Special Educational Needs

This page set outs the provision available at Acland Burghley School (ABS) for students with Special Educational Needs and Disability (SEND). It aims to be simple and accessible; should further detail be required, please refer to the Special Educational Needs (SEN) Policy below. Please also refer to your Local Authority’s Local Offer for further services and support available to you and your family:

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ABS and Additional Educational Needs (AEN)

At ABS we use the more inclusive heading of Additional Educational Needs (AEN) rather than SEND as the faculty name and in our daily language. AEN encompasses SEND and any other barrier to learning that means a student may require additional support to achieve their potential. The term AEN will be referred to throughout this document and includes SEND. 

Our vision

The Governors and Staff at ABS are committed to the inclusion of students with AEN in the full life of the school, with equal access to a broad and balanced curriculum.

We will provide the support and personal encouragement our students need to participate and make progress to achieve their full potential, and, to make a successful transition to adulthood. We work in partnership with parents and carers to achieve this vision.


Dylan Owen
Director of Learning  Inclusion
Designated Safeguarding Lead and SENCO

General Information

1. How are students with AEN supported to be successful at ABS?

Students with AEN at ABS are supported to participate in school life and to maintain a heathy wellbeing through a number of staff, structures and processes within the school e.g. form tutor, subject teachers, Year Team Leader, Director of Learning, the whole AEN Team and the Senior Leadership Team. We use a graduated approach that is personalised for each student through discussions with them and their parents/carers. We also have a team of external professionals who we make referrals to as necessary. Every student’s progress is monitored throughout the year to ensure they make good progress and changes to support are made as necessary. Students are also assessed for Access Arrangements that are implemented for assessments.

2. What does inclusion look like at ABS?

We have a diverse student community that has been growing over the last five years. We work closely with the pastoral teams to ensure that all students have an understanding of differing student needs and circumstances. We continually reflect on student needs and how best to meet those needs; this is done by engaging student and parent voice and CPD for all staff.

3. Who are the key members of staff for AEN?

Director of Learning  Inclusion 
Designated Safeguarding Lead (DSL)
Special educational needs coordinator (SENCo) 

Associate SENDCo
Communication & Learning and Social, Emotional and Mental Health

Billy Pinches  |  bpinches@aclandburghley.camden.sch.uk 

Associate SENDCo
Curriculum Lead for Autism Provision
Communication & Interaction and Physical & Sensory

Keisha Johnson  |  kjohnson@aclandburghley.camden.sch.uk 

Deputy SENDCo

Keerat Sira  |  bsira@aclandburghley.camden.sch.uk 

Teachers of SEND

Anja Donn  |  adonn@aclandburghley.camden.sch.uk 

Moy El-Bushra  |  mbushra@aclandburghley.camden.sch.uk 

Antonios Siorovigkas  |  asiorovigkas@aclandburghley.camden.sch.uk 

Specialist Instructor of SEND

Adrian Ruda  |  aruda@aclandburghley.camden.sch.uk   

Lead SEND Practitioners (LSP)

Hani Ali  hali@aclandburghley.camden.sch.uk 

Chloe Bland  |  cbland@aclandburghley.camden.sch.uk 

Tessa Wolfe  |  twolfe@aclandburghley.camden.sch.uk 

And a well-qualified team of Teaching and Learning Assistants (TLAs)

4. How do I apply for a place at ABS if my child has an EHCP for ASB or LaSWAP?

Please contact the SEN Team for the London borough you live in that issued the EHCP. The SEN Team will contact us to carry out a formal consultation so that we can make an informed decision about whether we can meet your child’s needs. The SEN Team will contact you with the outcome of the decision.

As part of our consultation process, we may observe your child in their current educational setting.

Support for students with an EHCP and students with SEN Support (K)

5. How are students with EHCPs (E) supported?

Each EHCP outlines outcomes and provisions for each student. We determine which interventions will best support students to achieve their EHCP outcomes. Support may include in-class TLA support, 1:1 interventions, small group interventions and after school interventions. All E students have a pupil profile which gives teachers a summary of essential information and the outcomes the student is working towards.

6. How is progress of E students monitored and reported?

[how we evaluate and monitor our provision]

All students with an EHCP have an annual review each year. In addition to this statutory review, you will be in at least weekly contact with the Key Worker for your child and you will receive a termly update on your child’s progress towards the EHCP outcomes. This enables us to make relevant changes to interventions to ensure good progress is made. This is in addition to whole-school processes and structures that are overseen by Directors of Learning and Heads of Faculty which monitors all student progress and reports to parents 3 times a year in a written report and once per year at Parents' evening.

