Parents do not forgot you are all invited to the E-Safety workshop this morning at 9am in the gym hall. Hope to see you there!


A Fantastic Friday Finish was seen last week at HPAO we hope the parents who came enjoyed it!


Look at this fantastic writing - are these Year 6 pupils? No, they are in YEAR TWO!!! Amazing ⁦⁩!


More live action from at - its tea time!


Young Voices at the O2 right now - Mrs Dando reports that it is fab!! Sing your hearts out and have a great time!


Weather Watch: If HPAO needs to close tomorrow we will Parentmail and put a message on the website by 7am.


More Shining Stars at HPAO - Take a bow, Year One!!!!


Year 5 are on an Egyptian Exploration with and helping to break the curse!


Well done to these Year 5 pupils who have reached the Silver level of our behaviour reward system. We are so proud of you and the efforts you make in your learning every day!


Fantastic behaviour this week from these two Year 1 ladies has seen them zoom to the blue section of the Rocket Chart! Well done!!!!


Well done to these boys in Year 3, who have reached Silver Level on the behaviour chart! from all at HPAO


It’s time to feel Christmassy!!!!! HPAO’s first 2018 Christmas performance is courtesy of our EYFS. Bravo Elephant and Giraffe classes!


The children and parents enjoyed the samples on offer last night during parents evening. Well done and thank you to a Chartwells from HPAO


Fantastic “Phonics in Action” this morning. Thank you to the parents who attended the sessions!


HPAO pupils share their thoughtful Remembrance display


Tea with the Queen for our Year One pupils today -their hook into learning around the book ‘The Queen’s Handbag’ by . All very refined and lots of fun!


Year 6 took a hands-on approach to Science today as part of their topic on the Heart. Any squeamishness soon went out of the window as they got into this fascinating activity!


Thank you to staff from who came in to visit our EYFS and SSP children today as part of their ‘People who help us’ topic. Lots of interesting questions and good advice


Great work from Year 2 today, who have been writing about the environment, using conjunctions and punctuation.

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office














SEN & Disabilities

Thank you for taking the time to visit the Special Educational Needs and Disabilities (SEND) section of our website. All students have the right to achieve their maximum academic and social potential.   At Harris Primary Academy Orpington we believe that all students have different learning needs rather than learning difficulties and it is our policy to identify and assess these needs and then ensure that learning is supported and differentiated to ensure outstanding progress is made by all students.

We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We are particularly aware of the needs of our pupils, for whom maturity is a crucial factor in terms of readiness to learn. We believe that many pupils, at some time in their time at school, may experience difficulties which affect their learning, and we recognise that these may be long or short term. At our Academy, we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential.

On this page you will find some key information about how we support pupils with AEN/SEND at Harris Primary Academy Orpington including a ‘Summary of Provision’ which shows the support we offer pupils across the academy.

If you have any additional questions or comments around AEN or SEND then please feel to contact the academy using the contact details below.

The SENDCO is Enoka Abey
Contact details: 01689 830 383

Local Offer

You can see information about the Local Offer from Bromley Local Authority here:

School Offer

HPAO is an inclusive school and may offer the following range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory or physical needs.

The range of support deployed will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote pupils working towards becoming independent and resilient learners and should not be seen in isolation.

The SIR has been co-produced with key stakeholders, including pupils, parents/carers, staff and governors. This has taken place through, yearly focus groups, workshops, surveys and a ‘task and finish’ committee/working group.


Information and Guidance

Who should I contact to discuss the concerns or needs of my child?

Class teacher

He / she is responsible for:

  • Adapting and refining the curriculum to respond to strengths and needs of all pupils. Checking on the progress of your child and identifying, planning and delivery of any additional support.
  • Contributing to devising personalised provision maps to prioritise and focus on the next steps required for your child to improve learning.
  • Applying the school’s AEN policy.
  • If you have concerns about your child you should speak to your child’s class teacher first. You may then be directed to the Inclusion Manager.

Inclusion Manager


Mrs Enoka Abey


She is responsible for

  • Coordinating provision for children with AEN such as SPLD (specific leaning difficulties), MLD (moderate learning difficulties), SLCN (language and communication), ASD (Autism Spectrum Disorder) SEMH (social emotional and mental health difficulties) VI (visual impairment),HI hearing impairment and physical disabilities  any other AENs.  This will also include developing the school’s AEN policy.
  • Ensuring that parents are:
    • Involved in supporting their child’s learning and access
    • Kept informed about the range and level of support offered to their child
    • Included in reviewing how their child is doing
    • Consulted about planning successful movement (transition) to a new class or school
    • Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties
    • Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.

