services Eligibility
Criteria. It is also necessary to complete a
Financial Assessment (FA1) form prior to a young
persons 18th birthday, as there is a charging
policy for adult services based on a young persons
income i.e. income support, incapacity benefits
and ESA. Copies of the Charging Policy are
available via the integrated teams.
The outcome of the assessment will be a detailed
report identifying support needed by the young
person, a copy of which is sent to the young
person or their family.
If your son or daughter is over 18 and has not had
any involvement with Childrens Services, and has
already left school or further education you can
request an assessment from the following teams:

22

Community Care Advice Centre

(Physical Disabilities/Mental Health)
Aldborough Road North
Newbury Park, Ilford Essex, IG2 7SR
Telephone: 020 8708 5353
Learning Disability Team
852 Cranbrook Road, Barkingside, Essex, IG6 1HZ
Telephone: 020 8708 7018

Redbridge College
Little Heath, Romford, Essex, RM6 4XT
Telephone: 020 8548 7188
Principal: Mrs T Drowley

Raising Achievement and Widening

Participation
At Redbridge College, many parents and students
have already taken advantage of the post-school
provision for students with special educational
needs. It is now quite usual for such students to
continue their education or training at the College.
The policy of the College is to provide access and
support for students with learning difficulties and
disabilities and to create the type of environment
where the academically able with a disability can
successfully complete any course available at the
College. Our aim and policy is access for all.
Students with learning difficulties and disabilities
are encouraged to work alongside students on
mainstream courses.
The College is located on one site with a
professional adult provision in Ilford.

Entry Level Programmes

Partnership Working

The entry level programme runs five days a

week and provides a wide range of classes to
help students gain increased independence,
improve their basic skills and learn a wide range of
vocational skills. The vocational skills can lead to
further progression to Level 1 or BTEC Foundation
courses in the College or directly to employment.

Link courses can be arranged with special schools

or mainstream schools for students in their final
year of full-time education to sample some of the
variety of subjects on offer by the College.

Many students enjoy a period of work experience

as part of their course and all students benefit
from a strong supportive tutorial programme.
Each student will have a one to one interview
to assess their individual needs and training
requirements. Staff will discuss with the students
why they want to come to College and what they
hope to achieve. During the induction period,
each students problem solving skills and their
ability to work as part of team, will be assessed.
A specialised timetable will then be put into
place for each individual, with clear targets for
progression and achievement.

Mainstream Courses
Mainstream courses are open to any student with
learning difficulties and disabilities who is able to
meet the entry requirements of the course but
may need additional support.

Tasters also provide an opportunity for students

who may later prefer full-time courses to enable
them to get used to college life and the greater
independence it demands.
If you would like further details on the support
available at Redbridge College then write,
telephone or email:
Joanne Murr,
Manager-LLDD and Additional Support
on 020 8548 7188.
Email: jmurr@redbridge-college.co.uk
or
Alison Huntingford
Manager - Additional Learning Support
Email: ajhuntingford@redbridgecollege.ac.uk
If you require facilities at the interview stage, such
as a signer, this will be arranged.

The College has an Additional Learning Support

Team responsible for ensuring that students
receive the support they need. There is also a
Learner Financial Support Team to provide advice
and support. First aid is available throughout the
college.
Full time support is available for deaf students
and the students who are visually impaired on
all college courses. It is possible for all hearing
impaired students to enrol onto any course in the
college.
Potential students will have an initial interview
with the College ALS Team to establish the
amount of additional support needed. A second
interview with specialist teaching staff is designed
to ensure that the student has chosen the most
suitable course for their ambitions and abilities.
The teacher will explain the course contents,
assessments methods and further progression
after which the student will receive an offer letter
to join the College.
The students basic skills will also be assessed
and for deaf students there is extra support to
improve these skills. There will be regular tutorials
to review progress and help with problems
and concerns.
A specially trained team of communicators
ensure that students can access all the classes
including signing, lip speaking and note taking.
The support workers can also help students
with interviews and support them with work
experience.

23

General Information

Childrens Trust
SEN and Inclusion Services
Station Road Centre, Station Road,
Barkingside, Essex IG6 1NB
The Service is responsible for the administration
of statutory assessments of children with special
educational needs under the Education Act 1996.
When a child is being assessed, we tell the parents
which officer is dealing with the assessment.

