At Honilands Primary School, inclusion is at the heart of our approach. We are committed to ensuring that every child is valued, supported and able to participate fully in school life.

We have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Our aim is to remove barriers to learning, develop independence and enable every child to achieve their personal best academically, socially and emotionally.

Our approach to SEND

At Honilands, we believe that effective SEND provision begins with excellent inclusive classroom practice. Our starting point is a high standard of Ordinarily Available Provision for all pupils, ensuring that barriers to learning are anticipated and reduced wherever possible.

Teachers know their pupils well and adapt teaching, resources and the learning environment so that children can access the same ambitious curriculum as their peers. Adaptation does not mean lowering expectations; it means providing the right support, scaffolding and resources so that pupils can participate successfully and develop increasing independence.

Ordinarily Available Provision

Our classrooms are well resourced and inclusive by design. Depending on the needs of individual pupils, provision may include:

• careful consideration of font, text size, spacing, colour and the amount of information presented on a page

• the use of buff or appropriately coloured paper in exercise books and for printed resources where this improves accessibility

• Chromebooks and other technology, including accessibility settings such as text-to-speech, speech-to-text, magnification and other appropriate tools

• writing wedges/sloping boards, pencil grips and other resources to support positioning, handwriting and fine-motor needs

• workstation or desk dividers where reducing visual distraction supports concentration and independence

• visual timetables, now-and-next boards, Widgit symbols and other visual prompts

• vocabulary mats, word banks, sentence stems, worked examples and other scaffolds

• practical resources and manipulatives to support understanding

• learning broken into manageable steps, with instructions clarified or repeated where needed

• opportunities for pre-teaching, overlearning and revisiting key knowledge

• thoughtful seating and classroom organisation

• movement, sensory and regulation resources where appropriate

• additional processing and response time

• adapted recording methods where these remove a barrier to demonstrating learning.

These approaches form part of everyday classroom practice and are used flexibly according to pupils' individual strengths and needs. Staff regularly consider whether adaptations remain necessary and effective, with the aim of enabling pupils to become increasingly confident and independent.

Identifying and responding to additional needs

Where a pupil continues to experience barriers despite strong ordinarily available provision, staff work with the child and their family to identify what additional support may be required.

We use a graduated Assess – Plan – Do – Review approach. This enables us to identify needs, put appropriate provision in place, evaluate its impact and make further adaptations when necessary.

Support may include targeted individual or small-group provision, additional resources, personalised strategies or advice from specialist professionals.

Working with specialist professionals

Where additional expertise is required, Honilands works collaboratively with external agencies and professionals to understand pupils' needs and strengthen the provision available to them.

Depending on an individual child's needs, this may include professionals from Speech and Language Therapy, Educational Psychology, Occupational Therapy, Physiotherapy, autism advisory services, health services and other specialist teams.

Advice from professionals is not viewed as separate from classroom practice. Where appropriate, recommendations are incorporated into teaching, classroom organisation, resources and individual provision so that strategies are used consistently throughout the school day.

Working with pupils and families

Parents and carers are important partners in their child's education. We aim to maintain open communication with families and involve them in identifying needs, planning provision and reviewing progress.

Pupil voice is equally important. Children are supported to understand the strategies and resources that help them to learn successfully and, wherever possible, to make choices about their own support.

Our aim is not simply to provide adult help, but to give pupils the tools, strategies and confidence they need to become increasingly independent learners.

Working in partnership

Parents and carers are important partners in their child's education. We aim to maintain open communication with families and involve them in identifying needs, planning support and reviewing progress.

The views of pupils are equally important. Children are supported to contribute to discussions about their learning, provision and aspirations in ways that are appropriate to their age and individual needs.

We also work closely with other settings and professionals when pupils join Honilands, move between phases or prepare for secondary school.

Our SENCO

Our Special Educational Needs Coordinator (SENCO) is Ms Hazel Menezes.

If you would like to discuss your child's needs or have concerns about their progress, we recommend speaking with their class teacher in the first instance. You can also contact our SENCO:

Email: senco@honilands.enfield.sch.uk
Telephone: 01992 701012

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Specialist Resource Provision – Chestnut and Acorn

Honilands is proud to have a Specialist Resource Provision (SRP) comprising our Chestnut and Acorn classes.

Our SRP provides a nurturing, structured and inclusive environment for pupils whose Education, Health and Care Plan (EHCP) identifies autism as their primary area of need.

Our aim is to enable pupils to thrive by developing their:

• communication and interaction

• confidence and resilience

• emotional regulation

• independence

• academic skills

• social development

• functional and everyday life skills.

Who is the SRP for?

Places within the SRP are for pupils with an Education, Health and Care Plan (EHCP) whose primary identified need is autism and who require specialist provision beyond what can ordinarily be provided within a mainstream classroom.

Pupils are also expected to benefit from opportunities to access aspects of mainstream school life and the curriculum with appropriate support.

Places in the SRP are allocated through Enfield's SEND Service following consultation with the school. A place at Honilands Primary School does not automatically provide access to the SRP.

Learning within our SRP

Children receive a personalised programme which reflects their EHCP outcomes and individual strengths and needs.

Academic learning is combined with opportunities to develop communication, independence, emotional regulation, social interaction and functional life skills.

Our learning environments are structured and designed to reduce barriers and anxiety while promoting increasing independence. Approaches and resources may include:

• visual timetables and structured routines

• Widgit symbols and communication resources

• Zones of Regulation

• individual and small-group teaching

• sensory and regulation support

• adapted learning resources

• opportunities to develop communication and social interaction

• preparation for greater independence and future transitions.

Where appropriate, pupils access learning and experiences alongside their mainstream peers. We want children within Chestnut and Acorn to feel very much part of the wider Honilands community while also benefiting from specialist provision matched to their individual needs.

We work closely with families and external professionals to ensure that provision remains responsive to each child's development and EHCP outcomes.

Send Information 

• Honilands Send Information Report 2026-27
• Honilands SEND Policy
• Parent Guide to Oridnary Available Provision
• Enfield's Local Offer
• SEND Code of Practice – January 2015

If you wish to contact us regarding SEND you can phone the school office asking for Ms Menezes our Inclusion Lead or use the email senco@honilands.enfield.sch.uk