From September 2026, the Designated Safeguarding Lead will be:

Ms Rhona McLaughlin

Deputy Designated Safeguarding Leads:

• Ms Clare Shobbrook
• Ms Amanda Harvey
• Ms Kady Taitt
• Ms Isobel Apsey
• Ms Juliet Uzor
• Ms Camila Martinez

Executive Headteacher:

Mr David Lucas

If you are worried about a pupil, please do not wait.

You can:

• contact the school and ask to speak to the Designated Safeguarding Lead or a Deputy Designated Safeguarding Lead
• email safeguarding@trinity.lewisham.sch.uk
• speak to a trusted member of staff if you are a pupil
• call 999 if a child is at immediate risk of harm

When sharing a concern, please include as much clear information as possible. This may include the child’s name, year group if known, what you are worried about, when it happened and whether there is any immediate risk.

Safeguarding is the action we take to promote the welfare of children and protect them from harm.

At Trinity, safeguarding includes:

• protecting children from abuse, neglect and exploitation
• supporting pupils’ mental health and wellbeing
• promoting safe relationships and respectful behaviour
• helping pupils stay safe online
• responding to concerns quickly and appropriately
• working with parents, carers and external agencies when needed
• making sure adults working with children understand their safeguarding responsibilities
• creating a culture where pupils know they can speak to a trusted adult

All adults working at Trinity, including staff, visiting staff, volunteers and placement students, are expected to report any actual or suspected concern about child abuse, neglect or harm to the Designated Safeguarding Lead or a Deputy Designated Safeguarding Lead.

Online safety

Online safety is an important part of safeguarding. We support pupils to understand how to use technology safely and responsibly, including how to manage risk, protect personal information, respond to harmful content and seek help if something worries them online.

Mental health and wellbeing

Safeguarding also includes supporting pupils’ emotional wellbeing. Pupils are encouraged to speak to a trusted adult in school if they are worried, anxious, struggling with relationships or concerned about something happening inside or outside school.

Visitors and volunteers

All visitors and volunteers are expected to follow Trinity’s safeguarding procedures. Visitors must sign in, wear the appropriate identification and follow the guidance given by the school. Any safeguarding concern must be reported immediately to a member of the safeguarding team.

The SENCO leads and oversees the provision we make for pupils with special educational needs and disabilities.

Primary Phase SENCO

Ms Camila Martinez
Email: c.martinez@trinity.lewisham.sch.uk

Secondary Phase SENCO

Ms Clare Shobbrook
Email: c.shobbrook@trinity.lewisham.sch.uk

School office

Email: admin@trinity.lewisham.sch.uk

If you are concerned about your child’s progress or needs, please contact your child’s class teacher in the Primary Phase, or Family Group Leader or Head of Year in the Secondary Phase. They can discuss your concern and involve the SENCO or SEND team where needed.

Please use the links below to read our key SEND documents. These documents give more detailed information about SEND provision, statutory information and the support available across Trinity.

All school policies are held in the Policies section of the website. This includes SEND related policies, the Accessibility Plan, complaints information and other statutory documents where applicable.

Trinity is an all through mainstream school, educating pupils from Reception to Year 11. We recognise that pupils may need different kinds of support at different points in their school journey.

We use a graduated approach to support pupils with SEND. This means support is planned, put in place, reviewed and adapted over time according to need.

The SEND Provision Map gives more detail about the types of support available across the school.

Trinity supports pupils with needs across the four broad areas of SEND.

• Communication and interaction: for example, speech, language and communication needs or social communication needs.
• Cognition and learning: for example, pupils who need additional support with learning, literacy, numeracy or processing information.
• Social, emotional and mental health: for example, pupils who may need support with anxiety, self regulation, confidence, relationships or behaviour linked to underlying need.
• Sensory and physical needs: for example, pupils who need support linked to hearing, vision, sensory processing, mobility or physical access.

Individual pupils may have needs that sit across more than one area, and their needs may change over time. The purpose of identifying need is to understand what support will help the pupil, not simply to place them in a category.