Executive Principal:

Mrs Lynne Dando


She is responsible for:

  • The day to day management of all aspects of the school.

AEN Governors:



They are responsible for:

Supporting the school to evaluate and develop quality and impact of provision for pupils with AEN across the school.


Assessment, Planning and Review

How can I find out about how well my child is doing?

Ongoing monitoring takes place by class teachers to identify pupils who are not making progress or who have behaviour needs which are affecting their ability to engage in learning activities.

After discussions with key staff at half termly review meetings additional support will be put into place to provide enhanced resources and targeted small group and / or individual support to help overcome any difficulties. The views of the pupil or young person about their support will be given consideration at this stage. 

This additional support is documented in a class personalised provision map / pupil support Agreement or behaviour support plan. Short term targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties. Impact is measured half termly and shared with parents at parent’s evening/s.

In some cases teaching assistant support may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.

Formal review meetings are held as required. Parents, relevant external agencies and when appropriate, pupils are invited to this review and their contribution is valued.  The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded.

If your child is continuing to have significant difficulties, further external expertise may be requested. Additional funding is available for children who meet the criteria.  This can be accessed using the Local Authority process and the guidance in the Banded Funding Criteria. Where this is agreed, a Pupil Resource Agreement will be drawn up and implemented with the school’s Educational Psychologist and other professionals where appropriate.  Further details about this process will be explained in the LA Local Offer.

Tests and Examinations: Access Arrangements

For some pupils additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. The Inclusion Manager will inform you about eligibility and applications for these arrangements. Only tests and assessors authorised by the school and recognised by JCQ can be accepted for access arrangements for public examinations.


Curriculum and Teaching Methods (including groupings and interventions)

How will teaching be adapted to meet the needs of my child?

Teachers are expected to adapt teaching to meet the diverse range of needs in each class. Daily planning takes into account individual pupil’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning.

Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.

Additional adults are used flexibly to help groups and individual pupils with a long term goal of developing independent learning skills. Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support.




Access to learning and the curriculum

Access to  learning support staff

  • In class support focus group in Literacy/Numeracy-as identified via Pupil Progress Review Meetings
  • Small group support in reading/writing/numeracy-as identified via Pupil Progress Review Meetings
  • Individual support for currently statemented pupils or those requiring access to higher level funding (EHCP/PRA’s)

Strategies/programmes to support speech and language

  • Speech Therapist input directly into school fortnightly
  • Teaching Assistants working alongside speech therapist to deliver follow up sessions
  • Use of visual cues
  • Makaton used as required by trained member of staff for individual pupil
  • Repetitive teaching of new concepts and chance to practice new skills
  • Use of a variety of different ways for pupils to respond in class other than oral responses to show their thinking
  • Give cues/gesture/re phrase if instruction or concept is not understood
  • Extend vocabulary through categorising
  • Key words explained and clarified, use of pre teaching of vocabulary may be used
  • Use mind mapping to show how vocabulary links together
  • Speech, Language and Communication checklists and screeners used to monitor development of skills

Strategies to support/develop literacy

  • Writing frames
  • Key vocabulary lists
  • Visual cues and stimulus
  • Speaking and listening activities used across the curriculum
  • Build on and consolidate understanding of basic concepts
  • Short achievable tasks using a small steps approach
  • 1:1 Reading
  • Phonics Interventions
  • Tinted exercise books
  • Reading rulers
  • Electronic thesaurus

Strategies to support/develop numeracy

  • Access to a range of concrete apparatus
  • Use of equipment such as Base 10
  • Build on and consolidate understanding of concepts
  • Short achievable tasks using a small steps approach
  • Basic skills groups
  • Clear strategies for the 4 operations across the school
  • Use of practical and real life examples

Provision to facilitate/support access to the curriculum

  • Multi-sensory approaches
  • Talk frames
  • Variety of recording methods
  • Develop Memory skills-visualising, oral rehearsal and chunking
  • Use of short simple instructions and chunking information
  • Use of ICT

