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Special Educational Needs

Special Educational Needs

City of London Academy (Southwark) SEN Information Report

This SEN Information Report is the 'School Offer', which is part of the Local Authority's Local Offer

The  City of London Academy (Southwark) is committed to a policy of inclusion: one in which the teaching, learning,  achievements, attitudes and well-being of all students matter – including those identified as having SEN. Teachers, parents and all stakeholders are working together working towards common goals in ensuring equal opportunities for all students including student’s with SEN. The culture, practice, management and deployment of the school’s resources are designed to ensure all students’ needs are met.

Students with SEN are not viewed as a separate entity but are part of the whole school approach, and different students’ needs are recognised and met through varied and flexible provision throughout the curriculum.

The Governing Body believes that all students, regardless of ability are valued equally at The City of London Academy (Southwark).

Admission Arrangements

No child will be refused admission to the Academy on the basis of his or her special educational need, ethnicity or language need.  In line with the Equalities Act 2010, we will not discriminate against disabled children and we will take all reasonable steps to provide effective educational provision (see Admission policy for the school, as agreed with the Local Authority)

Students with SEND are allocated places in two separate and distinct ways:

Those pupils with statements or EHCPs have a separate admissions procedure overseen by Southwark’s SEN team.  Applications for children with special needs or with a disability will be treated fairly.

Those pupils who have SEND but do not have a statement or EHC plan are admitted via the normal school admissions criteria.  Detailed information and guidance of how to apply for a place at City of London Academy, both if your child has an EHC plan or statement of special educational needs, or if s/he has special needs but does not have a statement or EHCP, can be found on the following link:  http://www.southwark.gov.uk/schooladmissions

Any Special Needs that are identified on admission are discussed with parents allowing the school to provide support to and put into place support mechanisms to cater for the child’s Special Educational Needs or Disabilities.

Contact Details

Roles and Responsibilities  of the Special Needs Co-ordinator (SENCo)

  • Overseeing the day-to-day operation of the Academy’s SEND policy
  • Co-ordinating provision for children with SEND
  • Liaising with and advising fellow teachers
  • Managing learning support assistants
  • Overseeing the records of all children with SEND
  • Liaising with parents of children with SEND
  • Contributing to the in-service training of staff
  • Liaising with external agencies including the LEA’s support and educational, psychology services, health and social services, and voluntary bodies
  • Ensuring that appropriate additional and specific provision is offered to students with SEND
  • Monitoring and evaluating provision for students with SEND

The Academy accommodates provision for pupils who experience difficulties in:

Communication & Interaction including:

  • Speech, language & communication needs (SLCN)
  • Autistic spectrum condition (ASC) including Asperger’s syndrome

Cognition and learning including:

  • Specific learning difficulty (SpLD)
  • Moderate learning difficulty (MLD)

Social, mental & emotional Health including:

  • Attention, deficit, hyperactivity disorder (ADHD)
  • Attachment disorder
  • Behaviour difficulties

Sensory and/or physical including:

  • Hearing impairment
  • Visual impairment
  • Physical disability

Learning Support Faculty human resources for supporting pupil’s with SEND include:

  • Qualified Special Needs Coordinator (SENCo)
  • Qualified Dyslexia/Literacy Specialist (including access arrangements);
  • Trained teacher of ASC
  • Speech and Language Therapist (external provider)
  • Nurture Group Leader
  • Learning Support Assistants, working under the guidance of the SENCo and classroom teachers. Learning Support Assistants run and personalised programmes of support.
  • Education Psychologist
  • Counsellor
  • pastoral care, provided by the pastoral team which consist of a Head of Learning, Deputy Head of Learning  and  a non-teaching Year assistant
  • Students with medical needs have access to the school nurse

Educational Provision at the Academy

WAVE 1 – School based support

Identification and Assessment

  • All learners will have access to quality first teaching.
  • Some vulnerable learners will have access to Wave 1 or Wave 2 interventions.  These will probably be pupils who are underachieving and have been identified by the school as needing to make accelerated progress but will not necessarily be pupils with special educational needs.  This is considered to be a differentiation of the usual school curriculum – not a special intervention for pupils with SEND.
  • All vulnerable learners will be included on a detailed whole-school provision map which outlines and monitors all additional intervention across the school. The whole school provision map enables the Academy to:
    • Plan strategically to meet pupils’ identified needs and track their provision
    • Audit how well provision matches need
    • Recognise gaps in provision
    • Highlight repetitive or ineffective use of resources
    • Cost provision effectively
    • Demonstrate accountability for financial efficiency
    • Demonstrate to all staff how support is deployed
    • Inform parents, LEA, external agencies and Ofsted about resource deployment
    • Focus attention on whole-school issues of learning and teaching as well as individual needs, providing an important tool for self-evaluation

WAVE 2 – School base / external support

Identification and Assessment

  • Pupils will be offered additional SEND support when it is clear that their needs require intervention which is “additional to” or “different from” the well-differentiated curriculum offer for all pupils in the school i.e. they have a special educational need as defined by the SEND Code of Practice 2014.