Redbridge Childrens Services

Childrens Services
London Borough of Redbridge
Lynton House
255-259 High Road
Ilford, Essex, IG1 1NN
Telephone: 020 8554 5000
Director of Childrens Services: Pat Reynolds

Meals and drinks

A good quality school lunch with a varied menu
including a vegetarian choice is available
every day.
Free school meals are awarded to pupils whose
parents/legal guardians receive:
Income support (IS);
Income Based Job Seekers Allowance (IBJSA);
An income related employment and support
allowance (IBESA) (this benefit was introduced
on 27 October 2008);
Support under Part 6 of the Immigration and
Asylum Act 1999 or;
Child Tax Credit, provided there is no
entitlement to Working Tax Credit and
have an annual income (as assessed by her
Majestys Revenue and Customs) that as of 6
April 2011, does not exceed 16.190;
The Guarantee element of State
Pension Credit.
Children who receive IS or IBJSA in their own right
are also entitled to receive free school meals.
Further details are available online at
www.redbridge.gov.uk or by contacting the
Admissions and Awards Team on 020 8708 3123.

Uniform awards
Awards towards the cost of uniform may be
made where appropriate in cases of exceptional
circumstances.
Exceptional circumstances criteria is:
Enforced re-housing and an associated move
of school;
Parent and children in a refuge necessitating a
change of school;

24

Exceptional circumstances requiring a

replacement of a uniform e.g fire damage.
All exceptional factors will be assessed on an
individual basis, taking into account written
evidence from the professional support agency
involved with the family e.g. education welfare,
social worker, police.
Further details of exceptional circumstances and
application forms are available from Admissions
and Awards Team on 020 8708 3123.

Travel Awards/Transport
Free and discounted travel is available for under
18s. An Oyster photocard may be required and
these are now available free. To apply for a Zip/
Oyster photocard please telephone 0845 300 9876
or from the Oyster website www.oyster.tfl.gov.uk .
All under 16s can travel free on buses and trains
and at a child-rate on tube, DLR and London
overground services if they have an Oyster
photocard.
Children aged 5-10 years can travel free
anywhere on buses, tube, trams, DLR and London
overground services at any time.
For further details on applying for a Travel Award,
please contact the Admissions and Awards Team
on 020 8708 3123.

Financial Support for Sixth Formers

Assistance may be given to young people over
school leaving age to continue their studies until
the age of 19, based on income. For further details
please contact Admissions and Awards Team on
020 8708 3123.

Public Examinations
If your child is attending a school where pupils
take public examinations and is likely to be a
suitable candidate, the school will discuss this
with you in good time.
If you want your child to enter for a public
examination in a subject which is not being
studied up to that level in the school, the
headteacher may be willing to make the
arrangements. You would have to pay the fees
and these would not be refunded.
In the event of parents and the school not
agreeing about any of these matters, the
headteacher reserves the right to make the
final decision.

Compliments, Comments
and Complaints
The Councils aim is to give a high standard of
service to everyone. You may have a compliment
for a particular service or want to tell us about what
you think about our services. Sometimes things
can go wrong and you may want to complain.
Full details of how to do this are explained in the
booklet How to complain about our services
which is available in person from the One Stop
Shop at Lynton House, 255-259 High Road,
Ilford or by telephoning the Childrens Services
Complaints Team on 020 8708 5174.