Strategies/support to develop independent learning

  • Use of visual timetables in every class (individual as required)
  • Oral rehearsal of instructions
  • Use of task organisers/tasks broken down
  • Talk partners
  • Visually given choices
  • Use of simple language and being clear and consistent
  • Clear expectations
  • Repeat instructions back to themselves/partner
  • Classrooms are set up and organised to facilitate pupils independence
  • Clear classroom routines in place
  • Group work/Team work to support a collaborative ethos

Pastoral Support

Strategies to support the development of pupils’ social skills and enhance self-esteem

  • Social Skills groups
  • Pupil Development Group
  • Use of social stories
  • Access to specialist advice from the Social Eyes outreach service (Social, Communication Difficulties) as required  
  • Playground Pals

Mentoring activities

  • Access to mentor support from SLT for identified pupils

Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)

  • Use of now and next board-EYFS/KS1 as required
  • Small step approach to learning new transitions e.g. assembly
  • Individual work station to be used/accessed (as applicable)
  • Phased entry/reduced timetable to full time education as required
  • Pre warnings for finishing activities
  • Established routines (as far as possible)
  • Awareness of heightened sensory sensitivity
  • Comic strip conversations (as required)
  • Use of sensory box may be deployed
  • Use of weighted objects/equipment
  • Safe Zones-tent

Strategies to support / modify behaviour

  • Individual Behaviour Support Plans in place as required
  • Whole school approach- Simple rewards and sanctions visually supported
  • Home-School contact book (as required)
  • Use of visual timers and prompts
  • Short release breaks (as applicable and feasible)
  • Keep instructions simple and positive
  • Use of positive language; ‘Catch them being good’
  • Role model expected behaviour
  • Use of wondering aloud-‘ I can see you are… I am wondering if….’
  • Comic strip conversations (as required)
  • Behaviour rules and expectations taught and consistently acknowledged and rewarded
  • Gain pupils attention before speaking

Support/supervision at unstructured times of the day including personal care

  • TAs trained to support individual medical needs
  • Rota of activities for break time: tennis courts for ball games, outdoor adventure equipment, field (when not too wet) and playground

Planning, assessment, evaluation and next steps

  • Pupil Progress Review Meetings held half termly between teachers, SENCo and SLT to review progress and determine key priority groups for intervention in the next half term

Increasing accessibility  - getting about

Access to strategies/programmes to support occupational /physiotherapy needs

  • Referrals to physiotherapy/occupational therapy as required, with suggested strategies built into class provision maps and utilised
  • Funky fingers activities

Access to modified equipment and ICT

  • Access to particular equipment such as easi-grip scissors, fidget aids, pencil grips, move n sit cushions, posture packs,  sound field hearing system as recommended by specialists
  • Adaptations to school site as required to increase accessibility such as lift, chair lift and fluorescent edging on edge of steps
  • Modified equipment as recommended by specialists

Access to Medical Interventions

  • T.A.’s trained in Paediatric first aid
  • Teachers have up to date Epipen training
  • Relevant year groups have annual input from diabetic nurse support and specialist nurse training re. individual medical conditions and management needs in school
  • Staffed first aid room at break and lunch times
  • Dedicated Diabetic Trained T.A. allocated to named pupils
  • Physiotherapist comes in to work with ISA’s and pupil as required

Admin and support

Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports

  • Parents are invited into school for multi-agency or multi-professional meetings as required
  • Half termly progress reports are sent home for all pupils
  • Pupils on AEN (Additional Educational Needs) register have a copy of their class provision map sent home regularly (at least termly) detailing the support they are getting, the strategies used to support them and associated targets


Partnerships with External Agencies

What support from outside does the school use to support my child?

The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:

Educational Psychologist, Social and Communication difficulties outreach, Behaviour outreach service, Sensory support team, Speech and Language, CAMHS, School Nursing Team.

Referrals to: Community Paediatrician, Occupational Therapy, Physiotherapy for assessment and advice/support as applicable.


Description of support

Inclusion Support Service

Involvement in a multi professional planning meeting in the Autumn Term to discuss which pupils are a priority for assessment that academic year

Referrals and advice given

Educational Psychology Service

Report written by E.P

Social Communication Team

Referral to Social eyes outreach: Observation of pupils and follow up meeting with parents and teaching staff to discuss strategies and support

SEN Team

Access to SEN Team for advice

Sensory Support Service

Referral to Sensory support: Observation and testing of identified pupils, recommendations and advice given.

