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Rabbsfarm Primary School Response to Inclusion

Rabbsfarm Primary School values the contribution that every child can make and welcomes the diversity of culture, religion and intellectual style. We are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs and abilities. All children with SEND are valued, respected and equal members of the school. Every effort is made to ensure that pupils identified as having SEND are fully integrated into mainstream classes and have full access to the National Curriculum.

In the Rabbsfarm Inclusion Offer (please see document attached)  we strive to meet the needs of children with special educational needs and/or disabilities under the 4 main areas of the code of practice which are as follows (For more information regarding the four areas of need, please see the relevant sections of the website.):


To see Rabbsfarm inclusion offer, click here.

Additionally, the Hillingdon Local Offer can be found through the following link (click on the logo below):

As such, provision for pupils with SEND is a matter for the school as a whole.
"All teachers and key workers are teachers of pupils with SEN"


(click on link to open PDF copy of graduated response with pop ups etc.)

Independent advice can be sort from SENDIASS. If you wish to find out more about this service, please click on the 'Hillingdon sendiass' logo below or give them a call on: 01895 277001 or email: sendiass@hillingdon.gov.uk


  • Band A - High Quality Teaching

    The effective inclusion of all children in daily and high quality lessons. This will include daily guided reading (20 minutes each day); daily phonics sessions (Year R- Year 3); Inclusive high quality teaching, practical apparatus; differentiated spelling lists etc. Support may be provided by the class teacher, TA or LSA. This will also include focused teaching for speaking and listening; social, emotional and behavioural skills as well as taking into account the physical and sensory needs of pupils.

    Differentiation and adaption will be made to activities to enable pupils to successfully and independently access learning tasks.

    If a pupil does not progress at this level in their particular area of difficulty they will need to access a more targeted level of support (Band B).

  • Band B – Targeted Support

    This level of support will involve small group interventions (maths, phonics, social skills), setting for Maths in KS2, language groups, Early Help, personalised behaviour strategies e.g. behaviour charts, Pastoral Support Plan meeting with parents. Pupils receiving this level of support should have a group or individual support plan within the school which sets SMART targets. Pupil’s attainment and progression from receiving intervention should regularly be reviewed and assessed within school.

    If after a period of targeted support progress is not accelerated than refer the pupil to the appropriate inclusion team lead– CAIT, COLT, MESH, PASST or EAL (see relevant sections on website to find out more- or links taking to pages on website). Assessment can then be carried out to decide if a child needs to receive a higher level of support (Band C).

  • Band C – Substantial / Individualised Support

    Pupils at this point are likely to begin a personalised learning programme where they access more focused support from LSA, OT, SALT, HI, VI. Examples of this level of support may include; personalised behaviour traffic lights, BST, EP assessment and advice, or SEN Support Plans, multi-agency meetings with parents. Dependent upon the circumstances the pupil may be considered for entry to The Launch Pad (see launch pad section on website to find out more).

  • Band D - Highly Personalised Support / Very Substantial Support

    Despite a high level of individualised support some pupils still may present with long term and complex needs that require ongoing specialised services that are well coordinated. These pupils will have been on a SEN Plan and detailed assessment, plans and reviews will have taken place. At the third review of their SEN plan all the professionals and family may agree that a statutory assessment of the pupil’s needs should be requested.

    The statutory assessment process takes 20 weeks from when the paperwork is first accepted by the All Age Disability Panel at the Local Authority. If at the end of these 20 weeks the panel agrees that the pupil has long term and complex SEND needs then they will issue a pupil with a legal document called Education, Health and Care Plan (EHCP). These documents used to be Statements but over the next few years they will all convert over to EHCPs.

    All people working with pupils with an EHCP have a legal obligation to provide that pupil with the support listed. The EHCP is reviewed once a year; this is called an ‘Annual Review’.

    To see the statutory assessment process please view the document attached below:

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