We aim to support all students with their learning in a range of ways whatever their needs may be. This support includes Coaching and Mentoring, Special Educational Needs and Support, English as an Additional Language Support, Enrichment sessions and Stretch and challenge support.

Special Education Needs at Plashet School

Plashet School is a fully inclusive school that ensures that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum.

The SEND team is a large-team of specialist teachers and teaching assistants that work closely with mainstream teachers to ensure that students with SEND realise their full potential, including specialised, differentiated programmes where appropriate. We also engage the use of outside agencies so that every area of need is addressed and so that the student can fully participate in her education.

We have specialist teachers in areas such as autism, visual impairment and hearing impairment as well as speech and language. Our transition support extends to Key Stage 2 to Key Stage 3, and Key Stage 4 to Key Stage 5 which includes work experience and sixth form and college applications.

Our students participate fully in all events in the life of the school including trips out, Sports Days and special events in the evening such as the Christmas show, Diwali and the Eid event.  We have a key specialist from the Borough,  who ensures that our students participate in all sports events which take place across the schools in Newham.  This has been received very well by our students with disabilities, who have in fact, won awards and medals.  The students were extremely proud and their achievements are celebrated on school displays as well as in the Plashet School parents’ newsletter.

Key features

  • A fully inclusive school that ensures that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum.
  • A large team of specialist teachers and Teaching Assistants work closely together with mainstream teachers, to ensure that students with SEND realise their full potential by supporting the learning and progress of students .
  • Specialised differentiated programmes where required and appropriate.
  • Exam Access Arrangements
  • Specialist teachers in areas autism, visual impairment and hearing impairment as well as speech and language.

Transition support at KS2 to KS3 and KS4 to KS5. One of the SEND team is responsible for the transition from KS2 to KS3 and one of our team I responsible

School Offer Jigsaw

SEND Information Report For Parents

1. What kinds of special educational needs are provided for at Plashet School?

We are an inclusive school and we provide for a range of special education needs from severe complex needs to learning difficulties.

2. and 3. What are the policies for identifying children and young people with special educational needs and assessing their needs?

Firstly, we gather information from the Primary Schools and students with SEND are identified and support allocated. We also screen students for their literacy and identify students who need extra support in this area. This is the link to the SEND policy. http://plashetschoolnewham.com/wp-content/uploads/2015/09/send_policy.pdf

4. What is the name and contact details of the SENDCO?

Ms Raminder Kaur Virdee
Plashet School
Plashet Grove
E6 1DG
Email: raminder.virdee@plashet.newham.sch.uk
Telephone No: 0208 471 2418

5. What are the arrangements for consulting parents of children and young people with special educational needs and involving them in their education?

We have student centred reviews three times a year and you will be invited to attend those reviews .

6. What are the arrangements for consulting young people with special educational needs and involving them in their education?

We will consult your daughter during review meetings. We aim to make your daughter the central part of the meeting so that she is comfortable in sharing her views about her education.

7. What are the arrangements for assessing and reviewing children and young people’s progress towards outcomes?

We will assess and review your daughter’s progress towards outcomes at a review meeting held three times a year, and also at parents’ evenings when subject specialists are also available for you to meet. You will be invited to the termly reviews so that you can take part in to the discussion taking place about your daughter and her future aspirations.

8. What are the arrangements for supporting children and young people in moving between phases of education and preparing for adulthood?

We hold transition reviews in Years 9 and 11. We invite the Career’s representative along who will explain future pathways such as college and work. In Year 10 your daughter will go on work
experience (all of our students including those with SEND go on work experience). In Year 11, the Career’s teacher of organises events such as BOSS day when employers come in and explain the world of work to our students. Our Careers Teacher also assists students into her post 16 transition to college. Thinking about long term goals underpins our work from Year 7 and is ongoing.

9. What is your approach to teaching young people with SEND?

We will look at each student with SEND individually and teach her according to her needs, as well as ensuring that she is fully included in all aspects of school life.

10. What adaptions are made to the curriculum and the learning environments of children and young people with SEND?

We aim to personalise the learning for our students with SEND. Students will receive a balance of one to one teaching from the named SEND teacher, support from Learning Support Assistant and differentiation in the mainstream class. Personalised interventions include Ruth Miskin Literacy programme, Speech and Language lessons and Signalong.

11. What are the expertise and training of staff to support children and young people with special educational needs, including how specialist expertise can be secured?

Our team are highly qualified up to Master’s Degree level. We also regularly attend CPD (Continuing Professional Development), in order to keep up with the latest thinking in SEND. Further, specialist expertise is secured through liaising with outside agencies such as speech and language therapists and the Educational Psychologist.

12. How do you evaluate the effectiveness of the provision made for children and young people with special educational needs?

We monitor and track the progress of students. We also gain feedback from teachers, support staff, and parents. In addition, we have quality assure through appraisal, lesson observations and learning walks. Our students also gain qualifications, gain certificates and go on to further education as well as employment.

13. What extra curricular activities are available for students with SEND?

We offer a homework club twice a week. We also offer your daughter a chance to read, play games and listen to music as well as mix with her peer group. We also sports activities organised by the Secondary Schools Sports Co-ordinator for Newham. Further, clubs and activities are also organised throughout the school and your daughter can attend these. Further information is available from the SENCO.

