The Special Educational Needs Policy of the school takes careful account of the Code of Practice (January 2015) and the Special Needs and Disability Act 2001. It reflects the school’s belief that all students have skills, talents and abilities and recognises that the school has a responsibility to develop these to the full. The aims of the policy are:

  • To give all students access to a broad and balanced curriculum suitably differentiated to meet their needs
  • To provide additional support including skilled staff, specialist equipment and resources wherever necessary to students who have special educational needs
  • To offer special programmes designed to maximise opportunities when students leave the school including preparation for work or continuing education
  • To encourage awareness that the learning needs of all students are of equal value
  • To give all students the opportunity to gain a sense of achievement and self-worth from their educational experience at school
  • The school maintains a SEN Register and record individual needs and strategies for additional support.
  • The designated SENCO liaises with the curriculum and pastoral staff to monitor pupil progress and plan further intervention where progress is lower than expected.

The school SENCO is Mr Coles.  If you have any queries regarding SEN please email


  • Identify pupils with Special Educational Needs or Disabilities prior to their arrival at Queensmead.
  • The SENCO and our transition team (including SEN Manager and Heads of year) liaise closely with relevant staff at Primary Schools, agencies and parents to facilitate a smooth transition from Primary to Secondary phase for pupils.

Please find helpful links below:

SEND Code of Practice (January 2015)

Hillingdon Local Offer Website

Queensmead SEN Policy

SEN Information Report

EAL Policy

Gifted and Talented

The aim of the school is to give all children the opportunity to develop their abilities and interests and to achieve their potential. All children, including the most able, have the right to a challenging and appropriate education which consists of a broad, balanced and differentiated curriculum.

The school will make specific provision for students identified as being Gifted or Talented by:

  • Providing an appropriate, challenging, stimulating and enjoyable curriculum that broadens and enhances the learning opportunities of gifted and talented students (see Teaching and Learning Policy)
  • Offering children opportunities to develop their specific skills and talents through provision of opportunities and guidance that is sensitive to their ways of learning and allows potential to be turned into performance (inside and outside the classroom)
  • Develop a programme of enrichment, including clubs, trips and visits from external agencies to allow students who are gifted or talented in specific areas to develop their abilities and interests

Providing equality of opportunity for children, enabling them to reach their intellectual, personal, social, physical and emotional potential

We offer an extensive programme of extra-curricular activities and opportunities, including a number of visits and excursions. Our aim is to provide a bespoke package of enrichment, that takes advantage of exhibitions, performances and showcases at galleries, museums and theatres. We also provide a range of in-school activities designed at challenging students to broaden their experiences and influences.

Private Fostering Arrangements

Other professionals, for example GPs surgeries and schools, also have a responsibility to report to the local authority where they are aware or suspect that a child is subject to a private fostering arrangement. (see ‘Replacement Children Act 1989 Guidance on Private Fostering 2005 paragraph 2.6)

Note that although schools have a duty to inform the local authority, there is no duty for anyone, including the private foster carer or social workers to inform the school. However, it should be clear who has parental responsibility.