Families Information Direct

(FiND)
100b Manford Way,
Chigwell, Essex, IG7 4DF
Families Information Direct is a one stop
information and advice service for families in
Redbridge. FiND holds information about the
services that are available to support families as
they bring up their children including childcare
and choosing and funding childcare; local
activities for children and young people; family
support - guiding parents on issues such as health
and safety; supporting childrens education and
learning and where to go for help in difficult
times. FiND signpost parents to specialised
services where necessary and their motto is If we
dont know the answer we will find someone
who does.
FiND provides a brokerage service for any
parent who is experiencing difficulties in finding
childcare. This includes making additional
searches and through their One2One service a
meeting with one of the team to talk through
childcare options and ensure that parents have
all the information that they need to choose
childcare to best meet their needs and those of
their child.
FiND has a new service called Informed Families,
which offers free information, support and
advice to families with disabled children (0 to
25 years). By working with local practitioners
and organisations across the public, private and
voluntary sector, Informed Families aims to help
you find the information you need.
FiND also holds the Disabilities Database for
Redbridge, (formerly Disabilities Register). The
Children Act 1989 states that all local authorities
must maintain a list of disabled children and
young people in its area so that services can be
planned to ensure their needs are met. Being on
the database is your choice but by providing
your childs details you will be kept up to date
with information about services, rights and
entitlements, as well as events and activities for
you and your child/children to access, through
newsletters and targeted mail shots.
Parents can contact FiND on their free phone help
line 0800 587 7500 or to find out more please
look at the online Family Services Directory (FSD),
which can be found at http://find.redbridge.
gov.uk. FiND also has Information Point Notice
Boards in local health centres, libraries and council
offices where parents can find a range of their
information leaflets to take away.

25

General Information
26

Redbridge Institute of
Adult Education
Gaysham Avenue
Gants Hill
Ilford, Essex, IG2 6TD
Telephone: 020 8550 2398
Fax: 020 8551 7584
Website: www.redbridge-iae.ac.uk
Email: enquiries@redbridge-iae.ac.uk
Head of Service: Mrs Joni Cunningham
BEd (Hons)., Cert Ed., MA (Education)
The Institute is a successful adult education
organisation responsible for the provision of part
time learning for adults in Redbridge in a variety
of settings. The Institute provides Early Years
education and training through CACHE and City
and Guilds industry driven qualifications and a
programme for full level 2 and 3NVQ supporting
Teaching and Learning in the Classroom (formally
Teaching Assistant course) through a team of
Customer Service Advisers.

The Institute also offers a wide range of family

learning activities across Redbridge in a variety of
settings including, pre-schools, schools, childrens
centres and libraries. Families with children who
have special educational needs are welcome to
join any of these activities at a setting close to
their home (there may be age restrictions).
These are supported with a number of other
training programmes to help adults work with
children who have additional educational
needs. This includes counselling skills and
self-development through learning. The
participation of adults who have high support
needs is welcomed. Staff assist learners in their
initial selection of appropriate courses and their
subsequent integration. There is also a series of
family learning programmes throughout the year
when parents and children can learn together.

Contacts for Parents

Details of organisations that support parents whose children have special

educational needs.

Organisations in Redbridge
Parent of Autistic Children Together (PACT)
Tel: 020 8220 0090
Email: admin.pact@ntlbusiness.com
Website: www.pact-uk.co.uk
Opening times: Mon-Fri 9.30am to 4.30pm

Pre-School Learning Alliance Equal Chances Scheme

Address: 102 Pretoria Road,
Ilford, Essex IG1 2HW
Tel: 020 8553 3555
Fax: 020 8533 5886
Email: redbridge@pre-school.org.uk

Redbridge Carers Support Service

Address: 3rd Floor, 17 Station Road, Ilford, Essex IG1 4DW
Tel: 020 8514 6251
Email: office@rcss.org.uk
Website: www.rcss.org.uk

Redbridge Disability Association (ReDA)

Address: 98 - 100 Ilford Lane, Ilford, Essex IG1 2LD
Tel: 020 8514 2565
Fax: 020 8514 2515
Email: reda@reda-info.co.uk
Website: www.reda-info.co.uk
Opening times: Mon - Thu 9.30am to 3pm

Parent Link
Independent Parent Partnership Service for parents and
carers of children with special educational needs.
Contact: Lin Beverly, Parent Link Co-ordinator
Address: Room 25, 852 Cranbrook Road, Barkingside IG6 1HZ
Tel: 020 8551 7333
Email: parentlink@kids.org.uk
Website: www.kids.org.uk

RNID
(The Royal National Institute for Deaf People)
Address: Sensory Services Centre, 10 Bourne Court,
Southend Road, Woodford Green, Essex IG8 8HD
Tel: 020 8551 7700
Fax: 020 8551 7755
Email: redbridge@rnid.org.uk
Textphone/Text: 020 8551 7766

Supporting Together those with Autism and

Aspergers in Redbridge (STAAR)
An independent support group for Redbridge parent/carers,
adults, children and young people.
Tel: 020 8532 2795
Email: rennie_julie@yahoo.co.uk
Opening times: Mon-Fri 10am - 3pm
Answerphone messages accepted

