All educational establishments in Brent are committed to and adopt a similar approach to meeting the needs of all students including those with special educational needs. There is a shared expectation that all students, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress and to be valued.

In September 2014, The Crest Boys’ Academy merged with The Crest Girls’ Academy to become ‘The Crest Academy’. The Inclusion Team works with students from Year 7 right through to Year 13.

How does Crest Academy meet the needs of students with Special Educational Needs and Disabilities

1.High quality classroom teaching and skilled differentiation

Classroom teachers know the needs of their students and seek to differentiate effectively to ensure students with SEND make progress in line with high expectations. Teachers seek advice and support   from the SEND team so that appropriate and personalised strategies are used in the classroom.   Students’ progress, attainment and behaviour for learning is carefully monitored and patterns or concerns addressed.

  1. SEN Support

Where high quality teaching and skilled differentiation do not have the required impact on the progress of students with SEND, the class teacher, working with the Head of Year and SENCO, should assess whether the child has a learning difficulty requiring further SEN Support. This will require an assessment of need involving the pupil, the parent, Head of Year and SENCO. It is possible that further professional advice would be sought at this stage, as appropriate. This next stage is called SEN Support.

At this stage, we take the graduated approach of ‘Assess, Plan, Do, Review’, as guided by the SEND Code:

1. Assess: the need is assessed, understood and communicated as appropriate.
2. Plan: an evidence-based intervention plan is agreed, including timeframes, expected outcomes, stretching and relevant academic and developmental targets.
3. Do: the plan is implemented.
4. Review: the impact of the plan is monitored and evaluated in line with the agreed timeframe. Reviews may include meeting with parents and relevant professionals.

Teachers will include the recommendations of each pupil’s intervention plan in their teaching.     High quality teaching and skilled differentiation continues.

  1. Education, Health and Care Plan (EHCP)
    In cases when a pupil child continues to make little or no progress, despite all intervention, the school will consider involving other specialists as appropriate to support the pupil’s needs. This might include educational psychologists, speech and language therapists, dyslexia specialists. If the pupil still does not make expected progress, even with all this additional SEN Support, then the School will work with the pupil and parent to request a statutory assessment from the Local Authority. This could result in an Education, Health and Care Plan (EHCP). If an EHCP is given by the Local Authority, it will define the pupil’s needs and the specialist help and provision required to meet those needs.   The School will then ensure that the educational recommendations of EHCP are implemented.

How can I let the Academy know that I am concerned about my son/daughter’s progress?

If you have concerns about your child’s progress you should speak to your child’s form tutor initially. If you are not happy that your concerns are being managed and that your child is still not making progress you should speak to the Head of Year, Key Stage Coordinator or Vice Principal in charge of Inclusion. If you are still not happy you can speak to the Principal or school SEND Governor. We pride ourselves on building positive relationships with parents and aim to be open, honest and respectful. Hopefully you will feel at ease with sharing any concerns with us.

How will the Academy let me know if they have concerns regarding my son/daughter’s learning?

If your son/daughter is identified as not making progress, a meeting will be arranged to discuss this is in more detail and to:

  • listen to any concerns you may have
  • plan any additional support your son/daughter may receive
  • discuss with you any referral to outside professionals to support your son/daughter’s    learning.

We believe that your son/daughter’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and we will communicate regularly if your child has complex needs.

How is support funded and allocated to students with SEND?

The school budget, received from Brent LA, includes money for supporting children with SEND.

The Principal decides on the budget allocation for special educational needs and disabilities in consultation with the school governors, on the basis of needs in the school. Students with Statements and or Education Health Care Plan will have additional funding which is clearly stated in their paperwork and will be dependent on the need of the child.

What strategies and support will the school use to support students with SEND?

The lists below give some examples of the resources and interventions that may be available to meet the individual needs of SEND students at each stage of need. This is a guide and not a definitive list.

  1. High quality classroom teaching and skilled differentiation

In addition to the benefits of skilled differentiation, students requiring extra support may have access to the following, according to their individually identified needs:

  • Differentiated curriculum
  • Academic Mentoring
  • Catch-up clubs
  • Therapist support
  • Literacy Intervention Programmes
  • Pastoral support


  1. SEN Support

In addition to the support provided above, students at the SEN Support stage may have access to some of the following, according to their individually identified needs:

  • Pupil passport: a document in which pupil and staff collaborate to agree targets and learning strategies.
  • Targeted Teaching Assistant (TA)
  • Speech and Language Therapist (SALT) support delivered by TA
  • Borough outreach support, advice and intervention (see below)
  • Intervention groups
  • Referral to CAMHS Child and Adolescent Mental Health Services)
  • Further specialised differentiated support, according to the needs of the pupil.
  1. Education, Health and Care Plan

At this stage, in addition to the support mentioned in stages 1 and 2 above, students will have a personalised support plan based on their EHCP. This could include:

  • LSA in class, suited to the needs of the student
  • Specialist equipment or resources to enable full access to learning and school life
  • Speech and Language Therapist intervention sessions
  • Teacher led intervention sessions
  • Specialist Speech and language Therapy intervention sessions
  • 1:1 outreach support from the Borough SEND team including specialists in visual and hearing impairment, ASD, SLCN.

