Apex Primary School

Here at Apex Primary (Islamic School in Ilford), we strive to deliver an excellent level of teaching and learning in a warm and safe environment. We believe that a holistic approach to learning will give our children the best start in life and this is why our School ethos centres around nine core values. These values seek to promote all the characteristics of how Islam teachers us to live our lives.


Who to contact

Contact Name
Ms Meherun Hamid
Contact Position
Head Teacher
020 8554 1208 020 8554 1208
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Where to go

Apex Primary School, 60-62
Argyle Road
View IG1 3BG on a map

Childcare Information

Funded Places

Has 3 & 4 year old funding

Opening Times & Facilities

Free Early Learning - 3 & 4 years
Free Early Learning - Extended entitlement
Local Offer

Education Offer


Apex Primary School provides a broad curriculum for all children. Our Curriculum is our starting point for planning that meets the specific needs of children. Teachers must set appropriate learning challenges and respond to children’s diverse learning needs. Some children may experience barriers to learning and require particular action by the school.

These requirements are likely to arise as a consequence of a child having special educational needs (SEN). Teachers must take into account these needs and make provision where necessary, to support individuals or groups of children and thus enable them to participate effectively in school activities. Such children may need additional or different help from that given to other children of the same age.

Children may have special educational needs either throughout or at any time during their school years. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child.

Access to the setting is through steps. The nursery and reception are accessed via narrow corridors and raised steps.

Older years classrooms are located on the first floor and are accessed through two flights of stairs.

Identifying children's needs

The school will make assessments based on the following;

  • Observation by the class teacher and other members of staff,
  • Baseline assessment,
  • Internal assessment procedures including observations,
  • Foundation Stage profiles,
  • Tracking,
  • Termly literacy and numeracy assessments,
  • SATs and QCA testing
  • Parental input. 

If a child has made very little progress or is struggling with a particular aspect of school life, the class teacher will inform the parents to alert them to concerns regarding their child, enlisting their active help and participation. They will then simultaneously inform  the SENCO (Special Educational Needs Co-Ordinator).  A child may be monitored by the class teacher or placed on the SEN register.

Dedicated contacts
  • Special Education Needs Co-ordinator (SENCo)
  • Early Years Co-ordinator
Involving children and their families
  • Planning and review meetings
  • Advice on how to support learning at home
  • Regular contact between home and school
  • Parenting advice
Range of support available
  • EYFS Curriculum planning differentiation
  • Specific teaching interventions
  • Support for behaviour
  • Support for health needs
  • Support for communication needs
  • Additional support strategies
  • Partnership working with other professionals
Measuring children's progress

The SENCO monitors the movement of children within the SEN system in school.  The SENCO is involved in supporting teachers when writing Individual Outcomes  Plans for children. The SENCO will hold meetings to review the work of the school in this area.

Support and training for school staff

Staff receive training on a regular basis. A Teacher is allocated to be an SEND. They will attend training courses provided by the Early Years and Childcare Improvement Team of Redbridge Local Authority . The training attended is cascaded to the rest of the staff team.

Accessibility of the school

Access to the setting is through steps.

The nursery and reception are accessed via narrow corridors and raised steps.

Older year classrooms are located on the first floor and are accessed through two flights of stairs.


Teachers respond to children’s needs by:

  • Providing support for children who need help with communication, language and literacy;
  • Planning to develop children’s understanding through the use of a variety of resources and experiences;
  • Planning for children’s full participation in learning and in physical and practical activities;
  • Helping children to manage their emotions and behaviour so they can take part in learning effectively and safely.

We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy.  We try our best to support children in the classroom situation. If we find that there is a need for children to work in small groups or in a one-to-one situation outside the classroom to maximise learning, we will discuss this with parents.

Transition arrangements

We support children in a variety of ways. We provide children will visual aids which they can use once they have moved to a new school. Children receive their learning journeys and assessment files.

Support and training for parents and carers
  • Coffee mornings with parents
  • Parent workshops
  • Parent consultation
  • Links with Children's centres
  • SENCo
Further information

All information about the school including SEND, Support and general information can be found on the Aldborough website at www.apexprimary.co.uk

Our contact details are shown below.

  • Inclusion leader: Mrs Diane Giordmaina
  • SENCO: Mrs Shan Ali


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