SEND: Policy, Local Offer, and Local Offer and Annual Report to the Governors

Every child is important to us, and we want to love them as God loves us. Our aim is to be available to help them with all their needs, emotional, physical, spiritual, social, educational, or whatever needs they individually have. We want all children to feel loved and valued and our ethos is to treat every child individually, which is supported by our individualised Christian curriculum. We want each child to receive an excellent education and this means that they will achieve the very best they individually can at school. You know your child and you may feel that they need some additional help or support for some or all of their time at school. This information is to inform you of the types of support available for your child at King of Kings School. It will help you understand who can help and how we deliver this support.

All students are assessed on entry with our standardised assessment. This is part of our Assess – Plan – Do – Review quality first education. Those who are already able to read are diagnosed in several subject areas and placed on a level of curriculum where they can succeed. This diagnosis also identifies any learning gaps, or areas where the work has not been fully mastered. These are addressed before the student goes forward. The core curriculum is fully differentiated, per student and per subject. Our whole school philosophy and culture is based on a child-centred approach to learning, and we enjoy being a fully inclusive school. Children are closely monitored when they first enter school and the prescribed work adjusted. Some children benefit from being re-diagnosed once they have settled down.

We also differentiate tasks and lessons and outcomes according to needs and abilities. We have always enjoyed the individualised system of education provided by ACE, and how it works with individuals of all ages, cultures, and abilities, and we are able to meet various needs because of our many years of one-to-one teaching and our devotion to the students as individuals who matter.

All students in school receive individualised teaching and curriculum. We use a range of teaching and learning styles and set daily, termly and yearly appropriate learning objectives for all children with a curriculum matched to their needs. All students are offered additional one-to-one tuition whenever they need it throughout the day. Our classes have the option of being supported by teaching assistants where necessary and small group work or catch-up programmes are provided where needed. Some children also need support at break/lunchtime and we provide this as and when necessary. We aim to be inclusive with our complementary activities, where appropriate. Because all of our teaching and learning is individualised, we are able to make specific SEND adjustments for children with SEND. For children with SEND we individualise the amount of work and the levels of work required. As an example: We are able to allow students who have trouble with maths, but no trouble in other subjects, to work at a lower level in maths, whilst being strengthened in maths (by interventions including mathsbuilder computer software, etc.), spending extra time on maths where necessary and having one-to-one (which is reduced as they become strengthened, in order to enable them to be increasingly independent learners). We work with the children to achieve academic balance. Each intervention will be tailored to the individual student, because it will exactly fit to fill their learning gaps and take into account their age, their ability, as assessed by our standardised testing and the areas of SEND that affect them.

All SEND students receive intervention for as long as it is relevant and necessary. We determine whether they receive intervention by their initial assessment and by constantly reviewing their progress. Their progress is being reviewed on a daily, weekly, termly and yearly level. Because the PACE work incorporates daily assessment (both self-assessment and teacher assessment, through scoring, Self Tests, and Tests) and because 80% mastery learning is required to continue with each new PACE, we are constantly evaluating the ability of each student to access their education. We can determine the impact of their Individual Education Plans by how well they are progressing through their Academic Projection, which is divided into six half terms.

At King of Kings School the Headteacher reviews the progress and attainment of all students every term, at which time provision may be adjusted to meet identified needs. You would normally be informed about your child’s general progress and targets through the twice yearlyParent Consultations and termly report. However, the school or parents may request a meeting at any point if there are any causes for concern. If a child continues to have difficulty after intervention or has a high level of difficulty when they join us, they may be considered to have special educational needs and disabilities (SEND) and placed on the SEND register. Parents will be consulted throughout this process.

