Special Educational Needs Policy

School Provision for Special Education

Haringey Tuition Service provides for learners with emotional and behavioural difficulties between the ages of five and sixteen years. Many of these learners have associated Learning difficulties which are wide ranging in terms of severity. The majority of Learners have an EHCP which details each and every one of the learner’s special educational
needs as identified by the LA during statutory assessment and on the advice received and attached as appendices to the plan. The EHCP also defines the educational provision which will meet the learner’s special needs.

Under exceptional circumstances a pupil may be admitted on an assessment placement whilst advice is collected and a plan formulated.

The objective of the management committee is to provide an educational environment with the resources, expertise, experience and commitment to meeting the range of additional needs detailed on the EHCP of learners with SEMH.

Learners with Social, Emotional and Mental Health (SEMH)

Learners admitted to Haringey Tuition Service all have SEMH which, however caused, have prevented them from benefiting from the ordinary social and educational experiences of mainstream schools. Many of the learners also have historical low attendance.

SEMH ranges from social maladaptation to abnormal emotional stresses. They are permanent and constitute learning difficulties. They may be multiple and may manifest themselves in many different forms and with a wide range of severity. They may become apparent through withdrawn, passive, depressive, aggressive or self injurious tendencies. There is usually a significant discrepancy between the learner’s ability as assessed by teachers, parents and other professionals and actual achievement as measured by National Curriculum and teacher assessment. Children with SEMH cover the range of ability found in mainstream schools but generally behave unusually or in an extreme fashion to a variety of social, personal, emotional or physical circumstances. Their behaviour may be evident at the personal level for example, through low self image, anxiety, depression, withdrawal, resentment, vindictiveness or defiance ; at the verbal level, the child may be silent or may threaten, or interrupt, argue or swear a great deal ; at the non verbal level, symptoms may include attachment issues, truancy, failure to observe rules, disruptiveness, destructiveness, aggression or violence; or at the work skills level, the learner may display an inability or unwillingness to work without direct supervision, to concentrate, to complete tasks or follow instructions.

Many such children are unable to trust or form positive relationships with peers or adults. Whether or not a learner is judged to have SEMH difficulties will depend on the nature, frequency, persistence, severity or abnormality and cumulative effect of the behaviour in context, compared to normal expectations of a child of the age concerned.

Learners with SEMH difficulties have additional educational needs. In terms of the legislation they have learning difficulties because they are facing barriers which cause them to have significantly greater difficulty in learning than their peers. These impediments affect their achievement and sometimes that of others. Some learner’s learning
difficulties will have caused or aggravated their emotional and behavioural difficulties often accompanied by a significant loss of self esteem. Other learner’s social, emotional and mental health may have given rise to their learning difficulties for example, ASD, dyslexia, dyspraxia by impeding access to the curriculum.

Provision for learners

At Haringey Tuition Service we aim to deliver a broad and balanced curriculum, meeting the requirements of the National Curriculum. In practice this means the delivery of the three core subjects of English, Maths and Science, together with foundation subjects of History, Geography, Technology, Humanities, Music, Art, Physical Education, Personal Social and Moral Education, Religious Education, IT and a Modern Foreign Language.

Learners are grouped in up to five classes comprising a maximum of eight children. In Key Stage 3 (Yrs 7, 8, 9.) Learners are placed in classes predominantly combinations of year 7, 8 and 9. Learners undertake end of Key Stage 3 assessments fulfilling statutory requirements. At Key Stage 4 (Yrs 10, 11) all classes follow GCSE courses and are
taught in discrete year groups. GCSE courses include English, Mathematics, Science, Art and Design, Humanities and Home Economics. Other accredited courses include Health, Hygiene and Safety, Communication Skills, World of Work, Life skills, Geography and Work Experience.

As a pupil referral unit catering for learners with social, emotional and mental health difficulties, emphasis is placed on the social and emotional development of the learners. The pastoral work of the school centres on a well structured form tutor system. They provide support for their learners and are fully involved in any decision making
about them. Form tutors also provide an important and consistent link between school and home, reporting progress to parents on at least a weekly basis.

The school operates a well established behaviour management system which fundamentally aims to reinforce acceptable and good behaviour. The system is supported by a clear structure of rewards and sanctions. The behavioural boundaries are fully understood by the learners and they are firmly and consistently applied.

