SEND at Ravens Wood School

PD Staff

Mrs J Appleton - SENCo and Teacher of PRE

Miss T Harper - Deputy SENCo/Exam Concessions Coordinator and Teacher of Science

Ms M Saunders - Deputy SENCo and Teacher of Design Technology

Mrs S McDonagh -  ASD, Speech and Language Specialist Teacher

Mrs S Bhattal - EAL Coordinator and Science Specialist

Ms E Davis - HLTA and SEN Administrator

Mrs J Hemmings - Dyslexia and Literacy Specialist Teacher

Mrs W O'Shea - HTLA, Numeracy Specialist 

Mrs J Sultana - HLTA, Auditory and Visual Needs Specialist

Mrs N Wilsher - Learning Support Assistant

Mrs L Nanzer - Learning Support Assistant and ELSA

Mrs D Basu - Learning Support Assistant

Mrs F Van Vuuren - Learning Support Assistant

Mrs I Pereviazko - Learning Support Assistant

Mr T Dobby - Learning Support Assistant

Mr B Odufote - Learning Support Assistant

Mrs E Carvalho - SEND Administrator

Our SEND Information Report should be read alongside Bromley's Local Offer, which provides information about services and support available to children and young people with SEND across the local area. You can access the Local Offer here:

SEND Information Report

SEN students at Ravens Wood are recorded on the SEN register either as “E” if they have an Educational Health Care plan, “K” if they are receiving targeted support, “QFT” if they do not reach the threshold for intervention, but useful additional information is shared to support. 

Most students with SEND at Ravens Wood School have their needs successfully met through high-quality teaching (QFT) within the classroom. This universal approach ensures inclusive strategies and adaptive teaching are embedded in everyday practice so students can access learning alongside their peers and develop increasing independence. 

Examples of QFT strategies used across the school include: 

• clear routines, expectations and consistent boundaries   
• breaking tasks into smaller manageable steps  
• modelled examples and guided practice  
• effective questioning and regular checking for understanding  
• additional thinking and processing time 
• targeted prompting and encouragement  
• visual supports and coloured overlays (where appropriate)  
• movement breaks and regulation strategies  
• seating plans and environmental adaptations to reduce distraction

Where students require further support, targeted interventions may be implemented to address specific barriers to learning. Examples of targeted support may include: 

• social stories and emotional regulation support  
• social skills groups  
  access to a quieter garden space during social times 
• reading interventions  
• touch typing interventions  
• mentoring and check-ins 
• short-term literacy or numeracy support  

These interventions are carefully monitored and reviewed to ensure they remain purposeful, time-limited and focused on improving independence, confidence and progress. 

A smaller number of pupils require specialist and highly personalised provision through Education, Health and Care Plans (EHCPs). Examples of specialist provision may include: 

• enhanced transition support and transition visits  
• speech and language therapy programmes  
• specialist external agency involvement   
• additional adult support where required  
• sensory or regulation support plans  

This graduated approach ensures support is proportionate to level of need whilst maintaining high aspirations and inclusive practice for all learners. 

We identify special educational needs (SEND) through ongoing assessment, teacher observations, parental concerns, and specialist input. 

If school staff have concerns about a student, they will complete an internal referral so that needs can be reviewed and next steps considered. 

If parents or carers have concerns about their child’s progress, learning, behaviour, social development, or wellbeing, the first step is to speak to your child’s form tutor or complete our SEN parent referral form on the website. 

Following a referral, we will review the information, gather further observations where needed, and discuss next steps with parents within two weeks. 

We will work in partnership with you to: 

• Discuss your concerns in detail. 
• Share school-based observations. onitor your child’s progress over time. Decide together whether additional assessment or support is required. 

A child is identified as having special educational needs (SEN) when they have a learning difficulty or disability which requires special educational provision — meaning they need support that is additional to or different from that provided to other children of the same age. 

Our Approach to SEND

Right to Choose 

In some cases, parents and carers may be able to request an assessment or diagnosis for their child through the NHS Right to Choose pathway. 

This means you may be able to choose an alternative NHS-approved provider, rather than only using your local NHS service, for certain assessments (such as ADHD or autism). 

If you are considering this option, it is important to: 

• Speak to your GP in the first instance.  
• Check whether your child meets the criteria for referral.  
• Consider how assessment outcomes will be shared with the school so we can continue to support your child effectively.

If your child is already being supported by the school, please keep us informed so we can work alongside any external assessments and ensure support remains consistent. 

If you are unsure about next steps, you can contact the SEND team at any time for guidance.  

What is an EHCP and how do I request one? 

An Education, Health and Care Plan (EHCP) is a legal document for children and young people (aged 0-25) with more complex needs that cannot be met through SEN Support alone. It describes your child's needs and the special help they should receive.