Buy-Back from the Brent but delivered in The Crest Academy

  • Brent Outreach Autism Team (BOAAT)
  • Brent Psychology Service (EPS)
  • Brent Deaf and Hearing Impaired Service (BDHIS)
  • Brent Visual Impaired Service (BVIS)
  • Speech and Language Therapy -Provided and paid for by the Health Service (NHS Trust) but delivered here.

How are teachers at Crest trained to work with students with SEND

Crest teachers will be trained throughout the year to support students with SEND through the following, according to staff and student needs:

  • Advice and support from the SEND team regarding individual students
  • Collaboration in designing personalised intervention plans which detail the student’s needs, recommend strategies and identify targets.
  • INSET for all staff regarding students with EHCPs or Statements, run by the SENCO
  • INSET for all staff on skilled differentiation, run by the SEND and Teaching & Learning teams
  • INSET for all new and trainee staff on SEND, run by the SEND team
  • Specialist INSET sessions by relevant professionals or agencies working with students on our roll with SEND

All teachers are expected to account for their interventions to support students with SEND in their lesson planning. Provision for SEND is reviewed in learning walks and lesson observations.

In addition to the SEND team we will also work with a range of other professionals and external agencies including:

  • Educational Psychology Service (EPS)
  • Advisory Teacher of the Deaf Children’s Service
  • Visual Impairment Service
  • Local Authority specialist advisory Service for ASD (BOAT) and Speech & Language

The Vice Principal Inclusion, Asst. Vice Principal Teaching and Learning and SENCO are available to support teachers with planning inclusive lessons for students with SEN and disabilities.
Teachers are aware of their statutory responsibilities to all of their students, but particularly with meeting the needs of students with SEN and/or overlapping barriers to learning. This also forms a core part of our teacher development programme, developing differentiation skills in our staff so that they can adapt learning to suit the needs of SEN learners.

We have also have a team of teaching assistants who are funded from the Academy budget and they deliver specialised programmes too, including literacy and numeracy programmes.

How is teaching adapted for students with SEND?

Teachers at Crest are skilled at adapting their teaching to meet the diverse range of students’. Lessons are planned to allow all students access to the curriculum. Differentiation is approached in a range of ways to support access and ensure that all students can experience success and challenge in their learning. Lessons are set according to ability, where there are additional adults in the classroom, they are used resourcefully and effectively to help groups and individual students make progress and develop independent learning skills.

How is progress for SEND students measured at the academy?

Students’ progress is continually monitored by subject teachers. Those on SEN Support and EHC Plans are also tracked and monitored by the SEND team.

  • Progress is reviewed formally every half term and a teacher-assessed level given for that subject.
  • One Academic Review Day and two Parents’ Evenings for each student are held every year.
  • Students on SEN Support, including those with a statement for SEND or an EHCP, also have an individual education plan which is reviewed three times yearly, with parental involvement. This could be with the SEND team or the Tutor, depending on the students’ needs and intervention

What support do we have for parents of students with SEND?


Your son/daughter’s subject teachers are available to discuss student progress or any concerns you may have and to share information about what is working well at home and at The Crest Academy so similar strategies can be used.

  • Teachers and Curriculum Leaders are available to discuss progress or any concerns you may have about a specific subject.
  • Teaching Assistants, Form Tutors and the SENCO are available to discuss wider concerns, progress overall and personal development.
  • The pastoral team (Heads of Year,) are also available to discuss concerns regarding a student’s emotional well being.
  • The SEND team also offer guidance as appropriate to parents about strategies or activities which can be done at home to support students’ learning.
  • Parents may also have an opportunity to meet with other professionals involved in supporting their child.
  • All information from external professionals will be discussed with parents as appropriate, either in person or in a written report, according to the nature of the feedback.
  • Individual education plans (IEPs) and Pupil Passports will be reviewed with parents three times a year.
  • Statements of SEND and EHC Plans will be reviewed annually with you.
  • The student’s school diary can also be used by parents to communicate with the School, if it

We also offer English for Speakers of Languages (ESOL) and assistance with completing forms for parents/carers with SEND children, please speak with Reception if you wish to find out more about these services has been agreed as a useful way to support the student and parent.

How does The Crest Academy administer medication?