Revised Graduated Approach

  • The identification SEND is built into COLA’s overall approach to monitoring the progress and development of all pupils.
  • The Academy’s lesson objectives, teaching styles and resources are adapted and differentiated to suit the learning needs of all pupils. In some cases, there may be cause for additional adult support in class for individuals and/or groups that would support pupils to achieve learning outcomes.
  • Other methods of support may include preparing particular support resources or withdrawing pupils to work in the Learning Support Faculty or Hearing Support Faculty.
  • Teachers & support staff are able to inform the SENCo any pupil causing concern.

If a potential special educational need is identified, four types of action will be taken to put effective support in place.

These actions form part of a cycle through which earlier decisions and actions are revisited, refined and revised with the growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach of Assess ® Plan ®  Do ®  Review.


  • The class teacher working with the SENCo establishes a clear analysis to pupils needs including teacher assessments, pupil experience and the schools core approach to pupil progress, attainment and behaviour.
  • Analysis also should include pupil’s individual development in comparison to their peers, views of pupil, parents and external agencies.
  • This assessment will be reviewed on a regular basis.


  • Where it is decided to provide a pupil with SEND support, the SENCo will notify the pupil’s parent/carer. In consultation the SENCo, the pupil and parent/carer will agree the interventions and support to be put in place with clear outlines on expected impact on progress, development or behaviour, along with agreeing a date for review.
  • All teachers and support staff who work with the pupil will be made aware of pupil’s needs and interventions put in place and teaching strategies/approaches that will support the pupil.
  • Support and intervention provided will be based on reliable evidence of effectiveness and be provided by staff with sufficient skills and knowledge.


  • In practice, the class/subject teacher remains responsible for working with the pupil/s on a daily basis even if pupil/s are withdrawn for one-to-one teaching away from the main class/subject teacher.
  • Teachers must work closely with teaching assistants/support staff to plan and assess the impact of any interventions.
  • The SENCo will support the class/subject teacher in further assessments of the pupil’s particular strengths and weakness, in problem solving and advising on the effective implementation of the support.
  • Support and intervention provided will be based on reliable evidence of effectiveness and be provided by staff with sufficient skills and knowledge.


  • The SENCo will organise an agreed date for review.
  • The impact of the support provided, along with the views of the pupil and their parents/cares will feed back into the analysis of the pupil’s needs.
  • The class or subject teacher, working with the SENCo, will revise the support in light of the pupil’s progress and development, deciding on any changes to support in consultation with the parent/carer and pupil.

We will involve specialists at any point to advise on identification of SEND and effective support

  • Interventions for pupils who are supported on the SEND list will be identified and tracked through LSF provision map by the SENCo.
  • On very rare occasions, where a pupil has a significant, severe and sustained need, it may be necessary to enter a multi-disciplinary assessment process with health and social care in order to consider the need for an Education Health and Care Plan (see WAVE 3 below)

WAVE 3 – School base / external support

Identification and Assessment

Education, Health and Care plans

  • The majority of pupils needs will be met through the school provision offer as set out above.
  • Where a pupil continues to make little or no progress following the Asses ® Plan ®  Do ®  Review cycle, and it is evidenced that the pupil’s needs cannot be reasonably provided from within the resources available at the school, the SENCo in consultation with the parent/carer, pupil and external agencies will make a request to the Local Authority (LA) to conduct an education, health and care assessment.
  • It may be decided that a very small number, but not all of the pupils on the SEND list will require additional High Needs funding, for which an application needs to be made to the Local Authority, to ensure their underlying special educational need is being addressed. This may particularly be the case where outside agencies have been involved in assessing the pupil or contributing to their provision.  Where the school can evidence that more than £6,000 above the Average Weighted Pupil Unit has, or will need to be, spent on a pupil within any one financial year, in order to meet his or her special educational needs, an application will be made to the Local Authority, with particular regard to the success criteria and SEND descriptors published as part of the local offer
  • Following this request, the LA will determine whether a statutory education, health and care assessment is necessary, make a decision and communicate this decision to the pupil’s parent/carer. If the decision is to follow through on an EHC plan, assessment should take no longer than 20 weeks.
  • Where a pupil is in receipt of High Needs Funding and/or an Education Health and Care Plan, a decision will be made as to whether a short-term Individual Education Plan is required. For pupils with an EHC plan, Statement and for pupils that have direct support from the learning support faculty, an IEP is drawn up by the SENCo, keyworkers, class teacher, pupils and parent/carers.  IEPs will only record that which is additional to or different from the differentiated curriculum plan which is in place as part of provision for all pupils.
  • The IEP acts as a ‘small steps guide’ to achieving EHC plan or Statemented objectives and is reviewed on a termly basis with pupils, parents/carers and discussed at pupil’s annual reviews The IEP give details of:
  • Learning targets for the child to reach in a given time.
  • Who will support the child and how that support will be organised.
  • What materials and strategies should be used
  • How success towards the target will be measured.
  • What contribution a parent/carer can make.