How to Request an EHCP 

1. You or the school can request an Education, Health and Care (EHC) needs assessment from your local authority.  
2. The local authority will look at the request and decide within 6 weeks whether an assessment is needed.  
3. If they agree to assess, they will gather information from you, the school, and other professionals to build a full picture of your child’s needs.  
4. They will then decide whether your child needs an Education, Health and Care Plan (EHCP).  
5. If an EHCP is agreed, a draft plan will be shared with you for your views before it is finalised. 

How can I support my child with SEND at home? 

Work with us 

• Stay in regular contact with your child's form tutor and our SENCO - we'll share what's working well in school so you can reinforce this at home. 
• Attend parent meetings to discuss your child's progress and any adjustments needed. 
• Share what works at home - you know your child best, and your insights help us support them better at school. 

Support their growing independence 

Adolescence is about developing independence and life skills: 

• Encourage your teenager to take responsibility for their own learning - help them use planners, reminders on their phone, or apps to organise homework and deadlines.
• Support them to develop self-advocacy skills - encourage them to speak up about what helps them learn and what support they need.
• Practise real-world skills like budgeting pocket money, using public transport independently, cooking simple meals, or managing their own medical appointments (where appropriate).
• Help them develop time management - support them to balance homework, revision, social activities and downtime. 

Create a supportive home environment 

• Provide a quiet study space with minimal distractions - this might mean headphones, a desk away from family areas, or agreed 'quiet times'.
• Help them establish a homework routine that works for their energy levels - some teenagers work better straight after school, others need a break first. 
• Be realistic about screen time - work together to agree boundaries that allow for both study and relaxation. 
• Respect their need for downtime and space - teenagers with SEND may find school exhausting and need time to decompress. 

Support their learning without taking over 

• Ask questions rather than giving answers - "What do you think you should do next?" or "Where could you find that information?" 
• Help them break down large assignments into manageable chunks with interim deadlines. 
• Encourage them to use school resources - revision guides, subject-specific websites, online learning platforms your school provides.  
• Support revision strategies that work for their learning style - mind maps, flashcards, practice papers, teaching the content to you. 
• If they're struggling with homework, encourage them to ask their teacher rather than you doing it for them - this builds self-advocacy. 

Manage specific needs (if relevant) 

• If your teenager has sensory sensitivities, help them identify strategies that work - noise-cancelling headphones, sunglasses, fidget tools. 
• If they struggle with organisation, help them develop systems - colour-coded folders, phone reminders, visual timetables 
  If they have social communication difficulties, practise scenarios they find challenging and help them prepare scripts or strategies. 
• If they have social communication difficulties, practise scenarios they find challenging and help them prepare scripts or strategies. 
• If they experience anxiety, help them develop coping strategies - breathing exercises, identifying triggers, knowing when to ask for help. 

SENDIASS (SEND Information, Advice and Support Service) 
Website: https://councilfordisabledchildren.org.uk/information-advice-and-support-services-network 
Contact: Please search “[your local authority] SENDIASS” for local details 

IPSEA (Independent Provider of Special Education Advice) 
Website: https://www.ipsea.org.uk 
Helpline: 0800 018 4016 

Contact (for families with disabled children) 
Website: https://contact.org.uk 
Helpline: 0808 808 3555 

British Dyslexia Association 
Website: https://www.bdadyslexia.org.uk 
Helpline: 0333 405 4567 

National Autistic Society 
Website: https://www.autism.org.uk 
Helpline: 0808 800 4104 

ADHD Foundation 
Website: https://www.adhdfoundation.org.uk 
Contact: 0151 237 2661 

YoungMinds (mental health support) 
Website: https://www.youngminds.org.uk 
Parents Helpline: 0808 802 5544 

Place2Be (mental health support in schools) 
Website: https://www.place2be.org.uk 
Contact: 020 7923 5500 

Boost communication and emotional wellbeing 

• Listen without judgement - adolescence is challenging, and teenagers with SEND may face additional pressures. 
• Have regular check-ins about how they're feeling about school, friendships, and workload. 
• Help them identify trusted adults at school they can talk to if they're struggling. 
• Encourage them to recognise their strengths and interests - these become increasingly important for post-16 options. 
• Be alert to signs of anxiety or low mood, such as changes in sleep, appetite, or withdrawal from activities, and seek support early if concerned. 

Support social development 

• Encourage friendships and social activities - these are crucial for wellbeing and developing social skills.
• Help them navigate social media safely - discuss online behaviour, privacy settings, and who to talk to if something goes wrong.
• Support involvement in clubs, hobbies, or part-time work - these build confidence, skills, and opportunities to make friends outside school. 
• Respect that they may need smaller social circles or prefer one-to-one friendships. 

Look after yourself too 

Supporting a teenager with SEND can be challenging: 

• Connect with other parents and carers - ask us about local parent support groups. 
• Take breaks and make time for your own wellbeing. 
• Ask for help when you need it - from school, family, friends, or support services. 
• Remember that teenage behaviour is normal - not everything is related to SEND.