Our School


Our nursery class has 30 morning and 30 afternoon places. Children are admitted the term after their 3rd birthday.

The school admits pupils using the Greenwich criteria:

  • The age of the child
  • Siblings within school
  • Proximity to school
  • Special educational & health needs supported by a letter from health visitor, doctor, social worker

Please contact the school directly regarding admissions to the nursery.


Children are admitted to reception in the September following their 4th birthday. Applications for reception admissions need to be made directly to Greenwich local authority.

In year admissions

Applications for in year admissions need to be made directly to Greenwich local authority.

Please click here to view the Royal Borough of Greenwich Admissions Policy and download the necessary application form: www.royalgreenwich.gov.uk/admission

You can also apply to Horn Park online by following this link:  www.eadmissions.org.uk

Admissions-arangements 19/20 entry

Metacog SDp
Building a community of learners – SDP
Personalising learning
Precision teach and learn

School’s Disabled Accessibility

The Disability Discrimination Act (DDA) covers many areas of everyday life, including education and access to goods and services. The provisions in the DDA to do with schools relate to disabled pupils and their parents and carers. At Horn Park we strive to make reasonable adjustments to procedures and policies.


The school is situated within Horn Park and is not on a road with a steep gradient. The nearest mainline Railway Station is Lee and there is a bus stop within 100m of the school. Classrooms are spread across the ground floor and first floor of this two storey building. A lift will provide access to the first floor, by request.


This venue does have its own car park with a tarmas surface. This may be used as a designated drop off point or alternatively for longer stay visits disabled car parking spaces are available.

Access to the main entrance

The main doors open away from you (push) and are double width. Please not that these doors are heavy. There are no steps leading into main office.

Inside Access

At present, there is not a hearing assistance system and the lighting levels are varied. Motorised scooters are allowed in public parts of the venue, although visitors must note that they cannot charge scooters or wheelchairs inside the school building.

Accessible toilet

There are accessible toilets located at the school office, designated for public use.

Governors & Trustees

Each Compass school has a local governing body composed of a group of volunteers drawn from the community, each bringing a range of skills, expertise and professional experience. Our Governors provide essential links between the school, parents/carers and the local community. Governors work with staff and parents in an atmosphere of co-operation to provide the best possible framework for educating our children. They are involved in all aspects of school life and meet regularly with leadership teams.

Governors fulfil their responsibilities by:

  • Supporting the school and its ambition by working strategically to develop and implement vision and ethos;
  • Ensuring that the children are receiving the best education and achieve the best outcomes by monitoring the quality of teaching and standards across the school;
  • Setting a budget and making sure that financial resources made available to the school are used effectively;
  • Accounting to all stakeholders for the school’s performance and for the decisions they make.

Chair of Governors – Mary Whitehead

Mary has taught in early years and primary settings, and became a head teacher in Greenwich in 2000. Mary established the Royal Greenwich Teaching School Alliance, and became a national leader of education, before retiring in 2014. She is passionate about education in school and wider educational issues.

Name Position
Mary Whitehead Chair of Governors
Christine Adams Vice Chair
Amanda Chandler Co-opted Governor
Asish Dixit Parent Governor
Helen Robinson Head of School
Jayne Redman Staff Governor
Margret Hatzidakis Co-opted Governor
Michelle Bernard Executive Headteacher
Nicki Dewer Parent Governor
Pat Cooper Co-opted Governor
Sandra McKay Co-opted Governor


Please see the attachments section below for detailed governance information, including terms of office, appointment information and pecuniary interests.

MAT Governance Information Links

Please click on the links below to access Trust-wide governance information:

Governance Structure
Governance Documentation

What is the pupil premium?

The Pupil Premium provides additional funding on top of the main funding a school receives. It is targeted at students from disadvantaged backgrounds to ensure they benefit from the same opportunities as pupils from less deprived families. Currently, the premium is worth £1320 and goes to students who are currently on Free School Meals (FSM) or has been registered for (FSM) in the past six years,  students in care, who have been looked after by local authorities for more than six months also continue to qualify for the Pupil Premium.

Why is there a pupil premium?

Students who have been eligible for Free School Meals at any point in their school career have consistently lower educational attainment than those who have never been eligible. In 2009-10 GCSE statistics showed that around a third of students who have been on Free School Meals in the previous six years achieved five or more A*- C grades, compared to more than two thirds of their fellow students.