Reviewing Education, Health and Care Plans

  • EHC plans are reviewed on an annual basis and are used for on-going monitoring of pupils progress especially where agreed dates for specific outcomes to be achieved have been reached before an annual review is due. The pupil, parent/carer and external agencies involved with the pupils will be invited to attend this meeting.
  • ECH plans are also reviewed in line with COLA assessment recording procedures.

September 2016

  • From September 2016 – July 2017 Year 9  Statemented pupils will transfer onto the new EHC plans at their scheduled annual review meeting.
  • Pupils with statements and those who are disseminated as SA and SA+ will continue to have their needs met through the coordination of SEN and school base support.
  • Pupils with a statement of educational needs (pre September 2014) or an Education Health and Care Plan (post September 2014) will have access to all arrangements for pupils on the SEN list (above) and, in addition to this, will have an Annual Review of their statement/plan.
  • Our review procedures fully comply with those recommended in Section 6.15 of the Special Educational Needs Code of Practice and with local NCC policy and guidance - particularly with regard to the timescales set out within the process.

How we consult pupils with SEN about, and involving them in, their education

  • We recognise that all pupils have the right to be involved in making decisions and exercising choice. In most lessons, all pupils are involved in monitoring and reviewing their progress through the use of layered targets.  We endeavour to fully involve all pupils by encouraging them to:
  • state their views about their education and learning
  • identify their own needs and learn about learning
  • share in individual target setting across the curriculum so that they know what their targets are and why they have them,
  • self-review their progress and set new targets

For pupils with SEND

  • In addition to above whole school aim of consulting and working with pupils
  • Pupils with special educational needs will have their success monitored through achieving the targets on their Individual Education Plan and overall objectives on their EHC plan or statement.

How we consult parents of children with SEN about, and involving parents in, the education of their child

Partnership with Parents/Carers

The school aims to work in partnership with parents and carers.  We do so by:

  • working effectively with all other agencies supporting children and their parents
  • giving parents and carers opportunities to play an active and valued role in their child’s education
  • making parents and carers feel welcome, ensuring that parents are including in decision making and learning outcomes of the child/children
  • We offer regular meetings with parents
  • We offer regular meetings to train parents/carers in areas which includes, SEN, emotional difficulties, Literacy, Numeracy and ASC
  • encouraging parents and carers to inform school of any difficulties they perceive their child may be having or other needs the child may have which need addressing
  • instilling confidence that the school will listen and act appropriately
  • focusing on the child’s strengths as well as areas of additional need
  • allowing parents and carers opportunities to discuss ways in which they and the school can help their child
  • agreeing targets for all pupils, in particular, those not making expected progress and, for some pupils identified as having special educational needs, involving parents in the drawing-up and monitoring progress against these targets
  • keeping parents and carers informed and giving support during assessment and any related decision-making process
  • making parents and carers aware of the Parent Partnership services.
  • providing all information in an accessible way, including, where necessary, translated information for parents with English as an Additional Language

The Academy’s approach to teaching pupils with special educational needs;

  • We believe that all pupils are entitled to full and equitable access to the National Curriculum. The National Curriculum 2000 document sets out three principles for inclusion. Class teachers must therefore:
  1. Set suitable learning challenges and if necessary choose knowledge, skills and understanding from earlier key stages so individual pupils can make progress and show they can achieve. For pupil’s with significant difficulties, guidance from the QCA documents regarding planning, teaching and assessing the curriculum for pupil’s with learning difficulties might be used
  2. Respond to pupils’ diverse learning needs ensuring that there is an effective learning environment, suitable strategies to ensure motivation and concentration, provide equality of opportunity through teaching approaches, use appropriate assessment approaches and set targets for learning
  3. Overcome potential barriers to learning and assessment for individuals and groups by using a range of access strategies to ensure high participation of all pupils’. The Literacy and Numeracy strategy guidance is used to support access in these areas
  4. All pupils are entitled to the same opportunities and experiences regardless of whether they have a special need and are included in all that is possible. Staff across the Academy are aware of pupil’s’ needs and make plans to ensure that pupils are included in all appropriate activities