Speech and Language Therapy

School may refer as required and can implement recommendations following specialist assessment

School Nurse

School may refer as required and can implement recommendations following specialist assessment

Occupational / physiotherapy

School may refer as required and can implement recommendations following specialist assessment

Paediatric Services

School may refer as required and can implement recommendations following specialist assessment

CAMHS (Child and Adolescent Mental Health Service)

School may refer as required and can implement recommendations following specialist assessment

The Information, Advice and Support Service (IASS - formerly Parent Partnership)  Tel: 01689 881024

The Information, Advice and Support Service (IASS)  offers information, advice and support, for parents and carers of

  • children with special educational needs (SEN) or disabilities from birth to 25.
  • young people with SEN or disabilities aged 16-25. 
  • all children (regardless of SEN) on their child's transition from primary school to secondary school.

Contact us for information and advice on:

  • your child's transition from pre-school to primary school and on to secondary school.
  • the secondary schools in your area.
  • how to get your child's special educational needs assessed.
  • statements of Special Educational Needs and Education, Health and Care plans.
  • the Special Educational Needs Code of Practice.
  • your rights, responsibilities, and who you can talk to.
  • how to achieve positive outcomes at meetings and reviews about your child.
  • what you can do if you are not happy with a decision about your child's education and the options available, including your right of appeal

Educational Professional responsible  for children who are looked after:

Safeguarding Officer: Cath Irving

They oversee and monitors provision for children who are in the care of the Local Authority

Bromley Parent Voice

Tel:  0208 315 4749 Mon/Tues and 0208 776 3170 Wed-Fri

From the1st of September 2014 until March 2016 the Government has funded an Independent Support program to provide additional support to parents and young people in relation to the new Education and Health Care (EHC) Plan. In Bromley, this service is delivered through a Consortium made up of Bromley Mencap, Burgess Autistic Trust, Bromley Parent Voice and Experts by Experience. Please contact Funke Adeloye on 02084660790 or email at or visit for further information

Burgess Autistic Trust

Tel: 020 8464 2897 e-mail:

Burgess Autistic Trust is a specialist independent charity who support families with children, young people and adults with a diagnosis of ASD up to the age of 18.



How will the school help my child move to a new class / year group or to a different school?

Children and young people with AEN can become particularly anxious about “moving on” so we seek to support successful transition by:

When moving to another school:

We will contact the School Inclusion Manager and share information about special arrangements and support that has been made to help your child achieve their learning goals

We will ensure that all records are passed on as soon as possible

When moving classes / forms in school:

Transition meeting for pupils starting in Reception the term before they start, organised by the Pre School with all relevant professionals and parents involved with the child invited.

Visit to new class and a taster lesson with their new teacher.

For identified pupils requiring additional support a social story may be made, with pictures of their new environment to reinforce what will stay the same and what will be different.

An information sharing meeting will take place between the teachers

In year 6-7 transition

The Inclusion Manager and/or class teacher will attend the primary/Secondary Transition day meeting to discuss specific need of your child and the nature and level of support which has had the most impact.

On some cases additional multi-agency meetings may be arranged to create a more detailed “transition” plan which may include more visits to the new school and/or additional visits from the new school.


Staffing Expertise

How skilled are staff in meeting the needs of my child?

An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of children with AEN. Recent training has covered:

  • Harris Conference for all staff – attended October 2016
  • MAPA training (positive behaviour support) – November 2016
  • Meeting the needs of children with SEND in the classroom - September 2017

Our SENDCo actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with AEN.

The school also seeks advice and guidance from local special schools to review, evaluate and develop provision for pupils who have the most complex needs. When meeting the needs of the SEND children, parent’s involvement is vital. EHCPs and annual reviews are completed with support from other professionals and parents. Pupil support plans are shared with parents and their views are considered and recorded.

We also have staff with specialised expertise and qualifications in school.



Who do I talk to if I am unhappy with my child’s support or progress?

In the first instance a meeting should be requested with the pupil’s class teacher.

After that either a discussion with the Assistant Principal in charge of that Key Stage and/or the Inclusion Manager would be appropriate.

Finally, with the Vice Principal or Principal could be arranged.


An Informal procedure will take place initially.

Initial complaint will be dealt with the Executive Principal- Mrs L. Dando.

Formal procedure- please follow the link below.

Academy Complaints Procedure


FURTHER INFORMATION about support and services for pupils and their families can be found in:

Web link to: The Local Authority Local Offer

The Information, Advice and Support Service

Special educational needs and disability code of practice: 0 to 25 years


Page Downloads

Back to key info