How will the impact of the spending of the Pupil Premium be measured?

At Horn Park School, the usual cycle of data collection and the monitoring and tracking of attainment, will be used to inform progress and enable the early identification of need, support and appropriate intervention.

Schools receive designated pupil premium funding to support vulnerable children within the school.  Schools are free to decide how to allocate this funding to best support and raise the attainment for the most vulnerable pupils.

Pupil Premium Information 2019 2020
Pupil Premium Information 2018 2019
Pupil Premium Review 2017 2018

At Horn Park we believe that P.E. and competitive sport contributes to the holistic development of our children. Through participation, children are able to build and demonstrate our key values of resilience, perseverance, respect, unity, co-operation and kindness for themselves and others. Physical Education (PE), is therefore an integral part of the curriculum at Horn Park School.

We continue to strive towards creating an ethos where physical education, physical activity and competitive sport are a part of our children’s everyday life. Enabling them to develop the skills, knowledge and abilities to go on and lead healthy, happy and active lifestyles.

View Government website on PE and sport funding
Sports Premium 2019 2020
Sports Premium 2018 2019


Ms Michelle Bernard – Executive Head Teacher
Mrs Helen Robinson – Head of School (From Sept Maternity leave)
Ms Zoe Crosland – Head of School
Mr Joe Lesley – Deputy Head Teacher
Miss Rebecca Gittins – Assistant Head Teacher (SEND, Inclusion Leader)

School Office / Administrative Support: 

Joanne Rose – Office Lead
Sally Clery – Office Reception / Admin Assistant
Kimberley Jarratt – Attendance Officer
Pauline McNaulty – Admin Assistant
Jamie Clark – Premises Manager
Mandy Scott – Finance Lead
Vivienne Carroll – Information Systems & Website Manager

Pastoral Support Team:

Rebecca Gittins – Assistant Headteacher & Inclusion Leader, SEND, EMA, Pupil Premium
Jordan Noel – SEMH Teacher

Non-Class Based Teachers:

Richard Harries – Sports Teacher
Charlotte Brennan – Music Specialist
Michelle Kutchesfahani – Dyslexia Specialist Teacher
Justin Turner – Cover Supervision
Martin Bowes – Gardening Coordinator
Debbie Riddlesdale – Forest School Lead

Class Teachers & Teaching Assistants


Rosie Osborne – Nursery Class Teacher
Jane Louise Rhodes – Early Years Practitioner
Mr Krishna Thapa – Teaching Assistant
Fatana  Amiri – Teaching Assistant


Miss Chelsea Ablitt – Willows Class Teacher
Miss Jessica Samuels – Cherries Class Teacher
Miss Sarah White – Willows Teaching Assistant
Ms Chanel Forsythe-Grant – Cherries Teaching Assistant

Year 1

Mrs Stacia Winchester – Elms Class Teacher
Mrs Lillian Azzopardi – Elms Class Teacher
Miss Pippa Robinson  – Maples Class  Teacher
Mrs Ingrid Woolner – Teaching Assistant
Mrs Karen Williams – Teaching Assistant

Year 2

Miss Megan Collier – Beeches Class Teacher
Mrs Jayne Redman – Poplars Class Teacher
Miss Alex Michael – Teaching Assistant

Year 3

Mr Joe Lesley – Tower Class Teacher
Mrs Victoria Wood – Tower Class Teacher
Miss Jodie Farmer – Chelsea Class Teacher

Year 4

Mr Nathan Woods – Lambeth Class Teacher
Mrs Tracey Dixon – Kew Class Teacher
Mrs Neelam Sembhi – Teaching Assistant

Year 5

Miss Amy Watson – Richmond Class Teacher
Miss Julia Griffiths – Albert Class Teacher

Year 6

Mr Jack Green – Westminster Class Teacher
Miss Amy Dickenson – Blackfriars Class Teacher
Ms Wendy Briscoe – Teaching Assistant

Special Provision Classes

Sycamore (Children from years 1 -3)

Miss Teresa Mealha – Sycamore Class
Mrs Karen Holczimmer – Sycamore Class

Millennium (Children from Years 4- 6)

Miss Jennifer Akehurst – Millennium Class Teacher
Mrs Karen Holczimmer – Millennium Class Teacher
Ms Louise Gailer – Teaching Assistant – Sycamore & Millennium Class
Miss Shannon Davies – Teaching Assistant – Sycamore & Millennium Class

Midday Meals Supervisors

Margaret Tobin – Midday Meals Supervisor Lead
Amanda Chandler Flynn – Midday Meals Supervisor
Jane Smith – Midday Meals Supervisor
Irene Westwood – Midday Meals Supervisor 

SEND Local offer

All Greenwich maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.