14. How are students with SEND enables to engage with activities available to students without SEND?

We are fully inclusive and our students take part in all activities including trips out, work experience and social and musical events.

15. What is your support for improving emotional and social development? (including anti – bullying)

We have a strong pastoral system including form tutors who see students on a daily basis. There is a students’ council which form representatives attend and voice their views about a variety of topics. The school assemblies are lively and informative and often presented by students on issues of current concern. In addition, we have named SEND teachers and Learning Support Assistants who will see your daughter and support her emotional and social development. We have an anti-bullying policy and have an anti- bullying educational programme.

16. How the school involves other bodies including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s special educational needs and supporting their families.

We work with EWO Jacqui Morrison, in order to support students and young people with special educational needs. We have professionals’ meetings and we will involve social services or health care professionals as required by the personal needs of the student and her family.

17. The contact details of the special educational needs department for newham available for parents of children and young people with SEN:

Special Educational Needs (SEN)
London Borough of Newham
Newham Dockside
1000 Dockside Road
E16 2QU
Telephone number: 020 8430 2000
Website: https://www.newham.gov.uk/Pages/Category/Special-educational-needs.aspx

18. What is your school offer?

This is available on the Plashet School website. Further details can be obtained from our SENCO, Ms Raminder Kaur Virdee. Follow this link to Plashet School’s offer: http://plashetschoolnewham.com/wp-content/uploads/2015/06/school_offer_jigsaw_puzzle.pdf

19. What are your arrangements for supporting children and young people who are looked after by the Local Authority and have SEND?

This is managed by Mrs. Thakor, Assistant Headteacher, (named safeguarding lead) who attends PEP meetings along with the SENCO.

20. Additional support for learning that is available to children and young people with special educational needs.

The additional support we offer includes: in class support, specialist interventions such as speech and language lessons, signalong and a multisensory, differentiated curriculum.

21. What are the arrangements for providing equipment and facilities for children and young people with SEND and how these will be secured?

Specialist equipment is provided by Newham Sensory team and this is secured by application by the SENCO.

22. What are the arrangements for handling complaints from parents of children with SEND about provision made at the school?

In the first instance parents should make an appointment to see the SENCO. Details of our policy is also available on our website.

23. The arrangements for the admission of disabled persons as pupils at the school.

The details of this can be found by the following link:

24. What are the steps taken to prevent disabled students from being treated less favourably than other students?

We take pride in ensuring the highest level of care of our students with SEND. They are fully included in every aspect of school life and they thrive here both educationally and socially. Our SEND policy also makes clear provision.

25. What are the facilities provided to assist access to Plashet School by disabled students?

We currently have a bridge to span the two main buildings, a lift on the North site, ramps and handrails, notices and stairs painted to improve visibility. Some departments, for example, new science laboratories and hold specialist equipment for students with disabilities.

26. The accessibility plan prepared by the governing body or proprietor (under paragraph 4 of Schedule 10 of the Equality Act 2010).

The school’s Disability Action Plan (DAP) agreed by the Governors sets out the school’s increasing commitment to making the environment more accessible to students with physical and learning difficulties. We keep the accessibility of the building and classrooms under constant review and incorporate areas for improvement into the SDP.
Please follow this link to the Public Sector Equality Policy:

27. Details of the school’s contribution to the Local Offer and information on where the Local Authority’s Local offer is published

Plashet School’s offer is on the Plashet School website and is called School Offer jigsaw. The Local Authority’s local offer can be found on the Newham Education website.


What is the Coaching and Mentoring Department?

The Coaching and Mentoring Department (CMD) at Plashet School aims to provide Guidance, Information and Advice to support student achievement.  The CMD offers activities and programmes that help students to overcome any barriers to their learning. We are there to help if you have problems with friends, work, in school or at home.  We offer personalised support as a group or one-to-one.

How can we support you and your daughter?

The School Learning Mentors play an important role in developing activities to engage students, both in and outside of the classroom, that help to enrich the learning experience. The department’s staff members work closely with Year Co-ordinators, the school’s attendance officer, the Education Welfare Officer, the Child Protection staff and the SEN Team to:

  • Provide support and guidance to students by embracing the Every Child Matters outcomes.
  • Help students to remove barriers to learning in order to enhance individual learning, raise aspirations and achieve full potential.
  • Links with external agencies to support students and their families.
CMD Interventions

The CMD runs many interventions that concentrate on assisting students in overcoming their barriers to learning.  The CMD Team have developed a number of AQA Accredited qualifications to recognise their achievements in terms of their personal development.  The qualifications include the first national qualification to accredit Learning Mentor intervention.