How the Academy adapts the curriculum and learning environment for pupils with special educational needs;

  1. In all classrooms, there are well-planned activities with learning purposes made clear to all pupil’s, differentiated to enable all pupil’s to make progress through accessing the curriculum
  2. A range of organisational settings is used that allow for class, group, collaborative and individual work
  3. A range of teaching styles is offered that include auditory, visual and kinaesthetic approaches to enable all pupils to engage with their learning
  4. All pupils are expected to achieve the best of their ability
  5. The Academy focuses on the successes of all pupil’s and celebrates this through the school reward system
  6. The participation of all pupil’s is encouraged and valued
  7. Children may be withdrawn from their classrooms to work in small groups or individually in order to address a particular need. When this happens, every effort is made to ensure that the child does not miss out on the broad and balanced curriculum to which they are entitled

Learning Support Faculty provisions for pupils with SEND

  • Resources within the Learning Support Faculty focus on the acquisition of literacy (including specific learning difficulties, i.e. dyslexia), numeracy, hearing support and nurture, as well as supporting progress across the curriculum.

Learning Support Assistants (LSAs)

  • LSAs provide support in the delivery of the curriculum and to assist in the support and inclusion of pupils with special educational needs.

Entry Criteria

  • Learning Support Assistants (LSAs), by direction of the SENCo and in discussion with Faculty Heads and teachers, will be deployed to support pupils with EHC plans or statement in classes (firstly English, Maths, Science & Humanities). Support in other areas for pupils will then be organised

Exit Criteria

  • Decreased or removal of LSA support is based on decisions at review process in consultation with pupil, parent/carer, external agencies and SENCo


  • Pupils with an EHC plan or Statement (and some high profile pupils at WAVE 2 as decided by SENCo) will have an identified key worker (mainly a Learning Support Assistant from the LSF Department) to fulfil the following duties:
    • Writer/reviewer of pupils’ IEPs
    • The adult to whom other members of staff can seek advice regarding pupils (especially regarding setting targets and progress against targets)
    • Organisation of IEP reviews meetings with pupils and parents
    • Attends pupils’ Annual Reviews (where possible)
    • Writes report contributions to Annual Reviews
    • Liaises with parents, teachers/tutors

Entry Criteria

  • All pupils with EHC or statement of SEN will have an IEP
  • Some pupils with direct support from SEN on WAVE 2 School based support, in consultation with pupil, parent/carer, external agencies and SENCo

Exit Criteria

  • If pupil no longer requires an IEP - in consultation with pupil, parent/carer, external agencies and SENCo

Speech, Language & Communication

  • The Academy buys in the additional service of a Speech and Language Therapist (SaLT).
  • The SaLT works within the LSF assessing and supporting pupils with identified speech and language difficulties and training LSAs to run small group and individual support sessions.

Entry Criteria

  • Objectives stated with ECH or statement
  • Permission from parents to access SaLT support

Exit Criteria

  • Achieved objectives from EHC plan or statement
  • Pupil no longer requires SaLT support in consultation with pupil, parent/carer, external agencies and SENCo

Autism Resource Base

  • Small group support is in place to ensure pupil’s attending the resource base will be able to access a personalised educational provision to support their academic, personal and social development through a bespoke combination of mainstream and specialist provision.
  • Working within a safe, secure and happy environment, pupils will be equipped with the life and relationship skills to attain their potential.
  • These groups are run by an SEND teacher and a Higher Level Teaching Assistant trained in Autistic Spectrum Condition support

Entry Criteria

  • A EHC plan or statement of SEND which clearly identifies that the pupil has a disorder on the Autistic Spectrum as their prime need
  • Achieved level 2 or above in English and maths

Exit Criteria

  • Pupils will continued to be supported by the ARB base, however support may decrease to encourage independence in consultation with pupil, parent/carer, external agencies and SENCo

Personal Achievement and Curriculum Enrichment (P.A.C.E)

  • Emotional, wellbeing and behavioural needs within the LSF are met through a nurture programme called Personal Achievement and Curriculum Enrichment (P.A.C.E) in addition to the Academy’s Inclusion Support Team which offers workshops and mentoring through specialist staff.
  • Provide a flexible and preventative resource, which is responsive to the particular needs of the children attending CoLA.
  • Provide ongoing assessment and support for KS3 pupils showing signs of emotional stress and behavioural difficulties, with the aim of enabling the child to access the curriculum and participate fully in school life.
  • Provide a secure and reliable small class setting where children can learn by re-experiencing nurture from two caring adults, who actively work towards enabling their successful reintegration into their mainstream classes.
  • Help the children learn to behave appropriately, use their curiosity constructively, improve their self-esteem and develop confidence, through close and trusting relationships with adults.
  • Work in partnership with class teachers and parents to enable consistency of approach both at home, school and external agencies if needed.