The government has listened to what parents say their experience of services is like and have put in place a number of things to bring about improvements. One of these is the ‘Local Offer’.

In 2012 the former Children’s Minister Sarah Teather explained that:

“The current system is outdated and not fit for purpose. Thousands of families have had to battle for months, even years, with different agencies to get the specialist care their children need. It is unacceptable they are forced to go from pillar to post, facing agonising delays and bureaucracy to get support, therapy and equipment”.

“It is a huge step forward to require health, education and care services work together. The reforms will give parents better information and a comprehensive package of support that meets their needs”.

Local authorities and other services will set out a local offer of all services available to support children who are disabled or who have SEN and their families. The local offer will enable families to understand what services they can access and what support they can expect from a range of local agencies, including from the local authority, health services, schools, leisure services and the voluntary sector. The offer will include provision from birth to 25, across education, health and social care.

The potential outcomes of the Local Offer are:

  • To provide clarity and confidence for parents
  • To support earlier intervention
  • To reduce the need for assessment
  • To identify need and gaps in provision
  • To provide an evidence base for improving progress and securing better outcomes, at school and local level.

All Greenwich maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All school are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and/or Disabilities being met in a mainstream setting wherever possible, where families want this to happen.

The Inclusion Leader is Rebecca Gittins 

responsible for:  

  • Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are:
    • involved in supporting your child’s learning.
    • kept informed about the support your child is getting.
    • involved in reviewing how they are doing.
    • Part of planning ahead for them
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
  • Updating the school’s Inclusion register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
  • Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.

Class/subject teacher
Responsible for:

  • Ensuring that all children have access to good/outstanding teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation).
  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the Inclusion Leader know as necessary.
  • Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable them to be included and make progress.
  • Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

Head of School is Helen Robinson
Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • She will give responsibility to the Inclusion Leader and class teachers but is still responsible for ensuring that your child’s needs are met.
  • She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

SEND Governor is Sandra McKay
Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school.
  • Making sure that the school has an up to date SEND Policy.
  • Making visits to understand and monitor the support given to children with SEND in the school and being part of the process to ensure your child achieves his/her potential in school.

A Learning Support Assistant (LSA) may be allocated to a pupil with exceptional special educational needs and/or disabilities and whilst they take a very valuable role in your child’s education we would prefer that questions regarding your child’s learning and progress are directed to the staff members named above.

Of course, as a school we welcome daily dialogue between parents and LSAs on how a child’s day has been and we do actively encourage this continued feedback!

Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.
For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the Inclusion Leader or outside staff)  are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress.

All children in school should be getting this as a part of excellent classroom practice when needed.

Specific group work with in a smaller group of children.
This group, often called Intervention groups by schools, may be

  • Run in the classroom or outside.
  • Run by a teacher or most often a Teaching assistant who has had training to run these groups.

Stage of SEN Code of Practice: School Action
which means they have been identified by the class teacher as needing some extra support in school.

For your child this would mean:

  • He/ She will engage in group sessions with specific targets to help him/her to make more progress.
  • A Learning Support Assistant/teacher or outside professional (like a Speech and Language Therapist) will run these small group sessions using the teacher’s plan

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

Specialist groups run by outside agencies e.g Speech and Language therapy OR Occupational therapy groups
AND/OR  Individual support for your child of less than 20 hours in school

 This may be from:

  •  Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service or Children and Adolescent Mental Health Service.

For your child this would mean:

  • Your child will have been identified by the class teacher/ Inclusion Leader (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
  • The specialist professional will work with your  child to understand their needs and make recommendations, which may include:
    • Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
    • Support to set better targets which will include their specific expertise
    • A group run by school staff under the guidance of the outside professional e.g a social skills group. The content of which will have been modelled to a teaching assistant by a speech therapist or Educational Psychologist
    • A group or individual work with outside professional
  • The school may suggest that your child needs some agreed individual support in school. They will tell you how the support will be used and what strategies will be put in place.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Specified Individual support
for your child of more than 20 hours in school.