Most support for pupils with SEND happens through high quality teaching in the classroom.

Teachers plan learning carefully, use assessment to understand pupils’ needs, adapt resources where appropriate and use strategies that help pupils access the curriculum.

This may include:

• scaffolding, modelling and clear explanations
• visual prompts, key vocabulary and knowledge organisers
• writing frames, sentence starters and adapted resources
• additional thinking time
• targeted seating plans
• access to supportive resources such as dictionaries, bilingual dictionaries or technology where appropriate
• access arrangements for examinations where pupils meet the criteria

Where needed, teachers work with the SENCO, SEN Managers, teaching assistants, learning support assistants and external professionals to make sure support is understood and used consistently.

Support is matched to pupils’ needs and may change over time.

Examples of support may include literacy or numeracy intervention, reading support, speech and language activities, social skills support, emotional literacy, mentoring, homework or revision support, sensory resources, access arrangements, targeted time in a calm space, or support linked to advice from external professionals.

Serenity room and sensory support

Some pupils may benefit from calm, structured or sensory support during the school day.

Where appropriate, pupils may access quieter spaces, emotional regulation support, sensory resources or planned interventions that help them feel settled and ready to learn. This support is considered according to individual need and is reviewed as part of the wider support plan for the pupil.

Examples may include visual timetables, sensory equipment, movement or regulation activities, time out arrangements, social and emotional support, or targeted work with trained staff.

Parents and carers know their children well. We value working in partnership with families to understand strengths, needs, concerns and the support that may help a pupil flourish.

Families may be involved through meetings, parent evenings, reviews, individual education plan discussions, annual reviews for pupils with Education, Health and Care Plans, curriculum events, SEND coffee mornings or conversations with the SENCO and wider SEND team.

We also want pupils with SEND to be listened to and involved in conversations about their learning and support.

Where appropriate, pupils are encouraged to share what helps them learn, what they find difficult and what support they feel makes a difference. Pupils may contribute to target setting, pupil passports, individual education plans or annual review meetings.

Trinity is committed to supporting disabled pupils to access school life and to take part in learning and wider opportunities wherever reasonably possible.

Trinity works to support access across both the Primary and Secondary sites. Information about site access, reasonable adjustments and accessibility planning is available in the SEND Information Report, Accessibility Plan and through contact with the school office.

We take steps to prevent disabled pupils from being treated less favourably than other pupils. Most pupils with SEND are supported within regular timetabled lessons alongside their peers, with reasonable adjustments and additional support where needed.

Further information about accessibility, disabled pupils and the Accessibility Plan can be found in the SEND Information Report and the Policies section.

Transitions can be particularly important for pupils with SEND.

Trinity supports pupils as they move into school, between year groups, from Primary to Secondary and towards Post 16 pathways. Support may include conversations with families and previous schools, transition information, additional visits where appropriate, liaison between staff, and planning for pupils who may need additional reassurance.

For pupils moving into Year 7, the SEND team works with families and primary schools to understand needs early and plan support where appropriate.

Where appropriate, Trinity works with external professionals and services to help understand and support pupils’ needs.

This may include advice or support from services such as Educational Psychology, Speech and Language Therapy, specialist teachers, school nursing, CAMHS, occupational therapy, Drumbeat Outreach, the Specific Learning Difficulties Team, or other local authority and health services.

Involvement from external agencies will usually include discussion with parents and carers.

Lewisham Local Offer

Lewisham publishes a Local Offer with information about support and services for children and young people with special educational needs and disabilities.

We aim to work with families openly and at an early stage if concerns arise.

If you have a concern about your child’s SEND support, please speak first to your child’s class teacher in the Primary Phase, or Family Group Leader or Head of Year in the Secondary Phase. If the concern is not resolved, please contact the relevant SENCO.

Further information about SEND concerns, complaints and external advice can be found in the SEND Information Report and the school’s Policies section.

All policies are held in the Policies section of the website.

This includes safeguarding, child protection, online safety, anti bullying, behaviour, SEND, accessibility, complaints, mental health and wellbeing, RSE and health education, and other statutory documents where applicable.