The Crest Academy has a policy regarding the administration and managing of medicines on the site, see our Medical Policy.

Parents need to contact their son/daughter Tutor/Head of Year, if medication is recommended by Health professionals to be taken during the day.

How is the Academy site accessible to students with SEND?

It is very easy to get around at The Crest Academy. The site is wheelchair accessible with disabled toilets large enough to accommodate changing. Entrance is via ramps with rails.  Emergency intercoms points are signposted at selected fire exits. The buildings have lifts to all floors.

Our environment is carpeted in all areas to minimise noise. Floors are also numbered with a large contrasting number to assist VI students with orientation.

Access to strategies/programmes to support occupational/physiotherapy needs can be delivered on site by prior arrangement. We ensure that teaching resources and equipment used are accessible to all children regardless of their needs.

How will Crest Academy support my son/daughter with transitions between schools and on entry?

Students with SEND can become particularly anxious about transitions. At Marylebone we seek to support successful transition in the following ways:

Year 6 to Year 7 transition:

  • The SENCO will attend the Academy Open Evenings to discuss the specific needs of your child and help determine if the School can meet these needs.
  • Where possible, the SENCO will attend the Year 6 annual review prior to your son/daughter arrival at Crest. If this isn’t possible a formal meeting will be arranged with the previous school SENCO.
  • Where appropriate, additional multi-agency meetings can be arranged to create a more detailed transition plan.
  • For Year 6-to-7 transfer, students with Statements or EHCPs are invited to an additional transition morning ahead of the transition visits done by the rest of Year 6. In this way, these students become more familiar with the setting and more confident with the transition to secondary school.
  • Tutors and teachers are informed and advised about the students with SEND arriving into Year 7 before they arrive.


When the school reaches the end of the KS3 we plan to KS3 to KS4 transition

  • All students receive one-to-one advice and guidance from their teachers on their KS4 Options.
  • For students with SEND, this is further advised by meetings with the SENCO.


Year 11 to Post-16 transition

  • Students are given a list of appropriate sixth form schools and colleges, showing when open evenings are.
  • The SENCO will liaise with the relevant staff at any new school or college to ensure the student has a smooth transition.

Year 13 to Post-18 transition

  • Students with SEND can be supported in their applications to further education, training, employment, or independent living.
  • This support is personalised and provided by our SENCO
  • Where appropriate, students will be accompanied on visits to open days and taster days.


How will my son/daughter be able to contribute his/her views?

We are a rights-respecting Academy where we value and celebrate each student being able to express their views on all aspects of school life. This is usually carried out through form group discussions and through the Student Leadership Team which has an open forum for any issues or viewpoints to be raised. Please see the Student Leadership section of our website for further details.

In a classroom context, students who have individual support plans, have opportunities to discuss and set their targets with their class teacher during the Academic year, but also during Academic Review Days which happen once per year for each year group.

In addition, we also carry out half-termly student surveys where we actively seek the viewpoints of students especially concerning being able to speak to an adult if they have a worry.

If your son/daughter has an EHC Plan their views will be sought before any review meetings and they will be invited to attend if they would like to do so.

How will my son/daughter be included in activities outside of the classroom such as school trips or enrichment activities?

All students are included in all parts of the curriculum and we aim for all children to be included on school trips and enrichment activities. We will provide the necessary support to ensure that this is successful.

On school trips, a risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a student to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided.

What if I need to complain?
The Academy complaints procedure is outlined in our complaints policy on the Policies section of this website. The SEN Code of Practice (2014) outlines additional measures that must be set
up for preventing and resolving disagreements. These will be explained to parents if required.


Other information for Parents

Test and Examinations: Access Arrangements

‘Access Arrangements’ are reasonable adjustments made to the conditions under which a disabled candidate sits exams. The Equality Act (2010) defines a disability as “a physical or mental impairment which causes substantial, long-term adverse effect on normal day to day activities”.

At Key Stage 3, Access Arrangements are not generally granted to Crest Academy students in order that baseline performance can be accurately assessed. In this way, the most effective intervention can be implemented. In exceptional individual circumstances access arrangements may be considered.

For external exams in KS4, any applications will be made in line with the current Joint Council of Qualifications Guidelines. For more detail please contact our SENCO.

Links to other Crest Policies

The Crest Information Report relates to the following school policies and documents. These can be found on our website or can be requested from the School:

  • SEND Policy
  • Behaviour for Learning Policy
  • Anti – Bullying Policy
  • Equalities Objectives
  • Curriculum Principles
  • School Trips and Visits Policy
  • Admissions Policy
  • Accessibility Policy


SEN provision is led by Mr Richard Baker (SENCo) and Ms Tracey Marquis (Trainee SENCo & Lead Practitioner) they can be contacted on and