7. How are students with SEN Support (K) identified and supported?

We receive information from primary schools regarding students who have been on the SEN register. For students who are admitted as an in-year admission, or who were not previously identified we take referrals from teachers, students and parents regarding any concerns. When a student is identified as K, we determine outcomes in conjunction with the parents and student and what interventions will be most appropriate. Support may include in-class TLA support, 1:1 interventions, small group interventions and after school interventions. All K students have a pupil profile that gives teachers a summary of essential information and the outcomes the student is working towards.

8. How is progress of K students monitored and reported?

[how we monitor and evaluate our provision]

The Lead SEND Practitioner for a K student’s primary area of need will oversee their provision and outcomes with the parents and student. Parents will receive a termly update on your child’s progress towards the outcomes set. This is in addition to whole-school processes and structures that are overseen by Directors of Learning and Heads of Faculty which monitors all student progress and reports to parents 3 times a year in a written report and once per year at parents evening. 

Examples of Provisions for the 4 areas of SEND

9. Communication and Interaction, including the Autism Resource Provision, The Base

  • Circle of Friends
  • Positive Interaction
  • Animation Club
  • Life Skills
  • Zones of Regulation
  • 5 Point Scale

10. Cognition and Learning

  • Laptop
  • Rapid Reader
  • Touch typing
  • Homework club
  • Differentiated homework

11. Social, Emotional and Mental Health needs (SEMH)

  • Emotional Literacy Support Assistant (ELSA)
  • Mentoring
  • Restorative conversations

12. Physical and Sensory needs, including medical needs

  • Ear defenders
  • Sensory diet
  • Morning gym
  • Activities of Daily Living sessions

Working in partnership

9. How do we work in partnership with students and what do our students tell us about AEN at ABS?

Students are involved in decisions about their support as part of reviews but also through daily conversations with staff. We use student voice panels once per term to gain further feedback so we can make effective and helpful changes.

10. How do we work with other schools?

As the Autism Education Trust (AET) Hub for Camden, we provide training with Kentish Town Primary School to other schools in Camden. We work closely with feeder primary schools regarding Year 7 transition and we are part of the SEN Hub which is part of Camden Learning. The SENCO attends Camden Learning’s SENCO Forum every half-term that all secondary SENCOs attend. This provides opportunities to share good practice and collaborate.

11. What external professionals work in partnership with ABS?

  • 2 educational psychologists who are in school for the equivalent of 1 day per week.
  • 1 speech and language therapist who is in school 3 days per week.
  • 1 CAMHS Clinician who is in school for half a day per week.
  • 1 School CAMHS Practitioner who is in school 2 days per week.
  • 1 occupational therapist who is in school 4 days per term.
  • Social workers who are assigned to families.
  • Learning mentors from different organisations.

12. How do we work in partnership with parents/carers of AEN students and what do they tell us about AEN at ABS?

[incl. What to do if you’re not happy]

If your child has an EHCP (E) they will have a Key Worker who will be your first point of contact. If your child is on SEN Support (K), you can contact the Lead SEND Practitioner responsible for their primary area of need. You will be able to give your feedback during annual and termly reviews but also at any point in the year as things arise.

There is an AEN Parent Network Group who meet together, sometimes with school staff, so that we can problem solve and improve things together.

If you are not happy with the support your child is receiving, and have raised issues with relevant staff and these are still unresolved, then you can follow ABS’s Complaints Policy.

Extra-curricular activities and transitions

13. What support and activities are available at break and lunchtime?

Students in KS3 can go to the Base which is quieter and has constant adult supervision with a timetable of activities. Students in KS4 can go to AEN1 that has constant adult supervision with a timetable of activities. Students are also encouraged and supported (as required) to go to the canteen, AstroTurf, top pitch etc.

14. How are AEN students supported to access extra-curricular activities?

We run a range of after school activities that have TLA support. TLAs are trained to differentiate and support students within extra-curricular activities. These are usually run by a classroom teacher alongside support staff. These include:

  • GCSE revision sessions
  • Music Technology
  • Sports clubs

The AEN Department also run their own extra-curricular activities. These include:

  • Homework club
  • Cooking club
  • Gardening club

15. How are students supported to complete work experience?

Students receive 1:1 interview support from a member of the AEN Team. This includes information on attire, CV writing skills and interview techniques. Each student will be visited multiple times while on their placement from both a classroom teacher and a member of the AEN Department. Employers of students with EHCPs will receive a detailed work experience profile of the student and how best support them in the workplace.