Redbridge Dyslexia Support Group

Contact: Ruth Durdle
Address: 4 Toronto Road, Ilford, Essex IG1 4RB
Tel: 020 8554 5889
Email: ruthdurdle@mac.com
Website: www.dyslexiainredbridge.org.uk

Redbridge Forum

(for people with a learning disability and their carers)

Address: 98 - 100 Ilford Lane, Ilford, Essex IG1 2LD
Tel: 020 8478 7571
Email: redbridgeforum@btconnect.com
Opening times: Mon-Fri 9am to 5pm
(answerphone at other times)

Families Information Direct (FiND) provides information and support to help families in Redbridge.
The FSD has a section on disabilities and special educational needs. FiND holds the disability
Database and brokerage service through Informed Families. (See page 25). Please look at the online
Family Services Directory (FSD), which can be found at http://find.redbridge.gov.uk/.
Services include:
CHILDCARE - with information specific to your area.
FAMILY SUPPORT - all the information parents need about local services
BROKERAGE - help with negotiating childcare and short breaks.
ACTIVITY TIMETABLES - for local groups and leisure activities.
If you do not have a computer, then you can call Families Information Direct on their free phone
number and they will send an information pack to you at home. See page 25 for more information
about their services.

27

Contacts for Parents

Organisations offering advice on particular areas of needs/disability

Afasic
Representing and supporting children and young people with
speech and language impairments and their families.
Address: 1st Floor, 20 Bowling Green Lane, London EC1R 0BD
Tel: 0845 355 5577
Email: info@afasic.org.uk
Website: www.afasic.org.uk
Opening times: Mon - Fri 10.30 am - 2.30 pm
Redbridge Contact: 020 8317 1644

Hyper-Active Childrens Support Group

Free introductory pack for parents/carers and professionals.
Inset days and workshops can be arranged.
Address: 71 Whyke Lane, Chichester, West Sussex PO19 7PD
Tel: 01243 539 966
Email: sally@bunday4.orangehome.co.uk
Website: www.hacsg.org.uk
Opening times: Mon-Thurs, Fri: 10am to 2.30pm
Wed 10pm to 12.30pm

National Autistic Society

Uk charity providing support, information and services to
people with autism and their families.
Address: 393 City Road, London EC1V 1NG
Tel: 0845 070 4004
Email: nas@nas.org.uk_autismhelpline@nas.org.uk
Opening times: Mon - Fri 10am to 4pm

British Dyslexia Association

Address: Unit 8, Bracknell Beeches, Old Bracknell Lane
Bracknell, Berkshire RG12 7BW
Tel: 0845 251 9003
Main Office : 0845 251 9003
Helpline : 0845 251 9002
Fax: 0845 251 9005
Email: helpline@bdadyslexia.org.uk
Website: www.bdadyslexia.org.uk
Opening times: Mon - Fri 10am to 4pm

Downs Syndrome Association

Address: Langdon Down Centre, 2a Langdon Park,
Teddington, Middlesex TW11 9PS
Tel: 0845 2300 372
Email: info@downs-syndrome.org.uk
Website: www.downs-syndrome.org.uk

Dyspraxia Foundation
Address: 8 West Alley, Hitchin, Hertfordshire SG15 1EG
Tel: 01462 454 986 / 01462 455 016
Fax: 01462 455 052
Email: dyspraxia@dyspraxiafoundation.org.uk
Website: www.dyspraxiafoundation.org.uk
Opening times: Mon-Fri 10am to 1pm

MENCAP
For advice and information about learning disability
Address: 3rd Floor, Delta View, Coventry Road,
Birmingham B26 3BG
Tel: 01217 225 900
Text Relay: 18001 0808 1111
Fax: 07717 989 029
Minicom: 0808 808 8181
Email: help@mencap.org.uk
Website: www.mencap.org.uk
Helplines open: Mon - Fri 9am to 5pm

28

Association for Spina Bifida and Hydrocephalus (ASBAH)

Address: London and South East Region Office,
209 Crescent Road, New Barnet EN4 8SB
Tel: 020 8449 0475
Email: lasr@asbah.org
Website: www.asbah.org
Opening times: Mon - Fri 9am to 5pm

