The School SEN Information Report

Our aims

Thomas More Catholic School (TMCS) has an inclusive admissions policy and aims to ensure that the needs of all students are met, and that all staff are made aware of the individual needs, through regular updates at meetings and dissemination of information via SENCo, Year and Curriculum Leaders.

Inclusion Staff and their roles within the school:

  • Head of Inclusive Education (SENco)
  • SEN Administrator and Exam Concessions Coordinator
  • EAL Teacher
  • Pastoral and Inclusion Manager
  • Pastoral and Inclusion Assistant
  • Literacy Support Teacher
  • Numeracy Support Teacher
  • Behaviour Mentor
  • 3 HLTAs
  • 7 TAs

External staff that work regularly with TMCS:

  1. Educational Psychologist
  2. Specialist SEN Teacher, Assessment
  3. SALT (Speech and Language Therapist)
  4. Early Help Advisor
  5. EAL and Refugee Consultant
  6. Mighty Men of Valour Counsellor


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

In the first instance, contact your child's form tutor, subject teacher or Head of Year. They are 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 required to support progress
  • Contributing to devising individual differentiation plans to prioritise and focus on the next steps required for your child to improve learning

You then may be directed towards to the Special Educational Needs Coordinator (SENCo).

The role of the SENCo (Special Educational Needs Coordinator)

The SENCo is responsible for coordinating provision for children with SEN, training and liaising with teaching/external staff, developing the school’s SEN policy and 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 transitions 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
  • Planning a graduated response to students needs

Responsibilities of Head Teacher and Governors

The Head Teacher is responsible for the day to day management of all aspects of the school, including the provision made for pupils with SEN. The Deputy Head, oversees Inclusion.

The SEN Governor, is responsible for supporting the school to evaluate and develop quality and impact of provision for pupils with SEN across the school.

Assessment, Planning and Review

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

  • All parents/carers are routinely invited to a Parents’ Evening and given the opportunity to discuss their child’s progress with their subject teachers and are also provided with regular written reports.
  • Additionally, ongoing monitoring takes place throughout your child’s education administered by subject teachers and SENCo/specialist teachers to identify those pupils who have difficulty or are not making adequate progress.
  • Following further assessments and after discussions with key staff and parents, additional support may be put into place to help overcome any difficulties and your child may be identified as requiring SEN Support.
  • This additional support is documented by the schools’ provision map. In consultation with the class teacher/form tutor, SENCo and parents, short term targets are agreed which prioritise key areas of learning. Where external agencies are involved, their advice and recommendations are included in this planning. Actions agreed take into account each pupil’s strengths as well as their difficulties. Additional support is reviewed on a half termly basis.
  • In some cases and for pupils who already have an EHCP (Education, Health and Care Plans), learning support assistance may be allocated. The level of support will be considered in respect of complexity and severity of needs. There will be an expectation that pupils should develop independent learning skills as far as possible and not become reliant on adult supervision.
  • Formal review meetings are held as required. For those with
  • EHCPs, parents, relevant external agencies and when appropriate, pupils are invited to this review. 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 continues to make little or no progress, an Education Health Care Plan may be requested. Further details about this process will be explained by the SENCo and information published 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, use of a reader or scribe. The SENCo will inform you about eligibility and applications for these arrangements.

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

  • Teachers are experienced professionals adept at adapting teaching to meet the diverse range of needs in each class.
  • Daily planning takes into account individual pupil need 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.

In addition to planned differentiation in the classroom, the following range of interventions may be put in place to help overcome learning difficulties. This includes:      

  • Literacy withdrawal
  • Numeracy withdrawal
  • Catch-up sessions
  • In-class support
  • CAMHs (Child and Mental Health Service)
  • Educational Psychologist intervention
  • ELS (Emotional Literacy Support)
  • ‘Socialeyes’ group work (Social Communication Group)
  • Early Help Intervention
  • IEP (Individual Education Plan)
  • SIS (Student Information Sheet)
  • SALT (Speech and Language Therapy)
  • Exam Concessions
  • Time Out Card and ‘safe place’
  • Homework Club
  • Occupational Therapy
  • Behaviour Group
  • School Nurse
  • Mentoring – emotional support
  • Both mixed-ability and set teaching groups
  • Provision of learning equipment
  • Multiple pathways for students at KS4
  • Behaviour mentoring
  • iBase intervention
  • Mighty Men of Valour Counselling
  • Academic mentoring
  • Progress monitoring
  • Regular assessment


What arrangements are made to enable my child to benefit and take advantage of the full school curriculum and extra curriculum activities?

We have reasonable access in place to ensure that pupils with SEN and Disability can take part in all aspects of school life. However, wheelchair access is limited to the ground floor.

Staffing Expertise

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

  • An ongoing programme of training is in place to ensure that all teachers and support staff have appropriate skills and knowledge to support provision for children with SEN.

Our SENCo actively engages in a range of opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with SEN.

Our SENCo also delivers SEN training to teachers nationwide through EQualitas. These programmes are extended to TMCS staff.

​The school also seeks advice and guidance from local services such as the Visual and Hearing Impairment services, to review, evaluate and develop provision for pupils who have the most complex needs.

​Additionally, parents may wish to seek support from Family Lives Parent Partnership Service 
Tel: 020 3131 3150        

The Parent Partnership Service provides independent information and advice and guidance for parents /carers of children and young people with SEN.

Transition: How will the school help my child changing schools?

Year 6 / 7 Transitions

The SENCo and Head of Year 7, will attend the Primary to 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, or the SENCo may attend the pupil’s termly review, in order to create a more detailed ‘transition’ plan which may include more visits to the new school and/or additional visits from the new school.

The SENCo will visit students with EHCP at their primary school to ensure that TMCS is ready to support their education and progress.

Sixth Form Transfer    

Children and young people with SEN can become particularly anxious about ‘moving on’, for example, to other Sixth Form provision, so we seek to support successful transition by:

  • Preparing the student with advice from a career advisor and/or teacher.
  • Liaising with the Learning Support Department at the new provision and sharing information about any special arrangements that have been in place at TMCS. In some circumstances the SENCo may accompany the student to visit the new provision to ensure a smooth transition.

The Local Offer

Further information about support and services for pupils and their families can be found at:

Croydon Special Education Needs Independent Advice and Support Service (SENDIAS) and Mediation Services: 0208 663 5630



Last Updated 6/09/2016