At some time during their school career approximately one in five children will have special educational needs and disabilities (SEND). Children with SEND have learning difficulties and/or physical disabilities, which make it harder for them to learn than most children of the same age. They will need extra support, for example, tailored tasks, or extra time. Schools and other agencies can help most children overcome their difficulties quickly and easily. A small number of children will need extra help for some or all of their time in school. This means they might have difficulty with:

– expressing themselves

– understanding others

– organising themselves and reducing chaos

– some or all work

– reading, writing or mathematics

– understanding information

– sensory perception or physical mobility

– managing their behaviour

– making friends or relating to adults

Primary School and Secondary School SEND provision:

The provision for Primary and Secondary School students is equally expected throughout the school. Because we adhere to a child-centred philosophy of learning, we would always aim to identify individual needs in every area and work with students at their own pace. There is also age-appropriate provision and differentiation. For example, the students are given the opportunity to have work experience in school if necessary and work shadowing (Year 10) and work experience (Year 11) at a place of their family’s arrangement (we can assist them and their parents with this). They are given interview practice for work, future opportunities and college or university or other courses, as appropriate. For children with SEND we support the students as necessary to access these additions, for example giving help finding the work experience that suits them.

SEND stages and terminology

The Special educational needs and disabilities Code of Practice 2015 gives guidance to schools in meeting students’ needs. It sets out how help should be given in a step-by-step approach. Supervisors and teachers will assess your child to identify their strengths, needs and the extra help they require. If they need extra or different support from most children of their age they may be given ‘additional SEND support’. This may involve:

– extra help from a teaching assistant or the Supervisor in class

– small group or individual support out of class

– alternative resources such as coloured reading cards, IT access, visual prompts.

If your child continues to have difficulty even with this extra support, we will seek professional advice from appropriate outside support, such as:

– Speech and language therapists

– Visual/hearing impairment professionals

– Health professionals

– Educational psychologists

The Additional SEND Support is a new, simplified, thorough approach that will focus the system on the impact of the support provided to the individual child, rather than how children access support according to the category they fit into.

Education Health and Care Plan: If your child’s needs are intricate or severe we may suggest that we ask the Local Authority for a Statutory Assessment or a SEND agreement EHCP. This document will describe your child’s SEND and the special help they should receive. Both SEND resource agreements and EHCPs usually involve the Local Authority providing extra resources to help your child. These could include staff time and special equipment. This additional provision will be reviewed annually or sooner if required and would include parent, Supervisor, SENCO and student.

EHC Plans

All children and young people from age 0-25, who have significant special educational needs and disabilities, now undergo an Education Health and Care (EHC) Assessment (unless their parents, carers or the young person opt out of the system). This will lead to an EHC Plan instead of a Statement of SEND. If you would like to know what provision is in place for your child or if you have any concerns that your child has some additional needs, please speak to your child’s Supervisor who can put a plan in place to support your child. You are also very welcome to make an appointment with our SENCO. Appointments can be made through the school office (07786228508 – please leave a message, or email us at info@kingofkingsschool.org.uk).

We have an experienced team of staff who may be involved in supporting your child at King of Kings School. These include:

– Your child’s Supervisor, who will always make sure that

– tasks set are appropriate and accessible for your child.

– they are available to you at the start and end of each day.

– Teaching Assistants, who support students in class.

– The SENCO (Justine Golamhossen) who coordinates the provision of SEND in school

– One of the School Governors (Dr Oyebande) who supports the SENCO in leading SEND in school.

– Sometimes school may involve specialist support to help with identified children with a particular need, for example speech and language therapists or occupational therapists.

To ensure our staff have the skills and knowledge to support children with SEND—there is ongoing training. Recent training has included: EYSEND (EYFS SEND training) and a whole staff Sensory Super Systems from Sante. We typically update our Autism Awareness and Mental Health Support Training.

We value support and feedback. We have a Student Council and have begun to conduct student voice surveys throughout the year. Parents may wish to join our Governing Body or to become actively involved through the PTF.

SENCO: Mrs Justine Golamhossen

(contact at school, via email at info@kingofkingsschool.org.uk , or leave a message on 07786228508).

This school and local offer has been described here, so that children and young people with Special Educational Needs or Disabilities (SEND) and their parents/carers know what support they can expect if they attend our school.

Manchester Families Service Directory: http://manchester.fsd.org.uk

http://manchester.fsd.org.uk/kb5/manchester/fsd/category.page?newcategory=3

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King of Kings School – SENCO’s Annual Report to Governors – Summary October 2025.

This is also a Self-Evaluation of the school’s SEN provision.