This is provided via an Education, Health and Care Plan (EHCP) or if your child has had this type of support for some time, may be provided by a Statement of Special Educational Needs. This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual and small group teaching (as a guide, 21 hours or more, in school), which cannot be provided from the resources already delegated to the school.
Usually, if your child requires this high level of support they may also need specialist support in school from a professional outside the school. This may be from:

  •  Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service, Occupational therapy service, Physiotherapy and/or CAMHS

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child. You can find more details about this in the Local Authority (LA) based Local Offer, on the Royal Greenwich website: www.royalgreenwich.gov.uk
  • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the SEN support.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more than 20 hours of support in school to make good progress. If this is the case they will write a Statement of Special Educational Needs or an EHC Plan. If this is not the case, they will ask the school to continue with the SEN support and will also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan or Statement will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

This type of support is available for children whose learning needs are:

  • Severe, complex and lifelong
  • Need more than 20 hours of support in school

In 2016 Horn Park opened two specialist classrooms due to the growing needs of children.

Sycamores class is a specialist classroom for children with ASD and secondary learning and cognition difficulties. Children in this provision struggle to access the mainstream curriculum even at a highly differentiated level and therefore specialist support is needed. Children also have speech and language difficulty and some sensory processing disorders. Children in Sycamores class are still on roll in their mainstream classrooms and an individualised timetable is created for them dependent on their needs and ability to successfully integrate into mainstream class.

Ash classroom supports children at Horn Park who have been identified with SEMH. The classroom supports children in a variety of ways through a number of interventions:

  1. AM small class group based on the principles of nurture provision
  2. Drawing and Talking for key identified children
  3. Afternoon team building, confidence and resilience building interventions based on an outdoor learning approach. Children whom attend this intervention have access to Wide Horizons in Eltham
  • If your child is then identified as not making progress the school will set up am meeting to discuss this with you in more detail and to:

    • listen to any concerns you may have too
    • plan any additional support your child may receive
    • discuss with you any referrals to outside professionals to support your child’s learning
    • discuss how we could work together to support your child at home/school.
  • We will always take the child’s views into account when holding review meetings
  • Regular discussions between the child and their teacher about their learning, progress and feelings about school.
  • We will look to gather the views of your child in a variety of ways. For example if they cannot express their views in words we might video them engaged in an activity they enjoy and highlight the ways they show pleasure, clapping etc. For older children we might sit with them and ask them some open ended questions about their experiences.
  • The school budget, received from Greenwich LA, includes money for supporting children with SEND.
  • The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
  • The Head Teacher and the Inclusion Leader discuss all the information they have about SEND in the school, including:
    • the children getting extra support already
    • the children needing extra support
    • the children who have been identified as not making as much progress as would be expected

    And decide what resources/training and support is needed.

  • All resources/training and support are reviewed regularly and changes made as needed.

Directly funded by the school:

  • Behaviour Leader
  • Play Therapist
  • Additional Speech and Language Therapy input to provide a higher level of service to the school.
  • Additional Educational Psychology input to provide a higher level of service to the school
  • Willow Dene outreach provides a higher level of service for the school

Paid for centrally by the Local Authority but delivered in school:

  • Autism Outreach Service
  • Educational Psychology Service
  • Sensory Service for children with visual or hearing needs
  • STEPS (Assessment, advice and resources for children with literacy or numeracy difficulties including Dyslexia)
  • Speech and Language Therapy (provided by Health but paid for by the Local Authority).
  • Professional training for school staff to deliver medical interventions
  • Waterside Behaviour advice service
  • Parent Partnership Service (to support families through the SEN processes and procedures).