Entry Criteria

  • Pupils are selected to be part of the PACE programme based on information from feeder primary schools, observations from teachers, PACE leader, Heads of Year, SENCo and parental concerns

Exit Criteria

  • Pupils to be assessed using the Boxall profile against developmental strands criteria and diagnostic profile
  • Termly – Pupils are assessed against Reintegration Readiness Scale

Specific Learning Difficulties

  • Specific Learning Difficulties are supported within the LSF through a qualified dyslexia and literacy specialist:

Entry Criteria

  • Formal diagnosis of a SpLD

Exit Criteria

  • On-going support

Hearing Support

  • The Hearing Support Faculty (HSF) is currently part of the LSF department and is led by a specialist Teacher of the Deaf (ToD). The HSF team support a range of pupils from KS3 and KS4. Our inclusive status ensures that pupils are taught within mainstream areas with assisted technology where needed, encouraging an oral/aural approach to communication. 

Entry Criteria

  • Formal diagnosis of a hearing impairment

Numeracy Intervention

  • Numeracy support is to equip pupils, for whom numeracy is an area of difficulty, with the necessary basic and functional skills to confidently attempt numerical tasks independently.
  • According to set criteria, pupils who need more support in maths (both Statemented and non-Statemented pupils) receive this support in the LSF department and maths department for four sessions per week.
  • The LSF department works very closely with the Maths Faculty.

Entry Criteria

  • KS3 pupils who are working at level 3a and below

Exit Criteria

  • Pupils achieving 3a and above to return to their mainstream lessons

Literacy Intervention

  1. Literacy support sessions:
  • These sessions support pupils with low reading skills and dyslexic-type difficulties. The lessons are taught alongside the English Curriculum in year 7, incorporating text reading, writing and spelling activities.

Entry Criteria:

  • In year 8/9 extra literacy support is given in place of MFL[1]. Literacy support is also given on a 1:1 basis as requested (e.g. KS4) through study support and through the Nurture Group programme

Exit Criteria

  • MFL groups on going small group work
  • For individual support - on achieving level 4
  1. LEXIA Reading Programme:
  • This ICT-based reading programme improves phonics, comprehension and vocabulary skills to children and adults of all ages and abilities. 

Entry Criteria:

  • Selected pupils whose standardised reading score[2] is between 85-90 will be use the programme three times per week in their morning tutorial time

Exit Criteria

  • Pupils passing all 5 levels of LEXIA program activities
  1. Paired Reading:
  • This is to raise the fluency level and reading age of poor readers to enable them to read for meaning.  Paired reading is a well proven, simple method of promoting reading skills in a stress freeway. It is a very useful technique for building sight vocabulary (Dyslexia Matters).
  • Members of the LSF team read with some pupils for 10 minutes, two to three times a week. It is not a ‘teach to read session’ but an opportunity to build confidence in reading and improve reading fluency. 

Entry Criteria

  • Year 7s only (1 year)
  • Selected pupils whose standardised reading score[3] is 90 and below

Exit Criteria

  • 1 year programme
  1. Reading Space:
  • Quiet times, during either a break or lunchtime, are available to pupils to read and/or listen to short stories or plays. We have purchased sets of age appropriate easy reads in order to build up pupils’ reading confidence and enjoyment.

Access arrangements:

  • Access arrangements are pre-agreed reasonable adjustments that are made to exams, tests and assessments for individual candidates.  There is a very clear criterion for such adjustments and these are assessed and applied for. Access arrangements can come in the form of:
  • Additional time
  • Use of a reader
  • Use of a scribe (writer)
  • Use of a transcript (for a pupil whose handwriting may be very difficult to read) – the paper is copied out by a teacher after the test has finished; before the paper is sent off for marking
  • Use of a word processor
  • Use of a prompter (for pupils who struggle to remain on task for any length of time)
  • Use of a bi-lingual dictionary in the Maths and Science tests for pupils who have English as an additional language
  • Similar arrangements may be possible for some GCSE/AS/A2 coursework
  • Wherever possible pupils should be encouraged to sit internal tests with peers. However, in certain cases (dyslexia and physical disability) it may be advisable for such tests to be conducted in LSF Department