BIBIC
Address: Knowle Hall, Bridgwater, Somerset TA7 8PJ
Tel: 01278 684 060
Email: info@bibic.org.uk
Website: www.bibic.org.uk
Opening times: Mon - Fri 9am to 5pm

Brittle Bone Society

Address: Grant-Paterson House,
30 Guthrie Street, Dundee DD1 5BS
Tel: 0800 028 2459
Email: bbs@brittlebone.org
Website: www.brittlebone.org
Opening times: Mon - Fri 9am to 4.30pm

CEREBRA
For parents and carers of children with brain related
conditions.
Address: Lyric Building, King Street, Carmarthen SA31 1BD
Tel: 01267 244 200
Freephone: 0800 328 1159
Website: www.cerebra.org.uk

deafPLUS
Address: Trinity Centre, Key Close, London E1 4HG
Tel: 020 7790 6147
Fax: 020 7790 9269
Email: info@deafplus.org

Diabetes UK
Address: Macleod House, 10 Parkway, London NW1 7AA
Tel: 020 7424 1000
Careline: 0845 120 2960
Fax: 020 7424 1001
Email: info@diabetes.org.uk
Website: www.diabetes.org.uk
Textphone/Text: 020 7424 1031

Epilepsy Action
Address: New Anstey House, Gate Way Drive, Yeadon, Leeds
LS19 7XY
Tel: 0113 210 8800
Freephone: 0808 800 5050
Fax: 0113 391 0300
Email: helpline@epilepsy.org.uk
Website: www.epilepsy.org.uk

M.S. National Centre

Address: 372 Edgware Road, Cricklewood, London NW2 6ND
Tel: 020 8438 0700
Helpline: 0808 800 8000
Fax: 020 8438 0701
Email: info@mssociety.org.uk
Website: www.mssociety.org.uk
Helpline open: Mon - Fri 9am to 9pm

National Deaf Childrens Society

Address: 15 Dufferin Street, London EC1Y 8UR
Tel: 020 7490 8656
Helpline: 0808 800 8880
Email: helpline@ndcs.org.uk
Website: www.ndcs.org.uk

National Eczema Society

Address: Hill House, Highgate Hill, London N19 5NA
Tel: 0870 241 3604
Helpline: 0800 089 1122
Email: helpline@eczema.org
Website: www.eczema.org
Opening times: Mon-Fri 8am to 8pm

Royal National Institute of the Blind

RNIB Childrens Services.
Address: 105 Judd Street, London WC1H 9NE
Tel: 020 7388 1266
Email: www.rnib.org.uk

Contacts for Parents

Organisations offering advice on particular areas of needs/disability

SENSE, The National DeafBlind and
Rubella Association
Providing support, information and services to deafblind
children and adults and their families.
Address: 101 Pentonville Road, London N1 9LG
Tel: 0845 127 0060
Fax: 0845 127 0066
Minicom: 0845 127 0062
Email: info@sense.org.uk
Website: www.sense.org.uk
Opening times: Mon - Thurs: 9am to 5.30pm, Fri: 9am to 5pm

The Royal Association for Deaf People

Address: Century House South, Riverside Office Centre,
North Station Road, Colchester, Essex CO1 1RE
Tel: 0845 688 2525
Fax: 0845 688 2526
Email: info@royaldeaf.org.uk
Textphone/text: 0845 688 2527
Opening times: Mon - Fri 9am to 5pm

SCOPE for people with cerebral palsy

Address: Scope Response, PO Box 833, Milton Keynes
MK12 5NY
Tel: 0808 800 3333
Fax: 01908 321051
Email: response@scope.org.uk
Website: www.scope.org.uk
Text: Text SCOPE plus message to 80039 (free)
Opening times: Mon-Fri 9am to 5pm
Closed weekends and bank holidays

Organisations offering advice about the special educational needs system

Advisory Centre for Education (ACE)
Address: Unit 1c, Aberdeen Studios, 22 Highbury Grove
London N5 2DQ
Tel: 020 7704 3370
Freephone Advice Line:
General: 0808 800 5793
Exclusion: 0808 800 0327
Email: www.ace-ed.org.uk
Text: Text Ask ACE plus message to 68808
Opening times: Mon - Fri 9am to 5pm