Name of School: King of Kings School Date of report: October 2025

SENCo: Mrs. Justine Golamhossen SEN Governor: Dr Dele Oyebande

Summary:

Good SEND provision for 2024-2025. We have made excellent progress with individual students, with training and complying with legislation. As usual, the individualisation, mastery learning and high teacher/student ratio, have been of great benefit to all the students, and especially to the SEND students. The students are increasingly settled, peaceful and growing in ability. In the last couple of years we liaised with new agencies and had new students, some with SEND. We have enjoyed working with Salford Council and have been able to introduce the WellComm programme. All new students, including those with SEND were making great progress. The students with SEND continued to progress and improve.

Interventions for children with specific Special Educational Needs:

Autism:

We are challenging, rewarding, encouraging and working with them to achieve.

Emphasis on goals and timetabling, to give them security

Ensuring there is 1:1 support without children becoming over dependent on one specific adult.

Daily computer work, to support learning needs.

Readmaster and Mathsbuilder.

Mental Arithmetic.

Strong discipleship intervention programme.

Emotional, social and behavioural training for individual needs.

EAL

If they are found to need additional help with their language (EAL etc.), we implement:

Specialised, evidence-based programmes (e.g. ‘Speaking English with Ace and Christi’, ‘Videophonics’, Duolingo.)

We offer them additional help with their speaking and language, identifying areas (e.g. adjectives, pronunciation, grammar, fluency).

Reading programmes are tailored to suit their personal needs.

Reading programmes are integrated into the school life. Opportunities for reading are given in work times, lesson times, assembly, individually and together.

There are various language aids embedded throughout the curriculum and the school day, such as computerised vocabulary and comprehension questions.

We have speaking and listening opportunities in groups, individually and one-to-one throughout each day.

One-to-one teaching opportunities either in sessions or with a one-to-one worker are available. One-to-one is standard for much of our day.

The Lower School Autism:

Often younger children with Autism can present with the following difficulties:

Echolalia and limited communication

Aggressive and obsessive behaviour

Eye-contact refusal

Oppositional behaviour (roaring, screaming, tantrums)

Higher functioning and lower functioning ability in different areas.

One-to-one support

Requiring them to do what they are asked to do, not just what they want to do, but helping them to do so.

Encouraging them and helping them to strengthen character

Requiring complete eye contact

Building language skills to alleviate echolalia and to aid communication

Requiring answers that make sense to questions (building comprehension through daily comprehension tasks).

Building sequencing and response to knowledge.

Originally social stories and emotion pictures, later other stories

We may use pictorial order cards to help them organise their day and accept change.

Speech and Language:

Visual aids to stimulate response

Reading extra books with them for vocabulary and stories, rhymes and poems

Interpreting visual pictures into vocalised words (look and say, discuss the situations)

Extra games to facilitate their response and understanding

Extra speech and language games

Inclusion

Building sequencing and response to knowledge

Help to break down words and sounds into the building blocks and piece them together

Phonics training

1:1 help throughout as necessary

Parental suggestions, for additional work at home (mirror games, mirroring, reading books with them, sound games etc.)

Interventions involving audio-visual stimulation

Muscle development for mouth and tongue (blowing bubbles, playing recorder)

Word games and songs (tongue twisters etc.)

Dyslexia:

Diagnosed academic level and learning gaps.

Prescribed work at academic level, first eliminating the learning gaps.

Talked through the level that they had come in at, increasing confidence as they can see the difference.

Readmaster

Word Builder

Physical fitness activities

Time-management support

Coloured reading support

Bespoke reading, writing and spelling packages.

Dyscalculia:

Assessment on entry to school.

Plan drawn up to ensure that maths work is (like all other work) at the correct academic level

Daily maths intervention, with one-to-one, Addacus, etc.

Monitor the progress towards the age-expected PACE levels.

Daily Mathsbuilder and Mental Arithmetic.

Chanting times tables

Practical maths

Maths related work in daily Science PACEs and weekly Science practical lessons is supported.

The Supervisors also establish any extra needs and plan for one-to-one during any day as part of their ongoing formative assessment cycle.