16. How are AEN students supported to make transitions to each Key Stage?


Prior to joining Acland Burghley students will have a number of transition days at the school. This involves a tour of the school, meeting members of staff, taster lessons and team-building exercises. This allows students to become familiar with the school surroundings and procedures.


The transition from KS3 to KS4 sees students select their GCSE options. To assist with this, the school runs and options event where both students and parents/carers can speak to teachers and understand how the course runs. Students with a key-worker will have contact with them to discuss options in more detail.

Students with AEN are, at this point, given Access Arrangement assessments by a trained member of the AEN Department. Access Arrangements are put in place when a student displays a need for extra support in exams.


Students at this stage are supported in making choices about college and apprenticeships. This includes assistance with applications, CVs and interviews. Students with EHCPs are supported with their transition by members of the AEN Department who take them to their college and help them to understand what a day at college looks like.

Whole School Practice

17. How will teachers know how to support my child?

All students on the AEN register have a student profile outlining their strengths, needs, strategies, outcomes and provisions. Student profiles are given to all of their subject teachers and tutor. Key Workers for E students and LSPs for K students are available to communicate and collaborate with teachers throughout the academic year.

18.How are staff trained in AEN at ABS?

All staff and new staff who join ABS complete Making Sense of Autism and further training from the Autism Education Trust (AET) as we are the AET Hub for Camden.

We run regular training sessions for staff delivered by our educational psychologists, speech and language therapist, CAMHS Clinician and occupational therapist. This is in addition to staff attendance at external pieces of training e.g. dyslexia, dyscalculia, access arrangements, first aid etc.

19. What role does the tutor and Year Team play?

The tutor and Year Team have great involvement with students with AEN. As students see their tutor every day, they are one of their main point of call at school. Tutors update students with information regarding their year group, deal with any queries students may have, check their progress and attainment regularly and help with keeping on top of homework. Tutors are also in regular contact with parents and carers. The Year Team also includes the Year Team Leader and Director of Learning for their Key Stage.

20. What involvement does the Senior Leadership Team have in AEN?

The Senior Leadership Team, in line with all members of staff at Acland Burghley, have a major focus on the continuous improvement of the school as a whole. This includes teaching and support staff, non-student-facing staff and all students, including those with additional educational needs. Senior Leaders contribute to statutory documentation regarding AEN in conjunction with the SENDCO, monitor and evaluate the effectiveness of teaching and implement the school’s vision and ethos. The AEN Department is overseen by the Deputy Headteacher.

21. Disability Discrimination Tribunals

Tribunal rulings over claims of disability discrimination at Acland Burghley School – March 2022

In February 2022, a disability discrimination tribunal dismissed three claims made under the Equality Act against the governing body of Acland Burghley School. The tribunal under Judge Mostyn Evans dismissed all the claims and found that the school had not discriminated against a disabled pupil in respect of provision of a reintegration plan, provision of online learning, and the requirement for the child to attend school.

In 2021 two claims were made under the Equality Act against the governing body . On the first claim, the tribunal, presided over by Judge Hugh Brayne, judged that discrimination had occurred. This involved a playground incident some weeks after the end of lockdown in 2020, where the child did not have the supervision to which he was entitled under his statutory care plan.

The other claim was dismissed by the tribunal, which found that the school had not discriminated with respect to support for mental health.

In respect of the first claim, the governing body accepted the findings and recognised that errors had been made in the handling of this disabled student’s provision.

Kim Issroff, Chair of Governors of Acland Burghley School, said: “We have apologised to the student and their parent for the discrimination. Although that was never our intention, we recognise that errors were made. We have since reviewed and further strengthened our approach to supervising our most vulnerable children. Our governors and staff have undertaken training on the Equality Act.”

Building and Accessibility

How accessible is ABS?

ABS is a Grade 2 listed building that was built in the 1960s. It has a unique design which is appreciated by many but may not be suitable for all learners. We welcome families to visit so that they understand the layout and structure of our learning environment.

Is there a lift?

Yes, this is located in one part of the school so that students can access the ground and 1st floors. It does not provide access to 2nd and 3rd floor classrooms.