External Agencies

  • The LSF works closely with a number of agencies through communication (electronic and telephone) and meetings in order to establish appropriate intervention and support for pupils with SEND. We currently work closely with:
  • Occupational Heath
  • Physiotherapists
  • Child and Adolescence Mental Heath
  • SEND Southwark – Inclusion and Monitoring
  • Education Psychologists
  • Behaviour Specialists
  • Parent Partnership
  • Connexions
  • SENCo from feeder primary schools
  • Nurses
  • Other professionals to deliver individualised support programmes and activities to pupils with SENDs

Other provisions offered

  • Lunch clubs are run for socially vulnerable pupil’s
  • Homework clubs are in place to extend support for home learning
  • Counsellor
  • Travel Training
  • Reading Clubs
  • Breakfast club

In addition, COLA offers subject intervention workshops in term time and within holidays to all pupils to ensure that pupils are making progress and experiencing success. Learning support staff also attends these sessions and support individual pupils.

The Academy’s arrangements for assessing and reviewing the progress of pupils with SEN

Assessment and Monitoring of Progress

  • Monitoring the progress of pupils with SEND in the LSF takes a variety of forms.
  • We have various mechanisms and assessments which we use to analyse progress of pupils academically and personally.
  • The main forms of monitoring and assessments are through:
  • Literacy Intervention
  • NFER Reading tests
  • Performance  Indicators for Value Added Target Setting (PIVATS)
  • LEXIA Reading Programme
  • Numeracy Intervention
  • Annual Reviews and transition plans
  • Individual Education Plans (IEPs)
  • Boxall Profiles (PACE Nurture Programme)

Literacy Intervention

NFER Tests

  • Yr 7 pupils are assessed on entry for reading and spelling ages using NFER tests
  • At the end of every year thereafter (up to year 9), pupils are reassessed to analyse progress in reading
  • Pupils that attend Extra English Intervention are assessed termly on targets achieved through literacy


  • Pupils with a standardised score of <85 access our LEXIA reading programme are on continuous assessment and have to pass five levels of activities. Updates on progress are shared with staff on a termly basis
  • Pupils are able to view their progress at school or home

PIVATS (Performance Indicators for Value Added Target Setting)

  • PIVATS is an assessment programme used nationally to measure pupil progress through the 'P' Scales and up to National Curriculum Level 4
  • PIVATS are used with pupils accessing SEND Literacy/Numeracy intervention and PACE programmes who are observed to be ‘underachieving’
  • The PIVATS performance indicators have been written to reflect ‘can do’ statements to assist effective assessment
  • PIVATS is based on attainment within a stated range and is not disability specific, age specific or linked to any type of provision

Numeracy Intervention

  • Pupils that are selected for Numeracy intervention are assessed in the first instance via consultation with the Maths Department. Subsequent to this a numeracy screening assessment is given for the pupil to complete for baseline levels
  • Thereafter, pupils are assessed on half termly and termly basis using appropriately leveled assessment papers/activities

Annual Reviews and transition plans

  • EHC plans and existing statements will be reviewed annually to monitor progress of pupils.
  • Reviews will focus on the pupil’s progress towards achieving outcomes specific in the plan or statement. Consultation with all relevant stakeholders will decide whether the outcomes remain appropriate to the pupil. Reviews will take account of pupils and parent/carers views, wishes and feelings. The review will:
  • bring together the views of everyone who helps the pupil
  • ensure that aims set previously are being achieved
  • set new targets for the next year

Effective Transition

It is vital that each stage of transition in a child’s life is well supported and planned. We aim to ensure smooth transition between three phases into year 7, year 10 and post 16.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             

Before Year 7

  • The SENCo and Nurture Group Leader attend Year 6 Annual Reviews of Statemented pupils (and other pupils if there are concerns) to transfer and plan transition for individual students as required.
  • In addition, the Nurture Group Leader and Transition Officer visit pupils within the primary establishments.
  • The Transition Officer is also responsible for ‘Head Start’ days and ‘Transition’ days for new pupils;
  • Members of LSF attend induction evenings so that parents/carers can establish a first point of contact;
  • There is liaison, especially at the time of transfer, with local primary school
  • The CoLA Transitions Coordinator who visits as many local feeder schools as possible in the summer term to gather information which will assist a smoother transition for students.

Year 9, 11 & 13

  • We will ensure early and timely planning for transfer to a pupil’s next phase of education and, in the year before the year in which they leave, will offer transition meetings to all pupils in receipt of direct SEN support. Pupils with Education Health and Care Plans will have next phase destinations and transition arrangements discussed at plan review meetings convened by the plan coordinator.
  • A transition timeline will be produced, with specific responsibilities identified.
  • Any links with other schools, including special schools and the provision made for the transition of students with SEN between schools or between the Academy and the next stage of life or education.

