Alexander McLeod Primary School


School Based Information

Alexander McLeod is committed to providing Quality First Teaching and a dyslexia-friendly environment, as a basic entitlement for all learners. As a school, we value the needs of all learners and foster a positive attitude towards pupils with dyslexia. We aim to teach all learners how to build on their strengths and minimise their weaknesses, by by-passing their barriers to learning, so that they are empowered to be the best that they can be.


SENCO: Mrs Christine Bearfoot

She is responsible for:
      • Coordinating all the support for children with special educational needs (SEN) and developing the school’s SEN 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 Provision Map (a system for ensuring all the SEN needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
    • To provide specialist support for teachers and support staff in the school, so they can help your child (and other pupils with SEN in the school) achieve the best possible progress.
    • Supporting class teachers in writing Individual Educational Plans (IEPS) and make provisions, which specify the targets in place for your child to achieve.
    • Contacted by: coming into the office and requesting a meeting (either then and there or at a later date); approaching her at the gate at the start and close of the day; writing a letter; telephoning 020 8311 2266.

Class Teacher they are responsible for:

  • Ensuring that all children have access to excellent classroom teaching (quality first teaching) and that the curriculum is adapted to meet your child’s individual needs (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 informing the SENCO-Christine Bearfoot as necessary.
  • Writing Individual Education Plans (IEPs), also sometimes called Personal Learning Plans (PLPs), in conjunction with the SENCO. Then sharing and reviewing these with parents, at least once each term at the Parents Open Afternoon/Evening and then planning for the next term.
  • Ensuring that the staff members 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 SEN Policy is followed in their classroom and for all the pupils they teach with any SEN.
  • Contacted by: coming into the office and requesting a meeting

Headteacher: Mr. Mohammad Mustafa

The day to day management of all aspects of the school, this includes the support for children with SEN.

    • He has delegated responsibility to the SENCO-Christine Bearfoot and class teachers, but is still responsible for ensuring that your child’s needs are met.
    • He ensures that the Governing Body is kept up to date about any issues in the school relating to SEN.
    • Contacted by: coming to the office and requesting a meeting (either then and there or at a later date); approaching him on the gate at the start and close of the day; writing a letter or telephoning 020 8311 2266 and asking for an appointment

Learning Support Assistants

A Learning Support Assistant (LSA) may be allocated to a child with exceptional special educational needs 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!SEND Policy