Provided and paid for by the Health Service (Oxleas NHS Trust) but delivered in school:

  • School Nurse
  • The Inclusion Leaders’ job is to support the class teacher in planning for children with SEND.
  • Termly meetings to discuss the children identified on the Inclusion Register and Monitored child list and to evaluate the interventions already in place.
  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as ASD and Speech and language difficulties.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g from the ASD Outreach service and STEPS.
  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
  • Your child’s progress is continually monitored by his/her class teacher.
  • His/her progress is reviewed formally every term and a National Curriculum level given in reading, writing, and mathematics.
  • If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
  • The progress of children with a statement of SEND/EHC Plan is formally assessed at an Annual Review with all adults involved with the child’s education.
  • The Inclusion Leader will also check that your child is making good progress within any individual work and in any group that they take part in, through monitoring visits and looking at progress data. For children participating in interventions which target their Social, Emotional and Mental Wellbeing, qualitative assessments will be undertaken.
  • The Inclusion Leader will monitor all additional interventions using the school’s provision map. This measures the progress made by children accessing interventions outside of the classroom. This information is shared with class teachers in order to evidence impact and plan for further effective interventions.
  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The Inclusion Leader is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • You will receive a letter every term specifying your child’s targets for that term which will be shared with you by the class teacher or Inclusion Leader. We will then ask you to sign and, if appropriate, your child. You will be able to take a copy home with you.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Homework will be adjusted as needed to your child’s individual needs.
  • Horn Park Primary School is a large school and would make any necessary changes to the building or placement of a classroom to accommodate children with mobility and physical disabilities.
  • We ensure that equipment used is accessible to all children regardless of their needs.
  • After school provision is accessible to all children including those with SEND.
  • Extra-curricular activities are accessible for children with SEND.

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.

  • If your child is moving to another school:
    • We will contact the school Inclusion Leader and ensure he/she knows about any special arrangements or support that need to be made for your child.
    • We will make sure that all records about your child are passed on as soon as possible.
  • When moving classes in school:
    • Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher.
    • A book about moving on will be made for your child where appropriate.
  • In Year 6:
    • The Inclusion Leader will attend the Primary Transition Day to discuss the specific needs of your child with the Inclusion Leader of their secondary school, and the specialist session for students with ASD, as appropriate.
    • Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
    • Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.

Need text supplying

Greenwich’s Local Offer page has information about services across Greenwich that parents can access. You can search by postcode or area of interest. You can access this at royalgreenwich.gov.uk/localoffer

Horn Park Primary School SEND Information Report 2018-2019
How many students did we have at our school with statements or EHC plans at the end of July 2019?
  • 13 EHC plans or statements for SEN
How many students did we have at SEN Support at the end of July 2019?
  • 64 children
What were the outcomes for children within our school with SEND for 2018/19? The data has been taken from Greenwich provisional data (July 2019) 2018/19.

The national comparator which analyses children with SEND is the national average for all pupils.

Year 1 phonics check

  • 50% of children attending Horn Park with a speech and language or communication needs , which is in line with national expectations.
  • 50 % of children with EHCP’s achieved the pass mark for the phonics check in year 2 which is significantly higher than national expectation

Key Stage One

The outcomes within our school for children with SEN support for 2018/19 are:

  • 17% children achieved expected levels in reading
  • 17% of children achieved expected levels in maths
  • 2 Children with EHCP’s were assessed using P Levels and had made excellent progress since the start of Key Stage One

Key Stage Two

The outcomes within our school for children with SEN support for 2018/19 are:

  • 50% of children on SEN support reached national expectation in maths, reading and writing combined compared to 39% nationally

Children with speech, language and communication difficulties, Autism spectrum disorder and social and emotional and mental health difficulties all outperformed those groups compared to the national average.

  • 71% of children receiving SEN support achieved expected standard in reading compared to 54% nationally
  • 57% of children receiving SEN support achieved expected levels in writing compared to 52% nationally
  • 79% of children on SEN support achieved expected levels in maths compared to 62% nationally
  • There were 3 children in in year 6 with EHCP’s
What training did staff at our school have in SEND over the year 2018/19?
  • Specific staff undertook dyslexia interventions training
  • All staff working within our specialist provision have attended the 6 week ‘supporting children with ASD in mainstream classes’ training delivered by ASD outreach
  • Teaching staff and TA’s attended a ‘personalising learning PDM at school’
  • Specific staff have undertaken ‘supporting behaviour’ training run by ASD outreach
  • All TA’s attended a ‘descalation’ training session in school
What was in the Head teacher’s report to the Governors about SEND in 2018/19?

