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Special Needs, Equality and Inclusion



Earlsmead Primary School is an inclusive school, with pupils from a range of cultural, ethnic and religious backgrounds; and pupils with a range of adiditonal needs.  At Earlsmead, we believe that every child has the right to a good quality education in an environment where they feel safe and valued. We believe that every member of our school community -  pupils, staff, parents, families, governors and the local community, regardless of ability, background or circumstance - should have the opportunity to learn, share and work in an inclusive and supportive environment. We believe that through celebrating diversity with respect and understanding, a supportive environment can be created.
Special Educational Needs

At Earlsead, we strive to identify any additional learning needs as early as possible, to ensure that the appropriate support is provided for both children and adults alike. Our open door policy allows parents to approach the school to ensure that needs are identified; and enables us to provide the appropriate provision to ensure all of our pupils succeed. Our class teachers are responsible for the progress and attainment of all children, including those with Special Educational Needs.
In addition we have:

  • An Inclusion Leader (Deputy Head)
  • Reading support teacher
  • A team of qualified and experienced teaching assistants
  • 3 experienced learning mentors
  • A qualified early years support practitioner

The Inclusion Team manages and implements precision intervention for children with Special Educational Needs. In addition, the team has a wider impact on the school ensuring personalised teaching and learning for all children as an integral part of Quality First Teaching.

Opening in September 2015, Saplings (Earlsmead’s Additional Resource) has 12 places for pupils with Moderate Learning Difficulties. Pupils are allocated a place via Harrow Special Needs Assessment and Review Service, and either have a Statement of Special Educational Needs or an Education Health Care Plan. Saplings has two classrooms, a sensory room, a soft-play room and other small group spaces. It offers highly specialised teaching in maths and English, with pupils supported in main-stream classes alongside their peers for other areas of the curriculum. If you feel this provision might meet your child's needs, contact the school to make an appointment to visit.


Speech and Language Therapy

The Speech and Language Therapist is in school on a weekly basis and works with children from reception up to year 6. Speech and Language Therapists see children with difficulties in the following areas: 

  • Mild, moderate or severe learning difficulties
  • Language delay
  • Hearing impairment
  • Cleft palate
  • Stammering
  • Autism/social interaction difficulties
  • Voice disorders
  • Selective mutism
  • Feeding and drinking difficulties  
  • A specific language impairment
  • Delayed language skills over and above any general learning difficulties
  • Significant speech difficulties which are impacting on curriculum access
  • Language difficulties associated with a sensory or physical impairment.

Therapy contacts may be used in the following ways:

  • Observation in class
  • 1:1 direct work to introduce and review targets set
  • Formal/informal assessment of your child’s communication needs
  • Training of school staff
  • Paired/group work where appropriate
  • Liaison with school staff and parents in order to devise joint Speech and Language Therapy targets that can be focused on throughout the day
  • Discussion and contribution to IEPs and annual reviews where appropriate

If you have concerns regarding your child’s speech, language or communication skills please discuss these with the school SENCO Karen Marshall.
For more information please visit the Speech and Language Therapy website at:

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