Post 16

  • Support for the pupil in coming to terms with moving on will be carefully planned and will include familiarisation visits and counselling.  Pupils will be included in all “class transition days” to the next phase but may also be offered additional transition visits.
  • Pupils and parents will be encouraged to consider all options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information is comprehensive but easily accessible and understandable. Accompanied visits to other providers may be arranged as appropriate.
  • The SENCo and the school careers advisors work together to ensure students make informed choices for post 16 and 13 transitions.
  • Parents will be given a reliable named contact at the next phase provider with whom the SENCo will liaise

Individual Education Plans (IEPs).

  • For pupils with an EHC plan, Statement and for pupils that have direct support from the learning support faculty, an IEP is drawn up by SENCo, keyworkers, class teacher, pupils and parent/carers.  IEPs will only record that which is additional to or different from the differentiated curriculum plan which is in place as part of provision for all pupils.
  • The IEP acts as a ‘small steps guide’ to achieving EHC plan or Statemented objectives and is reviewed on a termly basis with pupils, parents/carers and discussed at pupil’s annual reviews.
  • The IEP give details of:
  • Learning targets for the child to reach in a given time
  • Who will support the child and how that support will be organised
  • What materials and strategies should be used
  • How success towards the target will be measured
  • What contribution a parent/carer can make

Boxall Profile

  • The Boxall Profile provides a framework for the precise assessment of children who have social, emotional and behavioural difficulties (SEBD) and are failing at school.
  • The profile provides the teacher with insights and suggests points of entry into the child’s world and helps staff to understand what lies behind the behaviour.

How we evaluate the effectiveness of provision for pupils with SEND

The monitoring and evaluation of the effectiveness of our provision for vulnerable learners is carried out in the following ways;

  • Classroom observations by SENCo and senior leaders
  • On-going assessment of progress made by small groups and intervention groups
  • Work sampling on a termly basis
  • Scrutiny of planning
  • Informal feedback from staff
  • Pupil interviews when setting IEP targets and for annual reviews
  • Pupil progress and tracking using assessment data (whole school progress)
  • Monitoring of IEP targets, evaluating the impact of IEPs on pupils progress
  • Attendance records
  • Regular meetings about pupils progress between SENCo, keyworkers, Heads of Year, Head of Inclusion etc
  • Annual reports to Principal and Governors

Pupil Premium


The Pupil Premium, which is additional funding, gives schools extra funding to raise the attainment of disadvantaged students. The Government believes that the Pupil Premium is the best way to address the current underlying inequalities between children eligible for Free School Meals (FSM) and their wealthier peers, by ensuring that funding to tackle disadvantage reaches students who need it most. The level of the Pupil Premium in 2011-12 was £488 per student. It applied to students eligible for FSM at any point in the last six years and for students in care who have been continuously looked after for six months. In 2012/13, the Pupil Premium rose to £600 per eligible student. This year’s funding is set at £900 per student.

At The City of London Academy (Southwark) (CoLA), we fully support the ethos of the Pupil Premium and believe the best way for disadvantaged students to achieve is to be in an Academy with high expectations, a strong ethos of achievement and where high quality teaching and learning flourishes. When a positive climate for learning is created coupled with targeted support, progress rates for Pupil Premium students accelerates.

Our aim is that “everyone achieves”. The Pupil Premium is used to ensure all students have the opportunity to reach their full potential by making good academic progress, succeeding in external examinations and being fully prepared for the world of work.


City of London Academy has invested in a number of strategies to support the main aims and principles outlined above (some of the strategies work across the four aims):

  1. Teaching and Learning through Pupil Premium funding
  2. Raising Pupil Attainment and Progress through Pupil Premium funding
  3. Personal well-being and holistic development  of students through Pupil Premium funding
  4. Careers and Pastoral support through Pupil Premium funding

Our use of Pupil Premium is covered by the following principles:

  • Ensuring that Teaching and Learning opportunities meet the needs of all our children
  • Targeting our support specifically on raising academic attainment
  • Using evidence-based approaches (such as the Sutton Trust Report and working with the IOE) to inform practice
  • Ensuring that the quality of teaching and learning is the main focus of effort
  • Ensuring a range of data is gathered, shared, tracked and used to inform teaching and targeted interventions
  • Ensuring that teaching is well designed to ensure rapid and sustained progress
  • Ensuring that effective feedback enables learners to know their next steps in making progress
  • Ensuring that FSM learners benefit from school-wide activities as well as befitting from discrete and bespoke interventions.

In making provision for socially disadvantaged children, we recognise that not all children who receive FSM will be socially disadvantaged. We also recognised that not all children who are socially disadvantaged are registered or qualify for FSM.

