SEND Support
Across Merton, schools share a strong commitment to inclusive practice, ensuring that every pupil, whatever their needs, receives high-quality teaching and support. There is a collective aim for all children to thrive, make meaningful progress, and feel respected and fully part of their school community.
At Harris Primary Academy Merton, we place great importance on recognising and responding to each child’s individual needs. We acknowledge that children learn in different ways and at varying rates, and therefore offer a range of tailored support to help them succeed. In line with the SEND Code of Practice, pupils with more complex needs may have an Education, Health and Care Plan (EHCP). While some children may access specialist provision, others are successfully supported within the mainstream setting, with provision delivered in partnership with the Local Authority. We are proud that our commitment to inclusive education has been recognised through the Inclusion Quality Mark Flagship School Award.
SEN is categorised under four main headings.
- Communication and Interaction - this includes speech, language and communication needs and Autistic Spectrum Disorder.
- Cognition and Learning - this includes specific learning difficulties.
- Social, emotional and mental health.
- Sensory needs - this includes visual and hearing impairments.
The code of practice explains that once a potential SEN is identified, four types of action are needed to put effective support into place. The four actions are;
- Assess; the class teacher and SENCO should clearly analyse a pupil's needs before identifying a child as needing SEN support.
- Plan; parents must be notified wherever it is decided that a pupil is to be provided with SEN support. The class teacher, the SENCO and parents should collaborate on problem solving, planning, support and strategies.
- Do; implement the agreed support and set a date for a review.
- Review; the effectiveness of the support should be reviewed in line with the agreed date.
Assessment, Planning, Do and Review
Class teachers regularly monitor pupils’ progress to identify anyone who may be struggling academically or experiencing social, emotional, or behavioural barriers to learning.
Where concerns are identified, staff work alongside parents and key personnel to arrange additional support. This may include adapted resources, targeted small-group teaching, or individual intervention. Pupils’ views are also considered to ensure the support provided is meaningful and effective.
This provision is recorded through tools such as class provision maps, Pupil Support Agreements, or behaviour support plans. In consultation with the SENCO and families, clear short-term targets are set to focus on priority areas, allowing progress to be carefully tracked. Where specialists are involved, their guidance is incorporated into planning, ensuring support builds on each pupil’s strengths while addressing areas of need.
Progress and provision are reviewed regularly through structured meetings involving parents, relevant professionals, and, where appropriate, the pupil. These reviews evaluate the impact of support and inform any necessary adjustments. Referrals to external services may be made if further expertise is required, and outcomes are formally recorded.
For pupils with more complex or persistent needs, additional specialist input and funding may be sought through the Local Authority. Where agreed, a Pupil Resource Agreement is developed in collaboration with professionals such as the Educational Psychologist. Further details of this process are available through the Local Authority’s Local Offer.
Curriculum and Teaching Methods (including groupings and interventions):
How will teaching be adapted to meet the needs of my child?
Teachers adapt their teaching to meet the full range of needs within the classroom, using ongoing assessment to inform planning and ensure all pupils can access, engage with, and be challenged in their learning. A variety of adaptive strategies are used, including scaffolded tasks, flexible grouping, and targeted support, to promote both progress and independence.
Groupings are fluid and responsive, allowing for a balance of mixed-ability and needs-based learning opportunities. Additional adults are deployed strategically to support pupils and enhance learning, with a strong emphasis on developing independence and avoiding over-reliance on adult support.
Additional Resources Base (ARP)
Our Additional Resource Base (ARP) is one of five Primary ARP’s within the Borough of Merton. We are one of four that is specifically for children who have a diagnosis of Autism as their primary need. Shelley Towersey is Assistant Principal and responsible for the ARP.
If you would like to discuss a place for your child in the ARP, Please contact the Merton SEN Team.
Who is the ARP for?
The ARP is for twenty-two, primary aged pupils, from Reception to Year 6, diagnosed with Autism Spectrum Disorder or Complex Communicate Needs. All of the pupils have an Education Health and Care Plan (EHCP). Places in the ARP are allocated through the London Borough of Merton's Special Educational Needs Panel.