Contact-a-Family
For families with disabled children.
Address: 209-211 City Road, London EC1V 1JN
Tel: 020 7608 8700
Fax: 020 7608 8701
Email: info@cafamily.org.uk
Website: www.cafamily.org.uk
Opening times: Mon - Fri, 9am to 5pm
Mon only 5.30pm to 7.30pm

Independent Panel for Special Educational Needs

(IPSEA)
Address: Hunters Court, Debden Road, Saffron Walden,
Essex CB11 4AA
Tel: 01799 582 030
Freephone Advice Line: (Non tribunal): 0800 018 4016
Tribunal Helpline: 01799 582 030
Fax: 01394 446577
Website: www.ipsea.org.uk
Opening times:
Non Tribunal: Mon-Fri, 10am to 1pm, 1p to 4pm, 7pm to 9pm
Tribunal: Mon - Thurs, 10am to 1pm

London SEN Mediation Service

Address: Kids London, 49 Mecklenburgh Square, London
WC1N 2NY
Tel: 020 7837 2900
Email: audrey.dorival@kids.org.uk
Website: www.londonsenmediation.org.uk

Network 81
Address: 1 - 7 Woodfield Terrace, Chapel Hill, Stansted
Essex CM24 8AJ
Advice Line: 0845 077 4055
Email: network81@btconnect.com
Website: www.network81.org
Opening times: Mon - Fri 10am to 1pm

The Childrens Legal Centre

Address: University of Essex, Wivenhoe Park, Colchester
Essex CO4 3SQ
Tel: 01206 877 910
Advice Line: 0845 120 2948
Fax: 01206 877 963
Email: clc@essex.ac.uk
Website: www.childrenslegalcentre.com
Opening times: Mon - Fri 9am to 5pm

29

Glossary

Annual review

Dyslexia

the local education authority must review the

contents of a childs statement every 12 months.

see under specific learning difficulties.

The aim of this review is to assess the childs

progress and any specialist provision that the
child is receiving.

Educational psychologist

Assessment
deciding what kind of educational programme is
suited to a childs needs.

Clinical psychologist
a child and adult clinical psychologist is trained
to work with both children and adults and form
an understanding of both normal and abnormal
behaviour. Clinical psychologists work in
partnership with parents and children to develop
ways of coping with emotional and behavioural
difficulties to improve the quality of life for all
family members.

Clinical medical officer

a person who is responsible for the continuing
surveillance of children with special educational
needs both in special and mainstream schools as
part of the school health service.

Connexions
a service for young people to help them prepare
for the transition to work, college and adult life.

Consultant paediatrician
a qualified professional who plays a major
role in the early detection of children who may
have special educational needs. Able to assess,
diagnose, treat, provide advice, support and
information to parents, and provide ongoing
review of the problem.

Diagnosis
investigating the cause and nature of a childs
educational difficulties.

Disagreement Resolution
if you disagree with a decision we have made we
are keen to try and resolve it. Your Case Officer
will explain how this can work.

30

a professional with both teaching and psychology

qualifications who can assess a childs special
educational needs; give advice to schools to help
identify special educational needs and develop
strategies to address them.

Health visitor
a person who is a qualified nurse who has
undertaken extra training. Advises on general
health, particular health problems and has specific
responsibility in monitoring a childs progress and
giving advice to parents as and when necessary.

Independent Mediation
mediation involves a neutral third party helping
parties to the disagreement reach a mutually
acceptable solution. Using a mediation service
does not affect your rights to appeal to the Special
Educational Needs and Disability Tribunal.

Infant schools
these are for children aged 4 or 5 to 7 years of age.

Integration
a placement of children from special school into
a mainstream school on a part-time or full-time
basis with appropriate support.

Learning difficulties
a range of learning difficulties which require the
curriculum to be differentiated to take account of
their needs. The range of needs is extensive and
can include pupils with mild or specific learning
difficulties to those pupils who have more
complex and severe learning difficulties.

Learning support assistant

works in a school under the direction of class
teachers to help one of more children with their
learning or behaviour.

Multi-disciplinary assessment

Psychiatric social worker

an assessment of a childs needs by two or more

experts from different specialism or disciplines,
e.g. teacher, doctor, educational psychologist.

a social worker with special training in the

understanding and the treatment of emotional
problems. The psychiatric social worker works
mainly with the families of children who
are referred.

