SEND Information Report 2018 - 2019


The Abbey School strives to be a fully inclusive school. All students are welcome, including those with special educational needs, as defined in the Special Educational Needs and Disability [SEND] Code of Practice 2014, and in accordance with admission arrangements as outlined in the school prospectus.


A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

  • A child of compulsory age has a learning difficulty or disability if he or she:
    • Has a significantly greater difficulty in learning than the majority of others of the same age, or
    • Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

SEND Code of Practice 2015, p285

Specialist Resourced Provision

The school is commissioned by Kent County Council to run a specialist resourced provision (SRP) on the school site with a primary need of Autistic Spectrum Condition (ASC) for 30 pupils. The Centre is a fully inclusive provision and all pupils attend mainstream lessons and have full access to the curriculum. Pupils do have a higher level of support within lessons and also have access to specialist intervention. Pupils will also receive specialist interventions dependent on the areas of difficulty.


Placement within the Centre requires an Education Health Care Plan where pupils will have a primary need of ASC.


Identification and Assessment.

The school provision is managed by Mrs S Frorath (SENCO),


This email address is being protected from spambots. You need JavaScript enabled to view it. Tel: 01795 532 633 , who reports directly to Mrs G Parsons – Assistant Headteacher.


Regular assessment of progress for all students is the responsibility of the subject teacher supported by the Head of Department and the Leadership Group. This allows for early and effective identification of students who are making less than expected progress. This may include progress in areas other than attainment.


If a student is making less than expected progress the Graduated Approach [CoP 2014:6.44-6.56] of assess/plan/do/review will be used to address their needs.


Arrangements for consulting parents/carers.

If any special provision additional or different to the normal curriculum offer is put in place for a student parents/carers will be contacted accordingly. Access arrangements and reasonable adjustments are provided in line with the pupils normal way of working in class and are in full compliance with the JCQ.


Arrangements for consulting students

Young people with SEND will be consulted and involved as appropriate. Where interventions are in place all pupils will have a provision plan with a focus on ‘plan do review’.


Transition arrangements

A full programme is in place to ensure a smooth transition from year 6 to 7; this includes transition days, additional Thursday transition afternoons, and meetings with parents and close liaison with feeder schools. At the end of KS4 students are well supported to make appropriate choices post 16. In KS5 the tutor is pivotal in supporting the student in preparation for university, college or the world of work.


The approach to teaching students with SEND

The provision for students with SEND is underpinned by high quality teaching. The quality of teaching for students with SEND and the progress made is a core objective for all teaching staff appraisals. Staff receive detailed information to identify patterns of SEND in their teaching groups and use these to reflect on and reinforce the quality of their teaching. The Continuing Professional Development [CPD] offer for 2018/19 supports teachers to make the required adjustments to their teaching to ensure all students, whatever their need, make expected or greater progress. The school endeavours to make sure all students, including students with SEND, get the support they need. The leadership group regularly review SEND provision as part of whole school improvement.



Appropriate adaptations are made to the curriculum and the learning environment to ensure full access for all students including those with SEND. For example academic setting and bespoke timetables.


Staff training.

All staff follow a programme of continuing professional development; the 2018-19 offer includes bespoke training from Meadowfields. Specialist support, if required, is accessed through the Early Help Notification process, via the Local Inclusion Forum Team [LIFT] or the Swale Inclusion Service. The school also makes use of the SRP provision in ongoing training for all staff around the spectrum but also for associated social communication difficulties.


Evaluating effectiveness of provision

There is a schedule of observations for both teachers and teaching assistants that runs throughout the academic year. These inform the appraisal process and are linked to staff CPD. Department reviews and evaluations of interventions are ongoing.


Engagement in activities.

The school strives to be an inclusive school, engendering a sense of community and belonging through its inclusive ethos, broad and balanced curriculum offer, early identification of barriers to learning and participation and high expectations for all including students with SEND. The student and their parents/carers are supported in order to facilitate the development of the student and help them to achieve the best possible outcomes, including educational outcomes.


Emotional and social development

A strong pastoral structure is at the heart of the school with a House system and tutor groups. A high value is placed on student voice and an effective anti-bullying policy is in place. The emotional and social development of all students is supported through the Personal Social Health Education [PSHE] programme.


External agency support

The school has strong links with external agencies ensuring effective collaboration, between Health, Education and Social Services.


Complaints procedure.

Any concerns regarding the provision in place for a student should be referred in the first instance to Mrs Frorath (SENCO). For further information please refer to the school complaints policy on the website.


This information is regularly reviewed and links with the ‘Local Offer’ from KCC, which can be found here:

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If, as parent or guardian of a student attending this school, you require a paper copy of the information on this website, we shall provide this free of charge.
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