  • This year our work with Inclusion was recognised by Challenge Partners who awarded us an ‘area of excellence’ for our support and provision for vulnerable learners.
  • We are continuing to review the school SEND list on at least a termly basis using the four categories of SEN: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health, Sensory and Physical Needs.
  • Additionally we have a group of children whom we are carefully monitoring. There are twenty children on the Monitoring List.
  • We continue to refer to a number of outside agencies to help us support pupils with SEN. Through consulting with other professionals we are able to equip teachers and teaching assistants with proficient skills in addressing the needs of our pupils.
  • We continue to build networks across the Compass Partnership to share SEND expertise, ensure consistency and improve the outcomes for our learners. Standards remain high because teachers deliver effective inclusive practice through high-quality everyday personalised teaching.


Speech and Language Therapy (SALT)

The SALT system of working with pupils at Universal, Targeted and Specialist level has been working well. Becoming a Targeted pupil ensures that additional support continues, but does not require the Speech and Language Therapist to observe and write reports. The school’s Speech and Language therapists works closely with school staff to ensure those children receiving universal and targeted interventions are carefully planned for and monitored and next steps identified.

ASD Outreach

The partnership between Horn Park and ASD Outreach continues to effectively support pupils. ASD Outreach regularly visits pupils who have an ASD diagnosis. Children are supported depending on their individual area of need. Support ranges from individualised planning for the curriculum to running small social skills groups.

Educational Psychology Service

Our Educational Psychologist is Veronica D’Rozaria and she meets the Inclusion Leader regularly. During her visits she observes children, meets parents and teachers to discuss the children and completes direct work and assessments with children to decide appropriate actions. We have increased our contact with the Educational Psychology Service to meet the growing demand of our children.


Children continue to access bespoke literacy and maths programmes via the outreach service STEPS. We have also had some more children diagnosed with dyslexia or complex specific learning difficulties.

Dyslexia assessments

One of our teachers, Michelle Kutchesfahani is a trained assessor for dyslexia. This will mean that next academic year children at Horn Park will be identified and assessed for dyslexia quicker and more efficiently as this will be done in school.

Nurture provision

Due to the changing needs of the school, we have set up a small nurture provision for children with social, emotional and mental health difficulties. This provision supports children who may not be emotionally ready to access their mainstream class. Children are tracked and plan for using the Boxall profile system. This year we have successfully transition children back to class for the majority of the day.

Wide Horizons project

Horn Park were lucky enough to participate in a yearlong project in conjunction with Wide Horizons.  Each term a small group of pupils attended the center in Eltham to engage in an outdoor learning project. Children were selected by class teachers, Inclusion leader and SEMH teachers to engage in the 12 week intervention. Each group was selected based on needs which ranged from emotional difficulties to behaviour support. The project was evaluated through individual targets set for each child.

Sycamores and Millennium Class

In September 2016 we opened our own designated provision for children with complex ASD and secondary learning needs. The designated special provision offers an enriched, individually orientated curriculum within an integrated setting where children can learn alongside their peers at a pace that suits their needs. It offers a unique quieter and calm environment where children can work on the acquisition of specific skills in safe and comfortable surroundings. In 2018 we opened a second classroom due to the growing number of children. Our Sycamores provision supports children from years 1-3 and Millennium years 4-6.

First Aid & Medical Conditions

All Staff have received training to administer Epipens and Buccal midazolam. The Medical Alert Handbook has been continually updated and shared with First Aiders and all other teaching staff to ensure that everyone knows how to act in an emergency situation.
The First Aid Procedures and Policy have been revised for greater clarity. First Aid & Medical Administration has been reviewed and new Accident Reports created. There is now consistency across the school.
All Care Plans have been reviewed this year.


Alpha Childcare provide a break and after school club at Horn Park for up to 40 children from 3-11 years old.

Breakfast Club
runs from 7.30am – 9.00am on school days
After School Club runs from 3.30pm – 6.30pm on school days

Telephone: 0208 469 1888

Email: info@alphachildcare.com

Alpha Club Booklet
After School Application September 2019


School’s performance tables
Data & attainment info


Accessibility Plan Horn Park
Anti Bullying Policy
Attendance policy
Behaviour and Relationships Summer
Child Protection Safeguarding Policy
Collective Worship Policy Autumn


The Compass Partnership of Schools Admissions arrangements 19/20 entry
Compass privacy notice for parents carers
Equalities action plan
Inclusion Policy Autumn
Looked After Children policy Summer
Compass privacy notice for workforce
Online Safety policy Autumn
Compass trust policies
Sex and Relationships Policy Autumn