The CMD has also written three AQA qualifications:

  • Anger Management 77260
  • Peer mediation 77262
  • Progress and Review with a Learning Mentor 77261
  • Further Progress and Review with a Learning Mentor 70149

Curriculum Content

Key activities and interventions include:
  • AQA Accredited Anger Management Training
  • Assertiveness Training
  • Confidence Building
  • Craft Club
  • Accredited Peer Mediation Training for Year 9 Students
  • Attendance Workshop
  • Transitional Support
  • Internet Safety Training
  • Plashet Starlights Cheerleading Squad
  • Dance Club
  • Adolescent Development
  • Information, Advice and Guidance
  • Study Skills
  • Attendance Workshop
  • Transitional Support
  • Internet Safety Training
  • AQA Accredited Anger Management Training
  • Assertiveness Training
  • Confidence Building
  • AQA Unit Awards to accredit Learning Mentor Intervention
  • Coursework Management Support
  • Progress+  – Year 11 intervention
  • Adolescent Development
  • Information, Advice and Guidance

Useful Websites

Contact Information

Mrs J. Begum, Learning Mentor Year 7
Mrs N. Nawaz, Learning Mentor Year 8
Miss P. St. Louis, Learning Mentor Year 9 & Head of Department
Mrs S Khan, Learning Mentor Year 10
Miss E. Knowles Learning Mentor Year 11

Call us on: 0208 471 2418
Email us on:


The EAL department teaches students who are learning English and speak one or more other languages at home. Students with EAL receive a range of support depending on their level of English. The EAL department provides support for these students in different curriculum areas, working in partnership with subject teachers to devise strategies and resources.

Students may also benefit from a smaller English language or literacy class. These are small classes (from 3 to 12 students) which help students develop their English and understanding of the curriculum. Students are invited to these interventions according to their specific need and their progress is monitored closely. The aim is for each student to become a proficient, independent user of English.

Curriculum Content

KS3 Intervention

Induction Groups
There are two Induction Groups for students who are at the early stages of learning English. Induction Group 1 is for complete beginners who sometimes have had no formal education in their country of origin. Group 2 is for students who can read simple English and can write some words independently but need to develop reading for meaning and sentence construction. The course uses the Cambridge English materials and focuses on curriculum content. Both groups are timetabled for five lessons per week (one lesson each day).

Several interventions run during morning registration from 8.45 to 9.15 a.m. Monday to Wednesday

Reading Comprehension
The Reading Comprehension programme helps students improve fluency in reading and develop the skills of inference. It introduces students to different types of text and encourages reading for pleasure.

Writing and Spelling
This intervention assists students in writing different types of sentences and organising their ideas. It also introduces strategies for improving spelling.

Extended Writing
The course assists students in developing their ideas and writing clearly and cohesively. It develops the students’ ability to write for a range of purposes and audiences.

Peer Reading
Students from Year 10 are trained to read with KS3 students to help them develop confidence in reading and improve fluency.

KS4 Courses

EDEXCEL English for Speakers of Other Languages (ESOL) Course
The EDEXCEL ESOL Course is an Entry Level Course for students at the earlier stages of learning English – qualifications are available from Entry 1 to Level 2.

Cambridge IGCSE in English as a second Language (ESL) KS4
The IGCSE in ESL is an internationally recognised GCSE qualification in English as a second language, for more advanced learners of English who would benefit from focused work on grammar, comprehension skills and extended writing.

Both of the courses are timetabled for five lessons over two weeks.

Lunchtime Study Support
EAL Study Support is available every lunch time in G26 for students in KS3 and KS4. Students have the opportunity to make a start on home learning tasks as well as revising the language and concepts covered in lessons.

Useful Links


Contact Information

Please contact the school on info@plashet.newham.sch.uk for further information.

Stretch and Challenge

We have a programme for developing the learning of all students including those identified as Exceptionally, Highly or More Able (EHMA).

Students identified as ‘Exceptionally, Highly or More Able’ (EHMA), have demonstrated the potential to be high academic achievers. The progress of these students is centrally monitored and additional enrichment or intervention may be put into place to ensure they fulfil their potential. Teachers are asked to work with more able students in a variety of ways, to ensure that they are sufficiently challenged and stretched in their learning.. We believe that the more able students need to show resilience, confidence and independence. This means that they themselves need to enjoy taking responsibility for their own learning, overcoming obstacles and working through problems. More able students will be expected to take on leadership roles and to be able to self-manage and organise their learning around these roles and enrichment activities.


Being part of the EHMA programme means that your daughter will be targeted to engage with additional extra-curricular activities and enrichment. These activities are organised either by a curriculum department, the EHMA Programme Manager or by the senior teacher with responsibility for the more able. These activities will vary on a year to year basis, but will always include additional clubs such as ‘More Able Maths’, STEM club (Science, Technology, Engineering and Maths club) or the opportunity to attend training for public speaking and to become part of the Debate Society. We access many different schemes such as the Brilliant Club, a nationwide scheme that gives more able students the opportunity to work with PHd students in STEM and humanities subjects.

Preparation for KS5 and beyond

Students on the programme are given the opportunity to access several university outreach programmes throughout their education at Plashet School. From year 7, students will create a profile that will inform us of your daughter’s ambitions and aspirations. We will then work with your daughter to ensure that she makes the right choices for the future. At present, we work with a number of different universities including Cambridge, Oxford, Kings College London (KCL), University College London (UCL), School of African and Oriental Studies (SOAS) and Goldsmiths University.

Plashet School