Bespoke targeted support

Extra time for reviewing and repeating work to establish mastery and prepare students with SEND to access the PACE assessments

The small setting and high staff/student ratio empowers pupils with a range of SEND, in particular those with SEMH (BESD) difficulties. Children who have found the larger class sizes challenging in other schools have flourished in our inclusive, child-centred environment.

Social Emotional and Mental Health difficulties (SEMH):

Bespoke targeted support for individuals which may include strategies such as:

Challenging problematic behaviour.

Interventions which develop self-awareness and reflection.

Interventions which develop empathy.

Daily discipleship

Differentiated expectations in terms of accessing the school rules.

More warning and time.

Support setting goals and organisation skills.

Daily goal check

Incentives and rewards which are achievable to ensure success.

Positive praise-centred environment.

We are being explicit with the students about their need to build relationships with staff and other students.

We are incredibly proud of our students with Speech and Language, Dyslexia, Autism and SEMH difficulties and their achievements, both socially and academically. Although quantity of work can cause them problems, quality of work is excellent.

We are providing additional support for a range of SEND as necessary. Overall the quality of the SEND provision at King of Kings School is excellent. As we are a small school with a small staff, we have found training our staff on a needs basis has been incredibly effective, ensuring that the individuals present at our school get the right support for their specific needs.

This year we have trained the staff on Speech and Language skills appropriate to our SEND students and the SENCO attended training on ‘Identifying needs and supporting children and their families’. We will be developing our use of the WellComm programme. We have reviewed Autism training. We continue to use the previous training on Mental Health (our SENCO’s diploma in Mental Health last year helped inform thinking on this). The largest area of development was in the whole staff following the Super Sensory System and developing an understanding of individual students’ sensory processing in a wide variety of different spheres. Some staff have completed certificates, and all staff have made strides through the programme.

We have a SEND Governor who has at least 20 years of experience of SEND. We have SEND experience of dyslexia, speech and language, EAL, Autism, BESD, dysgraphia and dyscalculia. Our SENCO has at least 25 years’ experience.

Progress of students is calculated individually, as it is with all students. They work at their own pace, which is excellent for SEND. If you would like more details, please come and we can show you their individual Supervisor Progress Charts, their Goal Cards, their Student Progress Charts, their IEPs, and their Academic Projections.

We have an up-to-date Accessibility Plan.

We accept students from all levels and abilities, backgrounds, and types. We expect that all our students will be involved in school life – academics, social etc. To this end, the student will be encouraged and have their skills strengthened to participate in the current life around them and to be prepared for the future. We have a high SEND/non SEND ratio, due to the excellent individualised academic curriculum and one-to-one we have.

Our aim is to continue to do more training. We have had extensive experience of SEND over the years. Last year’s main focus was on Super Sensory System, mental health and SLCN structures within school and how attachment theory affects our specific students.

All SEND interventions have been on offer during the past 12 months.

SEND provision (we have been in contact with a school SEND expert with wide experience to plan this with us).
SENCO advice (we are in contact with experts, both local and further afield, who are answering our questions).
We have been sharing best practice with other schools and had individual, seminar and conference-level conversations seeking and sharing advice and ideas, best practice and lessons learned.

Our priorities are:

Increased, targeted training on identified SEND areas
Anxiety-reducing measures including growth mindset and long-term character training (e.g. gratitude measures)
Autism training for more staff
Continued research on BESD/SEMH and training for more staff
Continued research on Dyslexia, Dyscalculia and Dyspraxia for all staff
Continued training and information and planning for Speech and Language

To do:

We will continue to buy new maths equipment for SEND provision. We applied for a charity bursary for maths equipment. We bought new computers to aid with Mathsbuilder, as well as counting objects and number equipment for the Lower School.
We will pursue the WellComm programme
We will pursue the Super Sensory System
We have been receiving expert advice and training from professionals e.g.

Speech therapist – We took advice and accessed one-to-one session time.

Using resources such as https://speechandlanguage.org.uk/ including the progress checker and training sessions. including factsheets and levels of normative communication ability and response to email any questions.

SEND: Policy, Local Offer, and Local Offer and Annual Report to the Governors

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