The low self esteem of many of our learners is a key factor in the day to day management of the school and we are constantly striving to secure positive outcomes for our learners both in terms of the development of their perception of their own self worth and ability and the quality of their actual achievement.

The teaching complement of the school is currently 5 full time teachers plus the Head. There are also two full time higher level assistants. Most teachers are specialists in their subject area and all teachers have considerable experience in working with learners with social, emotional and mental health difficulties. Certain senior teachers
have advanced qualifications in Special Education. We also when needed recruit additional agency staff when needed.

Identification, Review and Monitoring of Learners’ Needs

Learners’ Educational Care Plan, together with information about previous assessments recorded in the learners’ files provides information about the physical, social, emotional and academic needs of individual learners. Relevant and available information is identified and disseminated to other staff by the learner’s form tutor prior to admission.
Following the Code of Practice on the identification and assessment of special educational need now provide a clearer picture of individual special needs, so they can be utilised in educational planning programme.

Upon admission a base line assessment is made of a learner’s ability in reading. The school is developing assessment practice as a matter of priority over the next twelve months and this initial assessment will be accordingly developed and broadened.

The statement of each pupil is reviewed on an annual basis. The purpose of the annual review is to ensure that the pupil is achieving the desired outcomes and, if necessary, to amend the EHCP to reflect newly identified needs and provision. The overall aim of the review is to assess the learner’s progress towards meeting objectives specified in the EHCP, to assess progress towards meeting the targets agreed following the EHCP, to review the special provisionmade for the pupil and to consider the continuing appropriateness of the EHCP. If, the EHCP is to be maintained, new targets are set for the coming year.

The first annual review after a learner’s fourteenth birthday and each subsequent review until the pupil leaves school include a Transition Plan. The Transition Plan draws together information from a range of individuals within and beyond the school in order to plan coherently for the young person’s transition to adult life. The Transition Plan draws upon the aspirations of the young person and his or her parents/guardian. It sets targets relating to academic achievement, careers advice, records of achievement, college link courses, work experience and other forms of vocational education or support.

The Transition Plan builds on the conclusions reached and targets set at previous annual reviews. It focuses on strengths as well as weaknesses and covers all aspects of the young person’s development, allocating clear responsibility for different aspects of development to specific agencies and professionals.


The Governing Body evaluates the success of the education for the learners at the school by visits to the school and by the Head teacher’s reports. They are further informed by OFSTED Inspection Report, HMI Inspection, LA Joint Annual Review (JAR) and Post OFSTED Review. Following each of these inspections or reviews the board receive a full report and a presentation by the lead Inspector or LA Adviser at a Management Meeting.

At each meeting the Head teacher or other members of staff give a short presentation about an aspect of school development to further inform the board. Board members are invited to request such presentations on aspects of school development about which they want further information.

Partnership with Outside Agencies

Haringey Tuition Service maintains partnerships with a variety of outside agencies including Social Services. The Head teacher and form teachers are in contact with social workers and attend Child Care Planning meetings.

The school carries out a Careers Advice programme and is visited by a designated Careers Officer who interviews
learners and provides advice and support.

The school has a link with Insight and members of the team have provided INSET for the school staff on approaches to such issues as drugs and smoking. They provide a regular programme for year 10 and 11 learners on issues which confront young people in society today. Their delivery combines elements of drama and discussion and they are well received by our learners.

Visits from Educational Welfare officer, Social Workers, Educational Psychologists, CAMHs and others are an integral part of the co-operative, multi-disciplinary approach of the school.

Parents Partnership

Parents and Guardians are encouraged to visit the school. We aim to welcome parents as essential partners in their learner’s learning and to help them feel positive about their child’s education. We believe that only through the partnership of all concerned can the best be achieved for each and every pupil.

Parents are invited to attend Parents’ Evenings in the autumn and summer terms. These evenings are designed to give parents full opportunity to discuss their child’s progress with all relevant teachers. At other times they are encouraged to contact and to visit the school, both to inform the staff of any relevant information affecting their
child’s education and to regularly monitor progress. Occasionally parents may be invited to meet with school staff if there is a cause for concern or an issue where a united approach is likely to provide a successful outcome.

Parental Complaints

Complaints from parents concerning the provision made by the school are initially referred to the Head Teacher. In the event of further dissatisfaction complaints may then be referred to the full management committee. The complaints procedure is available on the website here.