Named Officer
an officer within the local authority who will be
able to talk to parents whose child is having a
statutory assessment or has a statement of special
educational needs.

Occupational therapist
a health care professional that assesses and treats
children and recommends appropriate equipment
for use in school or home to help develop and
maintain ability to perform everyday tasks.

Psychiatrist
a psychiatrist is a medically qualified doctor who
has a special interest and training in helping
people with emotional problems.

Psychotherapist
a psychotherapist helps children and adults to
understand how they relate to other people
and to their environment so they can begin to
overcome any problems they may have.

Outreach teacher
a teacher with particular skill who visits a number
of schools to offer support and advice to the
school and its pupils.

Parent Partnership
a service to support parents whose children
have special educational needs by giving them
information about the system and helping them
play their full role. This may mean help writing
letters or support at meetings.

Physiotherapist
a health care professional that uses physical
approaches to promote well being in children
who have physical problems with any movement.

Placement
deciding which school or unit a child should
attend.

Pre-School Home Visitors

have a wide experience of working with families
and young children. They may be teachers,
social workers, health visitors, therapists or under
fives workers. Everyone involved in providing
or managing the service is trained to work with
parents and pre-school children with special
needs.

Primary schools
in some parts of Redbridge, instead of a separate
infant school and a junior school, there is one
primary school for all children aged 4 or 5 to 11
years of age.

31

Glossary

School Action

Specific learning difficulties

when a school takes action to provide

interventions that are additional or different
from those provided as part of the schools usual
curriculum or strategies.

this refers to children who have difficulties with

learning to read and write but who show normal
development in other areas of the curriculum.
(These difficulties are also described as dyslexia.)
Children with specific learning difficulties may also
have problems with mathematics.

School Action Plus

when the school takes action to involve advice
and support from outside agencies to support
the child or school in the delivery of effective
provision and specialist strategies.

Secondary schools
secondary schools are for pupils aged 11 to 16
years of age or until 19 if the pupil wishes to stay
on and would benefit by doing so.

SEN Code of Practice

practical advice for local authorities, maintained
schools, early years settings and other places which
have a duty to identify, assess and provide services
for children with special educational needs.

Sensory impairment
a problem with sight or hearing.

Special educational provision

this is provision for children who may have special
needs for part or all of their period of education.
This provision may be offered within the
mainstream school from the facilities available
to the school or within a more specialised
environment.

Special educational needs

co-ordinator (SENCO)
a teacher with responsibility for planning special
educational needs services with a childs school

32

Speech and language therapist

speech and language therapists assess, diagnose
and provide intervention for children with a
wide range of communication disorders. They
work closely with families and other relevant
professionals.

Statement of Special
Educational Needs
a legal document that sets out a childs needs and
any extra help they should get

Transition Plan
a plan, usually drawn up after the Year 9 annual
review of the statement, setting out the steps
needed to move from school to adult life.

Tribunals Service
an independent body that hears appeals
against decisions made by the local authority on
statutory assessments and statements of special
educational needs.

Translations

English

Bengali

French

Gujarati

Hindi

Punjabi

Somali

Tamil

Turkish

Yoruba

Urdu

Russian

Special Services Section

020 8708 8210.

33

How long will the assessment take?

34

How long will the assessment take?

Considering whether a statutory assessment is necessary:
Following a request from either parents or professionals

6 weeks

Making the assessment:

From the beginning of the assessment to the decision
whether to issue a statement

10 weeks

Drafting the proposed statement or note in lieu:

From the decision to make a statement or not

2 weeks

Finalising the statement:

From the issue of the proposed statement to the issue of the
final copy of the statement

There are a number of reasons why an assessment may not follow the strict
26 week guide, but even if one part of the assessment is delayed (e.g. collecting
reports from other agencies), the remaining parts of the procedure should still
comply with the guidelines.

8 weeks

Total =
26 weeks

35

Notes:

Artwork provided by students from Newbridge School

Availability of this document
Copies of this document are available at www.redbridge.gov.uk or from SEN and
Inclusion Services on 020 8708 8210 and from the One Stop Shop at Lynton House.
Published October 2011 Designed by Corporate Communications & Publishing