How does my child gain a place in the ARP?
Applications for the ARP are separate to mainstream admissions. Children who currently attend our maintstream will have to go through the same process as all other students requesting a place at the ARP. If you wish to apply for a place in Harris Primary Merton’s ARP you will need to contact your child’s assigned case worker. They will submit your child’s EHCP and supporting documents to Merton’s ARP Panel, which is held half termly. Your child’s case will be discussed by a team of professionals, including ARP managers and school principals, where a decision will be made on whether your child’s needs would be met within an ARP. Your case worker will also communication the panel’s decision back to you.
Admissions is based on the documents submitted to panel (and a possible obesrvation from the panel).
To visit the ARP prior to making your decision please contact our Assistant Principal, Shelley Towersey, on s.towersey@harrisprimarymerton.org.uk
Where is the ARP?
The ARP is located in our KS2 building. We have our own learning area, which is organised to ensure children with Autism feel safe and calm in the learning environment. We have separate play areas for some of the children in the ARP that find the mainstream playground over stimulating.
We have three classes – The qualified teacher's move across the three classes with SEN support assistants.
What is the ARP curriculum?
All of our staff have extensive knowledge and training on autism and inclusion. The aim of our ARP is that all students feel included and accepted. We encourage our students to be as big a part of the mainstream school as possible while providing an emotionally secure place for our students at times where they may find aspects of mainstream school demanding.
Due to the nature of the ARP curriculum, children may move between classes or remain with one teacher for more than one academic year. This very much age and ability dependend and decided by the ARP team along with the external agencies working with the children.
Our Learning in the Additional Resource Base
Admission to Additionally Resourced Provisions (ARPs) in Merton for children with Autism is managed by the Merton SEND Team rather than through standard school admissions. A child must have an Education, Health and Care Plan (EHCP), and placements are decided by a multi-professional panel.
At HPAM of ARP follows the National Curriculum. The ARP is considered a mainstream setting with an adapted environment to meet the needs of children who find a bigger class over stimulating.
The classes in the ARP are smaller with more structure including visual symbols to support with independence and routine. Through our learning environment we aim to reduce anxiety around sensory needs as well as the learning being delivered at a slower pace.
Our predictable day ensures the children know what to expect.
By adapting the language and delivering the work in a way that the children can access independently not only boosts their confidence but ensures they continue to thrive in an educational setting.
-
We follow the Harris Federation Curriculum for all Foundation Subjects
-
We follow Ruth Miskin Read Write Inc as our Phonics Scheme
-
The school uses White Rose Maths for all numeracy based lessons
-
We use Attention Autism to build attention and focus with our younger children
Our ARP is an integral part of the school and pupils are included in mainstream events and enrichment activities. We have a link Speech and Language and Occupational Therapist t who deliver EHCP provisions. We provide regular life skill activities including horse riding, allotment visits, wild wood sessions, cooking and social skills.
There are some children in our ARP who attend lessons in the mainstream classes. This is reviewed and changed regularly depending on the child's ability to manage the environment and the pace of learning.
All children are assessed regularly to ensure they are progressing within their learning environment through standardised tests and phonics checks.
ARP Tours
Please contact the school office for an appointment to view the ARP.
Our SENCO is Shelley Towersey – NASENCo and Educational Psychometric Assessor
Contact details: 020 8679 3707 Email: info@harrisprimarymerton.org.uk
Our Governor for SEND is Alan Palmer
Contact details: 020 8679 3707 Email: info@harrisprimarymerton.org.uk
FURTHER INFORMATION about support and services for pupils and their families can be found in:
Web link to: The Merton Local Authority Local Offer
https://directories.merton.gov.uk/kb5/merton/directory/localoffer.page?localofferchannel=0
The Information, Advice and Support Service
https://directories.merton.gov.uk/kb5/merton/directory/service.page?id=8qBxmznqIaM
The DfE Special educational needs and disability Code of Practice
Policies & Documents