Accessibility Policy and Plan

The Academy policy and plan is drawn up in accordance with the planning duty in the Disability Discrimination Act (DDA) 1995. The SEN and Disability Act 2001 (SENDA) amended part 4 of the DDA so that it became applicable to education and to prevent discrimination against disabled people in their access to education.

Key Objectives:

To reduce and eliminate barriers to access to the curriculum and to ensure full participation in the Academy community for students and prospective students with a disability. To also ensure that the needs of disabled staff and parents/carers are accommodated in the school environment, as far as is reasonably practical.

City of London Academy (Southwark) – Accessibility Plan

1. This Accessibility Plan has been drawn up in consultation with the, students, parents, staff and approved by the Board of the Academy and covers the period from May 2014 to September 2016.

2. At CoLA(S) we are committed to providing a fully accessible environment which values and includes all students, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are further committed to challenging attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion. The school has full wheelchair access, adapted toilets for wheelchair users and lift passes for all students and staff that need step free access to the floors.

 3. CoLA(S) is extremely well provided for in terms of enabling accessibility of provision for all students, staff and visitors to the Academy, though will continually strive to ensure this is both prioritised and taken into account when considering future developments. The following areas will form the basis of the Accessibility Plan with relevant actions to: Improve access to the physical environment of the school including facilities provided within the classroom; Improve the delivery of written information to students, staff, parents and visitors with disabilities. Incorporate reference to accessibility within curriculum planning documents and within Schemes of Work.

4. Currently there are no Action Plans, relating to these three key aspects of accessibility. But this will be reviewed and adjusted on an annual basis.

5. It is acknowledged that there will be need for ongoing awareness raising and training for all staff and students in the matter of disability discrimination and the potential need to inform attitudes on this matter.

6. This Accessibility Plan should be read in conjunction with the following policies, strategies and documents: Equality & Diversity Health & Safety SEN Policy Behaviour for Learning. Equal Opportunities Safeguarding

7. Any Action Plan for physical accessibility may include for works that the Academy is unable to undertake during the life of this first Accessibility Plan through funding caution and/or identification of other Academy funding priorities and as such some items may roll forward into subsequent plans. At all times where fully desired works are not achievable, the Academy will look to make reasonable adjustments short of the full works if this is deemed possible.

8. As curriculum policies are reviewed, a section relating to access will be added to that on Equality and Diversity. The Academy prospectus and its website will also make reference to this Accessibility Plan.

9. The Academy will be particularly alert to any needs arising from the requirements of newly enrolled students to Year 7 and Year 12 each year as well as in-year entrants where accessibility issues may arise.

10. The Plan will be monitored through the Curriculum & Community Committee.

The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32. Further information on Southwark’s Local Offer can be found on: http://localoffer.southwark.gov.uk

Support Service Name



Special Education Needs Team (Southwark)

PO Box 64529
London, SE1P 5LX

020 7525 4278




Southwark  Information Advice and Support (SIASS)

Formerly Parent Partnership

Advice and support for children with Special Educational Needs (SEN)

160 Tooley Street, London SE1 2TZ


0207 525 2886 or 2866 or  5211



Integrated child support service (Southwark)

(inc: Education Psychology/ attendance/behaviour/truancy/missing children from education/exclusions)

PO Box 64529
London, SE1P 5LX


020 7525 2714




Child and adolescent Mental Health Service [CAMHS]                           Child and Adolescent Mental Health Services

Sunshine House, 27 Peckham Road, Camberwell, SE5 8UH

020 3049 8269


Sunshine House community services

(inc: Occupational Therapy, Speech & Language)

  • 27 Peckham Road
    London SE5 8UH

020 3049 8100


Family information service

Information on local services available to children, young people and families in Southwark. 

PO Box 64529
London, SE1P 5LX


0800 013 0639




Contact a Family (Southwark)For parents with a child with a special need or disability.

Cambridge House, 1 Addington Square, Camberwell, SE5 0HF

020 7358 7799



Autism Support Group    For parents, carers, family members of anyone with an ASC (Autistic Spectrum Condition).

Alfred Salter Primary School, Quebec Way, SE16 7L -

07747 768536



Southwark safeguarding children board

If you are concerned about a child who may be suffering harm


020 7525 3306 / 020 7525 1921

Out of hours: 020 7525 5000

For immediate help ring the police on 999.



Early Help Service (Southwark)

The Early Help Service provides integrated support to children, young people and their families. Offering practical advice, support and direct case work to prevent issues escalating and requiring statutory intervention.  


020 7525 4780






  1. SEND Policy 2016