Special Needs Provision

• Child performing significantly below age expected levels.
• Concerns raised by parent.
• Concerns raised by teacher, for example behaviour or self-esteem is affecting performance.
• Consultations between class teachers and members of the leadership team where progress data is discussed e.g. pupil progress meetings.
• Liaison with external agencies e.g. Educational Psychology Service.
• Health diagnosis through a paediatrician.
• Liaison with previous school or setting, if applicable.
• We follow The Graduated Approach, A Four Part Cycle

If you have concerns regarding your child’s progress or well-being then please speak to your child’s class teacher and/or

• Inclusion Coordinator-INCO-Dani Roe
• Head teacher-Katharine Ellwood

• If a learner is identified as having SEND, we will provide support that is ‘additional to’ or ‘different from’ the differentiated high quality approaches and learning arrangements normally provided.
• We may provide personalised learning to help overcome their barrier to learning.
• Some learners may require Interventions which target the area of difficulty (This does not necessarily mean your child has SEND).
• Interventions are planned and matched to the needs of the individual learner. They are reviewed regularly and the impact monitored.
• Interventions may be taught as a small group, or individual basis by a teacher or teaching assistant.
• Some children may require individual adult support for some or all of the school day.
• Some children may require specialised equipment or ICT to support their learning.

We will discuss your child’s progress with you at review meetings

• Interventions and support will be closely monitored by class teachers and INCO and the impact shared with parents and pupils regularly.
• Meetings with teachers and teaching assistants will inform progress.
• Progress will be discussed at half termly pupil progress meetings with Senior Leadership Team (SLT). Any adjustments and changes to provision will be shared with parents by class teacher and/or INCO.

We use a four stage graduated process: Assess, Plan, Do and Review which is embedded in high quality first teaching

Assess: the pupils needs taking in all information from parent, class teachers and assessments
Plan: identifies the barriers to learning and plans the learning
Do: provide the support
Review: Measure the impact of the support and consider whether changes need to be made. All involved contribute-the learner (using pupil voice), parents/carers, teacher, INCO and decide on the next steps.

We have a caring, understanding ethos and are an inclusive school; we welcome and celebrate diversity, and believe that high self-esteem is crucial to children’s well-being.

“The child is at the centre of everything we do”

• As a nurturing school, all our vulnerable pupils are well known to the school staff, one page profiles are used to share information.
• Children are encouraged to seek adult support should they be feeling worried or upset. Some have a specific key adult who has been selected through discussions with pupil and staff.
• PSHE-Personal, Social, Health Education lessons are taught each week in class supported by assemblies.
• Counselling is a provision available for some children and is available in school with an independent specialist which is regularly monitored and reviewed with parents, child and staff.
• Some children may be invited to take part in Social skills/friendship groups to meet specific needs.
• Some children are able to attend clubs at lunchtime and/or eat their lunch in a different environment, allowing them a calm space.
• Drawing and Talking Therapy is available for some children.

For some children it will be necessary to seek the advice and support from specialist services.

Here are some of our partners:

• ADD-vance – coaching for parents and schools for children with ADHD/ASD.
• Child and Adolescent Mental Health services (CAMHS).
• Child and Family Paediatricians.
• Childrens Centres.
• Communications and Autism team.
• Dacorum Education Support Centre (DESC).
• Educational Psychologist.
• Health visitors.
• Hearing Impairment Team.
• Low Incidence Visual Impairment Team.
• Occupational Therapists.
• Social Communications difficulties Team.
• Specific Learning Difficulties Base (SPLD).
• Speech and Language Therapists.

• Parent/curriculum workshops.
• Learning packs sent home with support on how to use them.
• Regular review meetings.
• Welcome to new class meetings.
• Policies on website.
• Child’s annual school report.

Our school environment is regularly reviewed to ensure all children have safe accessibility and it fully supports their needs.

• There are 2 toilets for disabled pupils with wheelchair access and 1 staff toilet.
• Intimate care policy in place.
• Individual care plans discussed and reviewed with child and parents.
• Areas can be adapted and modified to meet the needs of individual pupils and their SEND.

Strong partnerships are in place when a child moves between settings eg Nursery to Reception, starting secondary school and or moving school.

Support could include:

• Visit to pre-school.
• Visit to day nursery.
• Visit with child minder or at home.
• Visits to secondary school or new school.
• New to Nursery and New to Reception meetings before child starts.
• Planning and discussions with school staff/child/parents.
• Planned visits to new school with INCO/key adult.
• Detailed discussions between INCO/staff and receiving school.