SEND and Wellbeing
At Hertford Heath Primary School and Nursery our ethos of 'Caring for all, Learning for life' is central to the way we support our pupils, including those with special educational needs and disabilities (SEND). We work closely with families to ensure the best outcomes for our pupils, both educationally and in terms of their general well-being.
On this page you will find a variety of information relating to the way we support pupils in school, as well as links to local services supporting children and families in Hertfordshire.
Special Educational Needs (SEN) Information Report
This report has been written after consultation with parents of children with special needs at our school. It is based on key questions asked by parents of children with SEN in Hertfordshire and complies with the SEN Code of Practice 2015. If you would like more information please contact the SENDCo, Helen Watson email@example.com.
1. How does the school know if the children need extra help and what should I do if I think my child may have SEN?
Teachers continuously assess children through regular pupil progress and attainment meetings. When progress and attainment are significantly below age related expectations further assessment may be necessary. If you think your child may have SEN you need to arrange to meet the Class Teacher to discuss your concerns. This may be at a parents evening, or by telephone or e-mail or by appointment. Sometimes it may be necessary for the school’s Special Educational Needs and Disabilities Coordinator (SENDCo) to be involved.
2. How will the school staff support my child?
The Class Teacher is responsible for all the children in their class including those with SEND. Learning is carefully planned and differentiated to cater for children with differing abilities. It may be necessary for your child to receive extra support in small groups or occasionally on a one to one basis. We have a number of interventions in place to support children with a variety of needs including speech and language, social emotional and mental health needs and specific learning difficulties. The SENDCo may suggest the involvement of an outside specialist. Parents will be fully involved at every stage of the process.
3. How will I know how my child is doing?
Parents’ Evenings are held in the Autumn and Spring terms with an Open Afternoon in the Summer term. Class Teachers write an annual report about each child. Children who need SEN support have termly Pupil Plans with individual targets which are discussed with pupils and parents every term. Some children may have Medical Care plans in place which should be updated annually with parents and, where appropriate, the involvement of medical professionals.
4. How will the learning and development provision be matched to my child’s needs?
Good quality teaching from the Class Teacher is vital. It is carefully planned and differentiated to meet your child’s needs and those of all the children. Children will often have different individual learning tasks. Suitable resources to support individuals may be used. Small group learning or occasionally one-to-one support from classroom assistants will be available where appropriate. Children with SEN are all regularly assessed and meetings between school staff, pupils and parents are held to ensure that the provision is meeting children’s needs.
5. What support will there be for my child’s overall wellbeing?
The school promotes positive relationships between parents, children and all staff at school. All children including those with SEN are encouraged to participate in clubs including, for example, sporting activities and music lessons. The school listens to children’s views through the school council and regular pupil questionnaires. Assemblies and PSHE lessons address wellbeing issues such as bullying and conflict resolution. The school has links with local Family Centres which support families with young children. We also have access to a School Family Worker who we can refer children to for support, subject to criteria. In school we also run a number of interventions and clubs to support pupil wellbeing. These include a lunch time Chill Club, early morning Good Morning Club, a wellbeing Pop in and Chat drop-in session and interventions making use of sand play, Lego Build to Express and Protective Behaviours to support pupils emotional development and wellbeing. During the academic year 2020-21 support will be running slightly differently, in line with regularly updated risk assessments. For instance, some support may be delivered in class as children are required to stay within their allocated class ‘bubbles’.
6. What training have the staff, supporting children with SEND had or are having?
All Staff have regular in-school and external training in a range of SEND needs. This includes training from the local Specific Learning Difficulty (SpLD) Outreach Service and advice from other Specialists employed by the LEA . The SENDCo attends regular SEN updates and has close links with a local SENCo cluster.
7. What specialist services and expertise are available at or accessed by the school?
Expertise is shared within the school facilitated by the SENDCo. Sometimes the SENDCo refers children for advice from external professionals after discussions with parents and Class Teachers. Some examples of specialist services are: Educational Psychology, Speech and Language Therapy, SpLD Outreach Service for specific difficulties in English and Maths and local Special School Outreach services. Children must meet criteria to be referred to some of these services. Parents may also access some services through their General Practitioner, for example the ADHD clinic or CAMHs.
8. How will you help me to support my child’s learning?
The school is keen to help parents support their child’s learning. This starts with information meetings for new Nursery and Reception parents. Class Teachers also hold an informal meeting for parents at the start of the school year and knowledge organisers for each subject topic are produced, detailing the learning for each subject topic. Some classes invite parents in on a weekly basis to support younger learners to respond to marking and feedback in their books. We hold regular Parents’ Evenings and information evenings on different subjects. Parents of children who need SEN provision are also invited to termly Pupil Plan meetings and termly Parent Support Group meetings. During the academic year 2020-21 all of the above are subject to ongoing risk assessments.
9. How will I be involved in discussions about and planning for my child’s education?
Children with SEN have termly Pupil Plan meetings when parents can contribute to future planning. For a few children and families with multiple needs a Families First Assessment (FFA) may be necessary to enable all services to work together efficiently and share information. Parents are central to these meetings. A small percentage of children with more complex SEN will have an Education, Health and Care Plan (SEN Code of Practice 2015). These are statutory documents administered by LEA SEN officers ensuring that children receive the provision they need and that their parents’ wishes are taken in to account.
10. How will my child be included in activities outside the classroom including school trips?
School trips will always be discussed with individual parents when necessary. Risk assessments are always carried out. Reasonable adjustments are made so that all children are included in school trips, whenever possible.
11. How accessible is the school environment?
All Hertfordshire schools comply with the Equality Act 2010 and make reasonable adjustments to include all children. Please refer to the school Accessibility Plan for more information.
12. Who can I contact for further information?
In the first instance always contact your child’s Class Teacher. The SENDCo is also pleased to discuss concerns with parents. The school has an SEN Governor. The LEA employs SEN Officers who administer EHC Plans. We would hope that concerns can always be addressed through school but we have a school Complaints Policy.
13. How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?
Our school works closely with all settings at the time of transition. We have meetings for parents before children enter the school system. Extra visits can be arranged for pupils with SEN. In the same way we work closely with secondary schools to ensure smooth transition and transfer of relevant information. Children with SEN are often able to have additional visits where needed.
14. How are the school’s resources allocated and matched to children’s special educational needs?
The budget for SEN is decided by the Head teacher and Governing body.
Within the budgetary constraints support is allocated according to the level of need. In exceptional circumstances additional funding can be applied for individual children.
15. How is the decision made about how much support my child will receive?
In consultation with the class teacher, parents, SENDCo and Head teacher a discussion is held to decide what is appropriate. There are regular review meetings with professionals that may include the child, where appropriate. There is careful monitoring of support to ensure development of the child as an independent learner.
16. How can I find information about the Local Authority’s Local Offer of services and provision for children and young people with special educational needs and disability?
Information on the Hertfordshire Local Education Authority offer can be found
Reviewed August 2020